Methods of Research Notes
Southwestern University Cebu City Graduate School of Health Science, Management and Pedagogy A. What is Research? Research? The term research comes from the French word recerche which means to travel through or to survey. Webster defines it as the systematic, patient study and investigation in some fields of knowledge, undertaken to discover and to establish facts and principles. According to Bowling (2004), research is a systematic and rigorous process of enquiry that aims to describe process and develop explanatory concepts and theories, in order to contribute to a scientific body of knowledge. It always proceeds from the known to the unknown. Its main purpose is the discovery of truth. On the basis of structure, the word research or re-search implies that the person has “to search again”, to take another careful look, to find out more (Selltiz and Other, 1976). This may be done because what one already knows may not be enough, misleading or totally wrong. Kerlinger (1986), a social behaviorist, defines research as “a systematic, controlled, empirical and critical investigation of natural phenomena guided by theory and hypothesis about the presumed relations among such phenomena.” phenomena.” A more basic and all-inclusive definition of research is: Research is a systematic, objective and comprehensive investigation of certain phenomenon which involves accurate gathering, recording, and critical analyzing and interpreting of all facts about ab out the phenomenon. Generally, the purpose of research may be expressed in a capsule as: To discover is discover is to find truth about a subject which was not yet part of the stream of knowledge. To verify is verify is to find whether what was found to be true fifty years ago is still true today. or Types of Research 1. The pure or theoretical type of research is conducted for the sake of knowing. Its main objective is to test or arrive at a theory theory with the ultimate ultimate goal of establishing general principles (Fox, 1969). Whatever knowledge it gains is not intended for any practical purposes such as improving the life of the poor or solving a social problem. The knowledge is gained so as to improve on what
man already knows and thus to expand the frontier of human understanding. It is, therefore, in search of knowledge for knowledge’s sake.
Applied or practical research is done to obtain knowledge for useful ends. In this kind of research, the intention is not just to obtain knowledge but to use that knowledge for useful ends and to solve certain difficulties or discomfort, or to improve the prevailing condition which, in its present state, may be satisfactory but which has still room or possibility for improvements. According to Gay (1976), its purpose is to apply, test and evaluate the usefulness of a theory or knowledge arrived at in solving problems. 2.
Action research is undertaken by participants in social situations to improve their way of life. This is designed to study societies with the aim of changing their practices. It is a community-based method which employ a wide range of settings from hospitals and health clinics to clubs, factories and schools (Bowling, 2004). 3.
C. Approaches in Research 1.
2.
Quantitative Research usually starts with a theory or a general statement proposing a general relationship between variables. This is typically concentrates on measuring or counting and involves collecting and analyzing numerical data and applying statistical tests. Qualitative Research investigator views the phenomena to be investigated as more personal and softer. Qualitative research uses methods such as personal accounts, unstructured interviews and participant observation to gain an understanding of the underlying reasons and motivations for peoples’ attitudes preferences or behaviors. Generating hypotheses from the data collection rather than testing a hypothesis is the emphasis of qualitative research.
D. Characteristics of Good Research Questions Good research questions have the four essential characteristics. The researcher should formulate research questions 1. 2.
Feasibility. It can be studied without an undue amount of time, energy, or money. Clarity. Most people would agree as to what are the key words in the question mean.
3. 4.
Significance. It is worth researching because it will provide new knowledge about the world and the human condition. Ethical. It does not involve physical or psychological harm or damage to human beings, to animals or to any natural or social environment.
E. SWU RESEARCH PROPOSAL (CHAPTER 1) FORMAT CHAPTER I – THE PROBLEM AND ITS SCOPE INTRODUCTION Rationale of the Study Theoretical Background THE PROBLEM Statement of the Problem Statement of Hypotheses Significance of the Study RESEARCH METHODOLOGY Research Design Research Environment Research Respondents Research Instruments Research Procedures Gathering of Data Treatment of Data DEFINITION OF TERMS BIBLIOGRAPHY APPENDICES A. Transmittal Letter B. Research Instrument CURRICULUM VITAE
PARTS OF RESEARCH PROPOSAL
I. The Rationale of the Study This section in a research paper provides ideas and background that caused the researcher to undergo the study. It may be composed of 3 to 5 paragraphs or a total of 2-3 pages.
1.
The first paragraph presents an opening statement or a general idea or information about the main variable/s. It will expound the statement justifying the study.
2.
3.
4.
The second paragraph (may be composed of two) should revolve around the scope and coverage of the study. It presents the prevailing scenario or current situation of the environment or the elements being studied by presenting statistics or data as situationaires. Third paragraph usually challenges the readers to become interested in the findings of the study. This will bridge the whole rationale to the problem statement. A maximum of three sentences may form part of the last paragraph discussing the competence of the researcher/s to conduct the study.
II. The Theoretical Background This portion presents the anchor/main theory which is the cornerstone of the research or springboard of the study. Supporting theories should also be included and discussed. The authorities who formulated the theories and ideas cited in the study should be properly cited. Supporting the theories under the theoretical background are reviews of related literature and studies. A good review of related literature is exhaustive comprehensive and selective. Findings of previous studies should be incorporated in relation or support to a theory or literature. Local and international sources or studies will make a good review of related literature. Theories, literatures and studies should be logically arranged according to its relevance and/or relatedness to each other. A theory may be supported by an international literatures and studies then followed by local resources. Documentation in Research Paper, Thesis and Dissertation Documentation is important in writing a research paper, thesis, and dissertation to determine if the researcher has consulted several research works as references. A research paper, thesis and dissertation are valueless without documentation. It can be gleaned that whether statements are quoted directly or indirectly, primary or secondary sources, they must be cited to provide an accurate information of the materials and the exact source. A researcher who fails to cite documentation on his research paper, thesis or dissertation of ideas taken from other sources resorts to plagiarism. This is an act wherein the writer uses the passages, ideas, writings, and statements of others without giving due credit. Generally Accepted Documentation: Parenthetical Reference Citations in Text and Bibliography rican Psychological Association) Author cited in text If you mention the author’s name in your text, cite only the date of publication in parenthesis, immediately after the author’s name.
Ornstein (1992) believes that good moral character requires a clear set of values. Author not cited in text If you do not mention the author’s name in your text, his name and the date of publication appear in parenthesis at the end of your sentence. Good moral character requires a clear set of values. The values a person holds depend on many factors, including environment, education and personality (Ornstein 1992) Author and date cited in text If you use both the name of the author and the date in the text, parenthetical reference is not necessary. In a 1984 article, Sternberg explained the relevance of educational leadership in teaching intelligence. Author cited is from a secondary source If you mention the author’s name in text, use the following format: Rogers (1953), as cited by Ornstein (1992), concluded that the essence of creativity is novelty, and, hence we have no standard by which to judge it. Or According to Rogers (1953) as cited by Ornstein (1992), concluded that the essence of creativity is novelty, and, hence we have no standard by which to judge it. If you do not mention the author’s name in your text, use the following format: Wisdom is more clearly associated with intelligence than is creativity, but differs in emphasis upon mature judgement and use of experience with difficult situations (Sternberg, 1986 as cited by Ornstein 1992) Work by two authors If you mention the author’s name in the text, use the following format: According to Dudley and Faricy (1997) all people have created art, at all times, in all countries, and it lives because it is liked and enjoyed.
According to Curwin and Mendter (1988) as cited by Ornstein (1992) some educators are quick to package programs that are discussed in the professional literature or advertised as reform or a quick fix. Work by more than two authors For a work by three or more authors, give only the last name of the first author and use the following format: As Sanchez, et. al. (198) put it, advanced science and technology have overwhelmed many aspects of our lives, and even our possibilities of survival are affected. According to Sanchez, et. al. (1998) as cited by Cruz (2001), advanced science and technology have overwhelmed many aspects of our lives, and even our possibilities of survival are affected. Works by two or more authors with the same last name When you cite works by two or more authors with the same last name, use initials to identify the authors in the text even if their dates of publications differ. Rita Dunn (1989) has confirmed the findings of Kenneth Dunn (1987). Work identified by title When a work is listed in the reference list by title alone, a shortened version of the title is used in the text to identify the work. The title of a book is underlined; the title of an article appears within quotation marks. The National Endowment for the Humanities supports theoretical and critical studies of the arts but not work in the creative or performing arts (Guidelines, 1998) The changes in the Medical College Admissions Test should encourage more students to pursue studies in the social sciences, humanities, and natural sciences (“New Exam,”1989). Corporate Author When you cite a work by a corporate author, use the name of the organization as the author. Retired administrators will retain access to all of the university’s educational and recreational facilities (University of South Carolina, 1987)
III. Conceptual Framework Is a schematic presentation of the entire research process. Presented by a diagram INPUT-PTOCESS-OUTPUT.
IV. The Research Problem The problem statement sets the direction of the study. It is the verbalization of the “question” which the study proposes to answer. This is divided into the main problem and the subsidiary problems. These can be stated in declarative (infinitive) or interrogative (question) form. The main problem is the whole focus of the study. This is reflected in the title of the study. The sub problems are the break down of the main variables into their components. When the answers to the sub-problems are put together, they answer the main question. Techniques to facilitate problem identification
Visit the library and browse books and other reading materials Consult your heads about the research thrusts of the school Observe needs and concerns in your workplace, community or school Search related topics from journals and other scholarly materials Analyze the possible causes of the present problems or current issues and their possible solutions Read recommendations from unpublished materials (theses and dissertations)
Hypothesis Hypothesis is a scientific guess pertaining to the relationship or difference of variables being investigated. It is optional. However, it must be used whenever there is a basis for prediction. Independent and Dependent Variables
An independent variable is a variable that stands alone and isn't changed by the other variables you are trying to measure. A dependent variable is something that depends on other factors. (Independent variable) causes a change in (Dependent Variable) and it isn't possible that (Dependent Variable) could cause a change in (Independent Variable). For example: (Time Spent Studying) causes a change in (Test Score) and it isn't possible that (Test Score) could cause a change in (Time Spent Studying).
We see that "Time Spent Studying" must be the independent variable and "Test Score" must be the dependent variable because the sentence doesn't make sense the other way around. The Title These are the characteristics of the title.
1. 2. 3.
Generally, the title is formulated before the start of the research work. The title must contain the subject matter of the study, the locale of the study and the population involved. The title indicates what is expected to be found inside the research report by stating the aspects of the subject matter to be studied. It must be as brief and concise as possible.
Avoid using the terms “An Analysis of,” “A Study of,” “An Investigation of,” and the like. All these things are understood to have been done or to be done when a research is conducted. 5. If the title has more than one line, it must be written like an inverted pyramid and all words should be capitalized. 4.
Example LEARNING STYLES AND BRAIN DOMINANCE OF FRESHMEN HIGHSCHOOL STUDENTS IN SOUTHWESTERN UNIVERSITY (SWU), CEU CITY V. Significance of the Study Significance of the study in a research manuscript lists the benefits of the study either to a body of scientific knowledge, to practitioners in the area of the research or to any other group which will benefit from the results. In short, this will answer the question: Why is it important for the study to be conducted? Who will benefit from it? What benefits could be derived from the study? VI. The Research Designs Research Design is a systematic plan of a research. It usually includes formulating a strategy to answer a research question(s). It also provides details about methods for collecting, recording, processing, and analyzing the recovered data from the research environment. It is a plan for collecting and utilizing data so that desired and sufficient information are obtained and the hypotheses are tested properly.
According to Calmorin and Calmorin (2007), there are four kinds of research designs. These are historical, descriptive, experimental, and case study. Historical design is a systematic and critical inquiry about the past events using the critical method in understanding and interpreting of facts which are applicable to current issues. Data can be taken from primary and secondary source. Documents, relics and oral testimony are example of primary sources. Secondary sources are second hand information. According to Good and Scates (1972) there are three major steps or processes of historical research. These states are as follows: 1.
2. 3.
Collection of data, with consideration of documents and remains or relics of primary and secondary sources, of bibliographical procedure, and organization of materials; Criticism of the data collected, including the processes of external criticism and internal criticism; and Presentation of the facts in readable form involving problems of organization, composition, exposition and interpretation.
Descriptive Design. Descriptive research focuses on the present condition. The purpose is to find new truth that may have different forms such as increased quantity of knowledge, an increased insight into factors which are operating, the discovery of a new causal relationship, and more accurate formulation of the problem. Descriptive studies provide essential knowledge about the nature of objects and persons. Descriptive studies play a large part in the in the development of instruments for the measurement of many things. Test papers, questionnaires, interview, schedules, observation schedules, check lists, score cards, and rating scales are some of the tools used in descriptive studies. Descriptive Researches Descriptive-survey is appropriate wherever the object of any class vary among themselves and one is interested in knowing the extent to which different conditions obtain among these objects” (Good and Scates, 1972). Survey Research involves researchers asking a large group of people questions about a particular topic or issue. Descriptive-normative survey is used to ascertain the normal or typical condition (or practice), or to compare local test results with a state or national norm.” (Good and Scates, 1972).
Descriptive-analysis determines or describes the nature of an object by separating it into its parts. Its purpose is to discover the nature of things. Descriptive-classification is employed in natural sciences subjects such as Botany, Zoology, Biology, Ichthyology, Conchology, and the like. The specimens collected are classified from Phylum to species. Descriptive-evaluative is a design which is to appraise carefully the worthiness of the current study. For instance, the researcher wishes to conduct a study on the evaluation of an implementation of the work-oriented curriculum at the fishery schools in the province of Sulu. Descriptive-comparative considers at least two entities (not manipulated) and establishes a formal procedure for obtaining criterion data on the basis of which he can compare and conclude which of the two is better” (De Jesus et al., 1984). Casual – comparative research attempts to determine the cause or consequence of differences that already exist between or among groups of individuals. As a result, it is sometimes viewed, along with correlational research, as a form of associational research, since both describe conditions that already exist. Correlational survey determines the relationship of two variables (X and Y) whether the relationship is perfect, very high, high, marked or moderate, slight, or negligible. Perfect positive correlation with a value of 1.0 is seldom happened. This denotes that all the individual performances in X and Y have the same positions. If he/she tops in Test X, he/she is also likely low in Test Y. Longitudinal survey involves much time allotted for investigation of the same subjects at two or more points in time. It collects information at different points in time in order to study changes over time. Three longitudinal designs are commonly employed in survey research: trend studies, cohort studies, and panel studies. Experimental Design. Experimental design is a problem-solving study that describes the future. This design is most useful in the natural sciences such as Botany, Zoology, Biology, Psychology, Ichthyology, Chemistry, Physics, and many others. Experimental Design has distinct limitations when used in the fields of education, psychology, and sociology. If
the experiment is conducted in the field, laboratory or classroom, revealing cause and effect relationships, is also expected. The problem is to determine
the conditions under which an event occurs and to observe the whole transaction closely so that one can be reasonably sure causation is present. Types of Experimental Design There are types of experimental designs applicable in natural science and education.
1.
Single-group design involves a single treatment with two or more levels.
Two-group design involves two comparable groups which are employed as experimental and control groups. 2.
Two-pair group design is an elaboration of the two-group design wherein there are two experimental groups and two control groups. 3.
Parallel-group design is a design in which two or more groups are used at the same time with only one single variable (control group) manipulated or changed. The experimental group varies while the parallel group serves as control for comparative purposes. 4.
Pretest-Posttest group involves the experimental group and the control group which are carefully selected through randomization procedures. Both groups are given pretest at the beginning of the semester and posttest at the end of the semester. The control group is isolated from all experimental influences. 5.
Counterbalanced or Latin square design is also called “rotation design.” It involves an exchange of two or more treatments taken by the subjects during the experiment. The arrangement employed in this design is Latin square in which each variable is a form of square occurring once in each row or column. This is also called quasi-experimental design. 6.
Complete randomized design is a design in which a group of test plants or animals studies only once but subsequent treatment is applied to determine the cause of change. There is no control in this design but the subjects will undergo randomization procedures. 7.
Randomized complete block design (RCBD) uses a group of test plants and animals as subjects of the study which are studies once but subsequent treatments applied are replicated to determine the cause of change. There is control in this design and the subjects will undergo randomization process. 8.
Correlational design is used to determine the relationship of two dependent variables (X and Y) on how they are manipulated by the independent variable. 9.
Case Study Design. A case study design utilizes problem solving technique. It describes the past, present, and future. Others categorize this method under descriptive. But it is more distinct if this technique is placed in another design which is independent from the other. It is an intensive investigation of a particular individual, institution, community, or any group considered as a unit which includes the developmental, adjustment, remedial, or corrective procedures that suitable follow diagnosis of the causes of maladjustment or of favorable development. VII. The Research Environment The research environment is the place where the study is conducted. Other authors call this as the research locale. This portion in the research report proposal provides necessary information about the place or the environment where the researcher conducts his/her study. It will include a brief description about the place, geographical location, population and other important information about the place. For example, studies conducted in schools should include the physical plant and facilities, teaching force and student population. Studies conducted in hospitals should include the hospital location, type of hospital, bed capacity, occupancy and medical and support personnel. VIII. The Research Respondents / Subjects This section in a research report describes the population or samples of the study. This will indicate the characteristics of the elements from which the samples will be taken. This elaborates how the samples will be chosen. The
sample size and the population frame from which the samples will be taken are also included in this section. Research Subjects are the elements being studied. For example in determining the teaching performance, the subjects are the teachers. Research Respondents are the elements or group who will provide the data. In the same example, the data on teaching performance can be taken from the students evaluation or principal’s observation. The group who will answer the questionnaire or research instrument are considered research respondents. Research participants refer to the elements involved in the study. Research subjects who are also respondents in the study are considered participants. Other units involved in data collection and experimentation are also considered participants. Sampling Strategies for Qualitative and Quantitative Research Qualitative Research Convenience sample: Participants who are readily available and represent the phenomenon of interest are included in the sample. Snowball sample: Participants who are known to and recommended by current participants are identified and included, building the sample from a few participants to as many as are needed. Purposive sample: Participants who are intentionally selected because they have certain characteristics that are related to the purpose of the research are included in the sample.
Quantitative Research Convenience sample: Members of the population who are easily identified and readily available are included in the sample; a nonprobability sample. Quota sample: one or more criteria are used to ensure that a previously established number of subjects who fit those criteria are included in the sample; a nonprobability sample. Purposive sample: Subjects in the sample are limited to those who have certain characteristics that are related to the purpose of the research; a nonprobability sample. Simple random sample: Subjects are selected by enumerating all members of the population, and a completely random process is used to identify who will be included; a probability sample. Stratified random sample: Members of the population are grouped by one or more characteristics, and subjects are selected from each group using a
From Macnee (2004)
completely random process; a probability sample. Cluster sample: Groups of the population are enumerated and selected by a completely random process, then individual subjects from within these groups are randomly selected; a probability sample. Systematic sample: The members of a population are enumerated and every member at a fixed interval is selected as a subject; a probability sample.
IX. The Research Instruments This part of the research report describes the tools for data collection. Tools refer to the questionnaire or data gathering instrument to be constructed, validated and administered. Tools can also be interview guide and/ or checklist. If the instrument is prepared by the researcher, it should be tested for validity and reliability. However, if the instrument is standardized, the student should indicate its description as to its items, scoring and qualification. The researcher must explain its parts, and how the instrument will be validated. The instrument to be used should be appended (except for standardized). For scientific and experimental researches the materials and equipment to be used in the experiment must be specified. The qualities of a good research instrument are (1) validity, (2) reliability, and (3) usability. Validity Validity means the degree to which an instrument measures what it intends to measure. The validity of a measuring instrument refers to has to do with its soundness, what the test or questionnaire measures its effectiveness, how it could be applied. Types of Validity Content validity means the extent to which the content or topic of the test is truly representative of the content of the course. It involves, essentially, the systematic examination of the research instrument content to determine whether it covers a representative sample of the behavior domain to be measured. It is commonly used in evaluation achievement test.
Concurrent validity is the degree to which the test agrees or correlates with a criterion set up as an acceptable measure. The criterion is always available at the time of testing. Its is applicable to tests employed for the diagnosis of existing status rather than for the prediction of future outcome. Predictive validity, as described by Aquino and Garcia (1974), is determined by showing how well predictions made from the test are confirmed by evidence gathered at some subsequent time. The criterion measure against this type of validity is important because the outcome of the subjects is predicted. The construct validity of a test is the extent to which the test measures a theoretical construct or trait. This involves such tests as those of understanding, appreciation and interpretation of data. Examples are intelligence and mechanical aptitude tests. Reliability Reliability means the extent to which a “test is dependable, self -consistent and stable” (Merriam, 1975). In other words, the test agrees with itself. It is concerned with the consistency of responses from moment to moment. Even if a person a takes the same test twice, the test yields the same results. However, a reliable test may not always be valid. Practicality Practicality also known as usability means the degree to which the research instrument can be satisfactorily used by teachers, researchers, supervisors and school managers without undue expenditure of time, money and effort. In other words, usability means practicability.
X. The Research Procedure Research procedure is a step by step presentation of the different stages of the research. Particularly in the administration and retrieval of research instrument. It can also be in the form of observation through observation technique, key informant interviews, focused-group discussion. Research procedure also traces the data collection data, data processing, analysis and interpretation. Gathering of Data Collection/Data Collection This describes in detail the data to be collected, how, from whom and where. Statistical Treatment/Statistical Design
When the study involves statistical data, the researcher must explain in this section how the data will be analyzed. For instance, hypotheses to be tested or relationship to be determined. Specify the hypothesis test that will be used or the correlation analysis to be used for each hypothesis. Dummy tables may be included if desired. Percentage formulas are unnecessary. Statistical tools should be listed. They should be individually explained on what data will be treated by each tool. XI. Definition of Terms Emphasis must be given to operational definition of terms. Operational definition refers to the meaning of the words as used in the study. It is necessary to orient the readers in order to attain logical presentation of the study. The terms must NOT be numbered. The numbers of words to be defined depend on the variables, words and phrases used in the title, statement of the problem and research tool.
XII. BIBLIOGRAPHY Bibliography is composed of all the works consulted for the purpose of the study. This includes books, unpublished theses/dissertations, journals, periodicals and public documents including internet services. The APA (American Psychological Association) style is used in parenthetical reference citations and in bibliographical entries The bibliography includes all works cited. The first line of the entry begins flush left; the second and successive lines are indented three to five spaces (one tab) from the left. Entries appear in alphabetical order according to the author’s last name; two or more works by the same author appear in chronological order; two or more works by the same author and with same publication date appear in alphabetical order by title. When you have two or more books or articles by the same author, repeat the name of the author in each entry.
Sample Bibliography (APA Style) Books Andales, Venancio B. (1992). Basic Concepts and Methods in Research. Quezon City: Great Books Trading. Calderon, Jose F. and Expectacion C. Gonzales (1984). Measurement and Evaluation. Manila: National Bookstore.
Calderon, Jose F. and Expectacion C. Gonzales (1993). Methods of Research and Thesis Writing. Mandaluyong City: National Book Store. Calmorin, Laurentina P. (1983). Educational Measurement and Evaluation. Manila: National Bookstore. Calmorin, Laurentina P. (1994). Educational Research Measurement and Evaluation. Second Edition Manila: National Bookstore.
Periodicals Berenbaum, Howard and Frank Fujita (1995). “Consistency, Specifity, and Correlates of Negative Emotions,” Journal Personality and Social Psychology, Vol. 68, No. 2, 342-352. Booth, Richard F., Michael S. Mc. Nelly and Newell H. Berry (1997, January). “Individual and Environmental Factors Associated with Job Satisfaction and Retention of Navy Hospital Corpsmen Serving with the US Marine Corps,” Psychological Abstracts, Vol. 57, No. 1, 257. Carruth, Ronald J. (1997, November) “High School Principal Burnout: A Study Relating Perceived Levels of Professional Burnout to Principal’s Reliance on Social Basis of Power,” Dissertation Abstracts International, Vol. 58, No. 5, 1510 – A.
Unpublished Dissertations and Theses
Callao, Rotsenia J. (2000). “The Effectiveness of Indirect and Direct Approaches in Developing Thinking Skills in English I Secondary Level.” Southwestern University, Unpublished Master of Arts in Education thesis, Southwestern University, Cebu City, Philippines. Garcia, Dennis Dindo L. (2000). “The Level of Burnout of UnivERSITY OF Southern Philippines’ Arts and Sciences Faculty and its Relationship with Emotions Profile and Selected Personal and professional Factors”, Unpublished Master of Arts in Psychology thesis. University of San Carlos, Cebu City, Philippines. Other Sources Patricio, Catalino C. (2007, July 18) Personal Interview. Castillo, Lilibeth T. (2007, March 6) Letter to the author.
Lazaro, Cheche (Producer) (2008, December 12) “Red November,” The Probe Team, GMA, Quezon City. Redford, Robert (Director) (1980). Ordinary People [Film], Paramount. Socash, Ethel G. (2000, July 22) “Opiates as Reinforces,” Paper delivered at the 9 Regional Convention of the Psychological Association of the Philippines, Cebu City.
th
http:// www.docpotter.com/Beajob_aml_bo.html retrieved 4 J anuary 2000 www.projectappleseed.org/assessment retrieved 5 January 2006
XIII. APPENDICES They are supporting attachments: Transmittal Letters, Questionnaires, Interview Guides, Sample Tests, Rubrics, Unit of Measures and Curriculum Vitae of the Researchers
REFERENCES A. BOOKS Ariola, Mariano. Principles & Methods of Research. Quezon City: Rex Bookstore, 2006. Calmorin, Laurentina. Methods of Research and Thesis Writing. Manila: Rex Bookstore Inc., 2000. Manlapaz, Zapanta Edna and Ma. Eloisa Francisco. The New Anvil Guide to Research Paper Writing. Anvil Publishing, Inc., 2005.
B.
JOURNALS
Ariola, Mariano M.”Portpolio Assessment: A Highly Valuable Tool for Classroom Instruction and Measurement” Research VISTAS,1999-2000 Vol., Graduate School Journal, Luzon Colleges, Dagupan City.
Note 1. Cover Page – Title (inverted pyramid) followed by the name of department and researches
2. All text should be Verdana style with 12 font size 3. All should be in double space with justified alignment
