Republic of the Philippines

Bulacan State University

Bustos Campus
Bustos, Bulacan

Learning Module
in
EDUC 305 Research in Social Studies

Prepared by:
Araceli M. Reclusado, PhD, LPT (Bustos Campus)
Email: [email protected]
Cellphone: 0947-2690422

1
Module Title…………………………………………………………………….. 1
Table of Contents……………………………………………………………….. 2
Course Syllabi/Description……………………………………………………… 3
Introduction……………………………………………………………………… 14
Guidelines in Using this Module.................................................................... 14

Unit 1: INTRODUCTION TO RESEARCH PROCESS…………………… 15

Lesson 1.1 Meaning and Importance of Research
1.2 Characteristics of Good Research
1.3 Types and Classifications of Research
1.4 The Research Process

Unit 2: THE RESEARCH PROBLEM ……………………………………….. 25

Lesson 1.1 Introduction to Research Problem
1.2 Elements of Research Problem
1.3 Conceptualizing a Topic and Writing the title
1.4 Guidelines in Writing the Title (IV & DV), Intervening Variables,
and Formulating the General and Specific Problems

Unit 3: WRITING CHAPTER 1…………………………….………………….. 33

The Problem and Its Setting
Lesson 1.1 Introduction
1.2 Significance of the Study
1.3 Theoretical/Conceptual Framework
1.4 Statement of the Problem
1.5 Statement of Hypothesis/Assumptions of the Study
1.6 Definition of Terms
1.7 Scope and Delimitation

Unit 4: WRITING CHAPTER 2………………………………………………… 43

Review of Related Literature and Studies
Lesson 1.1 Importance of Review of Related Literature & Studies
1.2 Elements in a Literature Review
1.3 Steps to Writing a Literature Review
1.4 Simple Rules for Writing a Literature Review
1.5 Sample Format: Related Literature & Studies

Unit 5: WRITING CHAPTER 3…………………………………………………. 53

Research Methodology
Lesson 1.1 Methods and Techniques of the Study
1.2 Respondents of the Study
1.3 Instruments of the Study
1.4 Data Gathering Procedure
1.5 Data Processing and Statistical Treatment of Data

Unit 6: COMPLETE THESIS PROPOSAL FORMAT……………………….... 60

GLOSSARY…………………………………………………………………….……63

REFERENCES………………………………………………………………………64

APPENDICES:
A. Thesis Title Approval Form…………………………………………………….. 65
B. Adviser Acceptance Form……………………………………………………….66
C. Survey Questionnaire (Research Instrument)…………………………………67
D. Letter of Request (for Respondents)…………………………….……………. 68
E. Thesis Cover Page Sample………………………………………….………….69
F. Thesis Table of Contents.……………………………………………..………...70
2
 Republic of the Philippines
Bulacan State University
Bustos Campus
Bustos, Bulacan

COURSE SYLLABUS
RESEARCH IN SOCIAL STUDIES I

First Semester, A.Y. 2025 – 2026

COLLEGE : Bustos Campus

DEPARTMENT : Teacher Education Department
COURSE CODE : SSE 102
COURSE TITLE : Research in Social Studies
CREDIT UNITS : 3 units
PRE-REQUISITE : Social Work Statistics
FACULTY : Araceli M. Reclusado, PhD, LPT
[email protected]
CONSULTATION HOURS : Friday 11:00 a.m. - 2:00 p.m.

COURSE DESCRIPTION:

The course guides the students in demonstrating an understanding of the basic research
processes. It emphasizes on how to properly write the parts of the research paper (Introduction,
Review of Related Literature and Studies, Methodology, Findings, Conclusions and
Recommendations), the questionnaire, and bibliography. It will equip the students with skills to
conduct research, and to defend successfully the study, to be able to help solve relevant
problems/issues in social sciences or in teaching and learning Social Studies.
University Vision

Bulacan State University is a progressive knowledge-generating institution, globally-

recognized for excellent instruction, pioneering research, and responsive community engagements.
University Mission

Bulacan State University exists to produce highly competent, ethical and service- oriented
professionals that contribute to the sustainable socio-economic growth and development of the
nation
Core Values: SOAR BulSU!

Service to God and Community

Order and Peace
Assurance of Quality and Accountability
Respect and Responsibility

3
The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity as:

a. highly and globally competent;

b. ethical and service-oriented citizen;

c. analytical and critical thinker; and

d. reflective life-long learner.

Program Educational Objectives (PEO)

Program Educational Objectives (PEO) University Mission

AIG- AIG- AIG- AIG-

a b c d

1. Articulate and discuss the latest developments in

the specific field of practice. (PQF level 6 descriptor) ✓ ✓ ✓
2. Effectively communicate in English and Filipino,
both orally and in writing. ✓ ✓
3. Work effectively and collaboratively with a
substantial degree of independence in multi- ✓ ✓ ✓ ✓
disciplinary and multi-cultural teams. (PQF level 6
descriptor)

4. Act in recognition of professional, social, and

✓ ✓ ✓
ethical responsibility.

5. Preserve and promote “Filipino historical and

✓ ✓ ✓
cultural heritage”. (based on RA 7722)

Program Outcomes (PO)

On completion of the course, the student is expected to be able to do the following:

Program Educational Objectives

PROGRAM OUTCOMES
PEO1 PEO2 PEO3 PEO4 PEO5

a. Utilize appropriate various

sociocultural and historical
materials in explaining current
✓ ✓ ✓ ✓ ✓
issues

b. Organize communities
towards self-reliance and self- ✓ ✓ ✓ ✓ ✓
sufficiency

c. Demonstrate leadership
✓ ✓ ✓ ✓ ✓
skills that will help in teaching
 and training students who will
empower their communities

d. Integrate local and global

perspectives in teaching the ✓ ✓ ✓ ✓ ✓
principle of the common good

e. Employ principle of
sustainable development in ✓ ✓ ✓ ✓ ✓
teaching and learning

f. Show scholarship in
research and further learning
✓ ✓ ✓ ✓ ✓

g. Display the qualities of an

innovative teacher who has ✓ ✓ ✓ ✓ ✓
mastery of the subject matter

Course Outcomes and Relationship to Program Outcomes

Course Outcomes Program Outcomes

After completing this course, the

a b c d e f g h i j k
student must be able to:

CO1. Acquire and express an

understanding of basic concepts,
theories, and principles of social I E
research.

CO2. Present research proposal

that can contribute in the
advancement of knowledge and
I I I I D D
uplifting the quality of life of
individuals and groups in the
community.

CO3. Apply ethical principles and

guidelines in conducting social E
research.
CO5. Demonstrate knowledge of
various research methods by
D D D
presenting a working research
plan.

CO6. Exhibit the capacity to

reflect on how the research
endeavor improve their D D D D
knowledge, skills, and values as
future social studies teacher

Note: (I) Introductory Course to an Outcome (E) Enabling Course to an Outcome (D) Demonstrative
Course to an Outcome
LEARNING EPISODES:

Suggested
Intended Learning Learning
TOPIC Week Assessment
Outcomes (ILO) Activities
LO1 Acquaint the Class Orientation 1 Students’
learners with Lecture
the course Distribution of Course Discussion feedback on
content and Syllabus the course
requirements, syllabus
classroom Setting of Classroom
policies, and Policies and Expectations
the grading
system Discussion of the Course
Content, Requirements, and
the Grading System

LO2 Understand A. Introductory Lesson • Lecture- Concept Map

the nature of in Research discussion
research using Flow Chart
1. Nature and Description PowerPoint
of Research Presentation Graded recitation
LO3 Enumerate the on the discussion of
different types 2. Importance of Research • Group the types of
of research Activity
research
3. Characteristics of a
Good Research
LO4 Identify the 2
research 4. Types of Research
paradigms
5. Research Paradigms
LO5 Illustrate the 6. Research Process
research
process

LO6 Formulate the B. Writing Chapter One • Lecture-

Research discussion Writing research
problem and the 1. Formulating the using paper on a
title of the study Research Problem PowerPoin chosen social
t• issue. The output
LO7 Compose the 2. Writing the Title of Presentatio is a presentation
questions, the Investigation n of of chapter one of
hypothesis, sample their research
significance, 3. Writing the General works on paper.
scope and and Specific Questions Chapter
limitations of 3-4 one •
the study 4. Hypothesis of the Study Group
Reading •
LO8 define the terms 6. Significance of the Study Writing and
that will be used critiquing
in their study 7. Scope and Delimitation of of chapter
the Study one of their
research
8. Definition of Terms paper

Brainstormi
ng of the
groups for
their
proposed
research
 title

LO9 Differentiate C. Review of Related • Lecture-

between the review Literatures and Studies discussion Chapter two of
the related literatures using their research
and related studies 1. Differences between PowerPoint paper on a
that fit their research literature and studies 5-6 presentation chosen social
work. of sample issue. The output
2. Foreign literature and works on is a presentation
L10 Define the local literature Chapter Two of chapter two of
variables/concepts (Review of their research
used in the study 3. Synthesis of the literature Related paper.
and studies reviewed Literature
and Studies)
L012 Develop a 4. Theoretical Framework
theoretical/conceptual • Group
framework that is 5. Conceptual Framework Reading
reflective of the study
being undertaken 6. Research Paradigm • Writing and
critiquing of
chapter two
of their
research
paper

D. Methodology
-Lecture- Chapter three of
LO13 Determine the 1. Different methods of discussion their research
appropriate sampling research using paper on a
technique for their study PowerPoint chosen social
2. Subjects of the study and presentation issue. The output
LO14 Identify the sampling design on sample is a presentation
sample size needed and works of of chapter three of
the most appropriate 3. Instrument and validation 7-8 chapter three their research
sampling method for the (Methodology) paper.
study 4. Data gathering procedure
-Exercises on
LO14 Describe the data 5. Treatment of data the
gathering instruments for computation
research of sample,
frequency,
mean,
LO15 Describe the weighted
procedures in data average
gathering for their mean, etc.
research
-Writing and
LO16 Apply appropriate critiquing of
statistical treatment for chapter three
their research of their
research
paper
 LO 17 Familiarize the APA Writing Group Work APA Writing
learners with Style/Format Style/Format
the APA Activity
writing APA Format Guidelines Worksheet
style/format
and issues 9
related to
In-text Citation
plagiarism
Referencing

Plagiarism
LO 18 Apply ethical Research Ethics Lecture Ethics Activity
considerations Discussion Worksheet
10
in conducting
research
LO19 Develop an Developing Research Webinar Instrument/s
instrument that Instrument developed for
can be used in the research
the process of 11-12 proposal
data gathering

E. Summary, Conclusions 13-14

LO20 Apply the and Recommendations Lecture- • Writing
guidelines in writing the discussion chapter five of
summary of findings, 1. Guidelines in Writing the using their research
conclusions and Summary of Findings PowerPoint paper on a
recommendations; and 2. Guidelines in Writing presentation chosen social
write summary of Conclusions on sample issue. The output
findings, conclusion and 3. Guidelines in Writing works of is a presentation
recommendations. Recommendations chapter five of chapter five of
(Summary, their research
Conclusions paper.
and
Recommenda
tions)

Writing and
critiquing of
chapter five of
their research
paper

FINAL ORAL
EXAMINATION

F. Presentation of
Research Title, Chapters
LO21 Present before One, Two, and Three Presentat Output is chapters
a panel of evaluators 15 ion of one to three of
the result of their chapters their research
research work. one to
three
FINAL COURSE OUTPUT

As evidence of attaining the course learning outcomes, the students, in group,

are expected to submit and defend their research proposals at the end of the semester.

RUBRICS

Grading Sheet for Chapter I

CRITERIA 3 2 1 RATING
Introduction Did not provide Provides an Provides an
an overview of overview of the interesting and
the chosen chosen topic; logically
topic; did not discussed presented
discuss general overview of the
general statement, chosen topic;
statement, problem, discussed
problem, rationale and general
rationale and trend of the statement,
trend of the topic problem,
topic extensively. rationale and
extensively. trend of the
topic
extensively.
Statement of Did not give a Given a Given a broad
broad General General General
the Problem
Problem, Problem, Problem,
which was not which was which was
appropriately broken down appropriately
broken down into relevant broken down
into relevant and into relevant
and researchable and
researchable specific researchable
specific questions. specific
questions. questions.
Significance Did not state Stated the Stated the
the justification justification of justification of
of the Study
of the study. the study. the study and
specified how
the results of
the research
would be
helpful to
selected
identified
beneficiaries.
Scope and Did not clearly Identified the Identified the
identify the scope and the scope and the
Delimitation
scope and the delimitation of delimitation of
delimitation of the study. the study, and
the study. clearly
discussed why
some variables
or subject of
the research
were excluded,
controlled or
included in the
study.
Definition of Did not define Defined Conceptually
terms used in technical terms and
Terms
the research. and jargons Operationally
used in the defined
research. technical terms
and jargons
used in the

research.
TOTAL
REMARKS

Grading Sheet for Chapter II

CRITERIA 3 2 1 RATING
Literature Provided Provided Provided and
literature (at literature (at logically
least 15 below) least 20 below) discussed
the discussed the discussed extensive
the given the given literature (at
topics. topics. least 20
above) that
exhausted the
discussion on
the given
topics.
Studies Presented Presented Presented
varying studies varying studies varying studies
(at least 10 (at least 10 (at least 10
below) on the below) on the above) on the
topic that are topic that are topic that are
contracting contracting contracting
and amenable and amenable and amenable
to the other to the other to the other
researches. researches, researches,
that showed that sufficiently
the research showed the
gap that research gap
needed to be that needed to
addressed in be addressed
their research. in their
research.
Framework Presented a Presented a Presented a
framework that clear coherent and
identified the framework that clear
variables or identified the framework that
subject of the variables or identified the
study. subject of the variables or
study, applied subject of the
the theory or study, applied
concept being the theory or
tested. concept being
tested and
specifically
identified the
basis of the
hypothesis.

Hypotheses Identified Identified null Identified null

hypothesis and alternate and alternate
being tested. hypothesis. hypothesis
based on the
theory or
concept being
tested.
TOTAL
REMARKS
 Grading Sheet for Chapter III
CRITERIA 3 2 1 RATING
Did not identify Identified the Identified the
Methods and the correct correct method correct
techniques method and and technique to method and
technique to be used in technique to
be used in research be used in
research research;
justified the
method and
technique
employed.
Respondents Did not Discussed who Discussed
discuss who the respondents who the
and
the will be, chosen respondents
Sampling respondents the correct are by stating
are and chose sampling the criteria,
incorrect technique and chosen the
sampling described the correct
technique procedure by sampling
which the technique
respondents will and clearly
be selected described the
procedure by
which the
respondents
will be
selected
Instrument Did not follow Followed the Followed the
the appropriate procedure for appropriate
procedure for validation of procedure for
validation of instrument validation of
instrument instrument
Procedure Did not clearly Discussed in a Clearly
discus manner step-by step discussed in
how the study manner how the a step-by
will be study will be step manner
executed executed in how the
detail study will be
executed in

detail
Data Did not identify Selected the Selected the
the correct correct data correct data
Treatment/
data treatment treatment treatment
Analysis and followed
the
appropriate
data
processing
technique
TOTAL
REMARKS

Rubric for Oral Defense of Research Paper

Learning Outcome: Present a research proposal in a panel of critics and reviewers with
confidence and appropriate physical expressions.

Criteria Needs Satisfactory Very Excellent

Improvement 85-90 Satisfactory 97-100
70 – below 95-96
Mastery of No mastery of Poor mastery Good Outstanding
the Contents the contents of of the presentation; presentation;
of the Study the study; contents; lots researchers above-and-
never practiced of errors with show that they beyond;
on his/her own, no effort to have practiced presentation is
or quit before improve or outside of excellent and
completion of proof of rehearsal. well-
the oral practice. rehearsed.
presentation.
Body No movement Very little Made Movements
Language or descriptive movement or movement or seemed fluid
gestures. descriptive gestures that and helped the
gestures. enhanced audience
articulation. visualize.
Eye Contact No eye contact Displayed Consistent use Holds attention
with audience. minimal eye of direct eye of entire
contact with contact with audience with
audience. audience. the use of
direct eye
contact.
Introduction Student does Student clearly Student Student
and Closure not display uses either an displays clear delivers open
clear introductory or introductory or and closing
introductory or closing closing remarks that
closing remark, but remarks. capture the
remarks. not both. attention of the
audience and
set the mood.
Pacing Delivery is Delivery is in Delivery is Good use of
either too quick bursts and patterned, but drama and
or too slow to does not meet does not meet student meets
meet apportioned apportioned apportioned
apportioned time interval. time interval. time interval.
time interval.
Poise Tension and Displays mild Makes minor Student
nervousness is tension; has mistakes, but displays
obvious; has trouble quickly relaxed, self-
trouble recovering recovers from confident
recovering from mistakes. them; displays nature about
from mistakes.
 little or no self, with no
tension. mistakes.

Voice Consistently Displays some Satisfactory Use of fluid

uses a level of use of speech and
monotone inflection inflection, but inflection
voice. throughout does not maintains the
delivery consistently interest of the
use fluid audience.
speech.
OTHER

REQUIREMENTS AND ASSESSMENTS:

1. Quizzes
2. Assignments
3. Activities
4. Project
5. Proposal Defense

GRADING SYSTEM:

Term Examinations (Chapters 1-2) 30%

Quizzes/Activities (Chapter 3) 30%
Project (Proposal Defense/complete paper ) 30%
Participation/Recitation/Attendance 10%

TOTAL 100%

Final Grade = Midterm Grade + Tentative Final Grade Period

2

Range Grade

97-100 1.00

94 – 96 1.25

91 – 93 1.50

88 – 90 1.75

85 – 87 2.00

82 – 84 2.25

79 – 81 2.50

76 – 78 2.75
 75 3.00

74 and below 5.00

REFERENCES:

Bago, A.L., 2011, Thesis Writing with Confidence, C & E Publishing, Inc.

Babbie E. R. and Rubin, A. (2014). Research Methods for Social Work 6th Edition.
USA: Cengage Learning

Bermudo, Pedrito Jose, Araojo, Aurora E., et. al., 2010. Research Writing Made
Simple (A Modular Approach for Collegiate and Graduate Students).
Mindshapers Co., Inc. Intramuros, Manila

Bernard, R. H. (2013) Social Research Methods: Qualitative and

Quantitative Approaches 2nd Edition. USA: Sage Publication

Calderon, J. and Gonzales, E. (2011) Methods of Research and Thesis Writing.

Mandaluyong City: National Book Store (reprinted)

David, F. (2010) Quantitative and Qualitative Research Methods, Manila:

MIndshapers Company, Inc.

Dumayas-Matira & Edano, 2014, A Friendly Approach to Thesis Writing (with Do-
it-Yourself Statistics), St. Andrew Publishing House

Lawrence N. W., and. Kreuger, L. W. (2003). Social work research methods:

qualitative and quantitative approaches. London: Sage Publication

Punch, K. F. (2014) Introduction to Social Research 3rd edition. London: Sage

Publication McLaughlin, H. (2012), Understanding social work research
USA: Cengage Learning

Rafael J. E. (2014) Fundamentals of Social Work Research, Boston:University of

Pittsburgh, Russell K. Schutt, University of Massachusetts

Sirug, W. (2011). Basic Probability and Statistics: A Step by Step

Approach, Manila: MIndshapers Company, Inc.

Zulueta, Francisco M., 2004, Method of Research Thesis Writing and Applied
Statistics, National Bookstore

ONLINE RESOURCES:
APA Manual or http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
Electronic Learning Marketplace (2005). http://www.elm.maine.edu/assessments/
https://www.enotes.com/homework-help/what-research-what-various-types-research-
explain-137387
https://en.wikipedia.org/wiki/Quantitative_research
https://www.google.com/search?q=example+of+conceptual+framework+in+thesis&tbm=isc
h&sourc
www.scribd.com/doc/73316703/A-Sample-Research-Proposal-for-Undergraduate-Students
CLASS POLICIES
1. Attendance. Students are responsible for whatever is taken up during
class in case of absences, excused, or unexcused. An excused absence does not
excuse one from assignments given or collected during the days of absence.
Students must log in to the provided meet link at least 10 minutes before the start
of the class.

2. Going in and out of the classroom. Please do whatever you need to do

elsewhere before or after class. Going out of the classroom during class is not
allowed. If you really have to, please raise your hand to ask permission. You are
expected to come back after 5 minutes, in excess of this, or failure to return is
considered absent.

3. Dishonesty. Cheating in whatever form is equivalent to a grade of 5.0.

Acquiring and/or distributing leakage, copying from or letting someone copy
during exams/assignments are some of its examples.

4. Examination. Midterm and final permits are required (not receipts or

registration cards) during exams. Make-up examinations are given on a case-to-
case basis and only for highly meritorious reasons (e.g. hospital confinement
supported by medical certificate).

5. Plagiarism. Any form of intellectual theft shall be dealt with accordingly as

prescribed by the Student’s Handbook.

6. Use of gadgets (cellular phones, IPods, etc.) is prohibited during classes.

Prepared by:

ARACELI M. RECLUSADO, PhD

Faculty Member, Teacher Education Department

Evaluated by:

ALLEN S. VALERA, PhD

Curriculum Coordinator

Endorsed by:

GINA SARMIENTO, PhD

Chair, Department of Languages and Social Sciences

Approved by:

MARICEL E. SIERTO, Ed.D.

Campus Dean

14
 Declaration

I have read and understood the above syllabus in full and in participating in this
course I agree to the above rules. I have a clear understanding of the policies and my
responsibilities, and I have discussed everything unclear to me with the instructor.

I will adhere to the academic integrity and policy and I will treat my fellow students
and my teacher with due respect.

I understand that this syllabus can be modified or overruled by announcements of

the instructor in class or on any social media site at any time

Student’s Printed name Signature Date

Parent’s Printed name Signature Date

Student’s Copy

-------------------------------------------------------Cut here----------------------------------------------------------

Declaration

I have read and understood the above syllabus in full and in participating in this
course I agree to the above rules. I have a clear understanding of the policies and my
responsibilities, and I have discussed everything unclear to me with the instructor.

I will adhere to the academic integrity and policy and I will treat my fellow students
and my teacher with due respect.

I understand that this syllabus can be modified or overruled by announcements of

the instructor in class or on any social media site at any time

Student’s Printed name Signature Date

Parent’s Printed name Signature Date

Instructor's Copy

INTRODUCTION

15
 This Learning Module in Thesis Writing I (BAMM/BAFM 413D) will lead you
going through the Thesis writing process with confidence through the application of
research principles, technical and administrative requirements, and direction in
planning, implementing, analyzing and reporting results of the investigation.
This module is designed to help Business Administration students go through
the research process with less stress and proper instructions. It is intended to help
them conceptualize a topic and a title for investigation; the problem and its
background; review of related literature; and research methodology with the
instrument to be used for the thesis proposal.
This module is a self-directed design, so as you browse through the pages,
you will be guided on how to go through step-by-step research process. Hence,
there are samples and activities, and certain administrative concerns, which
somehow will help you and guide you in conducting your thesis proposal.
Guidelines in Using this Module
This Module has six(6) Units. Each Unit has the following:
Learning Outcomes

What Do You Already Know? (Review: Pre-Test)

What Do You Need to Know? (Lesson Proper)

Activity
Analysis
Abstraction

Reflection/Learning Insights

How Much Have You Learned? (Post-Test)

How Do You Extend Your Learning? (Assignment)

Final Requirements

SUGGESTED READINGS AND WEBSITES

GLOSSARY
REFERENCES

UNIT 1. INTRODUCTORY LESSON IN RESEARCH

16
 1.1 Nature and Description of Research
1.2 Importance of Research
1.3 Characteristics of a Good Research
Lessons:
1.4 Types of Research
1.5 Research Paradigms
1.6 Research Process
Duration 6 Hours / Week 1-2

Learning Outcomes
1. Define research and understand the purpose of research;
2. Identify the characteristics of a good research;
3. Give examples of research activities which are helpful in improving situations;
4. Follow guidelines of the research process.

Lesson 1.1 Meaning and Importance of Research

Duration : 1.5 Hours / Week 1

What Do You Already Know?

Pre-Test (10 pts.)
Directions: Enumerate the steps in scientific inquiry as you have learned in your
Science class:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

What Do You Need to Know? (Lesson Proper)

Research Activity 1: (20 pts.)
1. Surf the net on the latest findings in research on any topic of your choice: it may
be social issues, political trends, health-related, family-related, sports, relationships,
best practices on anything, etc.;
2. Get the five most fascinating findings and classify them according to subject, in
order of preference;
3. Discuss the importance of research findings to the improvement of the quality of
life; and
4. Write your selected research findings, classification and discussion in the table.

Research Findings Subject Classification Implication to the

Improvement of the
Quality of Life

Analysis
17
1.1 Nature and Description of Research
Duration: 1.5 Hours

What is Research?
Prefix “re” – which means again
Root word “search” – look for, explore, investigate, study, inquire,
examine, experiment, probe, analyze, scrutinize.
As a field of discipline, research is an investigation, study, exploration,
probe, etc. on anything by applying systematic of scientific methods in
gathering data in order to provide answers to some questions or
problems that are aimed to improve the quality of life.

Purpose of Research
To provide answers to some questions or problems that are meant to
improve the quality of life.
Any research activity that eventually lead to destruction of life, or
somebody else’s reputation, or of the environment, or a family
relationship is considered contrary to the objective of research and thus,
contrary to the ethics of research.

1.2 The Importance of Research

Study Implications

The purpose of research is to inform action. Thus, your study should seek to
contextualize its findings within the larger body of research. Research must always
be of high quality in order to produce knowledge that is applicable outside of the
research setting. Furthermore, the results of your study may have implications for
policy and future project implementation.

One problem that often plagues progress in global health is the slow translation
of research into practice. Often, a disconnect exists between those who conduct
research and those who are positioned to implement the research findings. The
underlying problem is that “the production of evidence is organized institutionally with
highly centralized mechanisms, whereas the application of that science is highly
decentralized. This social distance prevails because scientists are more oriented to
the international audiences of other scientists for which they publish than to the needs
of practitioners, policy makers, or the local public.”

Thus, as researchers, it is imperative to take steps to overcome this barrier.

Publishing your study may be one initial step to make your research known to the
global community. Other proactive measures can be taken to encourage the uptake
of evidence-based interventions. For example, you can present your research findings
at various venues, such as Unite for Sight’s Global Health and Innovation Conference.
Furthermore, you can send the results of your study to local officials, policy-makers,
and community leaders.

Goals of Research

18
 There are relatively few published studies about eye care in developing
countries, and Unite For Sight encourages all volunteers to consider developing a
research study to contribute important knowledge to the eye care community on a
global scale. Pursuing a research project will be a challenging and rewarding
experience, and this opportunity enables you to pursue an in-depth original study
about a topic of interest.

Well-conducted research is vital to the success of global heath endeavors. Not

only does research form the foundation of program development and policies all over
the world, but it can also be translated into effective global health programs. Research
draws its power from the fact that it is empirical: rather than merely theorizing about
what might be effective or what could work, researchers go out into the field and
design studies that give policymakers hard data on which they can base their
decisions. Furthermore, good research utilizes methodologies that can be replicated,
produces results that are examinable by peers, and creates knowledge that can be
applied to real-world situations. Researchers work as a team to enhance our
knowledge of how to best address the world’s problems.

The “Iterative” Process of Research

Ultimately, the key to a successful research project lies in iteration: the

process of returning again and again to the research questions, methods, and data,
which leads to new ideas, revisions and improvements. It is easy to think of
research as a step-by-step “1, 2, 3” process, but it is important to be flexible and
open to change. Oftentimes, by discussing the research project with advisers and
peers, one will find that new research questions need to be added, variables need to
be omitted, and other changes need to be made. As a proposed study is examined
and reexamined from different perspectives, it may begin to transform and take a
different shape. This is to be expected and is a component of a good research
study. In addition, it is important to examine study methods and data from different
viewpoints to ensure a comprehensive approach to the research question. In
conclusion, there is no one formula for developing a successful study, but it is
important to realize that the research process is cyclical and iterative. (Source:
http://www.uniteforsight.org/research-methodology/module6#:~:text=)

1.3 Characteristics of Good Research

19
Duration: 1.5 Hours

Top 10 Qualities of Good Academic Research

(Source: http://www.guide2research.com/tutorials/top-10-qualities-of-good-academic-research)

Academic Research is defined as a process of collecting, analyzing and

interpreting information to answer questions or solve a problem. But to qualify as
good research, the process must have certain characteristics and properties: it
must, as far as possible, be controlled, rigorous, systematic, valid and verifiable,
empirical and critical. The main characteristics for good quality research is listed
below:

It is based on the work of others.

It can be replicated and doable .
It is generalizable to other settings.
It is based on some logical rationale and tied to theory. In a way that it has the
potential to suggest directions for future research.
It generates new questions or is cyclical in nature.
It is incremental.
It addresses directly or indirectly some real problem in the world.
It clearly states the variables or constructs to be examined.
Valid and verifiable such that whatever you conclude on the basis of your
findings is correct and can be verified by you and others.
10.The researcher is sincerely interested and/or invested in this research.

Meanwhile, bad research has the following properties:

The opposites of what have been discussed.

Looking for something when it simply is not to be found.
Plagiarizing other people’s work.
Falsifying data to prove a point.
Misrepresenting information and misleading participants.

1.4 Types and Classifications of Research

Types of scientific research

Research is a logical and systematic search for new and useful information on
a particular topic. Research is important both in scientific and nonscientific fields. In
our life new problems, events, phenomena and processes occur every day.
Practically, implementable solutions and suggestions are required for tackling new
problems that arise. Scientists have to undertake research on them and find their
causes, solutions, explanations and applications.
The research is broadly classified into two main classes: 1. Fundamental
or basic research and 2. Applied research. Basic and applied researches are
generally of two kinds: normal research and revolutionary research. In any particular
20
field, normal research is performed in accordance with a set of rules, concepts and
procedures called a paradigm, which is well accepted by the scientists working in that
field. In addition, the basic and applied researches can be quantitative or qualitative
or even both (mixed research).
1. Fundamental or basic research:
Basic research is an investigation on basic principles and reasons for occurrence of
a particular event or process or phenomenon. It is also called theoretical research.
Study or investigation of some natural phenomenon or relating to pure science are
termed as basic research. Basic researches sometimes may not lead to immediate
use or application. It is not concerned with solving any practical problems of
immediate interest. But it is original or basic in character. It provides a systematic
and deep insight into a problem and facilitates extraction of scientific and logical
explanation and conclusion on it. It helps build new frontiers of knowledge. The
outcomes of basic research form the basis for many applied research.
Basic research

Seeks generalization
Aims at basic processes
Attempts to explain why things happen
Tries to get all the facts
Reports in technical language of the topic

2. Applied research:
In an applied research one solves certain problems employing well known and
accepted theories and principles. Most of the experimental research, case studies
and inter-disciplinary research are essentially applied research. Applied research is
helpful for basic research. A research, the outcome of which has immediate
application is also termed as applied research. Such a research is of practical use to
current activity.
Applied research

Studies individual or specific cases without the objective to generalize

Aims at any variable which makes the desired difference
Tries to say how things can be changed
Tries to correct the facts which are problematic
Reports in common language

The differences between applied research and action research can be summarized as
follows:

Purpose: Applied research aims to find practical solutions to specific problems, while action
research focuses on solving problems through a participatory approach involving
stakeholders.

21
 2

Methodology: Applied research follows a systematic and scientific approach, often

involving data collection and analysis to test hypotheses. In contrast, action research is more
iterative and collaborative, often involving cycles of planning, action, observation, and
reflection.

Engagement: Action research typically involves active participation from stakeholders in

the research process, whereas applied research may not necessarily involve stakeholders in
the same way.

Outcome Orientation: The results of applied research are often used to develop new
products, policies, or procedures, while action research aims to create change and improve
practices within a specific context.

These distinctions help clarify the unique roles each type of research plays in addressing
real-world issues.

1.5 Research Paradigms

Research paradigm is a philosophical framework that guides how research is

conducted, influencing everything from the research questions to the methods used
for data collection and analysis. It's essentially a worldview that shapes a
researcher's approach to understanding and interpreting the world.

Key Components of a Research Paradigm:

• Ontology:
This deals with the nature of reality and existence. It asks questions like, "What is
the nature of reality?" and "Is there a single, objective reality or multiple, subjective
realities?".
• Epistemology:
This explores the nature of knowledge and how we come to know things. It asks,
"What is knowledge?" and "How can we know something?".
• Methodology:
This focuses on the methods and procedures used to conduct research. It
determines how data is collected and analyzed.

22
Basic and applied research, further divided into three types of research bearing some
characteristics feature as follows:
Quantitative research

It is numerical, non-descriptive, applies statistics or mathematics and uses

numbers.
It is an iterative process whereby evidence is evaluated.
The results are often presented in tables and graphs.
It is conclusive.
It investigates the what, where and when of decision making.

Qualitative research

It is non-numerical, descriptive, applies reasoning and uses words.

Its aim is to get the meaning, feeling and describe the situation.
Qualitative data cannot be graphed.
It is exploratory.
It investigates the why and how of decision making.

Mixed research
Mixed research- research that involves the mixing of quantitative and qualitative
methods or paradigm characteristics. Nature of data is mixture of variables, words
and images.

(Source:https://innspub.net/types-of-scientific-research/)

What Types of Research Can You Do?

Qualitative research focuses on the "why" rather than the "what" of social
phenomena and relies on the direct experiences of human beings as meaning-
making agents in their every day lives. Rather than by logical and statistical
procedures, qualitative researchers use multiple systems of inquiry for the study of
human phenomena including biography, case study, historical analysis, discourse
analysis, ethnography, grounded theory and phenomenology.

The three major focus areas are individuals, societies and cultures, and
language and communication.

EXAMPLE: Observations. Artifacts and archival records are just

two examples of sources for qualitative research. ... One type of
observation that is sometimes used in qualitative research is participant
observation, which occurs when a researcher interacts (or participates) in
the very situation that they are observing.

Quantitative research is the systematic empirical investigation of

observable phenomena via statistical, mathematical, or computational techniques.
The objective of quantitative research is to develop and employ mathematical
models, theories, and hypotheses pertaining to phenomena. The process
of measurement is central to quantitative research because it provides the

23
fundamental connection between empirical observation and mathematical
expression of quantitative relationships.
Quantitative research includes the following:

Descriptive Method - describes the phenomena being studied.

The Correlational Research - determines the relations among two or more

variables and correlational statistical techniques are then applied to the data.

The Experimental Method - the researcher manipulates one of more

independent or grouping variables. It includes (a) true experiments (in which
indviduals are randomly assigned to conditions or groups, such as method of
instruction or counselling) and (b) quasi-experiments (in which individuals
cannot be randomly assigned as they are already in a condition or group, such
as gender, socioeconomic status, or classroom). Experimental studies are
those in which strong causal inferences are most likely to be drawn.

The Historical Research - is employed by the researchers who are interested

in reporting events and/or conditions that occurred in the past.

The Market Research – is any organized effort to gather information about

target markets or customers. Market research provides important information to
identify and analyze customer satisfaction, the market need, market size, and
competition.

Duration: 1.5 Hours / Week 2

1.6 The Research Process

Duration: 1.5 Hours

The research process involves identifying, locating, assessing, and analyzing

the information you need to support your research question, and then developing and
expressing your ideas. ... The research process can be broken down into seven
steps, making it more manageable and easier to understand.

Step 1: Identify and develop your topic. Selecting a topic can be the most
challenging part of a research assignment. ...
Step 2 : Do a preliminary search for information. ...
Step 3: Locate materials. ...
Step 4: Evaluate your sources. ...
Step 5: Make notes. ...
Step 6: Write your paper. ...
Step 7: Cite your sources properly. ...
Step 8: Proofread.

24
Abstraction (10 pts.)
How do you compare qualitative research from quantitative research?

Reflection/Learning Insights (10 pts.)

How would you apply the ethics of research when you plan to investigate a certain
problem or phenomena in our lives?

How Much Have You Learned?

Post-Test: Quiz 1 (20 pts.)
What Type of Research is this?
Situations/Problems Types of Research
1. if makahiya leaf has an antibiotic
effect

2. if the customers are satisfied with

the services of a food

25
3. which is better teaching strategy, the
case study method or the
demonstration method

4. labor demand analysis for the next

five years

5. life among folks before the volcanic

eruption around Taal volcano

6. if the color of lipstick determines a

woman’s decision-making process

7. if garlic is better antibiotic than

penicillin

8. if salaries and benefits contribute to

job satisfaction

9. if marketing strategies of schools

contribute to the increase in the
number of enrolled

10. if smoking affect the level of anxiety

11. bullying and height among

elementary school children

12. to determine the percentage of

grade 9 pupils who would enrol in the
academic tracks by the year 2021

13. an analysis of the strengths,

weaknesses, opportunities and threats
of a certain company

14. determine the safety of street foods

15. tracer study of graduates

16.analysis of profitability of a certain

industry

17. customer buying practices on

online products

18. alternative learning systems and its

effect to out of school youth

19. school facilities and the

performance of students

26
20. covid19 pandemic and the new
normal condition of the country

How Do You Extend Your Learning? (Assignment - 20 pts.)

1. Enumerate and explain briefly the importance of research.

2. Explain the characteristics of a good research vs. bad research.

3. Discuss the Research Process.

4. Give examples of research findings in different disciplines and how these helped
in improving the quality of life. (For example: cellphone – how this invention helps to
improve the quality of life?)

Final Requirements

1.Submission of activities on _____________________. If you have internet, send

it to my gmail address written on the cover page.

2. If no internet, put your requirements per lesson in a long envelope, on the upper
right corner write your name (Surname, Name, Middle Initial) and Section. Below
your name, write the subject and teacher’s name. Drop it at the BulSU Bustos gate.
Should you have any questions, don’t hesitate to send me a message. ☺

3. For further instructions, we will meet face-to-face on

_______________________,.

27
 Formulating the Research Problem and Writing the Title of
UNIT 2 the Study

2.1The Research Problem

2.2Characteristics of a Good Problem
2.3Limiting and Defining the Problem
2.4Guidelines in Writing the Title (IV & DV),
Lessons
and Formulating the General and Specific Problems
Writing the Title of the Investigation
2.5 Writing the Specific Questions

Duration 9 Hours / Week 3-5

Learning Outcomes:

1. Identify problem situations in the school, in the workplace or in the community

where topics of research maybe based;
2. Write three to five topics for research and end with the “best” single topic after a
conference with the thesis instructor;
3. Write a title based on the chosen topic according to accepted standards.

2.1 Introduction to Research Problem

Duration: 1.5 Hours

What Do You Already Know?

Pre-Test: (20 pts.)
Research Activity 2. What to do?
Based on the problem situations in your school, workplace, or in the community,
write down three to five topics that are of interest to you, in order of priority…
1.1
1.2
1.3
1.4
1.5

Now, select three in order of priority and present your three topics to you thesis
instructor. Then write the final topic below after discussing it to her/him.
2.1
2.2
2.3
Our final topic/title:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

28
What Do You Need to Know? (Lesson Proper)
Activity: (20 pts.)
Give examples of research findings in different disciplines and how these have
helped in improving the quality of life.
Research Findings Implication to the Improvement of
Quality of Life

The main purpose of the INTRODUCTION is to give a description of

the problem that will be addressed. In this section the researcher might discuss the
nature of the research, the purpose of the research, the significance of the research
problem, and the research question(s) to be addressed.
(source: linguistics.byu.edu › faculty › henrichsenl › ResearchMethods)

A research problem is a statement about an area of concern, a condition to

be improved, a difficulty to be eliminated, or a troubling question that exists in
scholarly literature, in theory, or in practice that points to the need for meaningful
understanding and deliberate investigation. (library.sacredheart.edu)

How to introduce a research problem?

Give a general introduction to the topic for broad audience. Narrow the focus to
your particular topic. State your research problem and aims.

State your hypothesis or research question.

Briefly describe how you will accomplish your aims.
Give a preview of your main results and state the contribution of the work
(optional)

29
2.2 Characteristics of a Good Problem
Duration: 1.5 Hours

Elements of a Research Problem

https://universalteacher.com/1/elements-of-a-research-problem/

A research problem refers to some difficulty either of a theoretical or practical

character which an individual or organization is experiencing and wants to obtain a
solution for the same. There are a number of elements (components) which a problem
must have before it becomes a research problem ready for study.
What are the 5 Elements of a Research Problem?
Objective or aim of the problem which is to be investigated. This answers the
question “Why?” Why is there a need for investigation, inquiry or study?

The topic or theme which needs to be investigated. This answers the question
“What?” What is to be researched or studied?” For example: What would a rival
company do if we decrease our prices by 25%? What would sales be if prices were
Rs. 89 ? Rs. 99 ? How would a rival firms action influence our sales and profits? The
right question needs to be addressed if research is to help decision makers. The
decision maker can’t acquire all the information, but it is often feasible to identify the
factors that are critical to the existing problem. These factors are then included in the
problem definition.

The time dimension of a decision problem is always the future. The period or
time of the study when the data are to be gathered. This answers the question
“When?” When is the research to be performed?” Managers frequently run the risk of
making the correct decision at incorrect time. It is essential that the decision maker
as well as the researcher determine the right time reference for-the decision.

The area or location in which the study is to be conducted. This answers the
question “Where?” Where we need to conduct the study? The space coordinates give
you the geographic boundaries within which the action is to be taken. In the problem
definition, these lines are hardly ever neat political divisions or subdivisions. The
universe of interest should be defined either conceptually or by enumeration.

Population or universe from whom the data needs to be gathered. This answers
the question “Who?” or “from whom?” Who are the respondents? From who are the
data to be collected?” They may include persons, groups of persons, business
establishments.

2.3 Limiting and Defining the Problem

Limiting and defining the research problem involves narrowing down a broad topic
into a specific, manageable, and researchable area of inquiry. This process ensures
the research focuses on a well-defined issue with clear boundaries, making it
feasible and impactful. It involves identifying a gap in knowledge, formulating a clear
problem statement, and establishing the scope and limitations of the study.

Examples of Limiting and Defining a Research Problem:

30
• Broad Topic:
Impact of social media on teenagers.
• Narrowed Focus:
Impact of social media usage on the mental health of high school students in
[Specific City/Region].
• Research Problem:
Investigating the correlation between social media usage and the prevalence of
anxiety and depression among high school students in [Specific City/Region].
• Scope:
The study will focus on students in grades 9-12 in [Specific School District] and will
utilize a survey method to collect data.
• Limitations:
The study will not include students from other grade levels or schools outside the
specified district. It will also be limited to self-reported data from the survey

2.4 Guidelines in Writing the Title (IV & DV), and Formulating the General and
Specific Problems

Duration: 3 Hours

Conceptualizing a Topic and Writing the title

Conceptualization is the process of not only selecting a topic, but

formulating a defensible and researchable research problem; it is more than simply
generating a list of interesting topics such as academic achievement gaps or
homelessness. (us.sagepub.com)

Conceptualization is the process of specifying what we mean when we use

particular terms. It is the reverse process of conception. It is the process of not only
selecting a topic, but formulating a defensible and researchable research problem; it
is more than simply generating a list of interesting topics such as academic
achievement gaps or homelessness. Example: When we see the concept “feminism”,
we make a list of phenomena representing the concept.

31
Writing a Thesis Title

Use words that create a positive impression and stimulate reader interest. Use
current nomenclature from the field of study. Identify key variables, both dependent
and independent. ... All nouns, pronouns, verbs, adjectives, and adverbs that appear
between the first and last words of the title are also capitalized.

Tips for Writing an Effective Research Paper Title

Avoid unnecessary words and jargons. ...

Make sure your title is between 5 and 15 words in length.
If you are writing a title for a university assignment or for a particular academic
journal, verify that your title conforms to the standards and requirements for
that outlet.

Writing the Title

Once you decided on the topic and after approval from your thesis
instructor/professor, the next step for you is to write your title. You can start with the
simplest and the most conventional way of writing the title: topic-respondent-local-
time formula

32
You can make your title more attractive by turning into a phrase that already
expresses a problem requiring an explanation with a hint on what would be done
with the results of the study, without following the conventional topic-respondent-
local-time formula. Just make sure your title is broad enough to cover the major
problem of the study.

Writing the Title (IV & DV)

From the root word “vary” a variable refers to a characteristic by which the
values or properties differ depending on your sources, namely your respondents. The
value of age, for example, varies as to the characteristic of the respondent, gender as
male or female, educational attainment as elementary graduate, high school
graduate, doctoral degree graduate, etc. Job performance is also a variable as the
value would be determined by the condition of the respondent.
The Independent Variables (IV) are the values or properties which are
presumed to be the cause or influence or therefore effect of changes on another
33
variable or phenomenon. Independent means they exist as they are, not being
caused or influence by another. These may be considered the predators of another
variable. (input)
The Dependent Variables (DV) are actually the focus of the study, the
characteristics or properties or values that are caused, influenced or predicted by the
independent variable. (output)
The Intervening Variables also play an important roles in research. These
are variables that may not be controlled or manipulated but may have a direct effect
on the outcomes of the study.
Example:

Job Performance Job Satisfaction

(IV) (DV)

Digital Marketing Strategies Productivity of Food Industries

(IV) (DV)

Modern Technology Product Stability and Profitability

(IV) (DV)

2.5 Writing the Specific Questions

Formulating the General and Specific Problems

A research problem is a statement about an area of concern, a condition to

be improved, a difficulty to be eliminated, or a troubling question that exists in
scholarly literature, in theory, or in practice that points to the need for meaningful
understanding and deliberate investigation. In some social science disciplines the
research problem is typically posed in the form of a question. A research
problem does not state how to do something, offer a vague or broad proposition, or
present a value question.

The purpose of a problem statement is to:

Introduce the reader to the importance of the topic being studied. The reader
is oriented to the significance of the study and the research questions or
hypotheses to follow.
Places the problem into a particular context that defines the parameters of
what is to be investigated.
Provides the framework for reporting the results and indicates what is
probably necessary to conduct the study and explain how the findings will
present this information.

The general statement of the problem and the specific subproblems or questions
should be formulated first before conducting the research. It is customary to

34
state specific subproblems in the interrogative form. Each specific question must
be clear and unequivocal, that is, it has only one meaning. (www.coursehero.com › file ›
sciresreport)

Abstraction (10 pts.)

In your priority topic in Research Activity 2, write and discuss below your IV and DV.

Reflection/Learning Insights (10 pts.)

How important is it to make the research title interesting in our lives?

How Much Have You Learned?

Post-Test Quiz 2 (20 pts)
What to do:
Write a complete title for the following topics. Use a topic-respondent-local-time
formula, a phrase that already expresses a problem requiring an explanation, or IV
DV formula:

1. Cultural Preservation

___________________________________________________________________

2. E-learning Adoption

___________________________________________________________________

3. Local Festivals and Cultural Events

___________________________________________________________________

4. Social Change

___________________________________________________________________

5. Political Systems

___________________________________________________________________
35
6. Child Labor in the Philippines

___________________________________________________________________
7. Government Programs

___________________________________________________________________

8. Parental Involvement

___________________________________________________________________

9. Religion

___________________________________________________________________

10. Political Issues in the Philippines

___________________________________________________________________

How Do You Extend Your Learning? (Assignment – 20 pts.)

1. Where can a researcher get topics for research?

2. Why is it more practical to come up with three to five topics for submission than
just a single topic?

Final Requirements

1.Submission of activities on _____________________. If you have internet, send

it to my gmail address written on the cover page.

2. If no internet, put your requirements per lesson in a long envelope, on the upper
right corner write your name (Surname, Name, Middle Initial) and Section. Below

36
your name, write the subject and teacher’s name. Drop it at the BulSU Bustos gate.
Should you have any questions, don’t hesitate to send me a message. ☺

3. For further instructions, we will meet face-to-face on

_______________________,

UNIT 3 WRITING CHAPTER 1

The Problem and Its Setting
Lesson:
1.1 Introduction
1.2 Significance of the Study
1.3 Theoretical/Conceptual Framework
Lessons
1.4 Statement of the Problem
1.5 Statement of Hypothesis/ Assumptions of the Study
1.6 Definition of Terms
1.7 Scope and Delimitation

Duration 9 Hours / 3 Weeks

Learning Outcomes:

1. Understand and write an introduction to the thesis emphasizing the trends,

issues, objectives and contributions of the study to theory and practice;
2. Identify and write the significance of the study emphasizing the groups who
would benefit and how the study would solve problems of the identified groups;
3. Define the dependent, independent, intervening variables as applied, and design
an operational framework or paradigm of the research study;
4. Write the assumptions or hypothesis based on specific questions;
5. Identify terms to be defined and define these terms operationally or as used in
the study; and
6. Write the scope and delimitation of the study according to accepted standards.

Lesson 1.1 Introduction

Duration: 1.5 Hours / Week 6

What Do You Already Know?

Pre-Test. (20 pts.)
Research Activity 3. Write your own Introduction to your title emphasizing the
trends, issues, objectives and contributions of the study to theory and practice.
(include the citation)

37
What Do You Need to Know? (Lesson Proper)
Activity: (20 pts.)

Your Thesis Title:

________________________________________________________

________________________________________________________

Write the Statement of the Problem of your thesis:

This study aims to

_______________________________________________________
___________________________________________________________________

Specific questions to be answered to this study are as follows:

1.
___________________________________________________________________
2.
___________________________________________________________________
3.
__________________________________________________________________

38
4.
___________________________________________________________________

CHAPTER 1
The Problem and Its Background
1.1 Introduction
It refers to the general and specific information that led to the identification of the
topic. The main purpose of this section is to introduce the concepts of the study
in a very effective manner and presents where the problem area is located.
SAMPLE

39
Lesson 1.2 Significance of the Study
Duration: 1.5 Hours Week 6
1.2 Significance of the Study
This section contains a discussion of the relevance of the study; it also includes
the explanation of who will benefit from the study (and how will they gain benefits).
Gives a straightforward statement of the value of the study.
SAMPLE

Lesson 1.3 Theoretical/Conceptual Framework

Duration: 1.5 Hours / Week 7

1.3 Theoretical/Conceptual Framework

Conceptual Framework identifies the specific variables and factors present in the
study. This serves as the researchers' map on their venture into research. It
illustrates the variables in play in the study.

The Conceptual Framework of the Study is composed of two parts: One is

a paradigm and the other is the explanation of the paradigm.

40
 A paradigm is a framework or a frame of reference that provides an
explanation that a problems exists by showing the interrelationships of variables
included in the study.
Variables are two major types: The Independent Variables (IV) are the
values or properties which are presumed to be the cause or influence or therefore
effect of changes on another variable or phenomenon. Independent means they
exist as they are, not being caused or influenced by another. These may be
considered the predictors of another variable.
The Dependent Variables (DV) are usually the focus of the study, the
characteristics or properties that are caused, influenced or predicted by
independent variable.
The Intervening variables (IV) also play important roles in research. These
variables may not be controlled or manipulated but may have a direct effect on
the outcomes of the study.
Another example of IV DV

Independent Variable (IV) Dependent Variable (DV)

Figure 1.
The Relationship between Demographic Factors and Financial Literacy

Frame 1 includes the independent variables (IV) composed of demographic

factors such as age, gender, department and daily allowance
Frame 2 includes the dependent variables (DV) composed of Financial literacy
in terms of spending/ Budgeting and savings.

41
Lesson 1.4 Statement of the Problem
Duration: 1.5 Hours / Week 7

1.4 Statement of the Problem

It contains the identification of the problems that can be solved by having the
proposed study. It focuses on what the researcher aims to discover or establish.
SAMPLE

42
Lesson 1.5 Statement of Hypothesis/ Assumptions of the Study
Duration: 1.5 Hours / Week 7

1.5 Hypotheses of the Study

This section contains the discussion of the major assumptions regarding the
relationships of the variables being studied.
SAMPLE

Lesson 1.6 Definition of Terms

Duration: 1.5 Hours / Week 8

1.6 Definition of Terms

It identifies and defines operationally relevant terms significant to the study for
further understanding and interpretation.

43
 SAMPLE
Definition of Terms
The terms to be defined here are those included in your paradigm shift: the
independent variables and independent variables; alphabetical order.

Allotment- refers to the systematic distribution of the available financial

resources to different entities at different times. The amount of something
allocated to a particular person.
Allowance - an amount of money that someone receives regularly
in order to pay for the things they need or want.

Lesson 1.7 Scope and Delimitation

Duration: 1.5 Hours / Week 8

1.7 Scope and Delimitation of the Study

The scope identifies the total area of the study by establishing the parameters and
indicates the cut-offs of the study. This refers to the boundary of the study.
SAMPLE

Abstraction (10 pts.)

Write the hypotheses of your own study based on your specific questions:
My Specific Questions My Statement of the Hypothesis

44
Reflection/Learning Insights (10 pts.)
How can you apply in your own investigation what you have learned in Chapter 1?

How Much Have You Learned?

Post-Test: Quiz No. 3 (20 pts)
1. Who are the beneficiaries of your study?
Identify the group of people who would benefit from this study and discuss how they
would benefit from this study:

2. Your Paradigm Shift. What to do?

2.1 Prepare your own paradigm based on your approved title showing the
independent and dependent variables.

45
 Independent Variables (IV) Dependent Variables(DV)

___________________________________________________________________
(Title of the Study)

2.2 Write the textual of the paradigm approved by your thesis instructor.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
How Do You Extend Your Learning? Assignment (20 pts.)
Write your complete Scope and Delimitation of the Study below.

Final Requirements
1.Submission of activities on _____________________. If you have internet, send
it to my gmail address written on the cover page.

2. If no internet, put your requirements per lesson in a long envelope, on the upper
right corner write your name (Surname, Name, Middle Initial) and Section. Below
your name, write the subject and teacher’s name. Drop it at the BulSU Bustos gate.
Should you have any questions, don’t hesitate to send me a message. ☺

For further instructions, we will meet face-to-face on _____________________.

UNIT 4
WRITING CHAPTER 2
Review of Related Literature and Studies
Importance of Review of Related Literature & Studies
Elements in a Literature Review
Lessons
Steps to Writing a Literature Review
Simple Rules for Writing a Literature Review
Sample Format: Related Literature & Studies
46
Duration 9 Hours / 3 Weeks

Learning Outcomes:
1. List the bibliographical data for your thesis;
2. Conduct review of related literature and studies as needed in the
conceptualization of the research project;
3. Write the Review of Related Literature and Studies of the thesis following the
standards and guidelines in thesis writing.

Lesson 1.1 Importance of Review of Related Literature & Studies

Duration: 1.5 Hours / Week 9

What Do You Already Know?

Pre-Test (20 pts.)
Research Activity 4. Prepare a bibliographical data for your study which include the
author, the title, the date of the publication and pages of the article. You must have
at least 5 for your Independent Variables (IV) and 5 for your Dependent Variables
(DV).
Author:______________________________________
Date of Publication: ____________________________
Title:
________________________________________________________________
Page/s: ______________________________________

Author:______________________________________
Date of Publication: ____________________________
Title:
________________________________________________________________
Page/s: ______________________________________

Author:______________________________________
Date of Publication: ____________________________
Title:
________________________________________________________________
Page/s: ______________________________________

Author:______________________________________
Date of Publication: ____________________________
Title:
________________________________________________________________
Page/s: ______________________________________

Author:______________________________________
Date of Publication: ____________________________
Title:
________________________________________________________________
Page/s: ______________________________________

47
 Author:______________________________________
Date of Publication: ____________________________
Title:
________________________________________________________________
Page/s: ______________________________________

Author:______________________________________
Date of Publication: ____________________________
Title:
________________________________________________________________
Page/s: ______________________________________

Author:______________________________________
Date of Publication: ____________________________
Title:
________________________________________________________________
Page/s: ______________________________________

Date of Publication: ____________________________

Title:
________________________________________________________________
Page/s: ______________________________________

Date of Publication: ____________________________

Title:
________________________________________________________________
Page/s: ______________________________________

What Do You Need to Know? (Lesson Proper)

Review of Related Literature and Studies

What is a Literature Review and Its Importance to Thesis?

The purpose of a literature review is to:

Provide foundation of knowledge on topic. Identify areas of prior scholarship to
prevent duplication and give credit to other researchers. Identify inconsistencies:
gaps in research, conflicts in previous studies, open questions left from
other research. https://uscupstate.libguides.com/c.php?g=627058&p=4389 Sep 8, 2020

It provides the researcher with a theoretical background of information on what

is already known on the area of interest and what still needs to be done for his
research undertaking
It furnishes the researcher with ample research possibilities by which to
expand, modify and or improve parts of his/her planned study to make it more
novel and noteworthy.

Lesson 1.2 Elements in a Literature Review

Duration: 1.5 Hours / Week 9
48
 Elements in a Literature Review

Just like most academic papers, literature reviews also must contain at least
three basic elements: an introduction or background information section; the body
of the review containing the discussion of sources; and, finally,
a conclusion and/or recommendations section to end the paper.

(writingcenter.unc.edu › tips-and-tools › literature-reviews)

A literature review surveys books, scholarly articles, and any other sources
relevant to a particular issue, area of research, or theory, and by so doing, provides
a description, summary, and critical evaluation of these works in relation to the
research problem being investigated.

Locate major formative works in the field Ascertain key researchers

working on this topic Fine fain ideas conclusions and theories. Establish
similarities & differences Notice main methodologies & research techniques
Identify gaps in existing research Show relationships between previous
studies / theories Provide context for your own research Explore existing
information in the fields of research.

Different types of literature reviews:

(https://libraryguides.griffith.edu.au/c.php?g=451351&p=3333115)

Narrative or Traditional literature reviews

Narrative or Traditional literature reviews critique and summarise a body of
literature about the thesis topic. The literature is researched from the relevant
databases and is generally very selective in the material used. The criteria for
literature selection for a narrative review is not always made open to the reader.
These reviews are very useful in gathering and synthesising the literature located.
The principle purpose of a narrative review is the give the author and reader a
comprehensive overview of the topic and to highlight significant areas of research,
narrative reviews can help to identify gaps in the research and help to refine and
define research questions. Where a narrative approach differs from a systematic
approach is in the notation of search methods criteria for selection,this can leave
narrative reviews open to suggestions of bias.

Scoping Reviews
A scoping review is quite similar to a Systematic literature review. The key
difference being that there are no restrictions on the materials resourced. The purpose
of the scoping review is to find ALL the materials on the topic. When undertaking a
scoping review it is important to systematise your search strategies to ensure you can
replicate your searches and to attend to any gaps that appear in results.
When reading and sorting the results, again apply some of the measures used
in a systematic review so that your search results are sorted by key themes and well
organised.
49
Systematic Quantitative Literature Review
Catherine Pickering, academic staff member of Griffith University has been
instrumental in developing and promoting the Systematic Quantitative Literature
Review.
Pickering Systematic Quantitative literature review
The Pickering method web page is a thorough guide to the systematic literature review
process and contains links to videos and examples of:

How to set up a systematic quantitative literature review

How to develop review criteria categories
How to record criteria data with spreadsheets
How to undertake analysis of the literature

Creators of this guide acknowledge the influence of Catherine Pickering's method.

Cochrane Reviews
Cochrane Reviews are systematic reviews primary research in human health
care and health policy, and are internationally recognised as the highest standard
in evidence-based health care. They investigate the effects of interventions for
prevention, treatment and rehabilitation. They also assess the accuracy of a
diagnostic test for a given condition in a specific patient group and setting.

Campbell Collaboration
Campbell Collaboration The Campbell Collaboration is an international
research network that produces systematic reviews of the effects of social
interventions in Crime & Justice, Education, International Development, and Social
Welfare.

Lesson 1.3 Steps to Writing a Literature Review

Duration: 1.5 Hours / Week 10

Seven Steps to Writing a Literature Review:

Narrow your topic and select papers accordingly
Consider your specific area of study. Think about what interests you and what
interests other researchers in your field. Talk to your professor, brainstorm, and read
lecture notes and recent issues of periodicals in the field. Limit your scope to a smaller
topic area (ie. focusing on France's role in WWII instead of focusing on WWII in
general).

2. Search for literature

Define your source selection criteria (ie. articles published between a specific
date range, focusing on a specific geographic region, or using a specific
methodology).
Using keywords, search a library database.
Reference lists of recent articles and reviews can lead to other useful papers.
50
Include any studies contrary to your point of view.

3. Read the selected articles thoroughly and evaluate them

Evaluate and synthesize the studies' findings and conclusions.
Note the following: assumptions some or most researchers seem to make
methodologies, testing procedures, subjects, material tested researchers use
experts in the field: names/labs that are frequently referenced
conflicting theories, results, methodologies
popularity of theories and how this has/has not changed over time

4. Organize the selected papers by looking for patterns and by developing

subtopics
Note the following:
Findings that are common/contested
Important trends in the research
The most influential theories
Tip: If your literature review is extensive, find a large table surface, and on it place
post-it notes or filing cards to organize all your findings into categories.
Move them around if you decide that (a) they fit better under different headings,
or (b) you need to establish new topic headings.
Develop headings/subheadings that reflect the major themes and patterns you
detected

5. Develop a thesis or purpose statement

Write a one or two sentence statement summarizing the conclusion you have
reached about the major trends and developments you see in the research that has
been conducted on your subject.

6. Write the paper

Follow the organizational structure you developed above, including the
headings and subheadings you constructed.
Make certain that each section links logically to the one before and after.
Structure your sections by themes or subtopics, not by individual theorists or
researchers.

Tip: If you find that each paragraph begins with a researcher's name, it might indicate
that, instead of evaluating and comparing the research literature from an analytical
point of view, you have simply described what research has been done.
Prioritize analysis over description.

For example, look at the following two passages and note that Student A merely
describes the literature, whereas Student B takes a more analytical and evaluative
approach by comparing and contrasting. You can also see that this evaluative
approach is well signaled by linguistic markers indicating logical connections (words
such as "however," "moreover") and phrases such as "substantiates the claim that,"
which indicate supporting evidence and Student B's ability to synthesize knowledge.
Student A: Smith (2000) concludes that personal privacy in their living quarters is the
most important factor in nursing home residents' perception of their autonomy. He
suggests that the physical environment in the more public spaces of the building did
not have much impact on their perceptions. Neither the layout of the building nor the
51
activities available seem to make much difference. Jones and Johnstone make the
claim that the need to control one's environment is a fundamental need of life (2001),
and suggest that the approach of most institutions, which is to provide total care, may
be as bad as no care at all. If people have no choices or think that they have none,
they become depressed.

Student B: After studying residents and staff from two intermediate care facilities in
Calgary, Alberta, Smith (2000) came to the conclusion that except for the amount of
personal privacy available to residents, the physical environment of these institutions
had minimal if any effect on their perceptions of control (autonomy). However, French
(1998) and Haroon (2000) found that availability of private areas is not the only aspect
of the physical environment that determines residents' autonomy. Haroon interviewed
115 residents from 32 different nursing homes known to have different levels of
autonomy (2000). It was found that physical structures, such as standardized
furniture, heating that could not be individually regulated, and no possession of a
house key for residents limited their feelings of independence. Moreover, Hope
(2002), who interviewed 225 residents from various nursing homes, substantiates the
claim that characteristics of the institutional environment such as the extent of
resources in the facility, as well as its location, are features which residents have
indicated as being of great importance to their independence.

7. Review your work

Look at the topic sentences of each paragraph. If you were to read only these
sentences, would you find that your paper presented a clear position, logically
developed, from beginning to end? The topic sentences of each paragraph should
indicate the main points of your literature review.

Make an outline of each section of the paper and decide whether you need to
add information, to delete irrelevant information, or to re-structure sections.
Read your work out loud. That way you will be better able to identify where you need
punctuation marks to signal pauses or divisions within sentences, where you have
made grammatical errors, or where your sentences are unclear.

Since the purpose of a literature review is to demonstrate that the writer is

familiar with the important professional literature on the chosen subject, check to
make certain that you have covered all of the important, up-to-date, and pertinent
texts. In the sciences and some of the social sciences it is important that your literature
be quite recent; this is not so important in the humanities.

Make certain that all of the citations and references are correct and that you
are referencing in the appropriate style for your discipline. If you are uncertain which
style to use, ask your professor.

Check to make sure that you have not plagiarized either by failing to cite a source of
information, or by using words quoted directly from a source. (Usually if you take three
or more words directly from another source, you should put those words within
quotation marks, and cite the page.)

Text should be written in a clear and concise academic style; it should not be
descriptive in nature or use the language of everyday speech.
There should be no grammatical or spelling errors.
52
Sentences should flow smoothly and logically.
Souce: https://guides.lib.uoguelph.ca/c.php?g=130964&p=5000948

Lesson 1.4 Simple Rules for Writing a Literature Review

Duration: 1.5 Hours / Week 10

A literature review is a survey of scholarly sources on a specific topic. It

provides an overview of current knowledge, allowing you to identify relevant
theories, methods, and gaps in the existing research.

Writing a literature review involves finding relevant publications (such as books

and journal articles), critically analyzing them, and explaining what you found. There
are five key steps:

Search for relevant literature

Evaluate sources
Identify themes, debates and gaps
Outline the structure
Write your literature review

A good literature review doesn’t just summarize sources – it

analyzes, synthesizes, and critically evaluates to give a clear picture of the state of
knowledge on the subject. https://www.scribbr.com/dissertation/literature-review/

Ten Simple Rules for Writing a Literature Review

Rule 1: Define a Topic and Audience.

Rule 2: Search and Re-search the Literature.
Rule 3: Take Notes While Reading.
Rule 4: Choose the Type of Review You Wish to Write.
Rule 5: Keep the Review Focused, but Make It of Broad Interest.
Rule 6: Be Critical and Consistent.
Rule 7: Find a Logical Structure.

Lesson 1.5 Sample Format: Related Literature & Studies

Duration: 3 Hours / Week 11

Suggestions for preparing and writing a Literature Review

A literature review is a summary of research that has been published about a

particular subject. It provides the reader with an idea about the current situation in
terms of what has been done, and what we know. Sometimes it includes suggestions

53
about what needs to be done to increase the knowledge and understanding of a
particular problem.

The articles used must be from professional journals, which means we can
trust that the authors are trained professionals, and others have examined their work.
Some studies are more easily read and summarized than others. Be sure you feel
comfortable with your choices, since it is difficult to summarize ideas you don't
understand.

Once you have found the articles, read them and take notes. Write the
literature review from your notes.

Writing the paper:

A literature review usually has three sections although they will not be
identified as such in the paper.

1) Introduction: Introduce your topic and briefly explain why this is a significant or
important area for study. Define terms if necessary.

2) Summary of articles: In a paragraph or two for each study, briefly explain the
purpose, how it was conducted (how information was gathered), and the major
findings. When referring to an article, use the last name of author or authors and
date of publication in the text. Example: Calvin and Brommel (1996) believe family
communication . . .

or

Communication serves two primary functions in families--cohesion and

adaptability (Galvin and Brommel, 1996).

3) Conclusion: Briefly summarize the major findings of the studies chosen.

Comments about what questions need to still be answered may be included.

4) References: List the studies used on a separate page according to APA style
format.
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54
 Sample Format: Literature

“Mendoza, C., 2015, defines… For

the next paragraph, you can
continue with, “On the other hand,
Cruz, V., 2017, included… The third
paragraph would continue with,
“Reyes, A., 2018, corroborates
Cruz’s idea emphasizing that….
You can continue using several
phrases indicating the continuity of
the concepts and ideas of the
different authors, until you reach that
last author’s saying: “Finally, … was
given emphasis by Gregg, O., 2018,
with a very clear presentation of…

Sample Format: Review of Related Studies

Al Senaidi, et. al., 2016, ICT Benefits, investigated the perceived barriers to
adopting…
Similarly, Totolo, 2016, made a study entitled, An Analysis of ICT Situation in
Botswana Secondary School… The study concentrated on the individual as unit of
analysis…
Abstraction (10 pts.)
What are the guidelines in searching for related literature and studies for
independent variables and dependent variables?

55
Reflection/Learning Insights (10 pts.)
How would you apply your knowledge in preparing bibliographical data for your
research study?

How Much Have You Learned?

Post-Test: Quiz No. 4 (20 pts)

What to do? Based on Pre-Test, your bibliographical data, try to recount what at
least 5 of the authors said in their literature or studies using the connecting words
agrees, substantiates, upholds, corroborates, backs up, supports, confirms,
emphasizes, nevertheless, similarly, on the other hand, however, contradicts,
validates, further, insists, stresses, underlines, highlights, underscores, and many
more may be used to establish continuity and emphasize the similarities and
differences.

56
How Do You Extend Your Learning? (Assignment) 20 pts.
Write your Review of Related Literature and Studies following the guidelines as
discussed in this chapter. Have it computerized and attach it to this Lesson.

For your IV - at least 10 Related Literature & Studies, 2015 onwards

For your DV - at least 10 Related Literature & Studies, 2015 onwards

Final Requirements
1.Submission of activities on _____________________. If you have internet, send
it to my gmail address written on the cover page.

2. If no internet, put your requirements per lesson in a long envelope, on the upper
right corner write your name (Surname, Name, Middle Initial) and Section. Below
your name, write the subject and teacher’s name. Drop it at the BulSU Bustos gate.
Should you have any questions, don’t hesitate to send me a message. ☺

3. For further instructions, we will meet face-to-face on

_______________________,

UNIT 5 WRITING CHAPTER 3

Research Methodology
1.1 Methods and Techniques of the Study
1.2 Respondents of the Study
Lessons 1.3 Instruments of the Study
1.4 Data Gathering Procedure
1.5 Data Processing and Statistical Treatment of Data

Duration 9 Hours / 3 Weeks

Learning Outcomes:

1. Identify the different kinds of research methodology;

2. Appreciate the importance and understanding the appropriate research
methodology in determining the appropriate statistical tools;
3. Choose the most appropriate research method to be used in your study; and
4. Write Chapter 3.

Lesson 1.1 Methods and Techniques of the Study

Duration: 3 Hours / Week 12

What Do You Already Know?

Pre-Test (20 pts.)
Write your own research methodology here including a justification on your choice.
You may include definitions of research methodology used quoting reputable
authors of research as part of your justification.

___________________________________________________________________
___________________________________________________________________
57
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What Do You Need to Know? (Lesson Proper)

Methodology of the Study SAMPLE

Methods and Techniques Used

It refers to the appropriateness and applicability of the research methods used in
the study. It contains a discussion of the over-all scheme to be followed in
conducting the research.
SAMPLE

Lesson 1.2 Respondents of the Study

Duration: 1.5 Hours / Week 12

58
 1.2 Respondents of the Study
Respondents are those persons who have been invited to participate in a particular
study and have actually taken part in the study. This definition applies to both
qualitative and quantitative studies.
SAMPLE

One of the most common formulas used in order to ensure the adequacy of the
sample size is the Slovin’s formula as follows:

S=N
1+Ne2

Where s = sample size

N = total population
e = margin of error

Thus, from a total population of 3,534, and with a margin of error of .05, which is
the safest being used by most researchers, the sample size becomes 359. A
margin of error refers to the degree by which you are allowing an error to happen
in making a decision, to accept or reject a hypothesis which could have been
otherwise. This also determines your confidence level in arriving as such decision.
A .05 margin of errors means that you are 95 percent confident that your decision
to accept or reject the null hypothesis is correct. Margins of error are usually set
from .01 to .10 or a 99 percent to 90 percent confidence level. This explains why
the .05 level is considered the safest, meaning not too confident, as in 99 percent
and not too unsure, as in 90 percent.

Further, retrieving at least 80% of the 359 questionnaires sent would be

considered high retrieval rate (Best and Khan, 1998).

Lesson 1.3 Instruments of the Study

Duration: 3 Hours / Week 13

59
 1.3 Instruments of the Study
It refers to the type of research instruments used to collect necessary data from
the identified respondents. It also includes construction and validation of
instrument if it is self-made instrument and reliability test if it is a standardized
research instrument.

SAMPLE

Lesson 1.4 Data Gathering Procedure

Duration: 1.5 Hours / Week 15

1.4 Data Gathering Procedure

60
 It explains the technique in the administration of the preferred research
instruments.
SAMPLE

Lesson 1.5 Data Processing and Statistical Treatment of Data

Duration: 1.5 Hours / Week 15

1.5 Data Processing and Statistical Treatment

It interprets the data collected from the respondents using the appropriate
statistical tests.
SAMPLE

Scoring System
For the quantitative research, you will need a scoring system which should
form part of the statistical design. The most commonly used is the Likert (1932)
61
Scale where respondents are asked to respond to a series of statements about a
topic, in terms of the extent to which they agree with them of the frequency by which
these happen to them.
An understanding of the scoring system and the descriptive interpretation that
comes with it will also help the thesis writer in the statistical treatment. Look at the
example below:
Scale Range Description
4 3.25 – 4.0 Strongly Agree
3 2.50 – 3.24 Agree
2 1.75 – 2.49 Disagree
1 1.00 – 1.74 Strongly Disagree

Reflection/Learning Insights (10 pts.)

Is there really a need to write the research methodology? How does it help in
determining the other research activities relative to your proposal?

How Much Have You Learned?

Post-Test: Quiz No. (20 pts.)

Write your own Research Methodology.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How do you determine your respondents? When is universal sampling and a

small sample used in a research?

62
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

How Do You Extend Your Learning? (Assignment – 20 pts.)

1. Should Statistics always be used for research? Do we apply all Statistics
formulas for all problems?

2. Which is more appropriate term use, oral examination or oral defense?

Final Requirements
1.Submission of activities on _____________________. If you have internet,
send it to my gmail address written on the cover page.

2. If no internet, put your requirements per lesson in a long envelope, on the

upper right corner write your name (Surname, Name, Middle Initial) and Section.
Below your name, write the subject and teacher’s name. Drop it at the BulSU
Bustos gate. Should you have any questions, don’t hesitate to send me a
message. ☺

3. For further instructions, we will meet face-to-face on

_______________________,

Unit 6: COMPLETE THESIS PROPOSAL FORMAT

Duration: 6 Hours / Week 16-17

63
Learning Outcomes:

Prepare everything needed for the Proposal defense / oral examination, from the
self-introduction to the powerpoint presentation of the thesis;

Master self-confidence in facing the panel of experts for oral examination; and

Develop a positive attitude in handling questions coming from the panel.

Here are some pointers in preparation for defense proposal thesis:

Pre-Test

Activity. Seek the help of some friends who have passed the oral examination for a
thesis. Show them your manuscript and request them to evaluate the content, then
list down some possible questions that might be asked by the panel.

Prior to defense:

Prepare an impressive presentation of your credentials and why you choose the
topic.

Prepare a powerpoint presentation showing the title, statement of the problem,

scopy, methodology, and statistical treatment. This should not take no more
than ten (10) minutes so as to bore the panel.

Get a good sleep the night before the defense. You deserve that after working hard
on the thesis.

Cancel all other appointments for this day. You need to focus on the oral
examination.

This is a special occasion. Dress up for it. Your way of giving yourself a treat and
another way of impressing the panel.

Defense Proper:

Pray for guidance.

Your self-introduction and the powerpoint presentation should take no more than 15
minutes so as not to bore the panel. The panel has supposedly read your
manuscript including survey questionnaire.

Although you are allowed to open your manuscript and use some cue cards, it pays
to know your study by heart. You should be ready to refer the panel to sections
or pages in answer to their queries.

Never argue with the panel. Listen to what they are trying to say. If it is a question,
answer it in reference to your manuscript. If they are giving suggestions,
graciously thank them and assure them that it will be included in the revision.

Avoid getting emotional all throughout the procedure. This will not be helpful at all.
64
Your adviser will be wit you during the oral examination but will not be allowed to
answer for you unless given permission by the panel. Try to communicate
through sign language to get some moral support.

Your positive behavior during the oral examination has a great bearing on the grade
you will be receiving

End with words of gratitude to the panel.

READY FOR YOUR ORAL EXAMINATION? HERE’S THE LIST OF WHAT YOU
NEED TO PREPARE:

65
Reflection/Learning Insights (10 pts.)
How would you apply during the oral examination what you have learned in this
Unit?

Post-Test
What to do? (20 pts.)
Refer to your Activity in Pre-Test, list down the possible questions of the panel
during oral examination and write your possible answers.
Deliver your prepared introduction in front of your friends. Let them critique your
presentation, and make the necessary modification based on their observation.
Answer with all confidence all questions that might be asked by the mock panel
members.
Volunteer also as a member of the panel for a classmate who is scheduled for oral
defense. While the presentation and mock defense is going on, take note of the
observations and questions. These might be the same questions to be raised by
your own panel during proposal defense.

GLOSSARY:
66
Conceptual - is an outline of how you plan to conduct the research for your thesis.

Definition of Terms - are terms or those variables included in the framework of the
study.

Hypothesis - a supposition or proposed explanation made on the basis of limited

evidence as a starting point for further investigation.

Instrument - refers to the type of research instrument used to collect the data from
the identified respondents of the study.

Introduction - refers to the general and specific information about the study.

Qualitative research - is descriptive in nature because it generally deals with non-

numerical and unquantifiable things.

Quantitative research - is used to quantify the problem by way of generating

numerical data or data that can be transformed into usable statistics.

Related literature and studies - are theoretical background information on what is

already known on the area of interest.

Reliability - refers to the extent that the instrument yields the same results over
multiple trials.

Research paper - is the piece of academic essay writing, generally done as a

requirement for a class.

Significance - includes the explanation of who will benefit from the study.

Slovins’s formula - is used to calculate an appropriate sample size from a population

Statistical treatment - interprets the data collected from the respondents using the
appropriate statistical tests.

Theoretical framework - dwells on the time tested theories that embody the findings
of numerous investigations on how phenomena occur.

Thesis - is a document students write during higher education to obtain an academic

degree or qualification.

Validity - refers to the extent that the instrument measures what it was designed to
measure.

REFERENCES:

67
 Bago, A.L., 2011, Thesis Writing with Confidence, C & E Publishing, Inc.
Bermudo, Pedrito Jose, Araojo, Aurora E., et. al., 2010. Research Writing Made
Simple (A Modular Approach for Collegiate and Graduate Students).
Mindshapers Co., Inc. Intramuros, Manila
Dumayas-Matira & Edano, 2014, A Friendly Approach to Thesis Writing (with Do-
it-Yourself Statistics), St. Andrew Publishing House
Zulueta, Francisco M., 2004, Method of Research Thesis Writing and Applied
Statistics, National Bookstore

ONLINE RESOURCES:

Electronic Learning Marketplace (2005).

http://www.elm.maine.edu/assessments/
https://innspub.net/types-of-scientific-research/
http://www.uniteforsight.org/research-methodology/module6#:~:text=)
https://www.enotes.com/homework-help/what-research-what-various-types-
research-explain-137387
https://en.wikipedia.org/wiki/Quantitative_research
https://www.google.com/search?q=example+of+conceptual+framework+in+thesi
s&tbm=isch&sourc
https://uscupstate.libguides.com/c.php?g=627058&p=4389 Sep 8, 2020
https://libraryguides.griffith.edu.au/c.php?g=451351&p=3333115)
http://people.wcsu.edu/mccarneyh/acad/RelatedLit.HTML
linguistics.byu.edu › faculty › henrichsenl › ResearchMethods)
library.sacredheart.edu
www.scribd.com/doc/73316703/A-Sample-Research-Proposal-for-
Undergraduate-Students
www.coursehero.com › file › sciresreport

The following pages are samples of:

Thesis Title Approval Form
Adviser Acceptance Form
Survey Questionnaire (Research Instrument)
Letter of Request (for Respondents)
Sample Cover Page
Sample Table of Contents

68
 BACHELOR OF SCIENCE IN EDUCATION MAJOR IN SOCIAL STUDIES

THESIS TITLE APPROVAL FORM

Thesis Title
Proponents

Approval

Noted By:

Signature Over Printed name of Research Adviser Date

Recommending
Approval:

Signature Over Printed name of Subject Instructor Date

Signature Over Printed name of Program Chair Date

Approved:

Signature Over Printed name of Research

Coordinator Date

Signature Over Printed name of Department Head Date

69
 Bulacan State University

Bustos Campus

Poblacion, Bustos, Bulacan

COLLEGE OF EDUCATION

RESEARCH ADVISER ACCEPTANCE FORM

_______________________________________

_______________________________________

You are hereby nominated as adviser by the following proponents with details stated below:

Proponents

Research Title

We would like to know if you accept the appointment, which entails the following
responsibilities:

Making yourself available for consultation by the proponents in relation to their

study. The time, place, frequency, and duration of the consultation will be under
your discretion.
Shall direct the research design, data gathering, literature review and writing
the report.
Responsible for recommending the proponents for pre-oral and final defense.
Assists the proponents in presenting their output during research colloquium
and other similar activities.

As adviser of this research, you will be entitled for an advising fee and co-authorship if
accepted in national or international publication/presentation.

Kindly indicate below your response regarding the said invitation.

Thank you!

________________________________________________________________________

I Accept Not Accept

70
 Signature Over Printed Name

COLLEGE OF EDUCATION

SURVEY QUESTIONNAIRE FOR _____________________________

Profile of the Respondent:

Age : 20 yrs. old and below
21-30 yrs. old
31-40 yrs. old
41 yrs. old and above
How long have you been working in the Business Process Outsource
indu
less than 1 month
1 month – 6 months
6 months - 1year
more than 1 year
Direction: Please read the following questions carefully and answer by placing
a checkmark (√) according to your preference based on the scale below.

Table 1:

5 – Always 4 - Frequently 3 – Sometimes 2 - Seldom 1

- Never

Table 2:
Responsibilities Yes No
Do you humble yourself to the customers with poor behavior?
Do you use the language your customer uses?
Do you use “po” and “opo” whenever you speak with your
customer?
Solving Problems
Do you experience difficulty on calls?
Do you manage to overcome difficult situations without
troubling others?
Do you take some actions right away whenever you encounter
difficulties on calls?
If yes, please specify by putting checkmark (√) in the space provided:
Settle it by myself
Seek help from work mates
Consult the supervisor
Others

71
 Thank you!

Bulacan State University

Bustos Campus

Poblacion, Bustos, Bulacan

COLLEGE OF EDUCATION

January 20, 2020

___________________________
___________________________
___________________________

Dear _______________________,

We, the Bachelor of Science in Education major in Social Studies students of

Bulacan State University – Bustos Campus, are currently working on a research
study entitled “Impact of Cultural Barriers to the Performance Among Senior
High School Students of Holy Child Academy”.

In relation to this, we are asking for your precious time and effort to answer the
attached questionnaire which is very important and helpful for the completion of the
study. The objective of this work is purely academic exercise and we hereby
guarantee the confidentiality of your information. Kindly spare some few minutes of
your time. Thank you!

Respectfully yours,
PROPONENTS

Noted By:

Research Instructor Department Head

72
 SAMPLE COVER PAGE
IMPACT OF CULTURAL BARRIERS TO THE PERFORMANCE AMONG SENIOR
HIGH SCHOOL STUDENTS OF HOLY CHILD ACADEMY

An Undergraduate Reseach Proposal Presented to

The Faculty of College of Business Administration

Bulacan State University

Bustos Campus

Bustos, Bulacan

In Partial Fulfilment of the Requirements

For the degree of

Bachelor of Science in Bachelor of Science in Education

Major in Social Studies

In the subject Research in Social Studies

By:

BSED, Group 8

Raquel B. Cruz
John Patrick G. de Guzman
Trisha DS. de Guzman
Zarheena M. Merano
LieraAlery B. Vizcarra

November 2025

73
 TABLE OF CONTENTS

TITLE PAGE ................................................................................................. i

TABLE OF CONTENTS.................................................................................ii

CHAPTER 1 - THE PROBLEM AND ITS BACKGROUND

Introduction ………………………………………...……………………………

Significance of the Study …………………………………………...………...…

Theoretical/Conceptual Framework……………………………………………..

Statement of the Problem ……………………………………...………………...

Assumptions and Hypothesis …………………………………………...……….

Definition of Terms

Scope and Delimitation of the Study ………………………………...…………

CHAPTER 2 - REVIEW OF RELATED LITERATURE AND STUDIES

Related Legal Basis …………………………………………………………........

Review of Related Literature …………………………………...……….........….

Review of Related Studies ………………………………………………….......

CHAPTER 3 – RESEARCH AND METHODOLOGY

Methods and Techniques of the Study ...............................................…..….

Respondents of the Study …………..………………………....……..............

Sampling Technique ……………………………………………....……....……

Instrument of the Study………………………………………………………….

Data Gathering Procedure………………………………………………………..

Data Processing and Statistical Treatment of the Data………………………..

REFERENCES
SURVEY QUESTIONNAIRE
APPENDICES

74