SELF-GUIDE

to
Writing Research Proposals
for Grade 11/12 Learners

Author:
ELSIE M. ZABALO
Master Teacher II, San Jose NHS

Contributors:

CHARLYN NICHELLE C. ACOSTA AMMY B. CAMAMA VANESSA MAE A. ESRAEL

Teacher I, San Jose NHS Teacher II, San Jose NHS Teacher I, San Jose NHS

JANETTE M. LAURENTE BRYAN L. LATRAS IRENE L. LABANERO

Teacher I, San Jose NHS Special Science Teacher I, San Jose NHS Teacher I, San Jose NHS

ARIEL I. MATCHICO
Master Teacher I, Sicsican NHS

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 ACKNOWLEDGMENT

The author would like to thank

the significant contribution
of the Senior High School teachers
who shared their expertise to make this Research Proposal Self-
Guide possible.
Also, with the technical assistance given
by the Division of Puerto Princesa
Research and Planning Division,
Region IV-B MIMAROPA and
all the research panelists and validators, the author is grateful for
making this material
ready for the use of learners.

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 FOREWORD

This Research Self-Guide is crafted by authors to assist the Senior High School
students in developing their research proposals and final researches. The challenges
that learners commonly encounter while writing their researches are considered in
this manual.
Contents of this material are based on the Learning Competencies set by the
Department of Education in subjects Practical Research I, Practical Research II, Applied
Inquiries, Investigations and Immersion and Research/Capstone Project.

DEDICATION
This Research Self-Guide is dedicated to all Senior High School STEM learners
who are conducting their researches as requirement for Practical Research I, Practical
Research II, Applied Inquiries, Investigations and Immersion and Research or Capstone
Project. Those learners or teachers who are also beginning to write their action or
basic researches are welcome to use this material as a guide.

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 Hi there, Grade
11/12 Learner!
You are about to start
writing a Research
Proposal.
Are you ready?

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Before we begin, let us review first on the basics of what research is all about .
Let us take a look at the definition of research as viewed by
different experts in the field!

Source Definition of Research

Oxford Dictionary Research is the systematic investigation into and
study of materials and sources in order to
establish facts and reach new conclusions
Western Sydney University Research is defined as the creation of new
https://www.westernsydney.edu.au knowledge and/or the use of existing knowledge
/research/researchers/preparing_a in a new and creative way so as to generate new
_grant_application/dest_definition_o concepts, methodologies and understandings.
f_research This could include synthesis and analysis of
previous research to the extent that it leads to
new and creative outcomes.
Leedy and Ormrod (2010) research is a systematic process of gathering,
evaluating, and interpreting data to increase
understanding of a phenomenon. The core of
a research process is the problem, and the
researcher must see the problem with
unshakable clarity and state it in detailed and
unambiguous terms.
Study.com Research is a careful and detailed study into a
https://study.com/academy/lesson specific problem, concern, or issue using the
/what-is-research-definition- scientific method. It's the adult form of the science
purpose-typical-researchers.html fair projects back in elementary school, where you
try and learn something by performing an
experiment. This is best accomplished by turning
the issue into a question, with the intent of the
research to answer the question.
Creswell, J. W. (2008). Educational Research is a process of steps used to collect and
Research: Planning, conducting, and analyze information to increase our
evaluating quantitative and understanding of a topic or issue”. It consists of
qualitative research (3rd ed.). Upper three steps: Pose a question, collect data to
Saddle River: Pearson answer the question, and present an answer to
the question.

Have you noticed the highlighted words?

Research will take you to another dimension of truth and discovery.
Make sure to discover something new!

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Now, let us explore the different characteristics and
areas of research!
CHARACTERISTICS OF RESEARCH

1. Focus on priority problems.

2. Systematic. It emphasizes that a researcher should employ a structured
procedure.
The research should be logical. Without manipulating ideas logically, the
scientific researcher cannot make much progress in any investigation.
3. Reductive. This means that the findings of one researcher should be made
available to other researchers to prevent them from repeating the same
research.
4. Replicable. This asserts that there should be scope to confirm the findings of
previous research in a new environment and different settings with a new group
of subjects or at a different point in time.
5. Generative. This is one of the valuable characteristics of research because
answering one question leads to generating many other new questions.
6. Action-oriented. In other words, it should be aimed at reaching a solution leading
to the implementation of its findings.
7. The research must be relatively simple, timely, and time-bound, employing a
comparatively simple design.
8. The research must be as much cost-effective as possible.

OBJECTIVES OF RESEARCH

1. Exploration.
2. Description
3. Causal Explanation
4. Prediction

TYPES OF 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

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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

OTHER TYPES OF RESEARCH

1. Exploratory Research
The exploration of new phenomena in this way may help the researcher’s need for better
understanding, may test the feasibility of a more extensive study, or determine the best methods
to be used in a subsequent study. The objective of exploratory research is to identify key issues
and key variables.
2. Descriptive research
The descriptive research is directed toward studying “what” and how many off this “what”. Thus,
it is directed toward answering questions such as, “What is this?”.
3. Explanatory research

• Its primary goal is to understand or to explain relationships.

• It uses correlations to study relationships between dimensions or characteristics off individuals,
groups, situations, or events.
• Explanatory research explains (How the parts of a phenomenon are related to each other).
• Explanatory research asks the “Why” question.

4. Longitudinal Research
Research carried out longitudinally involves data collection at multiple points in time.
Longitudinal studies may take the form of:

• Trend study- looks at population characteristics over time, e.g. organizational absenteeism rates
during the course of a year
• Cohort study- traces a sub-population over time, e.g. absenteeism rates for the sales department;
• Panel study- traces the same sample over time, e.g. graduate career tracks over the period 1990 –
2000 for the same starting cohort.

5. Cross-sectional Research
One-shot or cross-sectional studies are those in which data is gathered once, during a period of
days, weeks or months. Many cross-sectional studies are exploratory or descriptive in purpose.
They are designed to look at how things are now, without any sense of whether there is a history
or trend at work.
6. Action research

• Fact findings to improve the quality of action in the social world

7. Policy-Oriented Research

• Reports employing this type of research focus on the question ‘How can problem ‘X’ be solved or
prevented ?’

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 8. Classification research

• It aims at categorization of units in to groups

• To demonstrate differences
• To explain relationships

9. Comparative research

• To identify similarities and differences between units at all levels

10. Causal research

• It aims at establishing cause and effect relationship among variable

11. Theory-testing research

• It aims at testing validity of a unit

12. Theory-building research

• To establish and formulate the theory

GENERAL TYPES OF EDUCATIONAL RESEARCH

• Descriptive — survey, historical, content analysis, qualitative (ethnographic, narrative,

phenomenological, grounded theory, and case study)
• Associational — correlational, causal-comparative
• Intervention — experimental, quasi-experimental, action research (sort of)

Yay! We are done reviewing concepts in line with the

fundamentals of research. Now, we are to going deeper
to writing your research proposals!

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Begin with the research title.
RESEARCH TITLE
Research Title is the window to your research paper. The readers will gain
interest to read your research if you have a good research title. The title will give you
and your reader idea or ideas of what your study is all about. It is important to come
up with an eye-catchy title, one that is short but impactful to the readers.
A good title contains keywords needed to describe the content and/or purpose
of your research paper.
First thing that you should do is to think of a topic or title you want to explore.
It is important to submit first the title of your research to your research adviser for
approval before proceeding to writing a research proposal.

FOR GRADE 11/12 STEM AND GA

Grade 11 and 12 STEM and GA learners are encouraged to conduct

experimental studies. Below are some research titles formulated by students from the
previous school years which can be your pattern or guide.

Some Examples of Research Titles for Experimental Research

1. Effects of Organic Fertilizers on Plant Growth

2. Efficacy of Duldol Plant (Ceiba pentandra) as Water Absorbent Material
3. Comparative Analysis of the Different Artesian Water Sources in Barangay San
Jose, Puerto Princesa City
4. Efficacy of Improvised Water Filtration Set Up
5. Improvised Warning Device for Storm Surge
6. Comparative Analysis of the Different Manures on Plant Growth
7. Effects of Blue Light on Sleeping Hours
8. Potential of Tawa-tawa Plant (Euphorbia hirta) as Anti-bacterial Medicine
9. Utilization of Snake Plant (Dracaena trifasciata) as Alternative Source of Fiber
10. Improvised Patch for Muscle Pains

FOR GRADE 11/12 ABM

Grade 11 and 12 ABM students are encouraged to conduct studies in line with
finances and businesses. Below are some research titles formulated by students from
the previous school years which can be your pattern or guide.

Some Examples of Research TITLES for ABM Research

1. Financial Literacy of Senior High School Students

2. Financial Literacy of Senior High School Teachers
3. Coping Mechanisms of People during COVID 19 Pandemic
4. Businesses Established during Pandemic
5. Daily Allowance of Senior High School Students
6. Challenges of ABM Students during COVID 19 Outbreak
7. ABM Students and the Modular Learning Approach
8. Spending Habits of Students

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 9. Spending and Budgeting Skills of Senior High School Students
10. Financial Management of Senior High School Students

FOR GRADE 11/12 HUMSS

Grade 11 and 12 HUMSS students are encouraged to conduct social science

studies. Below are some research titles formulated by students from the previous
school years which can be your pattern or guide.

Some Examples of Research TOPICS for Social Sciences Research

1. Teen Age Pregnancy Among Students

2. Gender Stereotyping in the 21st Century
3. Students Time Spending on Video Games
4. Coronavirus 2019 Awareness
5. Education Set-Up in the New Normal
6. Social Sciences
7. Government Policies Concerning COVID 19 Mitigation Measures
8. Politics
9. Local Government Units’ Program and Projects
10. School Policies Evaluation
11. Poverty
12. Marginal Sectors in the Philippines
13. Challenges Encountered by Senior High School Students in the New Normal
14. Impact of Modular Delivery Approach
15. Modular Distance Learning Challenges
16. Lived Experiences of HUMSS Students in the New Normal
17. Evaluation of Local Government Health Protocol
18. Academic Challenges during COVID-19 Crisis
19. Coping Mechanisms of Solo Parents
20. Lived Experiences of PWDs
21. Impact of Community Pantries
22. Life Story of Single Parents
23. Assessment of Flexible Learning Delivery Approach

FOR GRADE 11/12 TVL

Grade 11 and 12 TVL students are encouraged to conduct studies that are
related to their chosen field of specialization. Below are some research titles formulated
by students from the previous school years which can be your pattern or guide.
Some Examples of Research Titles for TVL-Bread and Pastry
Production (BPP)/ Food and Beverage Services (FBS)
1. Utilization of Papaya Candy as Alternative Food Source
2. Potential of Ampalaya as Commercial Jam
3. Utilization of Kamote as Fries
4. Papaya as Alternative Fries
5. Packed Sweet Potato as Food Source
6. Fruit Wine
7. Coconut Meat Lumpia as Potential Dish
8. Tanglad Jam
9. Wine Ice Cream

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 10. Beans as Main Ingredient for Pancakes

Some Examples of Research Titles for TVL-Information and

Communications Technology (ICT)
1. Development of Website for Easy Access of Files
2. Proposed Web Application for Students
3. Readiness of Students to Technology
4. Availability of Gadgets to Senior High School Students
5. Computer Literacy Among Students

Some Examples of Research Titles for TVL-Carpentry

1. Utilization of Mahogany as Alternative Varnish
2. Development of Organic Wood Protector
3. Utilization of Coconut Oil as Wood Wax
4. Inventory of Trees in San Jose National High School
5. Preferred House Designs of Students

Some Examples of Research Titles for TVL-Hairdressing

1. Potential of Snail Oil as Skin Care Ingredient
2. Development of Coconut Cream as Hair Conditioner
3. Development of Aloe Vera Cream to Enhance Hair Growth
4. Utilization of Asuete as Hair Dye Agent
5. Utilization of Banana to Enhance Hair Growth

Remember:

Choose topics or titles that are uncommon and can benefit the community if
explored. Ask your teacher for the approval of your chosen topic. Avoid copying
title of researches from the internet. Think your own title as possible.

RESEARCH PROPOSAL FORMAT

Below is the list of contents that you need to accomplish in preparation for
your research pre-oral defense. This format is also the sequence in your Table of
Content Page.
Chapter Content Estimated
Number of
Pages
Preliminaries Title Page 1
Acknowledgment 1-2
Table of Contents 1
Chapter I Introduction Rationale 1-2
Conceptual/Theoretical 2-3
Framework
Research Paradigm 1
Research Questions 1
Scope and Delimitations 1
Significance of the Study 1

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 Definition of Terms 1-2
Chapter II Related Literature 5-10
Review of Related Related Studies 5-10
Literature and Studies Summary 1-3
Chapter III Research Design 1
Research Methodology Materials 1
Research Procedures 1
Research Locale 1
Time Frame 1
Data Analysis 1
Ethical Considerations 1
References 1-2 pages

TITLE PAGE

Title Page is found at the first page of your research paper. It is where you write
your proposed title, to whom it is presented, name of the researcher/s and the date it
is prepared (preferably month and year only).
Guide in Preparing your Research Title Page
1. Use Arial 12 as font style and size.
2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep single spacing.
5. Italicized the title.
6. You may use the logo of the school.
7. Do not forget to indicate your name as a researcher.
8. Write below the month and year your research is made.
9. Refer to the next page for an example.

Below is an example provided to guide you. Do not copy the content. Make
your own based on the study you are crafting.
POTENTIALOF PALAWAN GABI (Cyrtosperma
merkusii) CHIPS AS ADDITIONAL FOOD SOURCE

Presented to

San Jose National High School

By:

ELSIE M. ZABALO
STEM Researcher

February, 2020

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 ACKNOWLEDGMENT

Acknowledgment is a part of your research paper where you recognize the

people who made significant contribution to your research. You can highlight the
name of people and cite what kind of help did you get from them.
Do not forget to specify the help provided for you by the people you have
identified whether technical support, financial support or emotional support.

Guide in Preparing Acknowledgment

1. Use Arial 12 as font style and size.
2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the title ACKNOWLEDGMENT on top of the paper.
6. You may use the logo of the school as watermark.
7. Cite the school, your research adviser, research panelists, respondents or
participants of your study, your parents and others who helped you
accomplish the study.

Below is an example provided to guide you. Do not copy the content. Make
your own based on the study you are crafting.

ACKNOWLEDGEMENT
This work would never be completed without the time, effort and
assistance of the following significant people:
Our School Principal, Gemma V. Manlavi, our School Principal III for
allowing us to conduct the study;
Ma’am Elsie M. Zabalo, our research adviser, for the continuous and
untiring follow-up, consideration and assistance to the researchers starting from
the action research proposal to the completion stage;
Our Research Panelists: Ma’am Irene L. Labanero, Ma’am Janette M.
Laurente, Sir Bryan L. Latras and Ma’am Ammy B. Camama, for sharing their
expertise to make this research a refined work;
Our family and friends who supported us in terms of financial, moral and
spiritual support;
Above all, our God Almighty, who provided the researchers wisdom,
finances and the will to complete this study.
The Researcher

Did you include all the people behind the completion of your research proposal?

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 TABLE OF CONTENTS

Table of Contents is a part of your research paper which

enumerates the content of your paper across its page. This will guide the readers
where a certain part of paper is located.

Guide in Preparing your Table of Contents

1. Use Arial 12 as font style and size.
2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the title TABLE OF CONTENTS on top of the paper.
6. You may use the logo of the school as watermark.
7. Refer to the parts of a research paper in the previous page to be included in
your Table of Contents.

Below is an example provided to guide you. Do not copy the content. Make
your own based on the study you are crafting.

TABLE OF CONTENTS

Content Page

Title Page 1

Acknowledgement 3

Table of Contents 5

I. Introduction and Rationale 6

II. Literature Review 7

III. Research Questions 17

IV. Research Method

A. Participants and/or other sources of data or information 18

B. Data Gathering Methods 18

C. Data Analysis Plan 18

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 Please refer to the Research Format for the sequence of your contents.

INTRODUCTION

Rationale serves as an introduction of your research paper. It involves the

background of your study. In this part, you are going to lay down important reasons
why do you want to conduct a certain study.

Guide in Preparing your Research Introduction

1. Use Arial 12 as font style and size.
2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the title Chapter I INTRODUCTION on top of the paper.
6. You may use the logo of the school as watermark.
7. Refer to the guide questions below to help you craft your research rationale.

Guide Questions:

1. What is the problem around the world that is connected to your study?
Provide 2-3 reliable information from sources you have read in the internet
or books.
2. What is the problem in the Philippines that is connected to your study?
Provide 2-3 reliable information from sources you have read in the internet
or books.
3. What is the problem in Palawan or your locality that is connected to your
study? Provide 1-2 reliable information from sources you have read in the
internet or books.
4. What is/are your reasons why do you want to conduct the study?
5. What will be the importance of your study to the community?

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 Below is an example provided to guide you. Do not copy the content. Make
your own based on the study you are crafting.

Rationale

Physics requires a great understanding of concepts, analysis and computational

skill that most of the students struggle from. According to Redish (1994), Physics is a
discipline that requires learners to employ a variety of methods of understanding and to
translate from one to other – words, tables of numbers, graphs, equations, diagrams,
maps and this what makes learning Physics particularly difficult for many students.
For the teachers to be guided in teaching Physics in Senior High School, the
Department of Education establish a Curriculum Guide for General Physics I and II. The
curriculum guide indicated the different learning competencies to be taught to the Grade
12 STEM Students. General Physics I contains 64 learning competencies for the 1 st
quarter and 74 learning competencies for the second quarter. General Physics II contains
67 learning competencies for the 3 rd quarter and 47 learning competencies for the 4 th
quarter.
The researchers of this study have been teaching Physics for several years. Based
on their observations and experiences, there are competencies that are not taught within
the specified time frame in the curriculum guide. One of the possible reasons is the number
of competencies in each curriculum guide and the weight of each competency to match the
ability and capacity to learn of the students in STEM strand.
Through this study, the researchers described all the learning competencies that are
taught in General Physics I and II as well as determined the possible factors that affect the
extent of teaching the required competencies by the teachers in order to come up with a
tangible solution to enhance the teaching of Physics subjects. The respondents were all
STEM Teachers who teach subjects General Physics I and General Physics II in all Public
Senior High School within the Division of Puerto Princesa City.
(Taken from the BERF Basic Research,”Extent of Learning Competencies Taught by
STEM Teachers in General Physics I and II by: Labanero, et al (2021))

Were you able to write a good research introduction?

THEORETICAL/CONCEPTUAL FRAMEWORK

Let us read!
Theoretical framework

A theoretical framework consists of concepts and, together with their

definitions and reference to relevant scholarly literature, existing theory that
is used for your particular study. The theoretical framework must demonstrate an
understanding of theories and concepts that are relevant to the topic of your
research paper and that relate to the broader areas of knowledge being considered.

What is a conceptual framework?

The simplest way to explain a “conceptual framework” is that: it is a diagram

representing the relationship of variables. However, the complete explanation of a
“conceptual framework” is longer and requires more explanation.

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 Theoretical/ Conceptual Framework serves as foundation of your study.
In this part, you are going to enumerate the concepts or theories that will support
your study.

Guide in Writing your Theoretical/ Conceptual Framework

1. Use Arial 12 as font style and size.
2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the title Theoretical/ Conceptual Framework after your Rationale.
6. You may use the logo of the school as watermark.
7. Refer to the guide questions below to help you craft your Theoretical/
Conceptual Framework.

Guide Questions:
1. What are the theories/concepts that you have read that supports your
study? Provide 2-3 reliable information from sources you have read in the
internet or books.
2. What theory or concept can you connect to support your study? Provide 2-
3 reliable information from sources you have read in the internet or books.
3. What is the connection of those concepts/theories to your present study?

What framework did you use in your study?

RESEARCH PARADIGM
Let us read!
“Paradigms are general framework or view points : literally „points from which to
view‟. They provide ways of looking at life and are grounded in sets of assumptions
about the nature of reality” (Babbie, 1998)

English Cambridge Dictionary defines paradigm as “Model of something, or a very clear

and typical example of something” . Paradigm indicate a pattern or model or typical
example including cultural themes, worldviews, Ideologies and mindsets.

Research Paradigm is part of your research paper where the process and output
of your research will be shown through diagrams. It enumerates the input , process or
output of your research. In some cases, dependent and independent variables are
prepared instead of input, process and output.

Guide in Writing your Research Paradigm

1. Use Arial 12 as font style and size.
2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the title Research Paradigm after your Conceptual Framework.

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 6. You may use the logo of the school as watermark.
7. Refer to the guide questions below to help you craft your Research
Paradigm.
8. Refer also to the example provided after the guide questions.
9. Do not forget to explain your research paradigm.

Guide Questions:
1. INPUT: What are the data that you need to know?
2. PROCESS: How are you going to collect the data?
3. OUTPUT: After conducting the study, what will be your tangible output?

Here some of the examples to serve as a guide in writing your research paradigm.

For STEM/GA Learners

Title of Study: Utilization of Snake Plant (Dracaena trifasciata) as Alternative

Source of Fiber

Research Paradigm
Below is the research paradigm of the study.
Input Process Output

Preparation of
Materials
Snake Plant Snake Plant
Properties Creation of Output Fiber
Material
Testing of
Materials

Figure 1. Research Paradigm

Shown above is the paradigm of the study. For the input of the study, the researcher
will determine the properties of Snake Plant. Then, for the process, the researcher will prepare
the materials, create a fiber material for testing purposes. After the testing, the researcher will
have the output which is a snake plant fiber material.

For ABM Learners

Title of Study: SPENDING HABITS OF SENIOR HIGH SCHOOL STUDENTS

Research Paradigm
Below is the research paradigm of the study.
Input Process Output

Spending Habits of Interview/ Recommendatio

SHS Students ns
Survey

Figure 1. Research Paradigm

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 Shown above is the paradigm of the study. For the input of the study, the researcher
will describe the spending habits of Senior High School Students. Then, for the process, the
researcher will conduct interview (for PR1) / administer survey (for PR2. After that, the
researcher will formulate recommendations as an output of this study.

For HUMSS Learners

Title of Study: Lived Experiences of Solo Parents

Research Paradigm
Below is the research paradigm of the study.
Input Process Output

Life Story of Solo Interview/ Recommendatio

Parents ns
Survey

Figure 1. Research Paradigm

Shown above is the paradigm of the study. For the input of the study, the researcher
will describe the life story of solo parents. Then, for the process, the researcher will conduct
interview (for PR1) / administer survey (for PR2. After that, the researcher will formulate
recommendations as an output of this study.

For TVL Learners

Title of Study: Gabi Pancake as Food Source

Research Paradigm
Below is the research paradigm of the study.
Input Process Output

• Preparation of
Materials
Materials Needed Gabi Pancake
for Gabi Pancake • Cooking of
Gabi Pancake

• Affordability
and Palatability
of Gabi
Pancake

Figure 1. Research Paradigm

Shown above is the paradigm of the study. For the input of the study, the researcher
will determine the materials for a Gabi Pancake. Then, for the process, the researcher will
prepare the materials, cook the proposed food and determine the affordability and palatability

19 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
of the food through interviews or survey. After that, the researcher will have the output which
is a Gabi Pancake.

Shown above are paradigm using the input-process-output. In

some ways, we can also use the different variables to illustrate
our paradigm. Read these:
INDEPENDENT AND DEPENDENT VARIABLES
In research, variables are any characteristics that can take on different values, such as
height, age, species, or exam score.

In scientific research, we often want to study the effect of one variable on another one.
For example, you might want to test whether students who spend more time studying
get better exam scores.

The variables in a study of a cause-and-effect relationship are called the independent

and dependent variables.

• The independent variable is the cause. Its value is independent of other variables
in your study.
• The dependent variable is the effect. Its value depends on changes in the
independent variable.

EXAMPLES OF INDEPENDENT AND DEPENDENT VARIABLES

Research Question Independent variable(s) Dependent variable(s)

Do tomatoes grow fastest under • The type of light the • The rate of growth
fluorescent, incandescent, or natural tomato plant is grown of the tomato
light? under plant

What is the effect of diet and regular • The type of soda you • Your blood sugar
soda on blood sugar levels? drink (diet or regular) levels

How does phone use before bedtime • The amount of phone • Number of hours
affect sleep? use before bed of sleep
• Quality of sleep

How well do different plant species • The amount of salt • Plant growth
tolerate salt water? added to the plants’ • Plant wilting
water • Plant survival rate

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INDEPENDENT AND DEPENDENT VARIABLES IN EXPERIMENTS

In experimental research, the independent variable is manipulated or changed by the

experimenter to measure the effect of this change on the dependent variable.

Experiment exampleYou are studying the impact of a new medication on the blood
pressure of patients with hypertension.
To test whether the medication is effective, you divide your patients into two groups.
One group takes the medication, while the other group takes a sugar pill placebo.

• Your independent variable is the treatment that you vary between groups: which
type of pill the patient receives.
• Your dependent variable is the outcome that you measure: the blood pressure of
the patients.

VARIABLES IN OTHER TYPES OF RESEARCH

Outside of an experimental setting, researchers often cannot directly manipulate or

change the independent variable that they’re interested in.

Instead, they must find already-existing examples of the independent variable, and
investigate how changes in this variable affect the dependent variable.

Research example
You are interested in whether a higher minimum wage impacts employment rates.
You can’t control the minimum wage yourself. Instead, you look at a state that raised its
minimum wage last year, and compare it to a neighboring state that did not.

• Your independent variable is the minimum wage.

• Your dependent variable is the employment rate.

By comparing the difference in outcomes between the two states (and accounting for
other factors), you can investigate whether the change in minimum wage had an effect
on employment rates.
In non-experimental research, it’s more difficult to establish a definite cause-and-effect
relationship, because other variables that you haven’t measured might be influencing
the changes. These are known as confounding variables.

In types of research where the exact relationship between variables is less certain, you
might use different terms for independent and dependent variables.

OTHER NAMES FOR INDEPENDENT VARIABLES

Sometimes, the variable you think is the cause might not be fully independent – it might
be influenced by other variables. In this case, one of these terms is more appropriate:

• Explanatory variables (they explain an event or outcome)

• Predictor variables (they can be used to predict the value of a dependent
variable)
• Right-hand-side variables (they appear on the right-hand side of
a regression equation).

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OTHER NAMES FOR DEPENDENT VARIABLES
Dependent variables are also known by these terms:

• Response variables (they respond to a change in another variable)

• Outcome variables (they represent the outcome you want to measure)
• Left-hand-side variables (they appear on the left-hand side of a regression
equation)

Remember:
Create a paradigm in line with your research title. Do not forget to explain the
illustrations.
Were you able to identify the variables in your study?

RESEARCH QUESTIONS

Research Questions are the questions that you are going to enumerate in your
study. You can raise 3 to 5 questions that you think your study will answer.

Guide in Writing your Research Questions

1. Use Arial 12 as font style and size.
2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the title Research Questions after your Research Paradigm.
6. You may use the logo of the school as watermark.
7. Refer to the guide questions below to help you craft your Research
Questions.
8. Refer also to the example provided after the guide questions.

Guide Questions:
1. What are the questions that will lead to the title of your study?

Below is an example provided to guide you. Do not copy the content. Make
your own based on the study you are crafting.

Research Questions:
The study, “Utilization of Snake Plant (Dracaena trifasciata)
as Alternative Source of Fiber” aims to utilize Snake Plant as alternative
source of fiber. Specifically, it will answer the following questions:
1. What are the properties of Snake Plant to be used as fiber?
2. What is the capacity of snake plant as a fiber material?
3. Is there a significant difference between Snake Plant and the
commercial fiber?
Hypothesis:
There is no significant difference between Snake Plant and the commercial
fiber.

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 Research Questions:
The study, “Gabi Pancake as Food Source” aims to utilize Snake
Plant as alternative source of fiber. Specifically, it will answer the following
questions:
4. What are the materials needed for Gabi Pancake?
5. What is the affordability and palatability rating of Gabi Pancake?
6. Is there a significant difference between Gabi Pancake and the
commercial pancake?
Hypothesis:
There is no significant difference between Gabi Pancake and the commercial
pancake.

Research Questions:
The study, “Lived Experiences of Solo Parents” aims to utilize
Snake Plant as alternative source of fiber. Specifically, it will answer the
following questions:
1. What is the profile of solo parents?
2. What are the daily activities of solo parents?
3. How do solo parents cope with the challenges?

What are the questions that you include in your study?

SCOPE AND DELIMITATIONS

Scope serves as the focus of your study. It describes the concentration of your
study which may include the location, target respondents or participants and time
frame. Delimitations serve as the borderline of your study. It describes what are not
included in your study.

Guide in Writing Scope and Delimitations

1. Use Arial 12 as font style and size.
2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the title Scope and Delimitation after your Research Questions.
6. You may use the logo of the school as watermark.
7. Refer to the guide questions below to help you craft your Research
Questions.
8. Refer also to the example provided after the guide questions.

Guide Questions:

1. What is the focus of your study?

2. Who are the target respondents or participants of your study?
3. Where will you conduct the study?
4. What is not included in your study

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 Below is an example provided to guide you. Do not copy the content. Make
your own based on the study you are crafting.

SCOPE AND LIMITATION

This research will determine the capacity of Snake Plant as
alternative source of fiber. This study will be conducted at Barangay San Jose,
Puerto Princesa City, Palawan from May to July, 2021.
Other plants are not included in this study.

What limitations did you set in your study?

SIGNIFICANCE OF THE STUDY

Significance of the Study is part where a researcher identifies the advantages of

the results of the study to a particular agency or group of people.

Guide in Writing Significance of the Study

1. Use Arial 12 as font style and size.

2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the title Significance of the Study after your Scope and
Delimitations.
6. You may use the logo of the school as watermark.
7. Refer to the guide questions below to help you craft your Significance of the
Study.
8. Refer also to the example provided after the guide questions.

Guide Questions:
1. What is the importance of your study to the agencies concerned?
2. Who will benefit from your study?
3. What will be the contribution of your study to the school and community?

24 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
 Below is an example provided to guide you. Do not copy the content. Make
your own based on the study you are crafting.

Significance of the Study

This study will be useful to the following:
Department of Agriculture. The results of this study will provide
feedback to the agency concerned which will guide them in formulating policies
regarding poultry production.

Puerto Princesa City Local Government Unit. This study will help the
city local government in formulating policies in order to sustain the supply of
food in Puerto Princesa City. Whatever results will also provide information
which will be needed in crafting of financial assistance or any assistance that the
local government unit could provide for the poultry growers.

Local Communities. This study will encourage people to engage in

poultry production as this will ensure food supply during the pandemic times.
Students. This study will motivate students to conduct research as
innovation.
Researcher. The results of the study will provide answers to the questions
being sought by the researcher.
Future Researchers. Those who are aiming to conduct similar
researchers, they can also do that in their locality. They can also improve the
research.

Who are the target beneficiaries of your study?

DEFINITION OF TERMS

Definition of Terms is a section of a research paper where all the keywords or

important terms in the study are enumerated in alphabetical order. These terms are
defined based on its definition and based on how it is used in the study.

Guide in Writing Definition of Terms

1. Use Arial 12 as font style and size.

2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the term Definition of Terms after your Significance of the Study.
6. You may use the logo of the school as watermark.
7. Highlight the keywords that you will use.
8. Define the words based on its definition and how it is defined in your study.
9. Refer to the example provided next page.

Below is an example provided to guide you. Do not copy the content. Make
your own based on the study you are crafting.

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 Definition of Terms
The following are the terms to be used in this study:
Challenges. These are the problems encountered by Poultry Growers in the
production of chicken and eggs.
Coping Mechanisms. These are the strategies being employed by the Poultry
Growers to address the problems and overcome the challenges.
COVID-19. It is the term used to name the present virus spreading all over the
world which is a short term for Coronavirus that started to infect people and was
discovered in 2019.
Pandemic. This is the present problem of the world in relation to Coronavirus.
Preparedness. This refers to how the Poultry Growers get ready for the
production of poultry.

How many terms did you define in your study?

Congratulations!
You are done with Chapter I of your research
proposal!
Way to go!

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 CHAPTER II
REVIEW OF RELATED LITERATURE
AND STUDIES
Let us read!
A literature review is a summary of studies related to a particular area of
research. It identifies and summarizes all the relevant research conducted on a
particular topic. It is important that your literature review is focused. Therefore, you
should choose a limited number of studies that are central to your topic rather than
trying to collect a wide range of studies that might not be closely connected.

Review of Related Literature and Studies enumerate the different information

that will support your present study. These are information or data you obtain from
reading books and websites that are relevant or has connection to your study.

Related Literatures are definitions and concepts from the different authors in
the Philippines and abroad. Related Studies are the studies conducted by different
authors that are related to your study.
Here are some readings for the RRL:

Here are bits of information to help you write your Chapter II!
SELECTION CRITERIA FOR RELEVANT STUDIES

If you are going to select criteria that will be used to select studies that are relevant
to your present study, you can study the 2 categories in selection criteria for relevant
studies. These are as follows:

1. Inclusion Criteria. These are the elements of an article that must be present in
order for it to be eligible for inclusion in a literature review. Some examples are:
A. Included studies must have compared certain treatments
B. Included studies must be experimental
C. Included studies must have been published in the last 5 years

2. Exclusion Criteria. These are the elements of an article that disqualify the study
from inclusion in a literature review. Some examples are:
A. Study used an observational design
B. Study used a qualitative methodology
C. Study was published more than 5 years ago
D. Study was published in a language other than English

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4 STAGES IN REVIEWING THE SCIENTIFIC STUDIES

1. Problem formulation
A. Which topic is being examined and why?
B. What aspects will be included/excluded? (Define your scope)
C. What useful reviews are missing or not up to date in my research area?
2. Literature search. It involves identifying relevant research and literature searching.
A. Online Research (basic) – Background Information
1. Wikipedia (gasp!)
2. Google
3. YouTube

B. General Literature Search –Scientific Literature Overview

1. Google Scholar/Books
2. PubMed

You can also find other relevant literature reviews in the area to see what
has been done/what is needed or which you think are relevant to your present
research.

C. Specific Literature Search – This refers to the details that you need that are
specific to your present study. Here are some of the sources from the internet that
you may find relevant to use:
1. Library databases e.g Web of Science
2. “Advanced search” tool in
3. Google Scholar/PubMed
4. Science Direct
5. CiteSeer
6. Getcited
7. Microsoft Academic Research
8. Bioline International
9. PLOS ONE
10. BioOne
11. Science and Technology of Advanced Materials
12. New Journal of Physics

As a researcher, it is very important to identify the key references for each

topic of your review.

3. Critical analysis – Here, the researcher can criticise the experts; identify conflicting
evidence, assumptions, errors and misconceptions.

In assessing each source, consideration should be given to:

A. Provenance - Author's credentials? Are the author's arguments supported by
evidence?
B. Objectivity - Is the author's perspective fair? Is contrary data considered? Is
information ignored to prove the author's point? (bias)
C. Persuasiveness – Is the author’s data convincing?
D. Value - Does the work contribute in a significant way to an understanding of the
field?

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4. Evaluation – which authors are most convincing and provide the most significant
scientific contribution? Have I conducted a fair and objective literature review?

(Source: “Scientific Literature Review”, DCU Student Support and Development,

accessed February 9, 2021, www.dcu.ie › files › scientific_lit_review_workshop_ug)

HOW TO WRITE RELEVANT SCIENTIFIC STUDIES

1. Locating literature and studies. Identify Key text. Make a list of key words related to
your research questions. Include each of the key concepts or variables you’re
interested in, and list any synonyms and related terms.

2. Reviewing literature and studies. Read key text. Read everything that is written
on the topic. , If you can, If not, evaluate which sources are most relevant to your
questions.

3. Analyzing and evaluating. Read the abstract to see whether the related
literature is relevant or not. Scan the bibliography to find other relevant sources. Pay
attention of the citation counts ( if the citation counts is high, the source is probably
important and you should include it). Take note and cite your sources

4. Writing the review. Synthesize. Gather literature that addresses your research
question. Review literature and take notes: describe, summarize, analyze, and identify
key concepts.

5. Synthesizing studies. Compare & contrast, critically evaluate, interpret, so that

you can draw conclusion.

6. Organizing. Assemble printed sources and interact with them. Consider other
methods of gathering data. Choose a system for keeping notes. Use your sources to
generate ideas. Organize your ideas. Write your paper. Evaluate your argument.

(Source: McCombes, S., “How to Write a Literature Review”, 2019, accessed February
09, 2021, https://www.scribbr.com/dissertation/literature-review/)

Guide in Writing Review of Related Literature and Studies

1. Use Arial 12 as font style and size.

2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the term Chapter II REVIEW OF RELATED LITERATURE on top of
your paper.
6. You may use the logo of the school as watermark.
7. Gather 5-10 literatures and 5-10 studies that are connected to your study.
8. In writing this chapter, you have to make it a continuous idea. It is like you
are writing an essay but instead of writing your self thoughts, you are citing
the different ideas from the authors.
9. Do not copy paste the definition or study. Rephrase its content based on
your understanding.
10. Cite the authors using their surname and year of publication.

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 11. Do not forget to record the source of your information: name of author, title
of study or article, year of publication, publishing company, URL, date you
access the website.
12. Be guided by the questions below.

Guide Questions:

1. What is the definition of some key words in your title? Use definitions made by
some authors. 2-3 authors will help you define those terms.
2. What is all about the problem in the world and in the Philippines? Cite facts
from reliable sources. You can cite 4-5 authors here.
3. What are the studies that are related to your present study? Cite 5-10 studies.

EXAMPLES OF RELATED LITERATURE THAT YOU MAY USE OR INCLUDE IN YOUR

STUDY:

Related Literature/Study #1

TITLE: Effect of the insulin plant (Costus Igneus) leaves on blood

glucose levels in diabetic patients: A cross sectional study
Source: Shetty, A. J., Parampalli, S. M., Bhandarkar, R., & Kotian, S. (2010).
Effect of the insulin plant (Costus Igneus) leaves on blood glucose levels
in diabetic patients: A cross sectional study. Journal of Clinical and
Diagnostic Research, 4(3), 2617-2621.

Abstract

BACKGROUND: The complications of Diabetes mellitus are related to glycaemic

control. Normoglycaemia or near normoglycaemia is the desired, but often elusive,
goal for most patients. Regardless of the level of hyperglycaemia, improvement in
glycaemic control will lower the risk of diabetes complications. Consumption of the
leaves of the insulin plant has been claimed to achieve glycaemic control and hence,
we have planned the present cross sectional study in diabetic patients. AIM OF THE
STUDY: Analysis of glycaemic control in diabetic patients who have been consuming
the leaves of the insulin plant and to know the adverse effects/ benefits of insulin
plant leaf consumption. MATERIALS AND METHODS/ STATISTICAL ANALYSIS: A
cross sectional study was conducted after taking informed consent from the patients.
Retrospective data was collected from diabetic patients who consumed the leaves of
the insulin plant. Wilcoxson's paired test was the statistical method which was used
for analysis of the data. RESULTS AND CONCLUSION: Statistically significant
reduction in the fasting and postprandial blood sugar levels in all the patients who
consumed the leaves.

Related Literature/Study #2
TITLE: Hepatoprotective Agent Present In Pods of Clitoria Ternatea
(Blue Ternate) with Evidence of Histopathological Analysis

Source: B Balaji, K Bookya, G. VijayaBai, T Mangilal “Hepatoprotective Agent

Present In Pods of Clitoria Ternatea with Evidence of Histopathological
Analysis” Int. J. of Pharm. Res. & All. Sci. 2015;4(4):32-38

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 Clitoria ternatea, common names including butterfly pea, blue pea, Cordofan
pea and Asian pigeonwings, is a plant species belonging to the Fabaceae family. The
flowers of this vine have the shape of human female genitals, hence the Latin name
of the genus "Clitoria", from "clitoris".1 In traditional Ayurvedic medicine, it has been
used for centuries as a memory enhancer, nootropic, antistress, anxiolytic,
antidepressant, anticonvulsant, tranquilizing and sedative agent.2 In traditional
Chinese medicine, owing to its similarity to the female reproductive organ, this plant
has been ascribed properties affecting the same (a phenomenon also found in
connection with the mandrake, among other plants). It was used traditionally in an
attempt to treat sexual ailments, like infertility and gonorrhea, to control, menstrual
discharge, and also as an aphrodisiac.

This practice aligns with an ancient belief recorded in the Doctrine of

Signatures.3 In animal tests the methanolic extract of Clitoria ternatea roots
demonstrated nootropic, anxiolytic, antidepressant, anticonvulsant and antistress
activity.4 The active constituents include tannins, resins, starch,taraxerol, and
taraxerone. Recently, several biologically active peptides called cliotides have been
isolated from the heat-stable fraction of Clitoria ternatea extract. Cliotides belong to
the cyclotides family 5 and activities studies show that cliotides display potent
antimicrobial activity against E. coli, K. pneumonia, P. aeruginosa and cytotoxicity
against Hela cells. These peptides may have potential to be developed an
antimicrobial and anti-cancer agents.6 The enzyme responsible for the biosynthesis
and the backbone cyclization of cliotides has recently been isolated. It was named
butelase1 in accordance with its local name in Singapore. Butelase 1 is the fastest
peptide ligase known capable of catalyzing peptide cyclization at an extraordinary
efficiency.7 The present study the invivo hepatoprotective activity of the extract, the
potential biomolecules present in the pods of Clitoria ternatea was evaluated by CCl4
induced hepatotoxicity model in rats.

The aim of the present research work was to extract the potential biomolecules
present in the pods of Clitoria ternatea and to evaluate the in vitro and in vivo
Hepatoprotective activity. The in vitro Hepatoprotective activity was carried out by
DPPH assay. The IC50 value (50% inhibition) of the EEFSCT was found to be 212.96
μg/ml. The in-vivo Hepatoprotective activity was carried out by using albino rats. The
results displayed that the elevated levels of SGOT, SGPT, ALP and Serum bilirubin
were mainly due to CCl4 intoxication, reduced significantly in rats, after treatment
with ethanolic extract of pods of Clitoria ternatea (EEFSCT). Treatment with EEFSCT
at a dose of 250 mg/kg decreased the SGOT, SGPT, ALP, Serum Bilirubin levels by
6.23%,28.96,8.81and11.11% respectively, while a higher dose of 500 mg/kg was
more effective, causing a reduction of 25.02, 47.65, 24.09, and 27.35%. Silymarin
used as standard showed a reduction of 55.09, 68.98,
57.46 and 35.04% receiving CCl4 alone and depending upon the experimental data
it were confirmed that the biochemical parameters of the group treated with ethanolic
extract was significantly lower than the CCl4 treated group. Moreover the treatment
with the extract significantly reduced the previously raised levels of AST, ALT,
ALP and bilirubin in hepatotoxic rats. Histopathological investigation displayed that
at both doses, the EEFSCT was possessed moderate to good hepatoprotective
activity, but at 500 mg/kg showed excellent hepatoprotective activity against CCl4
induced damaged hepatocytes.

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Related Literature/Study #3
TITLE: PHYSICO-CHEMICAL CHARACTERIZATION OF CASHEW
APPLE JUICE (ANACARDIUM OCCIDENTALE, L.) FROM
YAMOUSSOUKRO (CÔTE D’IVOIRE)

Source: Marc ADOU*1,2, Fabrice Achille TETCHI1, Mory GBANÉ3, Kouakou

Nestor KOUASSI1, N’Guessan Georges AMANI1 Laboratory of Food
Biochemistry and Tropical Products Technology; University of Abobo-
Adjame, UFR/STA, 02 BP 801 Abidjan 02 (Cote d’Ivoire) Innovative
Romanian Food Biotechnology Vol. 11, Issue of September, 2012 c 2012
by “Dunărea de Jos” University – Galaţi

Anacardiaceae) is a tree native to the northeastern coast of Brazil where it was

cultivated by indigenous peoples long before its discovery by the Portuguese, who
will introduce the latest in their African colonies and Asia (Olher, 1967; Rao and
Swamy, 1994; City, 1995). The first cashew plantations have been established in
Cote d'Ivoire in the years 1960-70 as part of the reforestation initiative. The cashew
tree was associated with other plants such as teak and acacia (Aubertin,
1983). The cultivation of cashew in so thrived in the North to the center. These areas
receiving a rainfall ranging range 1000 to 1400 mm/year (Dugue, 2002). The value
of this tree has focused on the cashew that is the subject of international trade and
which gives the cashew notoriety (Lacroix, 2003). In 2008, Cote d'Ivoire has exported
330,000 tones of cashew nuts (Anonymous 1, 2008). Apart from the cashew nut, the
apple is fairly valued except in India and Brazil, especially in the form of juice (Lautie
et al., 2001, Cavalcante et al., 2003). In the most producing countries, the cashew
apple rots in the soil at the expense of nuts (Campos et al., 2002; Rocha et al. 2007;
Grio et al., 2009). Yet several studies have shown the richness of the apple juice that
contains minerals, three to six times more vitamin C than orange juice (Price et al.
1975; Moura, 1998; Akinwale, 2000; Assuncao & Mercandante, 2003, Adou et al.,
2011) and ten times more than pineapple juice (Ohler, 1988).

The polyphenols (Adou et al., 2012), which gives it antioxidant properties and
makes it an effective remedy against chronic dysentery in Cuba and Brazil (Morton,
1987, Kubo et al., 1999, Kubo et al., 2006, Carvalho et al., 2006). Despite the wealth
of this fruit and its effects on health, the cashew apple is unknown to the public and
Ivorian scientific. There is no publication on the cashew apple except the economic
field (Anonymous 2, 2002). Yet, several factors such as species, growing region,
climate, cultural practices, maturity at harvest (Drake and Eisele, 1997), the storage
atmosphere (Drake and Eisele, 1994), conditions storage (Drake et al. 2002; Drake
and Eisele, 1999) are known to affect the chemical composition of apple juice. So,
faced with the challenge of transforming raw materials and given the large amounts
of product destroyed at the expense of cashew nuts, a study of the physicochemical
characterization of the cashew apple grown in Cote d'Ivoire is required. This study
will therefore focus on general knowledge of the composition of the apple for a better
use of it.

In this study the changes in physico-chemical properties of the juice of two

apples varieties (yellow and red) from Yamoussoukro were analyzed. The overall
objective of this study is a better understanding of the composition of cashew apple
for a better use of it. Thus, the vitamin C content varies between 370.9 and 480.3
mg/100 g ; total sugars ranged from 162.7 to 168.1 g/L. Concentrations (g/L) of
glucose, fructose and sucrose vary respectively between 47.2 to 65.8, 100.7 to 110.3
and 2.5 to 5.3. At the level of organic acids, citric acid leads with levels (μg/ml)
ranged from 290.7 and 1092.1, followed by tartaric acid 497.5 to 693.3; from acetic

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acid 48.2 to 266.5, from oxalic acid 197.8 to 204.3 and finally to fumaric acid. The
pH of the juice is between 4.37 to 4.5, titratable acidity between 0.5 to 0.85 %, the
total soluble solids content between 10.2 to 10.9 °Brix; dry matter between 7.80 -
10.0 % and ash from 1.31 to 1.88%. The protein content varies from 0.51 to 0.53
g/100 g and key amino acids in order of size are leucine, cysteine and asparagine.
Except the pH, color and maturity of apples influenced (p<0.05) significantly the
parameters analyzed.

Related Literature/Study #4
TITLE: Green Synthesis of Silver NanoparticlesUsing Calabash
(Crescentia cujete) Fruit Extractand Their Antimicrobial
Properties
Source: Dyle S. Legaspi1,2 and Noreen Grace V. Fundador11Department of
Food Science and Chemistry, College of Science and Mathematics
University of the Philippines Mindanao, Philippine Journal of Science
149 (1): 239-246, March 2020 ISSN 0031 – 7683 Date Received: 19 Nov
2019

The proliferation of pathogenic microorganisms poses a threat to public

health. To combat these pathogens, a wide variety of antibiotics has been developed
and sold commercially through time. However, a more serious problem arises when
these pathogens develop resistance against commercial antibiotics. Nanotechnology
is a field of science and technology that deals with the fundamental properties of
particles with various shapes and sizes ranging from 1–100 nm (Ejelonu et al. 2011).
Specifically, metallic nanoparticles have attracted attention due to their application
in the medical field as well as cosmetics, food, paint, and textile industry. They are
considered as new generation antimicrobials that are known to effectively inhibit the
growth of pathogens by catalyzing the formation of free radicals in microbial cells
leading to cellular death (Onodera et al. 2015).
Silver (Ag) is widely known for its antimicrobial activity. Furthermore, the
toxicity of Ag to human cells was found to be lower than the bacterial cells (Clement
and Jarrett 1994). The use of nano-sized Ag particles has shown superior inhibitory
action compared to their bulk counterpart. AgNPs allow the excessive formation of
reactive oxygen species which causes the disruption of the cell wall, which eventually
leads to cell death. Studies have reported that AgNPs are effective in inhibiting the
growth of Escherichia coli, Staphylococcus aureus, and Pseudomonas aeruginosa
(Jayaprakash et al. 2014, 2015; Mahendran and Ranjitha Kumari 2016; Verma and
Mehata 2016; Vijaya et al. 2017). Such property is used in the application of Ag to
medical devices and food packaging systems.
Conventional methods of synthesizing metal nanoparticles are done through
physical and chemical means. However, the use of such methods involves hazardous
chemicals and has high energy requirements and wasteful purifications (Ibrahim
2015). On the other hand, the biological or green method involves the use of
microorganisms and plant extracts as an alternative to complex chemical synthetic
procedures (LogeswarI et al. 2012). This method is advantageous because it is simple,
economical, and environmentally friendly. The use of plant extracts for the synthesis
of nanoparticles is considered convenient over microorganisms since it eliminates
the need to maintain bacterial cultures and omits the hazards associated with
handling microorganisms. Plants with high phenolic compounds are often used for
the synthesis of nanoparticles for their antioxidant activity. These compounds are
responsible for the bio-reduction of Ag ions to elemental Ag.
Calabash (Crescentia cujete) fruit belongs to the family of Bignoniaceae. It is
believed to treat various types of illnesses such as diarrhea, colds, asthma, etc.;
hence called miracle fruit. It has been reported that the leaves and the fruit of
calabash contain phytochemicals such as tannins, glycosides, and flavonoids that

33 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
possess a strong antioxidant property (Das et al. 2014). However, despite the
potential and abundance of calabash in the Philippines, it is considered an
underutilized crop. This study takes advantage of the antioxidant property of
calabash fruit extract for the bio-reduction of Ag ions to nano-sized Ag particles. The
antimicrobial potential of the synthesized AgNPs against Staphylococcus aureus and
Escherichia coli, two of the most common foodborne pathogens, was evaluated.

CONCLUSION
Green synthesis of AgNPs using CFE aimed to provide a sustainable and eco-
friendly approach in producing AgNPs that can inhibit the growth of pathogenic
microorganisms. CFE was found to have a high amount of total phenolic content but
with low free radical scavenging ability. This study was able to successfully produce
spherical AgNPs with a size ranging from 4–7 nm using CFE at 60 °C for 24 h. The
AgNPS showed promising antimicrobial potential against two common pathogens, S.
aureus and E. coli, and exhibited better antimicrobial activity compared to
chloramphenicol. These AgNPs can, therefore, be incorporated in various products
such as medical devices, cosmetics, textiles, and packaging materials to inhibit the
growth of pathogenic microorganisms such as S. aureus and E. coli.

Related Literature/Study #5
TITLE: The Use of Rauwolfia serpentina in Hypertensive Patients
Source: Ritu Soni1 ,Sakshi Jaiswal2,Jyoti Kiran Bara3,Dr.Parul Saksena4
Department of Biotechnology, Sri Sathya Sai College Bhopal, Madhya
Pradesh, India IOSR Journal of Biotechnology and Biochemistry (IOSR-
JBB)ISSN: 2455-264X, Volume 2, Issue 5 (Jul. – Aug. 2016), PP 28-32

Sophisticated advancements in chemistry combined with changing pattern of

consumer preference have revolutinized the chemical maneuvering of medcinal
herbs. Semi purified / purified chemical derivatives of herbs like extracts,
frationates, isolates are being preferred over the whole herb for therapeutic uses. As
a logical spin off, this also has thrown up a debate, if these chemical derivatives are
medicinally better than the herb. In addtion to the classical support for the use of
whole herb, many recent research findings also indicate that extracts are always not
necessarily better medicinal substance than the whole herb as in case of root of
sapagandha (Rauvolfia serpentina) whole herb and its alkaloid reserpine in the
management of hypertension and other CNS diseases.[1]

About Drug Sarpagandha

Sarpagandha (Rauvolfia serpentina) is a species of flowering plant in the family
Apocynaceae. About 80 alkaloids are isolated from Rauvolfia species among them
reserpine is most important principal active constituent .m reserpine is most
important principal active constituent .[1]

Ayurvedic pharmacodynamics – Rasa- Tikta, Guna – Ruksha, Virya- Ushna, Vipak

– Katu, Doshkarma- Kaphavatsamak.[1]

Therapeutic uses - The drug Sarpagandha is cardiodepressant, hypnotic and

sedative. It is used in hypertension,insomnia, sexual aggression and vertigo. The
drug is much used in schizophrenia and conditions involving influence of evil spirits
(bhutawadha). The classical text of Indian medicine mention about drug,
Sarpagandha is included in Aparajit Gana which is indicated in mental disorder
(susruta uttartantra 60/47). Sarpandha is also included in Ekasar Gana (susruta
kalpa 5/84) useful against visha and for treatment of musaka visha (susrtuta kalpa
7/29). Also use in treatment of Visuchika (vrindamadhava 6/26). In modern era

34 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
Sarpagandha isused as an effective Antihypertensive and it is WORLD'S FRIST
ANTIHYPERTENSIVE DRUG.[1]

Chemist & Ayurvedist Perspective

When a chemist picks up an herb, his default reductionist approach makes
him to assume that the active ingredient(s) is/are responsible for the
pharmacological effects of the herb. Therefore, a chemist tries to identify the active
ingredient(s) and endeavours to bring the identified ingredient to an optimum
concentration with a tenet to pronounce the effects in a consistent manner. But, an
Ayurvedic expert sees both the herb and the individual as whole systems comprising
up of many components, which produce the ultimate effects in an interactive mode
rather than summation mode. The fundamental assumption is that “whole is not
equal to the
sum of the component”.

II. Phytochemical Constituents

Rauvolfia serpentina has been a prevailing field of research for decades and
several workers have explored this area due to its phytochemical properties The
various phytochemical compounds or secondarymetabolites present in R. serpentina
include alkaloids, phenols, tannins and flavonoids[2].

Alkaloids
Alkaloids are large group of organic molecules which contain a heterocyclic
nitrogen ring. These are brought about by different organisms such as animals and
microbes, but a particularly diverse array of alkaloids is produced by plants.
Approximately 10 % of plant species are believed to produce alkaloids as secondary
metabolites, where they work predominantly in providing defence against herbivores
and pathogens. Pure isolate alkaloids and their synthetic derivatives are used as
medicinal agents for their analgesic, antispasmodic and bactericidal effects.The
alkaloids obtained from the root extract acts directly on central nervous system and
thereby reduces blood pressure as compared to other blood-pressure lowering
agents. R. serpentina root is reported to contain 0.7 – 3.0 % of total alkaloids and
about 0.1% of the active principle reserpine which is an indole alkaloid, present in
the root. Hence, root biomass production of this plant could be of economic
importance. On the basis of the structure there are three types of alkaloids namely,
weak basic indole alkaloids, alkaloids of intermediate basicity and strong
anhydronium bases. The various alkaloids identified in Rauvolfia include ajmaline,
ajmalimine, ajmalicine, deserpidine, indobine, indobinine, reserpine, reserpiline,
rescinnamine, rescinnamidine, serpentine, serpentinine and yohimbine etc.[2]

Reserpine
It is a pure crystalline single alkaloid, derived from the roots of Rauvolfia and was
first isolated in 1952. It is a relatively weak tertiary base occurring in the oleoresin
fraction of the roots and is useful in the treatment ofhypertension, cardiovascular
diseases and neurologicaldiseases. The antihypertensive properties of Rauvolfia roots
are attributed to reserpine (3,4,5-trimethyl benzoic acid ester of reserpic acid, an
indole derivative of 18-hydroxy yohimbine type). It is the most prominent of all
alkaloids and used mainly as a natural tranquillizer. Reserpine is now being utilized
as a tool in physiologic studies of body functions and in pharmacological studies.
The antihypertensive actions of reserpine are due to its depressant action on central
nervous system (CNS) andperipheral nervous system by binding to catecholamine
storage vesicles present in the nerve cell. This preventsthe normal storage of
catecholamines and serotonin in decline of catecholamine. It interferes with the
functionof autonomic nervous system by depleting the transmitter substance from
the adrenergic neurons and possibly by activating the central parasympathetic

35 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
system.These substances are mostly involved in controlling heart rate, cardiac
contraction and peripheral resistance. It also helps in sedation and lowering of blood
pressure, especially in cases of hypertension exacerbated by stress and sympathetic
nervous system activity. Reserpine causes the release of 5-hydroxytryptamine (5- HT)
from all tissues in which it is normally stored and results in increase of urinary
metabolites.[3],[4]

Ajmaline
The compound was first isolated by Salimuzzaman Siddiqui in 1931 from the
roots of R. serpentine. He named it ajmaline, after Hakim Ajmal Khan, one of the
most illustrious practitioners of Unani medicine in South Asia.Derived from roots of
R. serpentina as a class I antiarrhythmic agent, it is highly useful in diagnosing
Brugada Syndrome (hereditary cardiac disorder), and differentiating between
subtypes of patients with this disease. These agents are primarily classified into four
major groups on the basis of their mechanism of action i.e. sodium channel blockade,
beta-adrenergic blockade, repolarization prolongation and calcium channel
blockade. Ajmaline is a sodium channel blocker that shows instant action when given
intravenously, which makes it ideal for diagnostic purposes. The administration of
Rauvolfia alkaloid to patients with this type of arrhythmia is known as the “Ajmaline
Test”. It has been reported to stimulate respiration and intestinal movements. The
action of ajmaline on systemic and pulmonary blood pressure is similar as of
serpentine.[4]

Serpentine
Serpentine, a type II topoisomerase inhibitor, exhibits antipsychotic
properties.The enzyme peroxidase (PER) is responsible for oxidation of ajmalicine to
serpentine by catalyzing bisindole alkaloid localized in the vacuole.[4]

Phenols
Phenols are the secondary plant metabolites widely distributed in the plant
kingdom mainly herbs, shrubs, vegetables and trees.The presence of phenols is
considered toxic for the growth and development of various pest and
pathogens.Presence of high quantity of total polyphenolic compounds in R.
serpentina shows significant antidiabetic and hypolipidemic properties. In medicine,
it is used as an expectorant and emulsifying agent. The presence of phenolic
compounds indicates this can be used as anti-microbial agent.[5],[6]

Tannins
The oxidation inhibiting activity of tanni is due to the presence of gallic acid
and diagallic acid.Tannins havestringent properties, they hasten the healing of
wounds and inflamed mucous membranes. Thus, explain the useof R. serpentina in
treating many disorders by traditional medicine healers in South eastern India[4],[6].

Flavonoids
These are potent water-soluble antioxidants and free radical scavengers,
which prevent oxidative cell damageand have strong anticancerous activity.
Flavonoids in intestinal tract also lower the risk of heart disease. Asantioxidants,
flavonoids provide anti-inflammatory activity used for the treatment of diseases in
herbalmedicine.[7]

Saponins
Saponins are glycoside of both triterpenes and sterols and have been detected
in over 70 families of plants. Some of the characteristics of saponins include
formation of foams in aqueous solutions, haemolytic activity, cholesterol binding
properties and bitterness. Saponin has the property of coagulating red blood cells.

36 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
The high saponin content of Rauvolfia serpentina substantiates the use of this
extracts to stop bleeding and in treating wounds.[7],[8],[27]

R. serpentina in Pharmacology
R. serpentina holds an important position in the pharmaceutical world due to
the presence of various alkaloids in the oleoresin fraction of the roots. Alkaloids of
this plant have a great medicinal importance to treat cardiovascular diseases, high
blood pressure, hypertension, arrhythmia, various psychiatric diseases, mental
disorders, breast cancer, human promyelocytic leukemia like diseases. Reserpine is
the main alkaloid that shows highly complex pattern of activity mainly variation of
amine concentration in brain. It is responsible for influencing the concentration of
glycogen, acetyl choline, g-amino butyric acid, nucleic acids and anti-diuretic
hormone. The effects of reserpine include respiratory inhibition, stimulation of
peristalsis, myosis, relaxation of nictating membranes and also influences
temperature regulating centre. It increases the volume and free acidity
of gastric secretion. The Pitkriya capsule (Unani formulation) contains arsol (R.
serpentina)which acts as Musakkin-wo-Munawwim (sedative and hypnotic), Mudir
(Diuretic), Musakkin-e- Asab (nervine sedative) and Mukhaddir (anesthetic). Its
various pharmacological activities include anticholinergic, hypotensive,
anticontractile, sedative, relaxant, hyperthermic, antidiuretic, sympathomimetic,
hypnotic, vasodialater, antiemetic, anti-fibrillar activity tranquilizing agent, anti-
arrhythmic, antifungal and nematocidal. R. serpentine is believed to have following
pharmacological attributes: (1) By the action on vasomotor centre, as it leads to
generalized vasodilatation by lowering blood pressure. (2) By depressant action on
the cerebral centres as it soothes the general nervous system. (3) It exerts a sedative
action on the gastric mucosa and shows stimulating action on the plain musculature
of the intestinal tract. (4) It also stimulates the bronchial musculature.[9[,[10]

R. Serpentina as a Therapetic Herb and Medicinal Agent

R. serpentina has an extensive spectrum of valuable therapeutic actions,
mainly effective in the treatment ofhypertension and psychotic disorders like
schizophrenia, anxiety, epilepsy, insomnia, insanity, and also used as asedative, a
hypnotic drug. The plant is reported to contain a large number of therapeutically
useful indolealkaloids and these alkaloids are largely located in the roots. Fabricant
and Fransworth (2001) has emphasizedthe various ethnobotanical uses to cure
various circulatory disorders. Extracts of the roots are valued forthe treatment of
intestinal disorders, particularly diarrhoea and dysentery and also as anathematic.
Mixed with other plant extracts, they have been used in the treatment of cholera,
colic and fever. The root was believed to stimulate uterine contraction and
recommended for the use in childbirth. A study by Azmi and Qureshi (2012) showed
therapeutic effects of Rauvolfia with incomplete hypoglycemic action in diabetic
hypertensive patients. The juice of the leaves has been used as a remedy for the
opacity of the cornea.Rauvolfia’s juice and extract obtained from the root can be used
for treating gastrointestinal and circulatory diseases. The juice of tender leaves and
root extract is used to treat liver pain, stomach pain, dysentery and to expel intestinal
worms.[11],[12]

Prostate Cancer
Prostate cancer is considered to be major causes of cancer-related deaths
among men. Modern techniques such as chemotherapy and radiotherapy have not
provided significant survival benefits to patients with prostate cancer.94 Natural
products have proven to be a major resource for identification of bioactive
compounds used in the treatment of a variety of ailments and diseases, including
cancer as compared to chemotherapy and radiotherapy. Various parts of this plant
have been used as a traditional medicine for centuries to treat a variety of ailments

37 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
including fever, general weakness, intestinal diseases, liver problems and mental
disorders.95 Extracts from the root bark of this plant are enriched with compounds
of ß-carboline alkaloid family of which the main constituent is alstonine. This
compound has been previously reported to reduce tumour cell growth in mice
inoculated with YC8 lymphoma cells or Ehrlich ascetic cells. The plant extract has
anti-prostate cancer activity in both in vitro and in vivo model systems which, based
upon analyses of gene expression patterns of treated prostate cancer cells, may be
modulated by its effects on DNA damage and cell cycle control signalling
pathways.[13],[14],[25]

Mental Illness, Schizophrenia, High Blood Pressure

The root of the plant is used in high blood pressure, mental agitation,
insomnia and sedative. The root extract obtained is considered to be the best
medicine for high blood pressure and has been adapted by the medical fraternity in
most countries. The derived alkaloids have a direct effect on hypertension and are
widely used in preparation of medicine. Extracts of R. serpentina is also helpful in
curing other diseases such as fever, malaria, eye diseases, pneumonia, asthma, AIDS
,headache skin disease and spleen disorder.[15],[8]

III. Summary And Conclusion

Ayurveda believes in use of whole herb because of apparent benefits over the
extract. The whole herb has many components which can(1) Help in
biotransformation into pharmacoactive forms(2) Enhance bioavailability (3) Reduce
the possible side effects(4) Help in smooth excretion and(5) Prevent development of
possible drug resistance. These hypothesis is proved to be true in case of
Sarpagandha as Reserpine has reported also human population have developed drug
resistance resulting in discontinuation of Reserpine in hypertension management
whereas Sarpagandha root is still in wide use. The authors suggest, it is prudent to
use the whole herb for therapeutic applications, until and unless any chemical
derivative is proved to be better than the whole herb. The authors do recognize the
importance of chemical standardization of the herbs for quality assurance and
strongly advocates for it. Finally, the objective of this article is not to show the
extracts in a poorer light, but to critically evaluate the trend of chemically purifying
herbs. Unfortunately, owing to lack of such assessments, extraction has become a
fashion in herbal industry rather than a justified requirement.

Guide in Preparing your Review of Related Literature and Studies

1. Use Arial 12 as font style and size.

2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the title Chapter II REVIEW OF RELATED LITERATURE AND
STUDIES on top of the paper.
6. You may use the logo of the school as watermark.
7. Refer to the guide questions below to help you craft your research rationale.

Guide Questions:

1. What are the literatures that are related to your present study? Find the
definition and concepts given by the different authors to define and
describe the keywords you use in your study.
Provide 5 or more reliable information from sources you have read in the
internet or books.

38 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
 2. What are the studies that are related to your present study? Provide 5 or
more reliable information from sources you have read in the internet or
books.
3. What makes your study different from the literatures and studies that you
cited?

Below is an example provided to guide you. Do not copy the content. Make
your own based on the study you are crafting.

From the Deped’s data, it was only in 2014 that the overall average of Grade 6 pupils
neared the national target with a MPS of 74.51. Despite the increase across the years, fourth
year high school students continued to record a low overall average of 56.24 compared to
other school levels. This means that public high schools on average failed to get students to
the point of correctly answering half of the science and math test questions in the exam. In
2015, 14.88 percent of high school students are at “low mastery level”. As of 2014, only 5
percent of public schools achieved mastery level in science and 25 percent in math. High
school MPS for science nationally are the lowest among all test subjects. (David, C.C.,
Hoggang, C.F., 2018)
There are many factors that may influence the teaching of teachers as regards the
subject that they are handling. Teachers are the ones responsible for educating the learners.
As the main characters in the implementation of the curriculum, teachers are the direct
observers of the effect and result of the newly implemented K to 12 curriculum in the
Department of Education.
Based on the study conducted by Bernido and Bernido (2007), there are many
problems encountered by the schools as well as teachers as far as teaching Physics is
concerned. The problems include having large classes, and error-ridden textbooks to ill-
equipped teachers. This is based on the survey of Department of Science and Technology
(DOST) showing that only 27%, of physics high school teachers are qualified to teach (with a
full undergraduate education/science major).
In the study conducted by Erinosho, 2013, she mentioned that Physics remains the
least favored science subject among students generally; compared to other science subjects,
only a few students choose to study Physics
Aside from the teacher as factor to teaching and learning Physics, students are also
another factor.
The study conducted by Anggara et al (2019), it was found out that the mean cognitive
level of the students was at level 2 which indicated that students had quantitative information
of probability concept but it might be incomplete or incorrectly used. The difficulties found are
the ones in arranging sample space, events and mathematical models related to probability
problems. Aside from that, it was also revealed that students had difficulties in understanding
the principles of events and prerequisite concepts.
Camarao and Nava (2017) also revealed that mechanics, optics, electromagnetism
and thermodynamics are the topics in Physics that the students are difficult to understand.
Another study conducted by Abela (2018) recommends that students need to develop
time management skills and properly set priorities.
Guido (2013) reveals that most of the students perceived physics as a difficult subject.
Aside from that, students have a negative attitude toward learning physics which includes the
computational exigency in every problem sets. For that reason, they tend to dislike the subject
more as well as the teacher.
This is supported by Kühnelt (2001) stating that both the teachers and students
perceived physics as a difficult subject and that is the reason why students opt not to take this
subject. In the Universities, it is also reported that there is low enrollment in this course and
shortage of qualified physics teachers.
Aside from the teacher and students’ factors, there are also challenges in the school.
This is revealed from the study conducted by Órleans (2007) reporting that the number of
relatively large physics classes, at 7.1 classes per school, implies that there must be at least
two qualified physics teachers per high school, and that a considerably large collection of

39 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
instructional materials is needed to effect meaningful student learning. However, results of the
instructional material inventory reveal otherwise. Data on physics class size also disclose a
dismal reality of about 54 students per class, unlike in developed countries such as Australia,
Japan, and USA where the average class size is 26, 35, and 24, respectively (IEA 2004).
Despite this unfavorable condition, however, physics teachers do not receive necessary
professional help from colleagues and science supervisors. The study reveals that only 44%
of teachers enjoy professional help. This lack of mentoring could have been partly
compensated for by teachers’ access to a library and the internet because data reflect high
library use and sufficient internet access for many, though not all teachers.
In a study conducted by Ekici (2016), study was applied to a group of 1021 high school
students. Based on exploratory factor analysis, it has been observed that the scale was
grouped under three factors and the factors were respectively, “Teacher” (ten items, α=0.892),
“Content” (ten items, α=0.853) and “Student” (five items, α=0.851). According to results,
students emphasize mostly the content of the physics course as a reason for perceiving it as
difficult. Then, students, and lastly the teachers follow it. When the scale’s score means are
compared according to the students’ class levels, it was found out that the 9th and the 11th
grade students had more difficulty in learning the physics course than the 10th graders. When
the students’ academic success in the physics course and the scale scores were compared,
there was not a significant difference. Namely, whether they are successful or not, the students
perceive the physics course to be difficult.

Always remember that when in writing related

literatures, you have to re-phrase the idea of
concept of the authors and properly cite them in
your discussion and list of references.

Congratulations!
You are done with Chapter II of your research
proposal!
Almost there!

40 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
 CHAPTER III
RESEARCH METHODOLOGY
Research Methodology enumerates the methods that you will undergo to
collect the information you need for the present study. These include the design,
sampling, procedures and ethical considerations.
Guide in Writing Research Methodology
1. Use Arial 12 as font style and size.
2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the term Chapter III RESEARCH METHODOLOGY on top of your
paper.
6. You may use the logo of the school as watermark.

RESEARCH DESIGN
Let us read!
Research design is the framework of research methods and techniques chosen by a
researcher. The design allows researchers to hone in on research methods that are
suitable for the subject matter and set up their studies up for success.

A researcher must have a clear understanding of the various types of research design to
select which model to implement for a study. Like research itself, the design of your
study can be broadly classified into quantitative and qualitative.

Qualitative: Qualitative research determines relationships between collected data and

observations based on mathematical calculations. Theories related to a naturally
existing phenomenon can be proved or disproved using statistical methods.
Researchers rely on qualitative research methods that conclude “why” a particular
theory exists along with “what” respondents have to say about it.

Quantitative: Quantitative research is for cases where statistical conclusions to collect

actionable insights are essential. Numbers provide a better perspective to make critical
business decisions. Quantitative research methods are necessary for the growth of any
organization. Insights drawn from hard numerical data and analysis prove to be highly
effective when making decisions related to the future of the business.

You can further break down the types of research design into five categories:

1. Descriptive research design: In a descriptive design, a researcher is solely

interested in describing the situation or case under their research study. It is a theory-
based design method which is created by gathering, analyzing, and presenting collected
data. This allows a researcher to provide insights into the why and how of research.
Descriptive design helps others better understand the need for the research. If the
problem statement is not clear, you can conduct exploratory research.

41 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
2. Experimental research design: Experimental research establishes a relationship
between the cause and effect of a situation. It is a causal design where one observes the
impact caused by the independent variable on the dependent variable. For example, one
monitors the influence of an independent variable such as a price on a dependent
variable such as customer satisfaction or brand loyalty. It is a highly practical research
method as it contributes to solving a problem at hand.

Research Design is the type of research that you will

implement. If you are studying Practical Research I, you will use Qualitative Design. If
you are in Practical Research II, you are going to utilize Quantitative Design. Those
who are in Applied Inquiries, Investigations and Immersion as well as in
Research/Capstone Project can use both Quantitative and Qualitative designs of
research or what we call Mixed Methods.

Guide in Writing Research Designs

1. Use Arial 12 as font style and size.

2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the term Research Design after the introduction of Research
Methodology.
6. You may use the logo of the school as watermark.
7. Read about Qualitative, Quantitative and Mixed Methods of Research for
your reference.

Guide Questions:
1. What type of research will you make?
2. What is the definition of that type of research based on reliable sources? Use
2-3 definitions from different authors.
3. In what area of your study will you use the type of research you have
chosen?

Below is an example provided to guide you. Do not copy the content. Make
your own based on the study you are crafting.
4.
Research Design
5.
This study will utilize quantitative research design. According to QuestionPro
6.
(2021), quantitative research is defined as a systematic investigation of phenomena by
7.
gathering quantifiable data and performing statistical, mathematical, or computational
8.
techniques. Quantitative research collects information from existing and potential
9.
customers using sampling methods and sending out online surveys, online polls,
questionnaires, etc., the results of which can be depicted in the form of numerical.

What research design is fit in your study?

42 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
 SAMPLING
Let us read!
QUANTITATIVE SAMPLING

Sampling
A. Purpose
get a representative sample, or a small collection of units or cases from a much larger
collection or population, such that the researcher can study the smaller group and
produce accurate generalizations about the larger group

B. Approaches

1. Probability
A sampling technique in which each unit in a population has a specifiable chance of
being selected. The motivation behind using probability sampling is to generate a
sample that is representative of the population in which it was drawn. Random
sampling does not guarantee that every random sample perfectly represents the 23
population. Instead, it means that most random samples will be close to the
population most of the time, and that one can calculate the probability of a
particular sample being accurate.

THE JARGON OF PROBABILITY SAMPLING

A. Sampling Element
A sampling element is the unit of analysis or case in a population that is being
measured
B. Population
The large pool of sampling elements in a study is the population or universe.
Unfortunately, it’s not that simple. The novice researcher must understand that
a population is an abstract concept. How can a population be an abstract
concept, when there are a given number of people at a certain time? Except for
specific small populations, one can never truly freeze a population to measure it.
Because a population is an abstract concept, except for small-specialized
populations (e.g., all the students in Dominic Little’s sociology 497 class in
Spring 2000), a researcher needs to estimate the population. As an abstract
concept, the population needs an operational definition. This process is similar
to developing operational definitions for constructs that are measured. A
researcher operationalizes a population by developing a specific list that closely
approximates all the elements in the population.
C. Target Population
Refers to the specific pool of cases that he or she wants to study and has a
working sampling frame.
D. Sampling Ratio
The sampling ratio is determined by dividing the sample size by the total
population. For example, if a population has 50,000 people, and a researcher
draws 5,000 people for the sample, the sample ratio would be .10
(5,000/50,000).

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 E. Sampling Frame
A researcher operationalizes a population by developing a specific list that
closely approximates all the elements in the population. This is a sampling
frame. He or she can choose from many types of sampling frames: Telephone
directories, driver’s license records, and so on. Listing the elements in a
population sounds simple. But it is often difficult because there may be no good
list of elements in a population. A good sampling frame is crucial to good
sampling. A mismatch between the sampling frame and the conceptually
defined population can be a major source of error. Just as a mismatch between
the theoretical and operational definitions of a variable creates invalid
measurement, so a mismatch between the sampling frame and the population
causes invalid sampling. With a few exceptions sampling frames are almost
always inaccurate
F. Parameter
Any true characteristic of a population. Parameters are determined when all the
elements in a population are measured. The population parameter is never
known with absolute accuracy for large populations, so researchers must
estimate it on the basis of samples. In other words, they use information from
the sample to infer things about the population.
G. Statistic
Within the context of sampling theory and this discussion, a statistic is any
characteristic of a sample that may be used to infer about a parameter of a
population

Random samples are most likely to yield a sample that truly represents the
population when compared to nonrandom samples. In other words, it enables
researchers to make accurate assumptions or generalizations from the sample to
the population under investigation.
2. Random sampling lets a researcher statistically calculate the relationship
between the sample and the population- that is, the size of the sampling error.
a. Sampling Error Defined i. A nonstatistical definition of the sampling error is the
deviation between sample results and a population parameter due to random
processes.
3. Fewer Resources are Necessary:
Time and Cost
a. If properly conducted, a random sample can produce results that can be used to
accurately predict parameters within the population at a fraction of the cost of
measuring the entire population. For example, how much time and money would it
cost to survey the entire U.S. population? Compare that figure to what it would cost
in time and money to survey a sample of 2000 U.S. residents.
4. Accuracy a. The results of a well-designed, carefully executed probability sample
will produce results that are equally if not more accurate than trying to reach every
single person in the whole population

TYPES OF PROBABILITY SAMPLING TECHNIQUES

1. Simple Random
In simple random sampling, a researcher develops an accurate sampling
frame, selects elements from the sampling frame according to a
mathematically random procedure, and then locates the exact element that
was selected for inclusion in the sample.
2. Systematic Sampling

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 Elements are randomly selected using a sampling interval. The sampling
interval (i.e., Kth is some number) tells the researcher how to select elements
from a sampling frame by skipping elements in the frame before selecting
one for the sample. For example, a researcher would have a list of 1,000
elements in her or his population. Let’s assume the sample size is 100. In this
case, the researcher would select every 10th case. There are two tricks to this
that must be followed: first, the sample frame must have the elements
ordered in a random way and second; the starting point (the point at which
the first element is selected for inclusion into the sample) must be
determined randomly
3. Stratified Sampling
In stratified random sampling, a researcher first divides the population into
subpopulations (strata: defined as a characteristic of the population. For
example, female and male.) on the basis of supplementary information. After
dividing the population into strata, the researcher draws a random sample
from each subpopulation. In general, stratified sampling produces samples
that are more representative of the population than simple random sampling
if the stratum information is accurate
4. Cluster Sampling
Cluster sampling addresses two problems: Researchers lack a good sampling
frame for a geographically dispersed population and the cost to reach a
sampled element is very high. Instead of using a single sampling frame,
researchers use a sampling design that involves multiple stages and clusters.
A cluster is a unit that contains final sampling elements but can be treated
temporarily as a sampling element itself. In other words, the researcher
randomly samples clusters, and then randomly samples elements from
within the selected clusters; this has a big practical advantage. He or she can
create a good sampling frame of clusters, even if it is impossible to create one
for sampling elements. Once the researcher gets a sample of clusters, creating
a sampling frame for elements within each cluster becomes more
manageable. A second advantage for geographically dispersed populations is
that elements within each cluster are physically closer to one another. This
may produce a savings in locating or reaching each element.

POPULATION SIZE

On principle for sample sizes is, the smaller the population, the bigger the
sampling ratio has to be for an accurate sample.

Population Sampling Ratio

small populations(under 1,000) large sampling ratio (about 30%)

moderately large populations smaller sampling ratio (about

(10,000) 10%)
large populations (over 150,000) smaller sampling ratios (about
1%)
very large populations (over tiny sampling ratios (0.025%)
10,000,000)

2. Non-Probability

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 A sampling technique in which each unit in a population does not have a specifiable
probability of being selected. In other words, nonprobability sampling does not
select their units from the population in a mathematically random way. As a result,
nonrandom samples typically produce samples that are not representative of the
population. This also means that are ability to generalize from them is very limited.

TYPES OF NON-PROBABILITY SAMPLING

a. Haphazard, Accidental, or Convenience Sample i.
A sampling procedure in which a researcher selects any cases in any
manner that is convenient to be included in the sample. Haphazard
sampling can produce ineffective, highly unrepresentative samples and is
not recommended. When a researcher haphazardly selects cases that are
convenient, he or she can easily get a sample that seriously misrepresents
the population. Such samples are cheap and quick; however, the
systematic errors that easily occur make them worse than no sample at
all.

In all forms of research, it would be ideal to test the entire population, but in most cases,
the population is just too large that it is impossible to include every individual. This is
the reason why most researchers rely on sampling techniques like convenience
sampling, the most common of all sampling techniques. Many researchers prefer this
sampling technique because it is fast, inexpensive, easy and the subjects are readily
available.

Convenience sampling is a non-probability sampling technique where subjects are

selected because of their convenient accessibility and proximity to the researcher.This
sampling technique is also useful in documenting that a particular quality of a substance
or phenomenon occurs within a given sample. Such studies are also very useful for
detecting relationships among different phenomena

b. Quota Sampling
Is an improvement over haphazard sampling. In quota sampling, a
researcher first identifies relevant categories of people (e.g., male, female;
under age of 30, over the age of 30), then decides how many to get in each
category. Thus, the number of people in various categories of the sample
is fixed.
c. Purposive or Judgmental Sample
Purposive sampling is an acceptable kind of sampling for special
situations. It uses the judgment of an expert in selecting cases or it selects
cases with a specific purpose in mind. Purposive sampling is used most
often when a difficult-to-reach population needs to be measured.
d. Snowball Sampling
Snowball sampling (also called network, chain referral, or reputational
sampling) is a method for identifying and sampling the cases in a
network. It begins with one or a few people or cases and spreads out on
the basis of links to the initial cases
e. Consecutive Sampling
Consecutive Sampling is a strict version of convenience sampling where every available
subject is selected, i.e., the complete accessible population is studied. This is the best

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choice of the Non-probability sampling techniques since by studying everybody
available, a good representation of the overall population is possible in a reasonable
period of time.
Consecutive Sampling is very similar to convenience sampling except that it seeks to
include ALL accessible subjects as part of the sample. This non-probability sampling
technique can be considered as the best of all non-probability samples because it
includes all subjects that are available that makes the sample a better representation of
the entire population.

f. Sequential Sampling
Sequential sampling is a non-probability sampling technique wherein the researcher
picks a single or a group of subjects in a given time interval, conducts his study, analyzes
the results then picks another group of subjects if needed and so on.

Sequential sampling technique, initially developed as a tool for product quality

control. The sample size, n, is not fixed in advanced, nor is the timeframe of data
collection. The process begins, first, with the sampling of a single observation or a
group of observations. These are then tested to see whether or not the null hypothesis
can be rejected. If the null is not rejected, then another observation or group of
observations is sampled and the test is run again. In this way the test continues until
the researcher is confident in his or her results.
g. Systematic Sampling
Systematic sampling is a random sampling technique which is frequently chosen by
researchers for its simplicity and its periodic quality.
Systematic sampling is a type of probability sampling method in which sample members
from a larger population are selected according to a random starting point and a fixed
periodic interval. This interval, called the sampling interval, is calculated by dividing the
population size by the desired sample size. Despite the sample population being
selected in advance, systematic sampling is still thought of as being random if the
periodic interval is determined beforehand and the starting point is random.

Sample type Description

Purposive Researcher seeks out participants with specific characteristics.

Snowball Researcher relies on participant referrals to recruit new participants.

Quota Researcher selects cases from within several different subgroups.

Convenience Researcher gathers data from whatever cases happen to be convenient.

Approaches to qualitative research

Qualitative research is used to understand how people experience the world. While
there are many approaches to qualitative research, they tend to be flexible and focus on
retaining rich meaning when interpreting data.

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Common approaches include grounded theory, ethnography, action research,
phenomenological research, and narrative research. They share some similarities, but
emphasize different aims and perspectives.

Qualitative research approaches

Approach What does it involve?

Grounded theory Researchers collect rich data on a topic of interest and develop
theories inductively.

Ethnography Researchers immerse themselves in groups or organizations to

understand their cultures.

Action research Researchers and participants collaboratively link theory to practice to

drive social change.

Phenomenological Researchers investigate a phenomenon or event by describing and

research interpreting participants’ lived experiences.

Narrative research Researchers examine how stories are told to understand how
participants perceive and make sense of their experiences.

What sampling method are you going to explore?

DATA COLLECTION PROCEDURES

Data Collection Procedures are the step by step process which you will
undertake to gather information. If you are currently in Practical Research 1, you have
to choose interview as means to gather your data. Those who are in Practical Research
2 can use survey or questionnaire. Those who are in mixed methods can do both.
Actual experimentation can be done by those who are doing scientific
researches. Here are some readings regarding the instruments you may use to gather
data in Scientific Researches.

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Time to Read!
Steps in Collecting Data for Scientific Researches

Since majority of researches that are scientific in nature are more on

quantitative researches, the following are the steps to collect data when doing
scientific studies:
Evaluate its reliability,
effectiveness, efficiency,
accessibility and quality

Specify the methodology

Systematically collect the data.

Determine the subject

Figure 1. Steps in Collecting Data for Scientific Researches

(Source: Caparlar and Donmez, “What is Scientific Research and How Can it be Done?”,
Turkish Journal of Anaesthesiology and Reanimation, accessed February 2,2021,
ncbi.nlm.nih.gov)
Data Collection Procedures for Scientific Researches
Here are the methods that researchers can follow in doing scientific
investigations:
1. Preparation of Materials. In this method, the researcher list down the
possible materials, tools, samples, device or reagents needed in
preparation for testing of samples or device.

2. Formulation of Hypothesis. The researcher should formulate a

hypothesis which will be helpful in data analysis. Hypothesis made will
either be accepted or rejected depending on the type of hypothesis
made.

3. Conduct of Scientific Testing. In this method, the researcher can

perform actual scientific testing inside the science laboratory room if
the materials or equipment needed for testing are present in school.
The researcher can list down possible step-by-step methods to show the
actual conduct of test. Each step listed should be described and
narrated logically.

In case of some testing that are impossible to test inside the school, the
researcher may bring the sample/s to be tested in the appropriate
agencies performing the needed laboratory testing.

For example, if the study is on soil analysis, the researcher may get
soil samples and have it tested at Department of Agriculture.

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 4. Noting of Significant Observations. This is an important method that
the researcher can use in order to gather data. Noting observations on
a regular basis will help the researcher in the presentation,
interpretation and analysis of data. Using observation or field notes can
help the researcher provide timely and accurate observations.

5. Results of Testing as Reference. In case of having the device or

sample tested by proper agency, as mentioned in number 3, the
researcher can collect data using the results provided by the testing
centers or laboratories. From the results, he or she can create
interpretation and analysis based on the data presented in the result of
tests.

6. Interview with the Experts. There are times that researchers find
difficulty to understand test results. In that manner, they can seek help
by soliciting ideas to the experts who have the skills and knowledge on
testing the samples they submitted. In addition, they can conduct
interview the technician, chemist or laboratory in-charge to explain the
results following the guidelines in the conduct of interview.
`
Doing scientific researches has many challenges more especially in
obtaining data. A beginning researcher like you can use the above information
to obtain knowledge regarding the how’s of collecting data for scientific
researches.

Here is one example on how to develop criteria in that will address the
completeness of the data collection method.

Effect of Sunlight Exposure on the Growth of Cactus

Research Procedures Criteria

Preparation of Materials needed:
Materials grown cactus with same length:
1 cactus=no sunlight
1 cactus=exposed to sunlight everyday for 3
months
1 cactus=exposed to sunlight once a week
1 cactus=exposed to sunlight twice a week
1 cactus=exposed to sunlight thrice a week
Ruler
Recorder
Notes
Formulation of Null Hypothesis: The amount of Sunlight has
Hypothesis no effect on the growth of cactus.
Conduct of Scientific The researchers will be the ones to observe
Testing the progress of cactus by direct observation.
There will be the same amount of water
content to be applied in all cactus plants.
Noting of Significant Records on growth of cactus will be noted
Observations based on the observations made.

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 Results of Testing as The research study will be done at home.
Reference Results obtained by the researchers through
observations will be used as reference.
Interview with the The researchers will also ask biologists and
Experts cactus raisers for additional information and
validation of the results.

Guide in Writing Data Collection Procedures

1. Use Arial 12 as font style and size.
2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the term Data Collection Procedures after Sampling.
6. You may use the logo of the school as watermark.
7. Enumerate and discuss in details the step by step process of collecting data.
8. Determine first the MATERIALS needed for your experiment.
9. Then, list down the PROCEDURES which may include CLEANING or
WASHING of the materials, DRYING, FILTRATION, and other processes in
order to produce the desired output.

Utilization of Snake Plant (Dracaena trifasciata) as Alternative Source

of Fiber
Data Collection Procedures
The researcher will have this proposal to be approved first for data
gathering. With the help of her research adviser, she will seek permission to San
Jose National High School for approval to conduct the study.
Then the researcher will prepare all the materials needed and apply the
principles of experimentation and will create the intended output for this study.
Here are the details:
MATERIALS
• 1 kilogram snake plant
• 100 mL beaker
• Weighing scale
• Tap water
• ruler
PROCEDURES
1. Collection and Preparation of Materials
1 kilogram Snake Plant is harvested fresh. Samples are washed thoroughly
with tap water. Leaves that are in bad condition are cut and thrown away
making sure that the samples are free from any bacterial activity.
2. Drying of Plant Samples
Snake plant samples are then air dried for 24 hours using a clean dish.
3. Powdering
After air drying, samples are pulverized using mortar and pestle.
4. Extraction
Powdered plant samples are extracted to make a fiber.
5. Testing
The materials are then tested for its stability as a fiber material, hardness
and other characteristics.
6. Creation of Finished Product
After testing, finished product will be done.

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Reminder:
The above is just an example. You have to write your own steps based on the
readings you make and based on what is appropriate in your chosen study.

Quantitative research methods

Research How to use Example

method

Experiment Control or manipulate To test whether an intervention can reduce

an independent procrastination in college students, you give equal-sized
variable to measure its groups either a procrastination intervention or a
effect on a dependent comparable task. You compare self-ratings of
variable. procrastination behaviors between the groups after the
intervention.

Survey Ask questions of a group You distribute questionnaires with rating scales to first-
of people in-person, year international college students to investigate their
over-the-phone or experiences of culture shock.
online.

(Systematic) Identify a behavior or To study college classroom participation, you sit in on

observation occurrence of interest classes to observe them, counting and recording the
and monitor it in its prevalence of active and passive behaviors by students
natural setting. from different backgrounds.

Secondary Collect data that has To assess whether attitudes towards climate change
research been gathered for other have changed since the 1980s, you collect relevant
purposes e.g., national questionnaire data from widely available longitudinal
surveys or historical studies.
records.

Qualitative research methods

Each of the research approaches involve using one or more data collection methods.
These are some of the most common qualitative methods:

• Observations: recording what you have seen, heard, or encountered in detailed

field notes.
• Interviews: personally asking people questions in one-on-one conversations.
• Focus groups: asking questions and generating discussion among a group of
people.
• Surveys: distributing questionnaires with open-ended questions.
• Secondary research: collecting existing data in the form of texts, images, audio
or video recordings, etc.

How are you going to collect data to answer your research questions?
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 DATA ANALYSIS
Time to Read!

QUALITATIVE DATA ANALYSIS

Qualitative data can take the form of texts, photos, videos and audio. For example, you
might be working with interview transcripts, survey responses, fieldnotes, or
recordings from natural settings.

Most types of qualitative data analysis share the same five steps:

1. Prepare and organize your data. This may mean transcribing interviews or
typing up fieldnotes.
2. Review and explore your data. Examine the data for patterns or repeated ideas
that emerge.
3. Develop a data coding system. Based on your initial ideas, establish a set of codes
that you can apply to categorize your data.
4. Assign codes to the data. For example, in qualitative survey analysis, this may
mean going through each participant’s responses and tagging them with codes in
a spreadsheet. As you go through your data, you can create new codes to add to
your system if necessary.
5. Identify recurring themes. Link codes together into cohesive, overarching
themes.

Approach When to use Example

Content To describe and categorize common A market researcher could perform content
analysis words, phrases, and ideas in analysis to find out what kind of language is
qualitative data. used in descriptions of therapeutic apps.

Thematic To identify and interpret patterns A psychologist could apply thematic analysis
analysis and themes in qualitative data. to travel blogs to explore how tourism shapes
self-identity.

Textual To examine the content, structure, A media researcher could use textual analysis
analysis and design of texts. to understand how news coverage of
celebrities has changed in the past decade.

Discourse To study communication and how A political scientist could use discourse
analysis language is used to achieve effects in analysis to study how politicians generate
specific contexts. trust in election campaigns.

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QUANTITATIVE DATA ANALYSIS
Once data is collected, you may need to process it before it can be analyzed. For
example, survey and test data may need to be transformed from words to numbers.
Then, you can use statistical analysis to answer your research questions.

Descriptive statistics will give you a summary of your data and include measures of
averages and variability. You can also use graphs, scatter plots and frequency tables to
visualize your data and check for any trends or outliers.

Using inferential statistics, you can make predictions or generalizations based on your
data. You can test your hypothesis or use your sample data to estimate the population
parameter.

Examples of descriptive and inferential statisticsYou hypothesize that first-year college

students procrastinate more than fourth-year college students. You collect data on
procrastination levels of the two groups using 7-point self-rating scales.
First, you use descriptive statistics to get a summary of the data. You find
the mean (average) and the mode (most frequent rating) of procrastination of the two
groups, and plot the data to see if there are any outliers.

Next, you perform inferential statistics to test your hypothesis. Using a t-test to compare
the mean ratings of the two groups, you find a significant difference and support for
your hypothesis.
You can also assess the reliability and validity of your data collection methods to
indicate how consistently and accurately your methods actually measured what you
wanted them to

Data Analysis is a process of analyzing data in various means. Those who are
enrolled in Practical Research I undergoing Qualitative Research designs can analyze
the data using the interview transcripts obtained from the interview process. Those
who are in Practical Research II under Quantitative Research can analyze the data
using Statistics such as Frequency Count, Percentage, Mean and other tools from the
results of data shown in the tally made from questionnaires. Mixed methods can utilize
both.
For experimental researches, you can analyze the data based on the
observations made and based on the results of the test conducted.

Guide in Writing Data Analysis

1. Use Arial 12 as font style and size.
2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the term Data Analysis after Data Collection Procedures
6. You may use the logo of the school as watermark.
7. Cite first the design of your research. Then enumerate the analysis that you
can make based on your observations.
8. Refer to the example next page.

54 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
 Below is an example provided to guide you. Do not copy the content. Make
your own based on the study you are crafting.

Data Analysis

Data will be analyzed using observations and results of testing.

How will you analyze the data in your study?

ETHICAL CONSIDERATIONS
Ethical Considerations in Research provides the chance of a
researcher to discuss what actions are to be taken prior to the
collection of data. This includes the needed permission from the concerned
authorities, especially if the plant samples belong to Indigenous People (IPs) or if the
plants are identified as endangered. For the plants that are common to the
community, only letter of permission to the school principal to conduct the study is
required.
Make sure that photos and videos are not obtained from other sources like
websites. It is important for a researcher to have his or her own documentation.

Guide in Writing Ethical Considerations

1. Use Arial 12 as font style and size.
2. Use A4 size bondpaper.
3. Margin: Left-1.5 inch, right-1 inch, top and bottom-1.0 inch
4. Keep double spacing.
5. Highlight the term Ethical Considerations after Data Analysis.
6. You may use the logo of the school as watermark.
7. Discuss in details the considerations you will make before collecting the
data.
8. Refer to the example next page.

Below is an example provided to guide you. Do not copy the content. Make
your own based on the study you are crafting.

Ethical Consideration
All actions regarding the data collection will be asked permission from the
right authorities. The researcher will make sure that documentation of the
procedures and plant samples are originally taken during the conduct of study.
In case of related literature and studies and other information included in
this study, the researcher will observe proper citation.

55 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
Remember:
Cite the information you obtained from internet and books properly. Refer to
the Related Literature guidelines to know how to cite the reference. Use the guide to
help you in writing the References.

In your study, what ethical considerations must be followed?

REFERENCES
Referencing Styles

A citation is a way of giving credit to individuals for their creative and

intellectual works that you utilized to support your research. It can also be used to
locate particular sources and combat plagiarism. Typically, a citation can include the
author's name, date, location of the publishing company, journal title, or DOI (Digital
Object Identifer).
A citation style dictates the information necessary for a citation and how the
information is ordered, as well as punctuation and other formatting.
Time to Read!
Different Ways of Citing Resources
1. APA (American Psychological Association) is used by Education, Psychology,
and Sciences
2. MLA (Modern Language Association) style is used by the Humanities

Style Material In-text Bibliography

Type Citation
APA A book (Sapolsky, Sapolsky, R. M. (2017). Behave: The biology
2017) of humans at our best and worst. Penguin
Books.
An article (Weinstein, Weinstein, J. (2009). “The market in Plato’s
in a print 2009) Republic.” Classical Philology, 104(4), 439-
journal 458.
A website (Bologna, Bologna, C. (2019, October 31). Why some
2019) people with anxiety love watching horror
movies.
HuffPost. https://www.huffpost.com/entry/a
nxiety-love-watching-horror-
movies_l_5d277587e4b02a5a5d57b59e
MLA Book in Card, Claudia. The Atrocity Paradigm: A
print Theory of Evil. Oxford UP, 2005.
eBook Gaither, Milton. Homeschool: An American
History. Palgrave Macmillan, 2017.
SpringerLink, doi-
org.pitt.idm.oclc.org/10.1057/978-1-349-
95056-0.
An article Sherrard-Johnson, Cherene. "'A Plea for
in an Color': Nella Larsen's Iconography of the

56 |W r i t i n g a R e s e a r c h P r o p o s a l , V o l u m e 1
 electronic Mulatta." American Literature, vol. 76, no. 4,
journal 2004, pp. 833-869, doi: 10.1215/00029831-
76-4-833.
A Page on "Stunning Lakeside View on Lake Erie."
a Website VisitPA, Commonwealth of Pennsylvania, 7
with no June 2018,
author www.visitpa.com/article/stunning-lakeside-
views-lake-erie.
A Page on Del Castillo, Inigo. "How Not to Kill Your
a Website Houseplants, According to
with an Botanists." Apartment Therapy, 29 Jan. 2020,
author www.apartmenttherapy.com/houseplant-
tips-botanists-36710191.

(Source: University of Pittsburgh Library System, “Citation Styles: APA, MLA, Chicago,
Turabian, IEEE: MLA 8th Edition”, Accessed February 13, 2021,
https://pitt.libguides.com/citationhelp/mla8thedition)

How did you cite your references?

Congratulations! You have just finished writing

your research proposal!
Now, be ready to present your paper!

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 RESEARCH PRE-ORAL PRESENTATION

Things to consider Before the Presentation of a Research Paper

1. Make sure you have completed your research paper.

2. Have at most seven (7) copies of your research paper in softbind.
3. Know the criteria and schedule for final defense.
4. Anticipate questions of panel members and prepare your answers.
5. Study your paper from first to the last page.
6. Develop techniques in answering the questions and when you don’t know the
answer to questions.

Things to Consider During the Presentation of a Research Paper

1. Observe proper attire.

2. Start with greetings.
3. Be polite and humble to your research panelists.
4. Smile when you don’t know the answer to questions.
5. Be confident in answering the questions.
6. End the presentation with gratitude and respect.

Things to Consider After the Presentation of a Research Paper

1. Smile and take all the suggestions of panelists in a positive way.

2. Thank the panelists for the suggestions.
3. Incorporate suggestions made by the panelists.
4. Prepare a timeline to ensure submission of final output.
5. Make sure to submit your paper on or before deadline.
6. Secure a copy of final research paper for yourself.

How are you preparing for your upcoming presentation of research proposal?

Next page!
RUBRIC
for Research
Proposal Oral Defense

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 SCORING RUBRIC FOR RESEARCH PAPER

Criteria 10 7-9 points 4-6 points 3 and below Score

Organization Presentation is Presentation Presentation is Presentation
highly follows logical adequately needs
organized sequence organized improvement
Delivery Presentation is Presentation is Presentation is Delivery of
smoothly smoothly smoothly the
delivered from delivered in delivered in presentation
beginning to most parts. some parts. needs
end. improvement
Critical All the Most of the Some of the Few questions
Response questions are questions are questions are are answered.
answered answered answered
correctly. correctly. correctly.
Personality and Proper Proper Proper Proper
Confidence grooming is grooming is grooming is grooming is
observed. observed. observed. observed.
Confidence is Confidence is Confidence
high. good. level needs
improvement

SCORING RUBRIC FOR PRE-ORAL DEFENSE

Criteria 8-10 5-7 4 and below Score

Knowledge of There is a clear There is understanding There is
content understanding and and application of the understanding and
application of the concepts learned in application of the
concepts learned in the the subject in most concepts learned in
subject in all parts of the part of the paper. the subject in a
paper. certain extent.
Topic focus There is both focus The paper has focus Focus and
and direction in all but lacks direction. direction is not
parts of the paper. clearly defined.
Spelling and The paper is free from There are minimal There are
grammar spelling and mistakes in spelling noticeable spelling
grammatical errors. and grammar. and grammar
mistakes.
Citations All data obtained from Some data obtained There are few
sources are properly from sources are citations noted
cited. properly cited. which are
improperly cited.

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References:
Anastas, Jeane W. Research Design for Social Work and Human Services. Columbia
University Press, 1999.

Bookzone Publication (2016). Basic Guidelines for Research: An Introductory Approach

for All Disciplines (pp.1-22). Accessed December 14, 2021.
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H

Bachman, Ronet D. and Russell K. Schutt. The Practice of Research in Criminology and
Criminal Justice. USA Sage 2019.

Columbia.edu. “Writing a Scientific Research Article.” Accessed March 20, 2021.

http://www.columbia.edu/cu/biology/ug/research/paper.html.

Creswell, John W. and J. David Creswell. Research Design: Qualitative, Quantitative, and
Mixed Methods Approaches. Thousand Oaks. CA: Sage, 2018.

Department of Education. “DepEd Order 30 series of 2019.” Accessed March

23,2021.https://www.deped.gov.ph/wpcontent/uploads/2019/10/DO_s2019_030-
2.pdf.

Department of Psychology. “Experimental Research”. Accessed December 5, 2020.

https://www.questionpro.com/blog/experimental-research/.

Enago Academy. Writing a Good Research Title: Things to Avoid.Accessed December 10,
2021. https://www.enago.com/academy/writing-a-good-research-title-things-to-
avoid/

IEduNote. Research: Definition, Characteristics, Goals, Approaches. Accessed December

25, 2021. https://www.iedunote.com/research-definition-characteristics-goals-
approaches

International Network for Natural Sciences(2009-2021). Types of Scientific

Research.Accessed December 14, 2021. https://innspub.net/types-of-scientific-
research/

Paperpile. “How to Prepare an Excellent Thesis Defense.” Paperpile.com.

Accessed March 21, 2021. https://paperpile.com/g/thesis-defense/.

Siegle, Del (2019). Educational Research Basics . University of Connecticut.Accessed

December 10, 2021.
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Study.com. "What is a Correlational Study? - Definition & Examples." January 3, 2018.

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examples.html.

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Thomas, Lauren (2020). Independent and Dependent Variables. Accessed December 11,
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USCLibraries. 2021. Theoretical Framework. University of California.Accessed

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introductions-to-original-research

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 About the Author

Elsie M. Zabalo is a graduate of Bachelor of Science in

Environmental Science, Diploma in Teaching, Master of Arts in
Education major in Teaching Science and Doctor of Philosophy
major in Educational Management.
A public school teacher for 7 years, she is currently a Master
Teacher in the Senior High School, San Jose National High
School, Division of Puerto Princesa.
Her conducted studies are the following:

“Phytochemical Screening and Antimicrobial Analysis of Kobra Plant

(Ipomoea sp.) in Barangay Sta. Lourdes, Puerto Princesa City” (MAEd Thesis)
“Batak Secrets to Health” (Dissertation)
“Capabilities of Senior High School Teachers in Conducting Research: Basis
for Action Plan”
“Least Mastered Competencies of Grade 11 Students in Earth and Life
Science: Basis for Action Plan”
Lived Experiences of Senior High School Students in Conducting Research”

She won the following awards during the MIMAROPA Basic

Education Research Regional Research Summit:

“Best Research Poster” (2018)

Best Research Presenter” (2021)

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