Cainta Catholic College

Cainta, Rizal

Senior High School Department

Handouts on
Practical Research 2 (Quantitative Research)

I. The Thesis Format

Chapter 1 PROBLEM AND ITS BACKGROUND

 Background and Purpose of the Study
 Theoretical Framework
 Conceptual Framework
 Statement of the Problem
 Hypothesis
 Scope and Limitation of the Study
 Definition of Terms
Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

Chapter 3 RESEARCH METHODOLOGY

 Research Design
 Subject of the Study
 Setting of the Study
 Source of Data
 Procedure of the Study
 Statistical Treatment of Data
Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

 Summary of Findings
 Conclusions
 Recommendations
Bibliography
Appendices
Curriculum Vitae

II. Basic Steps in Thesis Writing (General)

CHAPTER 1

Background & Purpose of the Study

 Provide a general view of the research topic discussed from macro to micro
 May be supported with legal bases and personal justifications
 Significance or value of the research

Theoretical Framework
 Present and discuss a theory that serves as the foreground of your research
 Anchor your study to the theory
Conceptual Framework
 Figurative/Illustrative representation of the process of research
 Label with the variables

Statement of Problem
 Enlist the specific questions to be answered by the research

Hypothesis
 wise guess
 A tentative solution or answer to the problem
 May be stated in a null or alternative hypothesis

Scope and Limitation of the Study

 Discusses the extent of the research and the boundaries
 Answer the basic questions of what, where, when, who, why and how

Definition of Terms
 Define all the variables
 May be defined conceptually or operationally

CHAPTER 2

Review of Related Literature and Studies

 Presents relevant and recent concepts, philosophies, theories and studies
 Parallelism to present study

CHAPTER 3

Research Design
 Research methodology or the type of research

Subject of the Study

 Main focus of the research
 Respondents of the study and the sampling technique

Setting of the Study

 Describe the research locale or venue
 Municipality: Socio-demographic
Institution: Structure, Vision-
Mission, programs

Source of Data
 Research Instrument:
Questionnaire
Test
Interview or FGD
Documentary Analysis
Observation
Actual Measurements

 Validation of the Instrument:

Validity & Reliability
Procedure of the Study
 Steps/activities to be undertaken
 General Procedure based from the Ghant Chart
 Operational Procedure for experimentation

Statistical Treatment
 Present statistical tool one-to-one with the specific questions
 Range of Interpretation for Descriptive Statistics

CHAPTER 4

Presentation, Analysis, and Interpretation of Data

 Comprehensive interpretation of Data based on the result
 Include Related Literature and Studies in analysing the result
 Justification should be backed up by the related literature or studies

CHAPTER 5

 Summary of Findings
 Should be based on the result of the problem stated in Statement of the Problem
 Should be concise and comprehensive

 Conclusions
 Your wise judgement or conclusions based on the summarized data
 Should be concise and comprehensive
 Related literature and studies can be used to strengthen justifications

 Recommendations
 Enlist recommendations based on the findings
 Recommendations should address all the conclusions
 Direct to the point
 Future solution to the observed problems

Bibliography
 In APA Format

Appendices
 Letters (Permit and other Communications)
 Certificate of Content Validation
 Instrument
 Other important documents involved in the study

Curriculum Vitae
 Comprehensive resume or data about the researchers

Step by Step Writing Procedure (Comprehensive Guide)

Background and Purpose of the Study

The researchers must be able to:
  Give the overview of the study. The introduction should focus on the “What about” of
the study. It also includes legal basis that will support the study as well as the
observed problems in the society or school that the study will address. Significance of
the study should also discuss in this part.
The legal basis/es can be:
 The 1987 Philippine Constitution
 Republic Acts
 Memoranda/Circulars
 Executive Orders

Theoretical Framework
 This part will present the Educational Theory in relation to the topic to support the
conduct of the study. Theories can be sourced from books and other materials: e.g.
Association Theory by Thorndike
 Social Learning Theory by Bandura
 Instrumental Conceptualism by Bruner
 Hierarchy of Needs by Maslow
 Remember that theory should give the researcher a guide as to how the study should
be conducted. Brief description of the theory is highly required as well as the
proponent and its relation to the study. Answer the question how is the theory
significant or applicable to the study.

Conceptual Framework
 This sub-title of the paper will present the Research Model or Research Paradigm to
picture out how the study will proceed.
 The model is presented on a separate page. Discussion of the model is important
including all the elements/features of the paradigm
 Variable should be applied in the conceptual framework. Conceptual Framework
should present the procedure that the study will undergo.

Statement of the Problem

 This is one of the most important parts of the study.
 Each question should be specific and will cover the problem of the study.
 This part defines the general and specific problems/objectives of the study.
 Normally, the problems/objectives are culled out from the title of the study.
 Variables should be used properly in addressing the research questions to limit the
study.

Example:

This study will focus on the performance of the Senior High School Learners in
Practical Research at Cainta Catholic College during the School Year 2017-2018.

Specifically, it will answer the following problems:

1. What is the profile of the Senior High School learners in terms of:
1.1 sex;
1.2 socio-economic status;
1.3 parents’ educational attainment; and
1.4 place of residence?
2. What is the level of performance in Practical Research of the Senior high School
learners with respect to:
2.1 Reading Habits;
 2.2 Writing Skills; and
2.3 information and communications technology
3. Is there a significant relationship between the profile of the Senior High School
learners and their performance in Practical Research?
4. What component of Practical Research will be enhanced based from the result of the
study?
5. How will the identified component be enhanced?

Hypothesis
 Use the null hypothesis
 Normally, the researcher’s wise guess
 Should address the question stated in the statement of the problem

Example: (Based on EXAMPLE SOP #3)

There is no significant relationship between the profile of the Senior High School learners
and their performance in Practical Research in terms of age, socio-economic status, parents;
educational attainment and place of residence. (This tests the significant relationship)

Scope and Limitation of the Study

 This answers the
 WHAT, WHERE, WHEN, WHO, HOW and WHY.
 It summarizes what the study will intend to inquire, discover, describe, answer or
address.
 This also cites the limitation/s of the study. Research design should also discuss in
this part.

Example:

This study will determine the performance in Practical Research of the Senior High

School Learners of Cainta Catholic College during the School Year 2017-2018.

This will involve the Senior High School Learners who have undertaken the Practical

Research subject who will be chosen purposively. They will be described according to their

sex, socio-economic status, parents’ educational attainment and place of residence. This will

also consider their performance in English along the areas of Writing and Reading,

Furthermore, this will use descriptive method of research with evaluation as its design.

The profile will be established with the questionnaire checklist and the performance in

Practical Research will be taken from the records filed at the school registrar.

The study will be limited to Senior High School learners of Cainta Catholic College

and will not involve other secondary schools. Only Practical Research subject will be

considered and does not intend to cover other academic subjects.

Definition of Terms
 Operational definition should be used
 Operational definition means how the term/s is/are used in the study.
 All variables and other important terminologies used in the study should be defined.
 Definition should be in complete sentence
 Terminologies should be arranged alphabetically

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

 Present the reviewed materials such as literature and studies relevant to the study
and to the major and secondary variables.
 Sources of literature can be books, articles, commentaries, declarations, etc.
 Studies are those researches published or not.
 Literature and studies can be foreign and local.
 Literature should only be from 2008 up present (2018)
 Studies should only be from 2015 up to present (2018)
 Literature and studies should be based from the variables
 Maximum of 20 and minimum of 10 related literature and studies are required to
suffice the requirement of the study.
 APA In text Citation should be used
 In dealing with chapter 2, the researcher must organize the presentation of literature
and study in a manner of telling a story about your variables.

Chapter 3 RESEARCH METHODOLOGY

Research Design
 This part will present the research method and its design. It includes the definition of
the method given by the authorities. Give the explanation why such research method
and design will be employed.

Subject of the Study

 This describes the participants or the respondents of the study. The manner to which
the participants or the respondents will be chosen needs to be explained. The
presentation of the population of the respondents/participants is also necessary if a
 sample will be considered. Sampling procedure and sampling technique must be
discussed also.

Setting of the Study

 This describes the locale of the study, its number of teachers, enrolment, programs
and projects related to the subject matter, TLE for instance. After introducing the
locale, the next page will be the Location Map of the locale, in this case, Cainta
Catholic College.

Source of Data
 This part introduces the instruments/ documents to be used in the study. Description
of the instruments/documents must also be taken into consideration. If a questionnaire
checklist will be used, describe fully the checklist, how many parts, how many
components, how the questionnaire will be accomplished. Validation of the instrument
is also necessary and discussion is required, how will the checklist undergo validation,
who will validate the checklist. If documents will be referred to, describe the
documents, where will the documents be secured, what type of documents will be
referred to. Such documents will not need validation. Discussion on the scoring
method of the data to be generated is also needed.

Procedure of the Study

 This part will define the step by step process of the conduct of the study. The very
reference for this is the Gantt Chart of Activities.

Example:

Statistical Treatment of Data

 This tells the statistical tools to be used and to answer the problems/objectives.
 The manner of presentation is in accordance to the presentation of the research
problems/objectives.
Statistical Tools for Descriptive Research
Question Data Statistical Tool
Profile of the Respondents Frequency Data Percentage and Rank
Extent, Level, Degree Rating Scale, Data Scores Weighted Mean, Mean
Relationship/Influence Frequency Data, Interval Chi-Square, Pearson r, F
With moderating variables Data or Ratio Data Test or Regression Analysis

Respondents

Population

Sample/Respondents

Question: How are you going to choose your respondents?

Always remember!
 Choose the best people (directly involved in the study) who can give the best data
needed of the study.
 Choose the knowledgeable people about the problem of the study
 Do not dictate or manipulate the respondent’s idea but simply give them idea about
the study and some instructions.
 In Descriptive Research, Random Sampling should be used and controlled for
Experimental Research.
 If the total population needed for the study is too big, the researchers may use,
Slovin’s Formula or simply get the 30% of the total population to make the study valid.
Instrument
Important Reminders!

Instrument is the general term that researchers use for a measurement device (survey, test,
questionnaire, etc.). To help distinguish between instrument and instrumentation, consider
that the instrument is the device and instrumentation is the course of action (the process of
developing, testing, and using the device).
Instruments fall into two broad categories, researcher-completed and subject-completed,
distinguished by those instruments that researchers administer versus those that are
completed by participants. Researchers chose which type of instrument, or instruments, to
use based on the research question. Examples are listed below:
Researcher-completed Instruments Subject-completed Instruments
Rating scales Questionnaires
Interview schedules/guides Self-checklists
Tally sheets Attitude scales
Flowcharts Personality inventories
Performance checklists Achievement/aptitude tests
Time-and-motion logs Projective devices
Observation forms Socio-metric devices
Usability
Usability refers to the ease with which an instrument can be administered, interpreted by the
participant, and scored/interpreted by the researcher. Example usability problems include:
1. Students are asked to rate a lesson immediately after class, but there are only a few
minutes before the next class begins (problem with administration).
2. Students are asked to keep self-checklists of their after school activities, but the
directions are complicated and the item descriptions confusing (problem with
interpretation).
3. Teachers are asked about their attitudes regarding school policy, but some questions
are worded poorly which results in low completion rates (problem with
scoring/interpretation).

Validity and reliability concerns (discussed below) will help alleviate usability issues. For
now, we can identify five usability considerations:
1. How long will it take to administer?
2. Are the directions clear?
3. How easy is it to score?
4. Do equivalent forms exist?
5. Have any problems been reported by others who used it?

Validity is the extent to which an instrument measures what it is supposed to measure and
performs as it is designed to perform. It is rare, if nearly impossible, that an instrument be
100% valid, so validity is generally measured in degrees. As a process, validation involves
collecting and analyzing data to assess the accuracy of an instrument. There are numerous
statistical tests and measures to assess the validity of quantitative instruments, which
generally involves pilot testing. The remainder of this discussion focuses on external validity
and content validity.
External validity is the extent to which the results of a study can be generalized from a
sample to a population. Establishing eternal validity for an instrument, then, follows directly
from sampling. Recall that a sample should be an accurate representation of a population,
because the total population may not be available. An instrument that is externally valid helps
obtain population generalizability, or the degree to which a sample represents the population.
Content validity refers to the appropriateness of the content of an instrument. In other
words, do the measures (questions, observation logs, etc.) accurately assess what you want
to know? This is particularly important with achievement tests. Consider that a test developer
wants to maximize the validity of a unit test for 7th grade mathematics. This would involve
taking representative questions from each of the sections of the unit and evaluating them
against the desired outcomes.
Reliability can be thought of as consistency. Does the instrument consistently measure what
it is intended to measure? It is not possible to calculate reliability; however, there are four
general estimators that you may encounter in reading research:
1. Inter-Rater/Observer Reliability: The degree to which different raters/observers give
consistent answers or estimates.
2. Test-Retest Reliability: The consistency of a measure evaluated over time.
3. Parallel-Forms Reliability: The reliability of two tests constructed the same way, from the
same content.
4. Internal Consistency Reliability: The consistency of results across items, often measured
with Cronbach’s Alpha.

Relating Reliability and Validity

Reliability is directly related to the validity of the measure. There are several important
principles. First, a test can be considered reliable, but not valid. Consider the SAT, used as a
predictor of success in college. It is a reliable test (high scores relate to high GPA), though
only a moderately valid indicator of success (due to the lack of structured environment –
class attendance, parent-regulated study, and sleeping habits – each holistically related to
success).
Second, validity is more important than reliability. Using the above example, college
admissions may consider the SAT a reliable test, but not necessarily a valid measure of
other quantities colleges seek, such as leadership capability, altruism, and civic involvement.
The combination of these aspects, alongside the SAT, is a more valid measure of the
applicant’s potential for graduation, later social involvement, and generosity (alumni giving)
toward the alma mater.
Finally, the most useful instrument is both valid and reliable. Proponents of the SAT argue
that it is both. It is a moderately reliable predictor of future success and a moderately valid
measure of a student’s knowledge in Mathematics, Critical Reading, and Writing.

Source of Instrument
 Related Literature or Studies
 Theoretical Framework
 Interview from the Experts
Validation of the Instrument
Validation should be done with 5 experts
Certificate of Content Validation must be secure as a proof
All comments and suggestions of the experts should be taken comprehensively
Thesis adviser will be the last person to approve the final instrument to be used in the study

Validators should be:

2 Experts in the field of study
2 Grammar Experts
1 Statistician

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In presentation, the researcher should:

 Use table to present the data, interpretation should be placed under the table
 This part is responsible for the presentation of the data gathered after consolidating
the them.
 The presentation should be:
o Present the Data o Cite the literature or study to
o Interpret the Data be supported or negated
o Analyze the Data o Give implication/s

Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION

 Summary of Findings This part will summarize the salient findings of the study.
 The reference is the chapter 4.
 Conclusions this will answer the questions raised at the beginning of the investigation.
 The use of probably, perhaps, maybe should be avoided.
 Recommendations are based from the conclusions of the study. Description of the
suggestions for future action based on the significance of the findings. Appeal to
 people or agencies concerned to help solve the problem should be stated
categorically.

Comprehensive Guide for

In text Citation and Formatting Bibliography Using
American Psychological Association (APA)
Why reference?

It is important (morally & legally) to acknowledge someone else’s ideas or words you
have used. Academic writing encourages paraphrasing information you have
 researched and read. Paraphrasing means re-wording something you have read in to
your own words. If you use someone else’s words or work and fail to acknowledge
them – you may be accused of plagiarism and infringing copyright.

Referencing correctly enables the marker or reader of your assignment to locate

the source of the information. They can verify the information or read further on
the topic.

Referencing also allows for you to retrace your steps and locate information
you have used for assignments and discover further views or ideas discussed
by the author.

By referencing clearly and correctly, it demonstrates you have undertaken research on

the assignment topic and located relevant information.

In text citations
Even though you have put someone else’s ideas or information in your own words (i.e.
paraphrased), you still need to show where the original idea or information came from.
This is all part of the academic writing process.

When citing in text within an assignment, use the author/s (or editor/s) last name
followed by the year of publication.
Reference list entry:
Whitney, E., & Rolfes, S. (2011). Understanding nutrition (12th ed.). Australia:
Wadsworth Cengage Learning.

Note: This book did not have a city for place of publication, just a country.
Extra note: This book has an edition. This information is included straight after the title.

Three, four or five authors

If a work has three (3), four (4) or five (5) authors, cite all authors the first time and
from then on include only the last name of the first author followed by the words et
al. (‘et al.’ is Latin for ‘and others’)
Example:

Research can be defined as a systematic method of creating new knowledge or a way to

verify existing knowledge (Watson, McKenna, Cowman & Keady, 2008).

Deciding on a research method demands the researcher consider carefully the problem or
area of investigation being researched (Watson et al., 2008).

The Reference List

All references or information sources cited in any written work (i.e. essays, reports,
research papers, etc.) need to be listed in a reference list on a separate page at the end
of your assignment, headed ‘References’ or ‘Reference List’. The reference list provides
all the details necessary for the person reading and/or marking the assignment to locate
and retrieve any information source cited. An accurate and properly constructed
reference list provides credibility to the written work it accompanies.

Basic rules

 The reference list is arranged in alphabetical order of the authors’ last names.
If there is more than one work by the same author, order them by publication date –
oldest to newest (therefore a 2004 publication would appear before a 2008 publication).

 If there is no author the title moves to that position and the entry is alphabetised
by the first significant word, excluding words such as “A” or “The”. If the title is
long, it may be shortened when citing in text.
 Use “&” instead of “and” when listing multiple authors of a source.
 The first line of the reference list entry is left-hand justified, while all
subsequent lines are consistently indented.
 Capitalise only the first word of the title and of the subtitle, if there is one, plus
any proper names – i. e. only those words that would normally be capitalised.
 Italicise the title of the book, the title of the journal/serial and the title of the web
document.
 Do not create separate lists for each type of information source. Books,
articles, web documents, brochures, etc. are all arranged alphabetically
in one list.
Your reference list should be ordered alphabetically by author and then chronologically by
year of publication. The APA 6th style requires the references to be indented as illustrated
below in the examples.
For instances of multiple articles with the same authors and years of publication, please see
the complete guide. If you have the DOI for the journal article, you should include it in the
reference, otherwise, it is not necessary.
Book
Lumby, J. (2001). Who cares? The changing health care system. Sydney, Australia: Allen
& Unwin.

Book chapter
McKenzie, H., Boughton, M., Hayes, L., & Forsyth, S. (2008). Explaining the complexities
and value of nursing practice and knowledge. In I. Morley & M. Crouch (Eds.), Knowledge as
value: Illumination through critical prisms (pp. 209-224). Amsterdam, Netherlands: Rodopi.

Journal article
Boughton, M., & Halliday, L. (2008). A challenge to the menopause stereotype: Young
Australian women's reflections of 'being diagnosed' as menopausal. Health & Social Care in
the Community, 16(6), 565-572. doi: 10.1111/j.1365-2524.2008.00777.x
Webpage with an author
Welch, N. (2000, February 21). Toward an understanding of the determinants of rural
health. Retrieved from http://www.ruralhealth.org.au/welch.htm

Webpage with no author

ANCI national competency standards for the registered nurse and the enrolled
nurse. (2000). Retrieved from http://www.anci.org.au/competencystandards.htm
Newspaper article
Bagnall, D. (1998, January 27). Private schools: Why they are out in front. The Bulletin, pp.
12-15.

Government publication
The Health Targets and Implementation (Health for All) Committee. (1988). Health for all
Australians. Canberra, Australia: Australian Government Publishing Service.

Company and Industry Reports

Magner, L. (2016). Coffee shops in Australia (IBISWorld Industry Report OD5381). Retrieved
from IBISWorld database.

Referencing a quotation
Indeed, one researcher commented that “technological innovations have saved or extended
the lives of many patients” (Lumby, 2001, p. 44).

Citing a source within a source

Where your source quotes or refers to another source, for example Unsworth refers to
previous work by Halliday on linguistics, the citation might read thus:
(Halliday, 1987, cited in Unsworth, 2004, p. 15

Source:

Allen U. Bautista, EdD

Mariam M. Estrabo, EdD
Christopher M. Sanchez, MAEd
Rudy Antenor, PhD