FILEMON T.

LIZAN SENIOR HIGH SCHOOL

THE TITLE SHOULD BE IN UPPER CASE, BOLD, TIMES NEW ROMAN,

FONT 14, ALIGNED CENTER, AND SHOULD FOLLOW INVERTED
PYRAMID FORMAT (SCIENTIFIC NAME, ITALICIZED)

FULL NAME 1
FULL NAME 2
FULL NAME 3
FULL NAME 4
FULL NAME 5
FULL NAME 6
FULL NAME 7
FULL NAME 8

SUBMITTED TO THE FACULTY OF FILEMON T. LIZAN SENIOR

HIGH SCHOOL SCHOOLS DIVISION OFFICE OF NAVOTAS CITY
NATIONAL CAPITAL REGION, PHILIPPINES
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
INQUIRIES, INVESTIGATION & IMMERSION COURSE

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

STRAND

JUNE 2023
FILEMON T. LIZAN SENIOR HIGH SCHOOL

THE TITLE SHOULD BE IN UPPER CASE, BOLD, TIMES NEW ROMAN,

FONT 14, ALIGNED CENTER, AND SHOULD FOLLOW INVERTED
PYRAMID FORMAT (SCIENTIFIC NAME, ITALICIZED)

FULL NAME 1
FULL NAME 2
FULL NAME 3
FULL NAME 4
FULL NAME 5
FULL NAME 6
FULL NAME 7
FULL NAME 8

SUBMITTED TO THE FACULTY OF FILEMON T. LIZAN SENIOR

HIGH SCHOOL SCHOOLS DIVISION OFFICE OF NAVOTAS CITY
NATIONAL CAPITAL REGION, PHILIPPINES
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
INQUIRIES, INVESTIGATION & IMMERSION COURSE

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

STRAND

JUNE 2023

This scientific research manuscript can be accessed:

By the general public
Only after consultation with the author/adviser
Only by those bound by confidentiality agreement
 FILEMON T. LIZAN SENIOR HIGH SCHOOL
The scientific research manuscript entitled "TITLE OF THE RESEARCH" attached hereto,

prepared, and submitted by FULL NAME 1, FULL NAME 2, FULL NAME 3, FULL NAME

3, FULL NAME 4, FULL NAME 5, FULL NAME 6, FULL NAME 7, FULL NAME 8 in

partial fulfillment of the requirements for the Inquiries, Investigation, and Immersion course, is

hereby accepted.

_______________________________ _______________________________
NAME OF THE PANEL MEMBER NAME OF THE PANEL MEMBER
Panel member Panel member
Date Signed: __________ Date Signed: __________

_______________________________
NAME OF THE PANEL MEMBER
Panel member
Date Signed: __________

_______________________________ _______________________________
JUNE GRACE CASAJE PACUNAYEN PERFECTO O. CINCOLLAGAS
School Research Coordinator Assistant School Principal II
Date Signed: __________ Date Signed: __________

_______________________________
IRWIN S. JOPIO
School Principal II
Date Signed: __________
FILEMON T. LIZAN SENIOR HIGH SCHOOL

BIOGRAPHICAL SKETCH

FULL NAME OF RESEARCHER

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FILEMON T. LIZAN SENIOR HIGH SCHOOL

ACKNOWLEDGEMENT

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FILEMON T. LIZAN SENIOR HIGH SCHOOL
Table of Contents
Page
TITLE PAGE [#]

APPROVAL SHEET [#]

BIOGRAPHICAL SKETCH [#]

ACKNOWLEDGEMENT [#]

LIST OF TABLES [#]

LIST OF FIGURES [#]

LIST OF APPENDICES [#]

ACRONYNS AND ABBREVIATIONS [#]

ABSTRACT [#]

CHAPTER 1: THE PROBLEM AND A REVIEW OF RELATED LITERATURE

Background of the Study [#]

Literature Review [#]

Conceptual Framework [#]

Statement of the Problem [#]

Hypotheses [#]

Significance of the Study [#]

Scope and Delimitations of the Study [#]

Definition of Terms [#]

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FILEMON T. LIZAN SENIOR HIGH SCHOOL
CHAPTER 2: METHODS

Research Design [#]

Materials [#]

Procedures [#]

Disposal [#]

Data Collection Procedure [#]

Data Analysis Procedure [#]

Methodological Flow Chart [#]

Potential Ethical Issues [#]

CHAPTER 3: FINDINGS AND DISCUSSION

Data Analysis and Presentation of Finding [#]

[Additional entries] [#]

[Additional entries] [#]

CHAPTER 4: SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary of Findings [#]

Discussion [#]

Conclusion [#]

Recommendation [#]

REFERENCES [#]

APPENDIX [#]

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FILEMON T. LIZAN SENIOR HIGH SCHOOL
List of Tables

Table Page

1 [Table Caption 1] [#]

2 [Table Caption 2] [#]

3 [Additional entries] [#]

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 FILEMON T. LIZAN SENIOR HIGH SCHOOL
List of Figures

Figure Page

1 [Figure Caption 1] [#]

2 [Figure Caption 2] [#]

3 [Additional entries] [#]

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FILEMON T. LIZAN SENIOR HIGH SCHOOL
List of Appendices

Appendix Page

A [Appendix Caption A] [#]

B [Appendix Caption B] [#]

C [Additional entries] [#]

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List of Appendices

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 FILEMON T. LIZAN SENIOR HIGH SCHOOL

ABSTRACT

FULL NAME 1, FULL NAME 2, FULL NAME 3, FULL NAME 3, FULL NAME 4, FULL
NAME 5, FULL NAME 6, FULL NAME 7, FULL NAME 8., Science, Technology,
Engineering and Mathematics Strand, Filemon T. Lizan Senior High School. May 2024.
RESEARCH TITLE.

Research Adviser:

A good abstract is accurate, non-evaluative, coherent and readable, and concise (APA 7 th
Edition). The abstract is a brief summary of the research study, totaling from 150 – 250 words. It
should be written in past tense when referring to the conduct of the study (e.g. “Results showed
that…”, “ The participants of the study were composed of…”); but in present tense when
referring to ideas, concepts or implications derived from the research study (e.g. “The findings
imply that…”). Consider writing the abstract after the paper has been completed. Abstract should
contain the following: Keywords (maybe 3 to 5 keywords after the abstract); one sentence
statement of the problem or research question; brief description of the subjects or
participants(identify how many and any relevant characteristics); brief description of the research
methods and procedures; basic findings/report of the result, including effect, sizes, and
confidence interval and/or statistical significance level; and conclusions and implications or
applications.

Keywords:

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Chapter 1
THE PROBLEM AND LITERATURE REVIEW

Background of the Study

Writing the background of the study/introduction.

A good background of the study follows an inverted pyramid of writing the background of the

study. The first paragraph provides the reader knowledge about the issue/problem/subject of the

study. The first paragraph also contains the general problem, global or broad perspective. The

next section contains the national perspective of your research. Begin with a phrase or sentence

that will maintain the coherence of your composition. Example, “In the Philippines”. The

following paragraph(s) contain/s the local perspective of your research. You may narrow down

from the perspective in the second paragraph, to regional, then provincial, lastly to your specific

locale. Example, “In the Municipality of San Francisco, one of the municipality of Caraga,.. or In

Agusan del Sur National High School, one of the secondary schools in Agusan del Sur,..”.

Wrapping all the situations from global, national, and local perspective, state the

necessity of conducting your research. Make sure that the reader will be convinced on the

importance of your research by the well-established prepositions in the first, second, and third

paragraphs. You may also add paragraphs, but always make sure that the last paragraph is for the

importance of conducting the study in your chosen locale.

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Deficiencies Model of an Introduction

1. The research problem

2. Studies that have addressed the problem
3. Deficiencies in the studies
4. The significance of the study for particular audience
5. The purpose statement

The deficiencies model of an introduction is a general template for writing a good

introduction. It is a popular approach used in the social sciences, and once its structure is
elucidated, the reader will find it appearing repeatedly in many published research studies. It
consists of five parts, and a separate paragraph can be devoted to each part, for an introduction of
about two pages in length:

1. The research problem

The first sentence accomplishes both primary objectives for an introduction: piquing interest in
the study and conveying a distinct research problem or issue. What effect did this sentence have?
Would it entice a reader to read on? Was it pitched at a level so that a wide audience could
understand it? These questions are important for opening sentences, and they are called a
narrative hook, a term drawn from English composition, meaning words that serve to draw,
engage, or hook the reader into the study. To learn how to write good narrative hooks, study
opening sentences in leading journals in different fields of study.

Research tips:

• Write an opening sentence that will stimulate reader interest as well as convey an issue to
which a broad audience can relate.

• As a general rule, refrain from using quotations, especially long ones, in the lead sentence.
Quotations raise many possibilities for interpretation and thus create unclear beginnings.
However, as is evident in some qualitative studies, quotations can create reader interest.

• Stay away from idiomatic expressions or trite phrases (e.g., “The lecture method remains a
‘sacred cow’ among most college and university instructors.”).

• Consider numeric information for impact (e.g., “Every year, an estimated 5 million Americans
experience the death of an immediate family member.”).

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• Clearly identify the research problem (i.e., dilemma, issue) leading to the study. Ask yourself,
“Is there a specific sentence (or sentences) in which I convey the research problem?”

• Indicate why the problem is important by citing numerous references that justify the need to
study the problem. In perhaps a not so joking manner, the students are often told that if they do
not have a dozen references cited on the first page of their proposal, they do not have a scholarly
study.

• Make sure that the problem is framed in a manner consistent with the approach to research in
the study (e.g., exploratory in qualitative, examining relationships or predictors in quantitative,
and either approach in mixed methods inquiry).

• Consider and write about whether there is a single problem involved in the proposed study or
multiple problems that lead to a need for the study. Often, multiple research problems are
addressed in research studies.

2. Studies that have addressed the problem

The purpose of reviewing studies in an introduction is to justify the importance of the study and
to create distinctions between past studies and the proposed one. This component might be called
“setting the research problem within the ongoing dialogue in the literature.” Researchers do not
want to conduct a study that replicates exactly what someone else has studied. New studies need
to add to the literature or to extend or retest what others have examined. Marshall and Rossman
(2006) refer to this brief literature review in an introduction as a way to set the study within the
context of other, related studies.

Research Tips:

• Refer to the literature by summarizing groups of studies, not individual ones (unlike the focus
on single studies in the integrated review in Chapter 2). The intent should be to establish broad
areas of research.

• To deemphasize single studies, place the in-text references at the end of a paragraph or at the
end of a summary point about several studies.

• Review research studies that used quantitative, qualitative, or mixed methods approaches.

• Find recent literature to summarize, such as that published in the past 10 years. Cite older
studies if they are valuable because they have been widely referenced by others.

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3. Deficiencies in the studies

Deficiencies in past literature may exist because topics not have been explored with a particular
group, sample, or population; the literature may need to be replicated or repeated to see if the
same findings hold, given new samples of people or new sites for study; or the voice of
underrepresented

groups has not been heard in published literature. In any given study, authors may mention one
or more of these deficiencies. Deficiencies can often be found in the “suggestions for future
research” sections of journal articles, and authors can reference these ideas and provide further
justification for their proposed study.

Examples of key phrases to indicate the shortcomings: “what remains to be explored,” “little
empirical research,” and “very few studies.”

Research Tips:
• Cite several deficiencies to make the case even stronger for a study.

• Identify specifically the deficiencies of other studies (e.g., methodological flaws, variables
overlooked).

• Write about areas overlooked by past studies, including topics, special statistical treatments,
significant implications, and so forth.

• Discuss how a proposed study will remedy these deficiencies and provide a unique contribution
to the scholarly literature.

These deficiencies might be mentioned using a series of short paragraphs that identify three or
four shortcomings of the past research or focus on one major shortcoming and suggesting how
the study will remedy these deficiencies.

4. The significance of the study for particular audience

Writers often include a specific section describing the significance of the study for select
audiences, to convey the importance of the problem for different groups that may profit from
reading and using the study.

5. The purpose statement

Good introductions to research studies end with a statement of the purpose or intent of the study.

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Review of Related Literature and Studies

A literature review means locating and summarizing the studies about a topic. Often these
are research studies (since you are conducting a research study), but they may also include
conceptual articles or thought pieces that provide frameworks for thinking about topics. There is
no single way to conduct a literature review, but many scholars proceed in a systematic fashion
to capture, evaluate, and summarize the literature.

Tips in Writing the Review of Related Literature and Studies

1. Begin by identifying key words, useful in locating materials in an academic library at a college
or university and online databases. These key words may emerge in identifying a topic or may
result from preliminary readings.

2. With these key words in mind, next go to the library or online databases and search using the
identified keywords.

3. Initially, try to locate about 50 reports of research in articles or books related to research on
your topic. Set a priority on the search for journal articles and books because they are easy to
locate and obtain. Determine whether these articles and books exist in your academic library or
online databases.

4. Skim this initial group of articles or chapters and duplicate those that are central to your
topic. Throughout this process, simply try to obtain a sense as to whether the article or chapter
will make a useful contribution to your understanding of the literature.

5. As you identify useful literature, begin designing a literature map. This is a visual picture (or
figure) of groupings of the literature on the topic, that illustrates how your study will contribute
to the literature, positioning your own study within the larger body of research.

6. As you put together the literature map, also begin to draft summaries of the most relevant
articles. These summaries are combined into the final literature review that you write for your
proposal or research study. Include precise references to the literature using an appropriate
style guide, such as the American Psychological Association so that you have a complete
reference to use at the end of the proposal or study.

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7. After summarizing the literature, assemble the literature review, structuring it thematically
or organizing it by important concepts. End the literature review with a summary of the major
themes and suggest how your study further adds to the literature.

The last paragraph of this section should contain the summary of your entire reading
including the gap or the necessity of conducting your study.

Texts gathered from varied sources should not be copied directly to avoid plagiarism.
They should be rephrased, and sources should be labeled based on the APA 7th Edition.

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Theoretical/Conceptual Framework
Put only “Theoretical” if you are establishing a research based on the existing theory, or
“Conceptual” if you are establishing your research from a construct and not from existing theory.

In the first sentence of the first paragraph, state the main objective of conducting your research.
You need also to discuss the theory or concept where you anchored your study. The discussion
should be at the context of your study and not on the mere definition of the theory. Layout your
diagram below this paragraph which represents your Theoretical/Conceptual Framework.

Figure 1.

Conceptual Framework

Below the diagram is the paragraph that discusses your concept about your plan conducting the
research. Remember that the Theoretical/Conceptual Framework is the background of your
study. Explain each variable of your diagram or figure above, including some important
processes that you will involve. You may use polygons and/or arrows for your diagram. The
diagram is usually the “Figure 1” in your study. You may begin with, “The figure above shows..”

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Statement of the Problem

Begin by stating the main or general objective (in declarative form) of the study in one to two
sentences followed by the specific problems (in interrogative form). Make sure that your specific
problems are specific, measurable, attainable, realistic, and time- bounded. Example of main
objective, “This study aims to develop a research manual that will be the basis for teachers and
students in writing research manuscript. Specifically the study sought to answer the following
questions:

1. Specific Problem 1
2. Specific Problem 2
3. Specific Problem 3

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Hypotheses
Based on the problems above, the following null/alternative hypotheses are made

Here is an example of a script for a quantitative research question:

Does _________ (name the theory) explain the relationship between _________ (independent
variable) and _________ (dependent variable), controlling for the effects of _________ (control
variable)?

Alternatively, a script for a quantitative null hypothesis might be as follows:

There is no significant difference between _________ (the control and experimental groups on
the independent variable) on _________ (dependent variable).

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Significance of the Study

The first paragraph states the general significance of the study or the purpose of conducting the
study. You may establish a paragraph by thinking what or who will benefit the conclusions of
your study. After the paragraph, enumerate the persons and discuss the specifics on how they can
be benefitted. You may state this way, “Moreover, this study is beneficial to the following:”.

Students. This manual will scaffold students on how to put research into writing. This
will provide them with technical guide, both in content and physical appearance, in
research writing.

Research Teachers. They will use the developed manual for instructional purposes to
sync research content to the developed school research manual.

Other Researchers. (Construct at the context of your study)

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Scope and Limitation of the Study

This section discusses the perimeter of the study such as the time frame, place where the
study will be conducted, the variables involved, and limitations. The first paragraph should
discuss about the 3Ws, starting with: Where the study will be conducted; then, what is the
timeframe; and who are the people involved or subject of interest.
The second paragraph begins with main objective of the study and the variable under
study to attain the research objective. After enumerating the variables, emphasize that other
factor that may intervene the results are not under study. Example: “Other factors not stated in
this section are beyond the scope of this study”,

Definition of Terms
Term 1 - terms should be in sentence case, bold, and flash left. Definitions should be
defined conceptually (based on books, journals, and other literature) or operationally (based on
how the term was used in the study). Terms should be arranged alphabetically.

Moringa oleifera - terms in scientific name should have the same formatting as
mentioned above but the term should be italicized. If definition is long, the proceeding lines
should be indented once to emphasize the term being defined.

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