Writing a

Research
Paper
ERIC JOHN C. DIEL
Faculty, USM-ULS
 What comes to mind
when you hear the word
RESEARCH?

Research is a systematic inquiry that

seeks answers to a problem.
 PARTS OF A RESEARCH
1. Introduction 3. Methodology
1.1 Significance of the Study 3.1 Research Design
1.2 Objectives of the Study 3.2 Locale of the Study
1.3 Hypothesis of the Study 3.3 Respondents of the Study
1.4 Definition of Terms 3.4 Sampling Procedure
1.5 Theoretical Framework 3.5 Data Gathering Procedure
1.6 Conceptual Framework 3.6 Statistical Analysis
1.7 Scope and Limitations of the 3.7 Ethical Considerations
Study
4. Results and Discussion
2. Review of Related 5. Summary, Conclusion, and
Literature and Studies Recommendation
 How to develop a RESEARCH TITLE?
GOAL IV DV SUBJECT/LOCALE

Objective of Independent Dependent The participants

the study. Variable. Variable. and area where
What you want Usually the focus Areas relevant to the study is to
to discover. and the issue at the respondents be conducted.
hand.
➢ THE EFFECT ➢ COVID 19 ➢ ACADEMIC
PERFORMANCE
➢ THE IMPACT ➢ MOBILE GAMES ➢ VOCABULARY SKILLS ➢ STUDENTS/PARENTS/
➢ THE ROLE ➢ ONLINE LEARNING ➢ READING TEACHERS
COMPREHENSION
➢ THE RELATIONSHIP ➢ MODULAR ➢ SCHOOL/BARANGGAY
LEARNING ➢ PROBLEM SOLVING
➢ THE CORRELATION SKILLS /COMMUNITY
➢ THE PERCEPTION ➢ TEACHING ➢ COMPETENCE
STRATEGY ➢ MENTAL HEALTH
➢ THE AWARENESS ➢ SOCIAL MEDIA ➢ CRITICAL THINKING
➢ THE CHALLENGES SKILLS
Adapted from Dr. Ed Padama
Sample Research Title
The Relationship between Attitude and
Competence in using Computer-Aided
Instructions among Secondary Science
Teachers
YOUR TURN!

Show us the research title you have written.

Chapter I – Introduction

• The background on the topic and/or the

problem that the study aims to address.
• The gaps in the current literature and then
lead to the rationale of your study.
• Discuss how the problem can be addressed.
• The contribution that the study will give to
the body of literature.
The content of your INTRODUCTION should
answer the following:

• What is your study about?

• How does it fit into the present context and the gap?
• What do you intend to do?
• Why is your study important? What would be the
potential contribution or insight of your research?
 1.1 Significance of the
Study

• The importance of the study’s

findings and what it could
contribute to various groups
of people and the literature.
1.2 Statement of the Problem (SOP)
/Objectives of the Study
• A definite and clear statement about an area of concern, a
condition to improve, a gap to be addressed, or a
troubling question that exists in literature.
• The aims of the study.
• Identify the central theme of the study and the people and
place of the study (general objective).
• Succeeding statements/questions shall narrow down or
specify the main theme into specific topic/s area
(specific objectives).
Statement of the Problem Sample 1

General Objective: This study primarily aims

to determine the relationship between attitude and
competence in using Computer-Aided Instructions
(CAI) among science teachers in selected secondary
schools in Midsayap, North Cotabato.
 Statement of the Problem Sample 1
Specific Objectives: Specifically, the study aims to:
1. determine the attitude of science teachers towards
the use of CAI;
2. determine the level of competence of science
teachers towards the use of CAI; and
3. determine if there is a significant relationship
between the attitude and level of competence of
science teachers in using CAI.
1.3 Hypothesis of the Study

Hypothesis is an educated guess or a

testable explanation to the question.

• Forming this would help you find out what the

answer to your problem might be.
• Only applicable to experimental studies.
Types of Hypothesis

1. Null Hypothesis (HO) – states that a

prediction is not true
2. Alternative Hypothesis (HA) – assumes the
prediction is correct.

Example:
• Null - Fertilizers do not improve plant growth.
• Alternative - Fertilizers improve plant growth.
1.4 Definition of Terms

• Limit the terms or keywords in the study as

defined operationally or how these are used
and/or measured in the study.
• Include jargons/acronyms/abbreviations.

Examples: Performance, Attitude, Competence

1.5 Theoretical Framework

• The main theory/theories from which the study

is anchored on.
• The theory should be appropriate to the study and
the link should be justified.
1.6 Conceptual Framework
• This presents specific and well-defined
concepts, which are called constructs.
Example: IV-DV
Example: IPO Model
Example: Paradigm of the Study

Control Group Experimental Group

Pretest Pretest

Conventional Flipped Classroom

Approach Approach

Posttest Posttest

Learning Gains Learning Gains

 1.7 Scope and Limitations of the Study

• Provide the limits of the study as well as the

identified weaknesses from generalizability, lapses in
the data collection, triangulation methods.
• The limitations of the study include the following:
a. coverage of the study;
b. subjects;
c. research instrument;
d. research issues and concerns;
e. duration of the study; and
f. constraints
QUESTIONS?
WORKSHOP
•Formulate your
title and research
objectives
•Present this after
15 minutes
Chapter II – Review of Related Literature (RRL)

• A detailed review of existing literature/studies

related to the topic of a research.
• It acquaints the researcher with the design or
methodological approaches undertaken by others
in relation to the topic under study.
• Helps the researcher to determine the blankspots
and blindspots of his/her research topic.
 Content of RRL

Related Literature vs Related Studies

Related Literature
• Any written materials published in a book,
journal, magazine, novel, poetry, and
encyclopedia.
• Conceptual definitions of the variables.
Related Studies
Findings of related studies must be included.
A. Foreign Studies - Research that is conducted and
completed outside the Philippines even if the
researcher is Filipino is considered a foreign study.
B. Local Studies - Researches conducted and
completed in the Philippines wherein the subjects of
the study are Filipinos residing in the Philippines even
if the researchers are foreigners fall on local studies.
The Writing Process of Reviewing Literature
Collect Sources

Analyze and
Evaluate

Arrange/Outline

Summarize and
Write
 The Writing Process of Reviewing Literature

1. Collect Scholarly Sources

a. Google Scholar (scholar.google.com)

b. ERIC – Educational Research Information Center (eric.ed.gov)
c. Research Gate (researchgate.net)
2. Analyze and Evaluate
- Skimming and scanning
- Analytical reading
- Notetaking

3. Arrange/Outline
- Chronological
- Thematical

4. Summarize and Write

Guidelines in Writing the RRL
• References shall be limited to those from the past ten
years, except for theories, models, and very important
works.
• Coherence between and among paragraphs shall be
maintained by the use of appropriate transition terms.
• Towards the end of the literature review, it should be
emphasized how the study contributes to the body of
literature.
• Every paragraph should be paraphrased and not copy-
pasted; should cite authors, citing family name only and
the year of publication.
 Ethical Standards in
Literature-Review Writing
• Acknowledge the owners of borrowed ideas and
put quotation marks around copied words from
books or articles.

• Proper citation and referencing is your way of

freeing yourself from plagiarism.
APA Referencing Format
7 Edition
th
I. Reference Citations in Text
• Text citation comprises (1) author surname/s,
and the (2) publication year of the source within
the body of the essay or report.

• It is inserted directly after the information being

sourced from the scientific literature.
II. Reference List
A.Books/Journals - References to an entire
book/journal must include the following
elements:
1. author(s) or editor(s)
2. date of publication
3. title
4. name of the publisher
B. Internet Sources - References from an
internet source must include the following
elements:

1. author(s) or editor(s)
2. date of publication
3. title
4. URL of the article
QUESTIONS?
WORKSHOP
• Look for at least 5
research articles
related to your study.
• Provide an example on
how to cite an article.
• Present this after 15
minutes
 Chapter III
-----
Methodology
Chapter III –
Methodology
a. Research Design
b. Locale of the Study
c. Respondents of the Study
d. Sampling Procedure
e. Data Gathering Procedure
f. Statistical Analysis
g. Ethical Considerations
3.1 Research Design

• Discusses the research approach you used in

your study (quantitative/qualitative/mixed) and
the specific design.
• Refers to the overall strategy that you choose to
examine the statement of the problem.
 Types of Research Design
QUALITATIVE QUANTITATIVE

1.Grounded Theory 1. Experimental Study

2.Phenomenological Study a. True-experimental
b. Quasi-experimental
3.Ethnographic Study
2. Descriptive Study
4.Case Study
a. Survey
5.Historical Method b. Correlational
c. Comparative
 Quantitative vs Qualitative
QUANTITATIVE QUALITATIVE
• Focuses on testing theories • Focuses on exploring and
and hypotheses explaining ideas and experiences
• Analyzed through the use of
statistical analysis • Analysed by summarizing,
categorizing, and interpreting
• Mainly expressed in numbers,
tables, and graphs • Mainly expressed in words
• Requires a large number of through narrations
respondents • Does not require a large number
• Uses closed-ended questions of respondents
• Uses open-ended questions
 QUALITATIVE RESEARCH DESIGNS

1. Grounded Theory uses primarily interviews and existing

documents to build a theory based on the data.
2. Phenomenological Study explores the lived-
experiences of the participants on how they feel about
things during an event or activity.
3. Ethnographic Study immerses the researcher to learn
and describe the culture's characteristics to observe the
cultural challenges and motivations that drive a group.
 QUALITATIVE RESEARCH DESIGNS
4. Case Study provides an in-depth look at one
test subject where the subject can be a person or
family, business or organization, or a town or city.

5. Historical Method describes past events in

order to understand present patterns and
anticipate future choices.
QUANTITATIVE RESEARCH DESIGNS
1. Experimental Study
a. True-experimental
b. Quasi-experimental
2. Descriptive Study
a. Survey
b. Correlational
c. Comparative
A. Experimental Study
• Deals with the subject of the research in a definite or
exact manner and determines the extent of the
effects or influence of the treatment on the
subject, then discovers the causes of such effects.
• Two groups are involved in an experimental research:
the experimental group, the one on which the
treatment or influence is applied, and the control
group, which does not receive any treatment.
A.1 True-experimental
• Two features mark true experiments:
(1) involves a control group and experimental group; and
(2) random assignment to these groups.
A.2 Quasi-experimental
• Quasi-experimental design involves selecting
groups, upon which a variable is tested, without
any random pre-selection processes.
• Control group is not required.
B. Non-experimental/Descriptive Design
• A way of finding out truths about a subject by
describing the collected data about such subject
and determining their relationships or connections
with one another.
• Any treatment or condition is not involved in
this type of research.
B.1 Survey Research Design

• Done to gather evidence on people’s

knowledge, opinions, attitudes, and values on
various issues and concerns.

Example: Are you in favor for compulsory vaccination?

B.2 Correlational Research Design

• Conducted by researchers whose aim would be to

find out the direction, degree of associations or
relationship between different variables or groups
of respondents under study.
• Does not aim to determine cause and effect
relationship.
B.3 Comparative Research Design

• This design is used to compare two distinct

groups based on selected attributes such as
knowledge level, perceptions, attitudes etc.
• Comparative studies often attempt to draw
conclusions and they often include socioeconomic
and demographic variables.
• No manipulation of variables.
 POP QUIZ. Determine what research design is
used in the following research titles:
1. Examining the Relationship Between Social Media Usage and
Mental Health among Adolescents
2. Exploring the Phenomenology of Online Learning: Student
Perspectives on Virtual Education“
3. Comparing the Effectiveness of Online and In-Person
Learning Environments in Higher Education
4. An Experimental Investigation into the Impact of Music on
Cognitive Performance and Mood
5. Understanding the Academic Success of a High-Achieving
Student: A Case Study
3.2 Locale of the Study

• It identifies and briefly

describes the location where
the study is conducted.
3.3 Respondents of the Study

• It describes the
respondents of your
study: who they are,
what their profile is,
where they are from.
3.4 Sampling Procedure
• It refers to how we select members from the
population to be in the study.

• It is applied when the population is large, i.e. 100

or more.
 POPULATION VS SAMPLE

Population:
a set which includes all
measurements of interest
to the researcher

Sample:
A subset of the population
 Sampling Procedures

PROBABILITY SAMPLING NON-PROBABILITY SAMPLING

• Simple Random • Convenient Sampling
Sampling • Volunteer Sampling
• Systematic Random • Purposive/Judgment
Sampling Sampling
• Stratified Random • Quota Sampling
Sampling
• Snowball Sampling
• Cluster Sampling
A. Probability Sampling Procedures

A.1 Simple Random Sampling

A.2 Systematic Sampling
A.3 Stratified Random Sampling
A.4 Cluster Sampling
A.1 Simple Random Sampling
• In this case each individual is chosen entirely by
chance and each member of the population has an
equal chance, or probability, of being selected.
• Simple random sampling chooses either of the two
techniques:
(1) lottery or
(2) table of random numbers.
 A.2 Systematic Random Sampling

• Individuals are selected at

regular intervals from the
sampling frame.
• If you need a sample
size n from a population of
size x, you should select
every x/nth individual for
the sample.
 A.3 Stratified Random Sampling

• The population is first divided

into subgroups (or strata) who
all share a similar characteristic.
• It is used when we might
reasonably expect the
measurement of interest to vary
between the different subgroups,
and we want to ensure
representation from all the
subgroups.
 A.4 Cluster Sampling
• In a clustered sample,
subgroups of the
population are used as the
sampling unit, rather than
individuals.
• The population is divided
into subgroups, known as
clusters, which are
randomly selected to be
included in the study.
B. Non-Probability Sampling Procedures
B.1 Convenience sampling
B.2 Volunteer Sampling
B.3 Purposive sampling
B.4 Snowball sampling
B.5 Quota sampling
B.1 Convenience Sampling

• This type of sampling

design is applied to
those samples which
are taken because
they are the most
available.
B.2 Volunteer Sampling
• The respondents are only volunteers.
B.3 Purposive Sampling

• This is based on
selecting the individuals
as samples according to
the purposes (criteria)
of the researcher as his
controls.
B.4 Snowball Sampling

• This method is commonly

used in social sciences
when investigating hard-to-
reach groups.
• Existing subjects are asked
to nominate further
subjects known to them,
so the sample increases in
size like a rolling snowball.
B.5 Quota Sampling

• Interviewers are given

a quota of subjects of
a specified type to
attempt to recruit.
• Equivalent to
Stratified Random
Sampling.
 POP QUIZ
1. What are the sampling techniques under
the probability sampling?

2. What are the sampling techniques under

the non-probability sampling?
 3.5 Research Instrument
• Used to collect data for your research.
• In this section, you will describe your instrument to be
used in the study.
• It is also important to test the validity and reliability
of the research instrument.

• Examples: Researcher constructed questionnaires

Standard survey questionnaires
Pretest/posttest
Summative test score
 3.6 Data Gathering Procedure
• Provides a description of the extensive steps taken by the
researcher to obtain access to people and sites under study.
• To provide for the triangulation, multiple data sources,
multiple methods, and multiple theories are also included.
• It should answer the following:
How will you gather data?
How will you use your research instrument?
What will you do before, during and after you gather the data?
3.7 Statistical Analysis
• This section describes how you will analyze
your gathered data.
• The researcher must explain how he/she is
going to analyze the data collected.
Descriptive Statistics

• Descriptive statistics are broken down into

measures of central tendency and measures of
variability.
• Measures of central tendency include the mean,
median, and mode.
• Measures of variability include the standard
deviation, variance, and the kurtosis and
skewness.
Inferential Statistics
• Inferential statistics uses a random sample of data
taken from a population to describe and make
inferences about the population.
• Note that Inferential statistics is employed most
often when the researcher is trying to test a
hypotheses.
• Some common examples of inferential analyses are
Chi-square test, Regression analyses, correlation
analyses, ANOVA etc.
3.8 Ethical Considerations
• Explain how the confidentiality of data is
addressed; how informed consent was taken from
respondents/informants and how these were
properly documented.
QUESTIONS?
WORKSHOP
•Formulate your
research design,
locale, participants,
and sampling
procedure of the
study.
•Present this after 15
minutes
Chapter IV - Results and Discussion

• It presents the results of the study by

answering all the research questions
found in Chapter I.
• The analysis should be in an appropriate
format and detailed enough to address the
researcher objectives.
How to write the RESULTS AND DISCUSSION?
1. Follow and use the sequence of the SOP in presenting your results. Each
SOP must have a subheading.
2. Remember to present first the results in paragraph form then show the
data either in table or figure but NOT both. When presenting results in
Table form use only the horizontal lines. No vertical lines.
Note: The heading “Table” should be located on top and the heading
“Figure” at the bottom.
3. Immediately below the table present a narrative interpretation of the
data.
4. Discuss important details only.
Note: You may include SOME citations to reinforce a point.
5. Implement all of these in the preceding SOP of the study.
Chapter V.
Summary of Results,
Conclusion, and
Recommendation
Summary of Results
• The summary of findings should directly answer
the statement of the problem.
• Do not include findings that are not reflected in
your SOP.
• The presentation of the findings should be
objective and based on the analyzed data.
Summary of Results Sample
1. Teachers' perceived attitude towards using Computer-Aided
Instructions had the highest mean of 3.83 in the statement 2
which is CAI allows easier and faster understanding and
adoption of scientific knowledge than traditional teaching
better quality and quantity of knowledge of science. Science
teachers perceived attitude towards CAI application inhibits
teachers' creativity and has the lowest mean of 2.37. The
overall mean obtained was 3.45, which revealed that teachers
has moderately positive attitude in incorporating CAI in
science teaching.
Summary of Results Sample Continuation
2. Teachers' competence in using teaching aids and
devices revealed highest in terms of television,
Microsoft Office (Microsoft word), and social media
platforms (messenger) 3.7 and lowest at the use of
educational software (ClassDojo) 1.8. The overall
mean resulted in 3.29, which was interpreted that
teachers were proficient and tech savvy to use CAI
in science teaching.
Summary of Results Sample Continuation
3. Results had revealed that teachers' perceived
attitude shows a strong significant positive
relationship with their level of competence with
the corresponding correlation coefficients of
.583 and p-value of .001.
CONCLUSION
• Restates the overall findings/results of the
research.
• The conclusions should be based and anchored
from the results of the study.
• The hypothesis of the study may be answered in
this section.
• Do not use numeric values.
Conclusion Sample
1. Teacher-respondents have a moderately positive
attitude towards the use of CAI.
2. Teachers are proficient and competent in using
CAI in science teaching.
3. Teachers' perceived attitude shows a strong
relationship with their level of competence in
using CAI and vice versa.
RECOMMENDATION
• The recommendations should be anchored on the
findings and conclusion of the study.
• Propose only the sensible, doable, realistic, and
specific points of action.
• Recommendations should be in a diplomatic and
suggestive voice.
• The last recommendation is for further research
and improvement of the present study.
Recommendation Sample
1.Teachers should sustain their positive attitude
and competence in using CAI.

2.The teachers should join training programs

related to CAI while considering their
competence level in utilizing specific
technological aids and devices.
Recommendation Sample Continuation
3. More training for senior teachers who have not attended training
for the past two years and provide them with targeted
professional development to support the development of digital
competence by older teachers.
4. The research was quantitative, and a simple survey-correlational
design was followed. Future research may use quantitative and
qualitative designs in a similar field. Only two influencing factors
used in the study, the attitudes and competence toward computer
use in classroom practice, were studied. The findings may have
differed in the inclusion of anxiety and beliefs in investigating
teachers' attitudes and competence toward computer use.
• There are many other areas and fields that the country is
looking forward to embark various research and projects.
The following are some of them:

1. Use of alternative and safe energy

2. Harnessing mineral resources
3. Finding cure for various diseases and illness
4. Utilization of herbal medicine
5. Climate change and global warming
6. Increasing food production
7. Preservation of natural resources
8. Coping with natural disasters and calamities
9. Infrastructure development
 QUALITATIVE RESEARCH TITLES
1. "Exploring the Impact of Social Media on High School Friendship Dynamics: A Qualitative Study"
2. "Understanding the Experiences of LGBTQ+ Students in High School: A Qualitative Investigation"
3. "Teenagers' Perspectives on Mental Health and Coping Strategies: A Qualitative Exploration"
4. "The Role of Extracurricular Activities in High School Students' Personal Growth: A Qualitative
Analysis"
5. "Investigating Parent-Teen Communication about Substance Abuse: A Qualitative Study"
6. "Exploring the Influence of Teachers on High School Students' Career Aspirations: A Qualitative
Inquiry"
7. "Teenagers' Perceptions of Body Image and Self-Esteem: A Qualitative Examination"
8. "The Impact of Bullying on High School Students' Well-being: A Qualitative Perspective"
9. "Understanding High School Students' Views on Environmental Sustainability: A Qualitative Study"
10."Exploring the Transition from Junior High School to Senior High School: A Qualitative Analysis of
Student Experiences"
 QUANTITATIVE RESEARCH TITLES
1. "The Relationship Between Sleep Duration and Academic Performance in High School Students"
2. "Examining the Impact of Smartphone Usage on Study Habits among High School Teens"
3. "Investigating the Influence of Parental Involvement on High School Students' Grades"
4. "The Effectiveness of Different Teaching Methods in High School Math Classrooms"
5. "Assessing the Impact of Physical Activity on Stress Levels in High School Students"
6. "A Study of Gender Differences in High School Students' Career Aspirations"
7. "Analyzing the Relationship Between Extracurricular Involvement and GPA in High School"
8. "The Correlation Between Reading Habits and Vocabulary Development in High School Students"
9. "Examining the Effects of Peer Pressure on Risky Behavior among High School Teens"
10. "Assessing the Impact of a School Nutrition Program on Dietary Choices and Health Outcomes in
High School Students"
 QUESTIONS?

Thank you and best of luck on your research journey!