1

Chapter 1

INTRODUCTION Commented [J1]: A.margin specifications: Left (1.5

inches) & top/right/bottom (1 inch)
The chapter contains the introduction of the problem or research topic. This B.pagination specifications: Indicated at the upper rightmost
part of the paper, Arial, 11
C.pagination exceptions: First page of each chapter (hide in
details the rationale, purpose, research questions, theoretical supports, importance, white shapes)

as well as the scope and limitation of the study. Moreover, related literature are Chapter heading specfications:
D. spacing is 2.0
E.font specification is Arial 11
provided to include more in-depth information about the study. Definition of terms F.no space before paragraph
G.no space after paragraph
were also included to provide clarity on the key concepts used in the study. More H.bold typeface

Through to all chapter headings

importantly, organization of the study is indicated in this chapter to outline all the

contents of this paper. Commented [J2]: Include a brief overview of the

contents of the chapter in a single paragraph.
Rationale STRICTLY DO NOT COPY SAMPLE
Commented [J3]: Contains the main premise of the study
The current COVID-19 pandemic has produced numerous complications and Bold typeface
Not all caps
STRICTLY NO COPY-PASTING. PARAPHRASE!
difficulties which affected the global economy, health, and educational sectors. As

part of the pedagogical workforce, people have witnessed firsthand how the

pandemic has caused unprecedented hardships toward the students and teachers

alike. Like many people, teachers have confronted series of adjustments as they

navigate the unknown in new normal (Malipot, 2020). Commented [J4]: First paragraph: Presentation of
introductory statement pertaining to the main concept
Definitely, developing even a single learning material is no easy task. To and problem of the study

provide an example, English teachers in India who underwent a program for

continuing professional development (CPD) imparted their unhappy experiences in

developing self-learning materials (SLMs). Some teachers found SLM development

as a tedious activity, and attending one isolated workshop does not make a

participant an expert materials developer. Moreover, other teachers realized that

writing is not for all, because not every academic professional is a good writer

(Boruah, 2018). Commented [J5]: Second paragraph: Presentation of

problematic situation in the context of global setting
Recently in the Philippines, the Department of Education (DepEd) has been (e.g., France, United States of America, Indonesia,
etc.)
put in a bad light due to the circulating memes about the errors identified within the

self-learning modules (SLMs). In response, the DepEd officials have openly admitted

that the self-learning modules (SLMs) recently produced for students under various
 2

learning modalities in distance and blended learning may not be 100% free from

errors (Malipot, 2020). This news only implies that material developers such as the

assigned teachers in public schools have been pressed for time and that they have

felt the immense pressure of immediately releasing the self-instructional modules in

order to ease the negative impact of the prohibition of face-to-face classes to the

overall educational system of the country. Commented [J6]: Third paragraph: Presentation of
problematic situation in the context of national setting
With these in mind, a study should be conducted which highlights the plights (i.e., other studies conducted outside the region, where
the current study is being pursued)

of the college module writers today. In this regard, such study is adequately urgent

since modular learning is one of the commonly used learning modes in the country

and will remain to be the same until the pandemic subsides. Reflected in our module

is the name of the Philippine educational system in general. More importantly, the Commented [J7]: Fourth paragraph: Present the
urgency or the need to conduct the study.
proposal has immense social significance as this can be a scholarly basis for the DO NOT COPY THE SAMPLE STATEMENT IN
VERBATIM

improvement of module writing experience among the instructors in the immediate

institution where this study will be conducted. Through this study, relevant and

effective writing workshops can be made to gear English instructors in college to

write quality SLMs mainly for the benefit of the tertiary students. Thus, all of these

premises prompted me to propose this study. Commented [J8]: Fourth paragraph: Present the social
relevance of the study. You may enumerate the
In connection, related international studies have been found with regards the possible beneficiaries of the study, or simply explain its
relevance just like in this sample.
DO NOT COPY THE SAMPLE STATEMENT IN
phenomenon of various learning modalities available in this time of pandemic, VERBATIM

focusing mainly on the experiences associated with the conduct of online classes

(Mohmmed et al., 2020; Khalil et al., 2020; Chatziralli et al., 2020). These studies,
Commented [J9]: Fifth paragraph: Present the gaps
found in existing literature. Mention three related
however, did not focus on probing the accounts associated with the crafting of
studies, then justify how these studies are different from
yours.
modules. DO NOT COPY THE SAMPLE IN VERBATIM
Commented [J10]: Additional notes: Entries in
Purpose of the Study rationale must have authors dated five years backward,
at most.
The purpose of this phenomenological study was to explore and understand More than one relevant problematic situation in local,
national, or global context may be provided to
substantiate further the section
the experiences associated with the crafting of English modules among the higher

education institution instructors in a local college in Kapalong, Davao del Norte. At Commented [J11]: Purpose statement must follow
the prescribed format by Creswell: Search the internet
for this one.
this stage of research, the crafting of English modules was generally defined as the
 3

emergent and joint initiative of the college administration and the college instructors

to construct learning materials that can be used as an alternative to face-to-face

teaching.

Research Questions Commented [J12]: At least 2 specific and achievable

research questions must be indicated which will serve
1. What are the experiences of college instructors in writing English modules for as the researcher’s compass (For five traditions of
qualitative research: with separate Qualitative guide for
each Research Question).
tertiary students?

2. How do the college instructors cope with the challenges in writing English

modules for tertiary students?

3. What are the insights of college instructors in writing English modules for

tertiary students?

Theoretical Lens Commented [J13]: The study must be supported with

at least three highly relevant theoretical supports (e.g.,
This study was grounded on Gagné’s nine-step model of instructional design theories, propositions, memorandum orders, etc.)
Paragraph must start with the phrase, “The study is
anchored/hinged/viewed through the
which posits that learning occurs when adults are presented with instructional events theory/proposition/concept of…”
Researchers must provide contextualization for each
integrated with various stimuli to achieve predetermined learning outcomes. theoretical support, allowing the connection between
the actual theoretical support and the current study to
be discussed and explored.
According to the American Psychologist, applying this model in the teaching-learning
Contextualization must immediately follow the
theoretical support within the same paragraph.
process ensures the systematic and effective realization and materialization of Contextualization needs no more author support. This
is because the researchers themselves will write the
learning as it gives definite structure to the presented lesson as well as it underpins a contextualization.

holistic view of teaching in general. Encapsulated in this model are the following Commented [J14]: Starting phrase for each theory
Actual conceptualization of theory
steps to the appropriate arrangement and organization of learning events: (1) gaining

attention; (2) informing the learner of the objective; (3) stimulating recall of

prerequisite learning; (4) presenting the stimulus material; (5) providing learning

guidance; (6) eliciting the performance; (7) providing feedback; (8) assessing the

performance; and (9) enhancing retention and transfer (Gagné & Gagné, 1985).

In context, the theory highly represents the learning events and segments that Commented [J15]: Contextualization immediately
following the theory
the college instructors have to carefully consider in creating the English modules for

tertiary students. With the nationwide prohibition of face-to-face classes, the

supposed instructional events were then translated into modular sub-segments and

activities in order to enable the students to learn at their own pace and at the comfort
 4

of their own homes. With the limitations posed by the current pandemic, the activities

are expected to simulate the learning events that usually take place in a conventional

English classroom. Akin to Gagne’s nine (9) instructional events, self-learning

modules were framed according to its integral parts such as the introduction,

statement of objectives, activity, analysis, abstraction, application, and reflection.

Add two more theories here, each with immediate contextualization

Review of Related Literature Commented [J16]: This includes extensive literature

on the different topics related to the study.
Include a brief introduction of the section Use APA 7th edition for citing various works of authors
in this section.
To ensure continuity of the ideas presented, use the
The Pandemic’s Effect toward the Education System needed transitional devices.
Use at least 5 domains of RRL in order to have depth
In just two months since the occurrence of the pandemic, majority of the and breadth of the study.
Domains in the RRL must prioritize the relatedness of
countries worldwide have temporarily halted the operations of the educational literature to the research questions of the study.
90% of entries in RRL must have authors dated five
years backward, at most. The remaining 10% may be
institutions. This is to stop the spread of COVID-19 and reduce its transmission to the allocated for citing less updated authored works not
later than 2000.
populace. This closure has affected more than 1.2 billion learners worldwide with Avoid one-sentence paragraphs as entries. Each
paragraph must contain at least three sentences.
Each paragraph must also consist of 5 to 8 lines.
more than 28 million learners in the Philippines (United Nations Educational, Paraphrasing is a must.
Minimum of 12 pages.
Scientific and Cultural Organization [UNESCO], 2020a). In the last paragraph, add synthesis which is a
personalized summary of the contents of your RRL. No
In connection, countermeasures against COVID-19 which include community author required for this one
Commented [J17]: Headers should be made for the
quarantine and community lockdowns have forced the teachers and students to domains (i.e., topics that will be discussed in the RRL).
Unlike the normal headers, headers of domains must
be indented with five spaces from the left side.
continue the teaching-learning process at their homes through the use of various

online learning platforms available to them (Crawford et al., 2020). While these were

meant to address national and international health concerns, these inadvertently

pose educational concerns to students and teachers alike, especially to those in

higher education institutions (HEIs) (Bao, 2020).

Truly, the current pandemic has brought a number of never-before-seen

educational challenges and concerns. What makes it more difficult is the uncertainty

on when it will stop. Most countries have been administering procedures, steps, and

plans to reduce the infection rate of the viral disease. Presently, reported cases are

continuously rising. In the context of education, the new normal should be highly
 5

considered in formulating plans and implementation guidelines which will supposedly

compose the ‘new normal educational policy’ (Tria, 2020).

As of late, the threat of the virus has still left the global education system in an

uncertain status. Currently, 700 million students around the world are still deprived of

access to quality face-to-face classes due to the fear of contracting the vicious

COVID-19 infection. The adverse effect of the unexpected global economic downturn

has further amplified the existing risks on the increase of school dropouts in the

global scale. Marginalized groups are more likely pushed into the sidelines and fall

behind in the process. And learners with disabilities, refugees, ethnic minorities, and

other displaced populations are less likely to be granted with access to appropriate

learning materials (World Bank, 2020).

In the Philippines, latest data has shown that the pandemic has affected over

24 million Filipino learners in the basic education level together with the

approximately 3.5 million learners enrolled in tertiary institutions. Since March 16,

both universities and schools have opted to stop operations. Since then, learning is

delivered nationwide either through online learning and/or modular approach (United

Nations Educational, Scientific and Cultural Organizations [UNESCO], 2020b;

National Disaster Risk Reduction Management Council [NDRRMC], 2020; Frankel et Commented [J18]: Proper way of citing sources with
acronyms/initialisms
al., 2020).

In the Philippines, there are 10,794 cases as of May 11, 2020 and is still

increasing (Department of Health [DOH], 2020) with more than four million cases

worldwide (Worldometer, 2020). As of January 2021, there are almost 50,000 active

cases in the country and the Philippines still categorized among the Southeast Asian

countries which have the most number of cases (“COVID-19 Philippines”, 2021). In

response to these situations, educational leaders decided to adopt the new normal in

education. At the basic education, the Department of Education (DepEd) will be

implementing the Learning Continuity Plan (LCP), which will be in effect School Year
 6

2020-2021 and classes will open on August 24, 2020 instead of June 2020

(Department of Education [DepEd], 2020).

Recently in the Philippines, the Department of Education (DepEd) has been

put in a bad light due to the circulating memes about the errors identified within the

self-learning modules (SLMs). In response, the DepEd officials have openly admitted

that the self-learning modules (SLMs) recently produced for students under various

learning modalities in distance and blended learning may not be 100% free from

errors (Malipot, 2020). This news only implies that material developers such as the

assigned public school teachers have been pressed for time and that they have felt

the immense pressure of immediately releasing alternative learning resources in

order to ease the negative impact of the prohibition of face-to-face classes to the

overall educational system of the country.

This implication was confirmed to be true as it was explained by Wilfredo

Cabral, a DepEd official in Region 4A, that the short time for preparation is the main

factor on why the produced self-learning modules are of poor quality in terms of

language, content, and grammar. He underscored that all of the contents in the

module had to undergo revisions, after the simplified curriculum had been released

by the DepEd officials in the pandemic school year. The Central Office only issued

the abridged version of the curriculum in the middle of June 2020. Sixty percent

(60%) of the learning competencies were condensed to afford the sudden shift of the

educational system into remote learning. As per the statement of the higher officials,

it was decided that the reproduction of the materials will be done in division offices to

expedite the transition process of the public schools nationwide (Nicholls, 2020).

In the higher education sector, the Commission on Higher Education, HEIs

were given academic freedom and should implement available distance learning, e-

learning, and other alternative modes of delivery to students (Commission on Higher

Education [CHED], 2020b). Several universities have opted to implement their own

policies regarding instruction and opening of classes starting August 2020. It will be
 7

the new normal in education and strengthening educational planning and health is a

concern to provide quality, inclusive and accessible education for every student.

Additionally, in this year, CHED released its Memorandum Order No. 4 Series

of 2020 which stipulates the suspension of face-to-face classes as well as the

guidelines on the implementation of flexible learning as a response to the threat of

the COVID-19 pandemic. Particularly, the official document stated provisions for the

higher education institutions (HEIs) to use their discretion on what learning modalities

should be used to deliver learning even without face-to-face classes. Depending

upon the level of technology in a particular area, certain modalities are suggested by

the same document. Areas with low level technology characterized by poor or no

internet connection may use self-instructional modules and offline activities to deliver

lessons to the students (Commission on Higher Education [CHED], 2020a).

Flexible learning has also been seen as an alternative for the Philippine

higher education institutions (HEIs) to continue delivering quality education despite

the presence of the COVID-19 threat. Regardless, numerous problems have

emerged in this kind of learning arrangement such as the issues on connectivity. In

consideration to such, it is advised that areas with low connectivity may go offline to

continue the delivery of educational services to the intended stakeholders

(Seneviratne, 2020).

Add at least four more domains here with substantial entries. Likewise,

paraphrase all the added entries.

Commented [J19]: In the last paragraph, add
synthesis which is a personalized summary of the
Then, indicate synthesis for the last paragraph. This must not sound similar contents of your RRL. No author required for this one
Commented [J20]: Two to three paragraphs only
with the opening statement of your RRL. The first paragraph should contain the importance of
the study (personal statement).
Significance of the Study The second paragraph and third paragraph should
present the beneficiaries of the study from macro to
micro level (Example for Education: From DepEd
This study is important as this can potentially assist various individuals and Officials, School heads, teachers, students, parents (if
applicable), community residents (if applicable), and
agencies to address the prevailing problem of this paper. The proposal has immense future researchers.)
Beneficiaries must be encoded in bold typeface to
social significance as this can be a scholarly basis for the improvement of module highlight each of them
STRICTLY DO NOT COPY THE SAMPLE IN
VERBATIM
writing experience among the instructors in the immediate institution where this study
 8

will be conducted. Through this study, relevant and effective writing workshops can

be made to gear English instructors in college to write quality SLMs mainly for the

benefit of the tertiary students. Hence, upon writing this research work, beneficiaries

were highly considered and prioritized in this academic undertaking.

Primarily, this study can be of optimal use for the Commission on Higher

Education because this concerns all colleges and universities who have been

affected by the pandemic. College administrators are likewise considered in this

study, since they too have the capacity to enact programs and policies to enrich the

experiences of English module writers in the academe. English instructors are also

seen to be involved in this study, since they can reflect on the experiences, ways of

coping, and insights of the participants of this study which may hold relevance to their

respective lives.

You can add more beneficiaries in another paragraph

Definition of Terms Commented [J21]: Indicate a brief opening

statement.
The researcher has to grasp beforehand the main concept of the study. Thus, Define not-too-familiar key terms found in the title.
Follow format:
In your definition, start first with the conceptual
to provide a common understanding of the fundamental key words in this study, the definition which is supported by an author (i.e.,
conceptual definition). Afterwards, redefine the same
researcher defines the terms conceptually and operationally below. term based on how it is used and understood in the
study (i.e., operational definition).
Unpacking the Stories. In a conceptual sense, the rhetorical term refers to
Commented [J22]: Subheading in bold typeface
the act of revealing the stories of a particular person or a group of people. This is the

instance of examining, reflecting, and presenting these stories on a more detailed

perspective (Ditkoff, 2020). As used in this study, this term pertains to the main Commented [J23]: Conceptual definition with author

intention of the researcher to impart the stories of college instructors in the immediate

research locale who are crafting English modules amidst the emergence and

uncertainty of the pandemic. Commented [J24]: Operational definition without author

Module. In a conceptual sense, the term refers to the self-instructional

material which also serves as a supplementary material that is intended to aid the

learners in their mastery of the lessons. Also, this is a learning resource that can help

these learners to catch up with the lessons that they have missed in their schooling
 9

(Torrefranca, 2017). As used in the study, the term refers to the self-learning

modules (SLMs) which enable the tertiary learners to assist them on their self-paced

learning activities at home. As opposed to the conceptual definition, this material

takes a lead role on the instructional process, as college instructors are still

prohibited to conduct face-to-face classes as of the moment due to the ongoing

pandemic.

College Instructors. In a conceptual sense, the term is defined as the

tertiary mentors who have teaching responsibilities, occasional administrative roles,

but no research responsibilities and are arranged to teach on short-term contracts.

These professionals are not awarded of the title of professor, courtesy or otherwise

(Quervillon, 2018). As used in the study, the term refers to the active college mentors

working in tertiary institutions who were also assigned to craft English modules for

the tertiary learners.

Delimitations and Limitations of the Study

This phenomenological study purposively selected 14 English instructors

working in a local college in Kapalong, Davao del Norte as its research participants.

According to what was planned, I conducted the study within the timeframe of

February 2021 to March 2021 of the school year 2020-2021. Specifically, they were

the college instructors recently assigned to craft modules aligned to English courses.

Of the 14 participants, seven (7) underwent the IDI and the other seven (7)

participated in the FGD. These steps were done to capture all of the participants’

experiences, challenges, coping mechanisms, and insights about writing modular

materials for English courses. Commented [J25]: First paragraph: Introduce the
delimitations or scope of the study. This section must
Despite this, since the study only included a limited number of individuals as answer the following important information: what the
study is all about, what design will be adopted, who are
the intended participants, how many are required, what
research participants, results of this study did not achieve generalizability. In this sampling technique should be employed, where and
when the study will be conducted, how it will be
case, this paper was thereby only limited in providing rich descriptions of the conducted, as well as why it must be conducted.

experiences of the participants regarding the problems and wisdom surrounding the

crafting of English modules. This study was realized to provide an empirical basis for
 10

enhancing the overall modular instruction that is employed currently by many higher

education institutions (HEIs) nationwide. Commented [J26]: Second paragraph: Admit the
possible limitations of the current study.
Unlike before, there is no more section for the organization of the study
 11

Chapter 2

METHODOLOGY

This chapter discusses the methods and procedures that were utilized to fulfill

the purpose of this study. Specifically, this includes the research design, data

sources, data collection procedure, data analysis, trustworthiness of the study, and

ethical considerations. Commented [J27]: Opening Paragraph –

presentation of the coverage of this chapter.
Research Design STRICTLY DO NOT COPY THE SAMPLE IN
VERBATIM

The qualitative study utilized a phenomenological approach. As per Lune & Commented [J28]: First sentence in the first
paragraph: State the research design and approach
Berg (2017), qualitative research pertains to the endeavor of the researcher to that is adopted in the study.

understand the situation and its uniqueness, in relation to its context and the

interactions inscribed herein. Moreover, this research design is described as an

investigation of things in their natural settings. It is also added that such is an attempt

made by the researcher to interpret or make sense of a phenomenon taken from the

raw perspectives of the people involved in the said event. Commented [J29]: The rest of the sentences in the
first paragraph: Indicate the definition and description
In this study, qualitative research design is utilized which is the ideal of qualitative research design based from an author.

methodology to use, since this study only concerned itself on investigating a research Commented [J30]: Next paragraph: Indicate your
contextualization of the design being referred.
topic that is less explored. Moreover, this study did not aim to quantify variables or

test varying interventions through correlational or experimental methods.

In the meantime, phenomenology is utilized which aims to shed light on the Commented [J31]: Next paragraph: Add a discussion
of the approach (e.g., phenomenology, narratology,
specific, and pinpoint the phenomena through the perspectives of the actors multiple case study, discourse analysis, etc.) being
used in the study. This must be supported with an
author.
inscribed within the given situation. In the human point of view, this is usually

interpreted as an act of collecting deep information and perceptions through

inductive, qualitative methods such as discussions and participant observation,

interviews, and representing this from the points of view of the research participants

(Lune & Berg, 2017).

In this study, phenomenology is utilized as it is greatly suitable in this Commented [J32]: Next paragraph: Indicate the
contextualization of the approach being adopted
academic endeavor. Given the fact that the study only aims to account the lived

experiences of the participants in this study who are the English college instructors, it
 12

is recognized that there is a need to conduct a phenomenological study in the

research setting.

Role of the Researcher

In this study, there are roles which the researcher will embrace to complete

the study. As argued by Morse (1998), the primary role of the researcher in

qualitative studies is to become its main instrument. Hence, the researcher as an

instrument is an accepted and acceptable stance. This means that it is imperative

that the qualitative researcher be fully aware of how his/her ontological and

epistemological position underpins the research. Moreover, researchers must also be

able to observe mundane details and undertake all the necessary roles to gain full

understanding of the phenomenon in question. Commented [J33]: First paragraph: Give emphasis
on the researcher as the primary research instrument
It is therefore true that in qualitative research, the role of the researcher is not in the qualitative studies. Support with an author.
STRICTLY PARAPHRASE THE SAMPLE

simply to collect data from a representative sample and provide a voice for the

participants, but also to interrogate the data and provide informed commentary

(Morse, 2003). It is reflected on the relationship of high quality research and ethics.

Researchers considered it ethically responsible to present the interpretation in ways

that would promote understanding the complex social world to students of university

in profoundly different ways (Hutchinson, 1999) than occurs in quantitative research. Commented [J34]: Succeeding paragraphs: Give
more details about the roles that the researchers will
Research Participants undertake. Supply an author support.

The key participants of this study were the English college instructors in

Kapalong College of Agriculture, Sciences and Technology at Kapalong, Davao del

Norte. Fourteen participants are carefully selected in this research endeavor. Seven

(7) of which underwent the in-depth interviews (IDI) wherein each of them was

interviewed individually by me. Meanwhile, the other seven (7) participated in the

focus group discussion (FGD) wherein all of them had gathered in one venue and Commented [J35]: Introduce specific details on who
are your research participants
discussed among themselves the answers that they had given to the questions that I State as well the number of participants, and support it
with a literature
had presented to them. Do not forget to indicate the number of participants
who will participate in the IDI and FGD (for
phenomenology)
 13

This determined number was in adherence to the suggestion of Creswell

(2013) that the ideal number of participants in a qualitative study ranges from 3-15

participants. By having this set of participants in a qualitative research study, data

saturation was highly achieved in the data collection process. Commented [J36]: Author support for the number of
participants
Upon participant selection, purposive sampling is used to ensure that only

those who can give the necessary data would be able to participate in my study.

Purposive sampling will be applied which will highly rely on a set of inclusion criteria.

This sampling method is a non-probability type of sampling which guarantees the

acquisition of authentic lived experiences. This is guaranteed as the sampling

method employs participants who are closely immersed or involved in the

phenomenon being investigated (Ellis, 2016). Commented [J37]: State the sampling technique to
be used in selecting and recruiting the participants
In my recruitment process, I religiously followed the succeeding criteria. Support the chosen sampling technique with a
literature
Firstly, each participant must be a college instructor working in a local college at

Kapalong, Davao del Norte. Secondly, the participant must also have graduated with
Commented [J38]: Enumerate specifically the criteria
at least a degree in Bachelor of Secondary Education Major (BSEd) in English. of your chosen participants.

Lastly, the participant must be assigned to write a module aligned specifically to For multiple case studies: Dedicate one paragraph to
discuss the details, circumstances, and criteria of each
English discipline. case. Discussion must establish the uniqueness of
each case.
Research Materials Further, each case must consist of at least one
informant to verify the claims and information given by
the participant during the interview.
According to Clarke and Braun (2013), ten (10) to 100 is the range of
Commented [J39]: Research Materials (Only
research material is enough to saturate data from the corpora. As such, this study Applicable for Corpus-based Studies and Other Studies
that Need Secondary Data)
had utilized ten (10) recorded videos of an online English class from Kapalong
Introduce specific details on the corpora or secondary
National High School in Kapalong, Davao del Norte. data that you need in your study
State as well the number of entries/corpora, and
support it with a literature (For corpus-based studies
Specifically, these videos featured the online classroom interaction occurring only)
State the sampling technique to be used in selecting
between the teacher and students, particularly on how language was utilized in the and obtaining the corpora (For corpus-based studies
only)
Support the chosen sampling technique with a
exercises, drills, and other online classroom activities. Each video’s duration had a literature (For corpus-based studies only)
Enumerate specifically the criteria of your intended
span of at least one (1) hour. This means that the collected data were at least ten corpora. Be as specific as possible. (For corpus-based
studies only)
(10) hours in total. The recordings of the research corpora were transcribed and used Specify as well how is the data acquired, and how
each data is named/coded/denoted in the study (e.g.,
RV01, RV02, etc.) (For corpus-based studies only)
 14

for content analysis. Attention was directed on the analysis of language functions of

teacher-student interaction in these mentioned videos.

The researcher had identified and selected the research materials using the

following selection criteria: (a) recorded videos of online classes in Kapalong National

High School in Kapalong, Davao del Norte, (b) recorded videos of online classes for

English subject, and (c) recorded videos of online classes for the school year 2021-

2022. Since the researcher had utilized recorded videos as corpora, the researcher

did not engage directly with the participants in the videos.

To reach the target number of corpora utilized in this study, videos of the

recorded English online classes were collected within the months of December 2020

to February 2021 of the school year 2020-2021. To retrieve the said corpora, a letter

to conduct the study was addressed to the appropriate authorities along with an

informed consent for the teacher, as well as parental informed consent and informed

assent form for the parents and the students, respectively. The teacher, parents, and

students were explicitly oriented on the focus of the study via virtual orientation.

This step was indispensable to ensure that everyone who was present in the

recorded videos would be able to express their voluntary consent that the class

would be recorded. Most importantly, to ensure anonymity of the individuals involved

in the video recording, the materials were coded. The videos were named with RV

which stands for Recorded Video followed by its corresponding number. Hence, the

materials were coded as RV1, RV2, RV3… RV10.

Data Collection Commented [J40]: Data Collection

Since this study was conducted amidst the ongoing pandemic, safety What is the process you followed in data gathering
(before interview, during interview, and after interview)?
Make it personalized.
protocols were also considered in the conduct of this study. Thus, when I did For corpus-based studies and other studies that need
secondary data: Document the entire process of
personally check certain focal persons for permissions, I adhered to the existing IATF collecting your research materials

STRICTLY PARAPHRASE
Protocols and any other government protocols to ensure full safety and protection of

my participants and other involved individuals while doing the conduct of the study or

while gathering the data. Precautions like social distancing, wearing of face masks
 15

and face shields, as well as bringing alcohol were among the few provisions from

these guidelines which I had strictly followed.

Thus, in collecting my data, I took a number of steps and measures which

were thoroughly enumerated below. This was to guarantee that the findings of this

study would gain ethical soundness and a high extent of trustworthiness.

First, I submitted my manuscript to a thorough review which was conducted

by the research technical panel. After receiving the approval of all panel members, I

wrote a permission letter addressed to the institution where I will conduct my study.

Then, I utilized the said document to seek the permission to conduct the study

from the concerned institution particularly from the Office of the College President.

What happened was I personally visited the office and I made sure that I followed the

safety protocols imposed by the IATF. Afterwards, I identified my research

participants using the purposive sampling method.

In the selection and identification of my key participants, I no longer needed

the help of a gatekeeper, since I am highly familiar with the intended institution where

I planned to conduct my study. Asking the gatekeeper’s help may only be applicable

in times when the researcher is conducting a study in an unfamiliar place or setting.

Additionally, my participants were selected based on the following criteria: (1)

must be a college instructor working in a local college at Kapalong, Davao del Norte;

(2) must have graduated with at least a Degree in Bachelor of Secondary Education

Major in English; and above these, (3) must be assigned to write a module

specifically aligned to English discipline.

Second, I informed and adequately oriented my participants about my study. I

also discussed to them the filling out of digital informed consent upon the event when

they showed the interest to take part in my IDI and FGD. After they agreed to

participate on their own volition, I encouraged them to affix their digital signatures on

the informed consent form to suggest their voluntary participation and to signify that
 16

they had full knowledge about what my study entails. All of these transactions took

place via text messaging, Facebook Messenger, and Google Meet.

Third, I oriented them virtually about the purpose of my study, its protocol

design, as well as the rights and privileges of the participants which includes their

rights for confidentiality, freedom to withdraw from the study, etc. Moreover, I also

discussed to them that the data in this study were safely stored in my Google Drive to

ensure that their responses would not be accessed by others except myself. What

followed next was my preparation of the necessary materials in conducting my IDI

and FGD. Such materials included the Zoom account and link, schedule, tokens, as

well as the ancillary questionnaires.

Then, I separately conducted my IDI to my seven (7) participants and the

FGD to my other seven (7) participants. It should be noted as well that I asked their

consent and permission before I started to record the interviews in Zoom. Once I

finished gathering all the data, I transcribed these into written form then translate

these into Standard English. Before I initiated the data analysis, I conducted a

member checking to verify the accuracy of the produced transcripts.

After following the previously mentioned steps, I organized the written

transcripts based on my research questions. Then, I started to glean the lived

experiences of my participants. I rigorously paid attention to the emerging themes as

well as the core ideas that surfaced from the IDI and FGD. These had become the

results which were presented in this study’s Chapter 4. Most importantly, I ensured

that my study secured trustworthiness while it addressed ethical considerations by

conforming to strict and ethically sound measures.

As to the collected data, the information provided by the key participants was

treated with complete anonymity and utmost confidentiality by means of discrete

coding. The individual identities of the key participants would not be used in any

reports, presentations or publications resulting from the research study. All research

data or information would be kept in locked files at all times (for material copies) or
 17

password protected folder (for electronic copies). Only the principal investigator

would have access to the files.

After the research study was completed, the data collected would be retained

for three (3) years and afterwards, these would be destroyed immediately thereafter

in a secured manner that would prevent unauthorized access, use or disclosure to

any other party or the public or in a manner prescribed by law.

Data Analysis Commented [J41]: Define first qualitative data

analysis with an author
In my study, the gathered data in this research were presented and analyzed Discuss techniques in analyzing your data (e.g.,
thematic analysis, data reduction, content analysis,
etc.)
based on the needs and objectives of this research endeavor. This entails that Contextualize each technique according to how you
will utilize it in your study. Contextualization must be
sufficient analysis of the content of the participants’ responses was made in order to indicated in a separate paragraph preceding
immediately the specific technique where it is
anchored.
generate the findings of the study. Thereby, the aim of data analysis is to search for
For corpus-based studies: Give emphasis on what
framework of analysis will answer each of the research
common patterns which may reveal ideas that may answer the research questions questions. Discuss thoroughly.
E.g. (The first research question will be answered by
being established in this study. Culpeper’s (1998) impoliteness strategies. This is will
aid the researchers in identifying the specific
impoliteness strategies that are present in the Youtube
As such, Lune & Berg (2017) identified data analysis in qualitative studies as comments of political videos in the Philippines. The
strategies may include the bald-on impoliteness,…)
a process of systematically searching and arranging the interview transcripts,
STRICTLY PARAPHRASE
observation notes, or other non-textual materials. This process was done to enable

the researcher to accumulate and to increase the public’s understanding of the

phenomenon or research topic.

In my case, the transcripts of the selected English college instructors’ IDIs

and FGD proceedings had become the main subject for this study’s data analysis.

Data had undergone various treatments and processes to extract the findings of the

study.

First, coding was employed to label minor yet commonly related ideas which

eventually led to the generation of main or general ideas. Through coding,

preliminary ideas had surfaced from the vast amounts of data gleaned from the in-

depth interviews (IDIs) and focus group discussion (FGD).

According to Gibbs (2007), coding is a process of identifying a passage in the

text or other data items (photograph, image), searching and identifying concepts and
 18

finding relations between them. I used coding in my study to tag and label the content

idea being described in each of my participant’s response in the IDI and FGD. All

responses were coded according to the idea that each response represents.

Other than that, thematic analysis was employed in this study which is the

process of identifying, analyzing, and presenting patterns that exist within a large

amount of data. Thick, rich, and detailed description were unearthed from the results

of my study (Maguire & Delahunt, 2017).

In this study, I utilized thematic analysis to search for commonalities among

the ideas or codes previously derived from the codification process. At this point,

major themes were produced. Once the thematic analysis was done, formulation of

core ideas did follow. Out of the coded ideas, core ideas were gleaned and

formulated which entail the important idea that each response contains. After core

ideas were finalized, clustering of ideas was done to group together the core ideas

which point to a single theme. In this process, themes with core ideas were

generated which had become the results of the study.

Trustworthiness of the Study Commented [J42]: Trustworthiness of the Study

To develop the study, I religiously sought to satisfy the requirements for Explain the importance of trustworthiness in the
research and the how it should be established.
Discuss the components of trustworthiness, namely:
standards of trustworthiness. According to Shenton (2004), these standards include credibility, confirmability, transferability and
dependability. Cite references.
the principles of credibility, dependability, confirmability, and transferability. Another Cite concrete measures to address each mentioned
component.
measure that I took to address the study’s trustworthiness was to satisfy the health
USE FIRST-PERSON PRONOUNS SPARINGLY.
CHANGE THE FIRS-PERSON PRONOUNS FOUND
protocol requirements as prescribed by the IATF Safety Guidelines and any other IN THIS SAMPLE

government protocols. STRICTLY PARAPHRASE AND CONTEXTUALIZE TO

YOUR STUDY

This was done mainly to ensure the full safety and protection of all the

participants against the COVID-19. Thus, precautions such as social distancing,

wearing of face masks and face shields, bringing of alcohol, as well as the use of

online data collection methods were among the few provisions from these guidelines

which I had strictly followed.

 19

Credibility refers to the confidence placed in the truth of the utilized research

design. Hence, credibility establishes whether the findings in a research endeavor

fully reflect plausible information drawn from the participants’ original data and is a

correct interpretation of the participants’ original views (Korstjens & Moser, 2018b).

Keeping in mind that my participants were in one way or another familiar to

me, I took several measures to address possible issues on research bias as the

prime principal investigator. I made sure that I strictly followed the interview questions

validated by three (3) expert validators. As a proof, there were voice records of the

conducted IDIs and FGD to attest that the researcher has been objective in

interviewing the participants.

In addition, the questions indicated in such guide would focus more on their

own viewpoints, rather than proving a point that there is a correct answer. Hence,

questions were all open-ended by nature. Henceforth, grand tour questions were

thereby formulated on the premise that the answers of the participants would be

highly personalized.

I did not also mention any questions which would prod on the experiences of

the participants. I, as a researcher, personally detached myself from the picture. This

means that I solely focused on listening to my participants and I avoided holding any

personal pre-conceptions about my study. I did not even talk a lot during the

interview. I just gave the participants the freedom to express their thoughts and

opinions about the phenomenon. Likewise, presentation of the results was done

accurately and objectively. Thus, I featured excerpts and verbatim statements to

support the findings which were gleaned from this scholarly undertaking.

Meanwhile, bias was impossible to happen given the fact that the participants

were highly autonomous and seasoned college instructors. Compared to me who

only served as an instructor for five (5) months in the institution, my participants had

been teaching English for years in the same academic institution. In fact, most of

them had already attained Master’s and Doctoral degrees. Hence, it entails that they
 20

were already experts in the same profession, and that there was no way that a

neophyte like me could assert dominance or asymmetric power over their responses

in the IDI and FGD.

Other than that, I employed triangulation which is a process of using multiple

methods or data sources in qualitative research. This step was done to develop a

comprehensive understanding of the phenomenon. By utilizing triangulation, results

would become more credible as more than one method or source would be able to

prove that these particular results definitely exist. Also, employing triangulation

lessens the bias that the researcher holds toward the presentation of process and

findings pertinent to the study (Patton, 2002).

In this study, triangulation was adequately achieved by utilizing multiple

methodologies which were the IDI and FGD. By using these, I was able to achieve

findings which were grounded and confirmed on multiple methods. This was hinged

on the premise that two methods are always better than one.

The advantage of IDI mainly lies on the high privacy of transaction between

the interviewer and interviewee, making the latter become more confident in sharing

their feelings and thoughts which may be too personal to be heard by other people.

Meanwhile, the edge of FGD is for creating opportunities among the participants to

discuss experiences which they find to be common among them.

Further, iterative questioning is another technique that can be used to

reinforce the study’s credibility. It is the use of repetitive probing questions in order to

gain more detailed responses from the participants. This is useful especially when

the participants could not articulate adequately their thoughts with regards to the

subject of the interview or discussion (Whitehead & Whitehead, 2015).

By using follow up questions, participants would be able to share their

experiences which they may find to be familiar to them. Through employing smart

questioning strategies, the researcher would adequately help the participants to

 21

effectively articulate their thoughts into words or expressions (Whitehead &

Whitehead, 2015).

In this study, I used iterative questioning whenever I felt that the participants

would still have more something to say with regards to the questions that I asked

them in the IDI and FGD. I also applied this technique whenever an elaboration of an

idea was needed to be done in the part of the participants.

I utilized probe questions in order to gain more detailed views about the

phenomenon of crafting modules among college instructors. This means that I was

given more freedom and discretion to go beyond from the questions that I listed down

on my interview guide. This was allowed, provided that my follow-up questions were

still related to my general research focus.

In addition, I employed member checking, also known as informant feedback

or respondent validation. This is specifically a technique used by many researchers

to help improve the accuracy, credibility, validity, and transferability of a study.

Through member checking, the researcher would be able to prove to the readers and

evaluators that there were real participants who have participated in the research

undertaking. Moreover, this also reinforces and reaffirms the idea that the responses

of the participants have been represented accurately in the overall process of

transcription and translation of research data (Creswell, 2014).

In this study, member checks were performed to confirm that the produced

transcripts accurately reflect the views and opinions of the participants. After

transcribing the recorded data, I returned to each of my participants and have them

read the produced transcripts for them to judge or assess whether the encoded

responses accurately represent their opinions and views in the IDI and FGD.

There were no study participants who demanded to remove, alter, or add any

of their responses from the printed transcripts. In the instance when they found the

transcripts as accurate, they voluntarily signed the member checking form to testify
 22

on the accuracy of the transcripts. Through these steps, other researchers could

check and verify whether the study possesses credibility or otherwise.

To increase further the study’s credibility, I sought help from my research

adviser, panel of examiners and other relevant studies as references. Also, careful

data collection, analysis and interpretation were documented and considered

throughout the process of conducting this study to allow the readers to assess the

credibility of the process and outcomes that the study had generated.

Dependability is concerned with the stability of findings over time and under

different research conditions. As such, it is an evaluation of the quality of the

interrelated processes including the data collection, data analysis and

phenomenological explanations. In addition, dependability is mainly concerned on

the assessment of the quality of the integrated process of data collection, data

analysis and theory generation (Korstjens & Moser, 2018a).

To address issues pertaining to dependability, I used overlapping methods in

the form of IDI and FGD. This step was done to reach data saturation. The use of

more than one method in data collection was mainly hinged on the argument that

using more than one method is always better compared to utilizing only a single

method. This only means that using more methods in research generate better and

more truthful findings.

IDI is a useful method wherein my participant had become more welcome to

openly confide with me, the interviewer-researcher, given that there were only two of

us who discussed the phenomenon of crafting English modules in their home

institution. Meanwhile, FGD is a method which enabled my participants to discuss

ideas on the same phenomenon which were common among the seven (7) of them.

Also, in-depth methodological descriptions of the study were

comprehensively provided in Chapter 3 to allow other researchers to adapt or repeat

the study in their respective research sites. Circumstances such as the research

design, researcher’s roles, research participants, data collection, data analysis,

 23

trustworthiness, as well as ethical considerations were documented thoroughly to

allow other researchers to look into the details of the research process and make

certain adjustments to acclimate the study into their own setting.

Triangulation was also employed by employing multiple methodology. This

was to reduce the effect of the possible researcher’s bias. In this study, I utilized two

(2) methods. These were the in-depth interview (IDI) as well as the focus group

discussion (FGD). I employed the IDI on my seven (7) participants to collect data

about the phenomenon of crafting modules which they have experienced firsthand.

Moreover, another seven (7) participants underwent the FGD to discuss the

same. Unique to FGD was the allotment of interactivity among many participants.

This had encouraged recall of ideas and experiences among them. Discussion had

become more prolific when many people had contributed to the pool of ideas being

shared and exchanged among them.

Moreover, I banked on an audit trail in the appendices to allow scrutiny of the

validity and faithfulness of the study’s results. Indicated in the audit trail was the

inventory of the participants’ responses in the in-depth interview (IDI) and focus

group discussion (FGD). Using the audit trail, others would be able to verify that the

results of the study were actually extracted from the participants’ responses. Thus,

results were therefore not influenced by the researchers’ personal bias.

Confirmability refers to the findings of the research as verifiable by other

researchers. Also, it points on the quality of the interpretation of the results in relation

to its faithfulness to the data derived from the research process (Korstjens & Moser,

2018b).

To address the issues of confirmability in this study, I took certain steps and

measures. First and foremost, I admitted and clarified the research beliefs and

assumptions being made in the study. This was done in order for the readers to

assess as to what extent the findings would be deemed valid and acceptable. I also

recognized the limitations of this study by acknowledging that this research endeavor
 24

was only limited to a small number of participants and that, descriptions with no

generalizations were only derived upon the accomplishment of this study.

Likewise, in-depth discussion of the methodological descriptions of the study

were indicated. This step was done to provide the readers the necessary platform to

confirm whether the study has exhibited valid, acceptable, and genuine findings.

Circumstances such as the research design, researcher’s roles, research

participants, data collection, data analysis, trustworthiness, as well as ethical

considerations were documented thoroughly to allow other researchers to look into

the details of the research process and make certain adjustments to acclimate the

study into their own setting.

On the other hand, transferability pertains to the degree of the research

results being transferrable to other research contexts or other research participants.

In addressing the issues of transferability in my study, certain measures should be

followed (Korstjens & Moser, 2018a).

First, I provided a sufficient background data to establish the context of the

study. I followed this suggestion by documenting as much as possible every step and

measure that I took in the entire research process. Second, I employed thick

description of the research processes by revealing every aspect of this research

starting from the first down to the last chapter including the appendices attached in

this paper. Thus, the method, procedures, instruments as well as the forms were

indicated in this paper. Of course, this did not include information that may reveal the

identity of my participants. Third, I provided detailed descriptions of the phenomenon

Commented [J43]: How to ensure that the study was
by including sufficient related literature as well as by describing meticulously the guided by ethical principles as described by Mack et
al., (2005) namely: respect for persons, beneficence.
circumstances being presented in this study. Justice, consent and confidentially. Describe each with
references/support.
Ethical Consideration Cite concrete measures to address each mentioned
component.

To ensure the proper conduct of this research as well as the safety of those USE FIRST-PERSON PRONOUNS SPARINGLY.
CHANGE THE FIRS-PERSON PRONOUNS FOUND
involved in this undertaking, I thoroughly conformed to the highest ethical standards IN THIS SAMPLE

STRICTLY PARAPHRASE AND CONTEXTUALIZE TO

YOUR STUDY
 25

suggested by Mack et al. (2005). This includes the following components: respect for

persons, beneficence, justice, confidentiality, and consent.

The first principle, respect for persons, pertains to the courtesy of the

researcher towards the participants as well as their rights to autonomously decide in

taking part in the study. This means that a research becomes ethical when the

researcher provides the prospect participants adequate information and

understanding about the research study, and the provision of this information leads to

the participants’ informed consent to voluntarily take part in the study (Munhall, 2015;

Scott, 2013).

In the conduct of my study, I established courtesy and rapport with my

participants. I asked their permission before I recorded the IDI and FGD sessions in

the Google Meet. Likewise, I gave them freedom to ask questions at any time before,

during, and after the conduct of the interviews. More importantly, I highly persevered

to make all of the proceedings in the upcoming IDI and FGD to be highly classified or

confidential from the public.

Furthermore, I certainly made sure that the participants would not be harmed

physically and psychologically in my study. Also, I ensured that my data collection

procedures were all appropriate as I strictly referred to the SMCTI Research Ethics

Committee (REC) and my panel of examiners with regard to all the steps that I took

prior to the conduct of my study.

To add more, I hereby disclosed that my participants were in no way

vulnerable to coercion or any sort of exploitation by the principal investigator. It was

because my participants were the esteemed English college instructors working in

Kapalong, Davao del Norte. In fact, some of them had already attained graduate and

post-graduate degrees in line to their profession. Similarly, I would like to report that I

held no asymmetric power over my participants.

Thus, this testifies that I had no leverage to force them to participate in my IDI

and FGD. On top of this, I did not find any participants who belong to the IP
 26

communities. Even when I had participants who identify themselves under the flag of

the LGBTQ+ community, it was guaranteed that their confidentiality was protected by

adhering to the concrete measures which I have emphasized in the Chapter 3 of this

manuscript.

The second principle, beneficence, underscores that the study should be

beneficial and not risky to those people who will be involved in this study (Kirsh,

2019; National Commission for the Protection of Human Subjects of Biomedical and

Behavioral Research, 1978). As such, the results of this study were expected to be

beneficial among the participants of this undertaking.

It is because this may generate insights that can be useful in improving the

existing English modular instruction in general. With these, college instructors would

be adequately prepared and supported to write English modules through various

workshops and possible incentive schemes, whereas college students would also be

able to receive quality modular instruction in English in the future. Moreover, I

planned to disseminate the findings of this scholarly work within the timeframe of

June 2021 to December 2022.

Also, risks were minimized in the event of my study. Since the ongoing

pandemic was still happening, no face-to-face interaction with the participants did

happen during the realization of this study. I utilized Zoom to conduct my virtual IDI

and FGD with my selected participants. I also kept in touch with them via text, call,

Facebook Messenger, e-mail, etc., depending upon the convenience and preference

of each participant during that time. These steps were done to avoid any possible

health risks to both myself and my participants.

On the other hand, possible psychological risks were avoided as the nature of

this investigation pertained more on the modular writing experiences of the teachers.

As such, the interview guide questions did not focus on any sensitive topics which

may make the participants highly vulnerable. During the conduct of the study, no

participants felt any discomfort upon answering the interview or group discussion
 27

questions. There was also zero participant who retracted their willingness to

participate in the IDI and FGD. Everyone continued their participation until the end of

the conduct of the study.

The study did not also have any legal risk as the researcher complied with all

the ethical standards and measures imposed by the SMCTI Research Ethics

Committee (REC). Proper permissions, documentations, and forms were acquired

and appended to provide evidence that the study has followed and conformed to

pertinent national and international laws. In the same way, the study did not have any

social risk as the researcher ensured that the confidentiality of the participants’

responses was highly prioritized in this undertaking. In fact, I indicated below a

number of concrete measures to maintain confidentiality of the research proceedings

as well as the anonymity of all my participants.

The third principle, justice, refers to the notion that the people who would be

involved in this study should be treated justly. In my case, I ensured that the

participants were equitably chosen based on the proper method of participant

selection which was through the use of purposive sampling method. Thus, no

qualified participants were denied of study participation due to their personal

classification (age, gender, sex, ethnicity, etc.). Also, Zoom was decided as the

meeting place between me and my participants. This is in adherence to the existing

safety protocols to ensure that I and my participants were totally safe from possible

COVID-19 infection.

During the conduct of my study, I always treated my participants with fairness

and respect to avoid partiality. All participants were equally subjected to the benefits

and risks that this study may potentially entail. I constantly made sure that they were

comfortable throughout the IDI and FGD sessions. Moreover, I gave sensible tokens

to all of my participants as a compensation for all the efforts that they contributed to

accomplish this study. Any monetary amount that they did spend for this study was

promptly reimbursed to avoid any minimal financial risks on the account of the
 28

participants. More importantly, I ensured that only their relevant and accurate

responses were reflected in my study.

As to the confidentiality and privacy of my participants, their information was

secured in this study as I safeguarded all the findings and identities of my research

participants. Upon the conduct of the IDI and FGD, I promptly asked my participants

to not share to anyone the meeting links that I had provided them. This was to avoid

attracting uninvited guests during the conduct of the study. For the same purpose of

maintaining confidentiality, I also asked my participants to only use their earphones

during the IDI and FGD in order to avoid possible eavesdropping among those who

were not included in the study.

Confidentiality was also assured in this study. Upon my transcription of all of

their responses, I made sure that discrete coding was used to denote each

participant. This measure was grounded on the Republic Act 10173 or the Data

Privacy Act of 2012 which states that any information that may potentially identify the

participants in terms of their name, gender, ethnicity or employment/location

description should be carefully phrased to avoid violating participant anonymity.

Hence, to address this, proper coding and other measures were applied and followed

to protect the participants’ identities. In conjunction, my research participants were

never forced to indicate their names on any pertinent forms of this study. Another

step that the researcher took is the firsthand transcription of the interviews.

Consent was also considered in the conduct of the study. As such, I made

sure to respect my participants by asking them if they genuinely desire to participate

in this study. Moreover, they were also encouraged to participate according to their

own volition. As a testament to this, an informed consent form was signed by my

participants to signify voluntary participation. This form also stipulated preliminary

details about this study such as its process, methods, design, and procedures to

orient the participants on what is the study all about, enabling them to make informed

decisions whether to participate or not in this inquiry. Participants who decided not to
 29

participate in the study were allowed to leave, with the assurance that their data will

remain confidential even after the conduct of the study.

 30

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This is placed at the center. This is also encoded in
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mental health: Systematic review study. J. Relig. Health., 55(6), 1929-1937. Follow APA Format, 7th Edition (See sample below).
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Single spacing
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All Answers Ltd. (2018, November). Use of resources in learning and teaching.
UKDiss. https://ukdiss.com/examples/resources-learning-teaching.php?vref=1
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Ambayon, C. (2020). Modular-based approach and students’ achievement in
literature. International Journal of Education and Literacy Studies, 8(3), 32-36. Commented [J46]: Sample citation for website article
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Arkansas State University. (2017). The importance of teacher collaboration. Author.

https://degree.astate.edu/articles/k-12-education/importance-of-a-teacher-
collaboration.aspx

Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of
Peking University. Human Behavior and Emerging Technologies, 2(2), 113-
115. https://doi.org/10.1002/hbe2.191

Bryman, A., & Bell, E. (2007). Business research methods. Oxford University Press. Commented [J47]: Sample citation of a published book