IMPLEMENTING RESEARCH
IMPLEMENTING RESEARCH
INTRODUCTION INTRODUCTION Resear
Researching is a skill, ching is a skill, a course and a da course and a discipline. iscipline. We We owe almost everythingowe almost everything from it. In fact, from the simplest problem-solving at home to the industry eciency from it. In fact, from the simplest problem-solving at home to the industry eciency are formulated, and implemented based on the principles of researching. Lets face are formulated, and implemented based on the principles of researching. Lets face it, researching is unavoidable. !s part of an academic institution, both students and it, researching is unavoidable. !s part of an academic institution, both students and faculty members
faculty members are obliged to do are obliged to do researching. "arlos #researching. "arlos #. Romulo once . Romulo once said,said, “A state“A state university is a citadel of truth…Its mission is to constantly search for knowledge… university is a citadel of truth…Its mission is to constantly search for knowledge… Scholarship is its indispensable arm and failing light. It believes in research above Scholarship is its indispensable arm and failing light. It believes in research above all things human freedom without which there can be no creative ingenuity that can all things human freedom without which there can be no creative ingenuity that can make of knowledge a blessing to society.”
make of knowledge a blessing to society.”
$he fundamentality of
$he fundamentality of research is referred to be research is referred to be as essential as essential as our as our origin fororigin for it
it gigiveves s us us frfreeeedodom m to to nonouriurish sh ththe e gigiftfts s ararouound nd us us as as we we dedevevelolop p anand d mamakkee innovations out of the raw intellects and ideas for the prosperity of both education innovations out of the raw intellects and ideas for the prosperity of both education and industry
and industry. In this . In this conte%t, this book was written.conte%t, this book was written. $his
$his book book caters caters the the research research principles principles that that will will help help you you to to conte%tuali&econte%tuali&e and materiali&e a '(!R$ research )'peci*c, (easurable, !ttainable, Realistic and and materiali&e a '(!R$ research )'peci*c, (easurable, !ttainable, Realistic and
$ime- $ime-+ound. +ound. It It contains contains methodologies methodologies and and practical practical tips tips to to e%ecute e%ecute simple simple yetyet su
subsbstatantintial al rereseseararchchining. g. It It didiscscussusses es inintetensnsivivelely y ththe e foformrmululatatioion n of of rereseseararchch essentials to come up with productive results and viable implementation of the essentials to come up with productive results and viable implementation of the theories it presents. It also stretches the functions of each research chapter and theories it presents. It also stretches the functions of each research chapter and their functions and
their functions and interconnections.interconnections.
ach presentation will e%pect you to achieve the tasks for you to use the full ach presentation will e%pect you to achieve the tasks for you to use the full e%tent of your research abilities. $hese basic yet comprehensive e%ercises will let e%tent of your research abilities. $hese basic yet comprehensive e%ercises will let you to reali&e that researching is very easy and fun.
you to reali&e that researching is very easy and fun.
ur research /ourney will start in committing yourself that you as the new ur research /ourney will start in committing yourself that you as the new researcher will be conducting research not only for the school re0uirement but also researcher will be conducting research not only for the school re0uirement but also of passion in
of passion in innovinnovatioation n and developmand development. With the ent. With the help of help of your researyour research ch adviadviser,ser, you will understand that researching will stop in conclusions or recommendations you will understand that researching will stop in conclusions or recommendations for it has to be
Unit I Unit I INTRODUCTION TO RESEARCH INTRODUCTION TO RESEARCH DEFINITION OF RESEARCH DEFINITION OF RESEARCH
Let me start it by de*ning what a research is. !ccording to (erriam-Webster Let me start it by de*ning what a research is. !ccording to (erriam-Webster 1ictionary )2345, Research is a 6studious in0uiry or e%amination7 especially8 or 1ictionary )2345, Research is a 6studious in0uiry or e%amination7 especially8 or e%
e%perperimeimentantatiotion n aimaimed ed at at the the disdiscovcovery ery and and intinterperpreretattation ion of of facfacts, ts, rerevisvision ion of of accepted theories or laws in the light of new facts, or practical application of such accepted theories or laws in the light of new facts, or practical application of such new or revised theories or laws.9 n the other words, research is a process of new or revised theories or laws.9 n the other words, research is a process of gat
gatherihering ng infinforormatmation ion for for the the dridrive ve of of ansanswerwering ing prprobloblems ems to to iniinitiatiate, te, chachangenge,, innovate, create and
innovate, create and uncoveruncover.. $here
$here are are many many genres genres where where research research may may be be originated originated and and formulated.formulated. $here
$here are are various various tenacities tenacities in in which which the the research research is is principally principally based based on on andand de*
de*ned ned upoupon. n. 'ub'ubse0se0uenuentlytly, , RReseeseararch ch is is comcomposposed ed of of di:di:ererent ent metmethodhodoloologicgicalal pa
paceces s to to esestatablblisish, h, cocon*n*rm rm or or rereaarm rm *nd*ndinings gs to to pupurprpososelely y bubuilild d coconcncreretete foundation of truth
foundation of truth through clear and valid procedures for application resolutions.through clear and valid procedures for application resolutions.
PURPOSES OF RESEARCH PURPOSES OF RESEARCH
#urposes of research may be conte%tual and normative but to give you a #urposes of research may be conte%tual and normative but to give you a comprehensive and general rationali&ation here some of them. $he world and the comprehensive and general rationali&ation here some of them. $he world and the ind
industustry ry havhave e grgreat eat benbene*te*ts s frfrom om resresearearchechers rs who who arare e boborn rn and growand grown n in in thethe academe. ur contributions to these arena are acknowledged and necessarily be academe. ur contributions to these arena are acknowledged and necessarily be applied in the real world. !s students, you are in a university to contribute and to applied in the real world. !s students, you are in a university to contribute and to bring your researchers to actuality.
bring your researchers to actuality. Resear
Researches are gained because ches are gained because of the following general reasons8of the following general reasons8 4.
4. to to ee%p%plalain in rreaeal l woworlrld d phphenenomomenena a susuch ch memechchananicics, s, ececolologogy, y, grgravavitityy )'huttleworth, 233;
)'huttleworth, 233; 2.
2. to imprto improve and inove and innovatnovate the 0uale the 0uality of liity of life for sustfe for sustainabainabilitilityy <.
<. to prto prove tove theorieheories and s and creacreate novte novel fael factscts =.
=. to unleato unlearn and rn and debdebunk applunk applied theoied theorieries s for enhanfor enhancemcement of ent of tectechnohnologlogy,y, sciences, and the arts
sciences, and the arts 5.
5. to to fulful*ll *ll hishistortoricaical, l, culculturtural, al, envenviroironmenmentantal, l, humhumanianitartarian ian and and socsocietietalal limitations
limitations
(oreover, to achieve a high-0uality research, a researcher needs to know (oreover, to achieve a high-0uality research, a researcher needs to know di:erent purposes to serve di:erent audiences with di:erent needs according to di:erent purposes to serve di:erent audiences with di:erent needs according to di:erent criteria. )#atton, 2345
di:erent criteria. )#atton, 2345 >.
>. to unto underderstastand hond how the ww the worlorld wod worksrks ?.
?. to to undersunderstand tand a a proproblem blem and and the the naturnature e of of the the proproblemblem ;.
;. to dto deteretermine imine if an f an intervinterventioention is wn is workinorkingg @.
@. to impto improve rove an interan interventivention aimeon aimed at sold at solving a pving a probroblem.lem. 43.to rapidly solve an
Unit I Unit I INTRODUCTION TO RESEARCH INTRODUCTION TO RESEARCH DEFINITION OF RESEARCH DEFINITION OF RESEARCH
Let me start it by de*ning what a research is. !ccording to (erriam-Webster Let me start it by de*ning what a research is. !ccording to (erriam-Webster 1ictionary )2345, Research is a 6studious in0uiry or e%amination7 especially8 or 1ictionary )2345, Research is a 6studious in0uiry or e%amination7 especially8 or e%
e%perperimeimentantatiotion n aimaimed ed at at the the disdiscovcovery ery and and intinterperpreretattation ion of of facfacts, ts, rerevisvision ion of of accepted theories or laws in the light of new facts, or practical application of such accepted theories or laws in the light of new facts, or practical application of such new or revised theories or laws.9 n the other words, research is a process of new or revised theories or laws.9 n the other words, research is a process of gat
gatherihering ng infinforormatmation ion for for the the dridrive ve of of ansanswerwering ing prprobloblems ems to to iniinitiatiate, te, chachangenge,, innovate, create and
innovate, create and uncoveruncover.. $here
$here are are many many genres genres where where research research may may be be originated originated and and formulated.formulated. $here
$here are are various various tenacities tenacities in in which which the the research research is is principally principally based based on on andand de*
de*ned ned upoupon. n. 'ub'ubse0se0uenuentlytly, , RReseeseararch ch is is comcomposposed ed of of di:di:ererent ent metmethodhodoloologicgicalal pa
paceces s to to esestatablblisish, h, cocon*n*rm rm or or rereaarm rm *nd*ndinings gs to to pupurprpososelely y bubuilild d coconcncreretete foundation of truth
foundation of truth through clear and valid procedures for application resolutions.through clear and valid procedures for application resolutions.
PURPOSES OF RESEARCH PURPOSES OF RESEARCH
#urposes of research may be conte%tual and normative but to give you a #urposes of research may be conte%tual and normative but to give you a comprehensive and general rationali&ation here some of them. $he world and the comprehensive and general rationali&ation here some of them. $he world and the ind
industustry ry havhave e grgreat eat benbene*te*ts s frfrom om resresearearchechers rs who who arare e boborn rn and growand grown n in in thethe academe. ur contributions to these arena are acknowledged and necessarily be academe. ur contributions to these arena are acknowledged and necessarily be applied in the real world. !s students, you are in a university to contribute and to applied in the real world. !s students, you are in a university to contribute and to bring your researchers to actuality.
bring your researchers to actuality. Resear
Researches are gained because ches are gained because of the following general reasons8of the following general reasons8 4.
4. to to ee%p%plalain in rreaeal l woworlrld d phphenenomomenena a susuch ch memechchananicics, s, ececolologogy, y, grgravavitityy )'huttleworth, 233;
)'huttleworth, 233; 2.
2. to imprto improve and inove and innovatnovate the 0uale the 0uality of liity of life for sustfe for sustainabainabilitilityy <.
<. to prto prove tove theorieheories and s and creacreate novte novel fael factscts =.
=. to unleato unlearn and rn and debdebunk applunk applied theoied theorieries s for enhanfor enhancemcement of ent of tectechnohnologlogy,y, sciences, and the arts
sciences, and the arts 5.
5. to to fulful*ll *ll hishistortoricaical, l, culculturtural, al, envenviroironmenmentantal, l, humhumanianitartarian ian and and socsocietietalal limitations
limitations
(oreover, to achieve a high-0uality research, a researcher needs to know (oreover, to achieve a high-0uality research, a researcher needs to know di:erent purposes to serve di:erent audiences with di:erent needs according to di:erent purposes to serve di:erent audiences with di:erent needs according to di:erent criteria. )#atton, 2345
di:erent criteria. )#atton, 2345 >.
>. to unto underderstastand hond how the ww the worlorld wod worksrks ?.
?. to to undersunderstand tand a a proproblem blem and and the the naturnature e of of the the proproblemblem ;.
;. to dto deteretermine imine if an f an intervinterventioention is wn is workinorkingg @.
@. to impto improve rove an interan interventivention aimeon aimed at sold at solving a pving a probroblem.lem. 43.to rapidly solve an
CHARACTERIS
CHARACTERISTICS TICS OF RESEARCHOF RESEARCH
! good research should employ the
! good research should employ the following characteristics8following characteristics8 4.
4. mpmpiriiricalcal. . !n !n empempiriiricacal l rereseasearcrch h shoshould uld addaddreress ss reareal-wl-worlorld d sitsituatuationions s andand pr
proboblelems ms thathat t wiwill ll ananswswer er prpracactiticacalility ty babasesed d on on ththe e e%e%pepeririencences es anandd observations of the researcher. $his will lead to attainability and relevance of observations of the researcher. $his will lead to attainability and relevance of the *ndings which
the *ndings which eventually be used eventually be used by the desire benefactors of by the desire benefactors of the studythe study.. 2.
2. LogLogical. ! resical. ! researcearch is systematih is systematic. It folloc. It follows valid stews valid steps that will helps that will help you *nishp you *nish your paper. $hese principles contain orderly and se0uential procedure which your paper. $hese principles contain orderly and se0uential procedure which will contribute to the
will contribute to the validity of results and reliability of method.validity of results and reliability of method. <.
<. !naly!nalyticaltical. !nalysi. !nalysis is the meat your studys is the meat your study. $here are man. $here are many ways to analy&ey ways to analy&e which varies on the nature, type and purpose of research. It uses critical which varies on the nature, type and purpose of research. It uses critical understanding and in-depth view of what is happening with the realm of the understanding and in-depth view of what is happening with the realm of the topic and the sub/ect.
topic and the sub/ect. =.
=. riginal. !ll work should be your own. Research writing is a mere declarationriginal. !ll work should be your own. Research writing is a mere declaration of honesty. Aour work will stand out if it tackles something new or something of honesty. Aour work will stand out if it tackles something new or something old from an innovation of raw or recycled ideas given that there is proper old from an innovation of raw or recycled ideas given that there is proper referencing and acknowledgment.
referencing and acknowledgment. 5.
5. Reproducibility. It is the ability of your research to be adapted by the futureReproducibility. It is the ability of your research to be adapted by the future researcher for the purpose of validity of the instrument, veri*cation of the researcher for the purpose of validity of the instrument, veri*cation of the results and recti*cation of procedure and other technical elements of your results and recti*cation of procedure and other technical elements of your paper. $his is also known as replicability. !ccording to "han et al. )233;, paper. $his is also known as replicability. !ccording to "han et al. )233;, 6$he higher the replicability, the more valid and conclusive the results would 6$he higher the replicability, the more valid and conclusive the results would be.9
be.9 >.
>. "y"yclclicicalal. . BsBsining g hohoururglglasass s momodedel, l, frfrom om yoyour ur obobseservrvatatioion, n, yoyou u wwilill l bebe for
formulmulatiating ng a a proprobleblem m and and eveeventuantually lly be be ansanswerwered ed by by a a mormore e detdetailaileded 0uestioning through your research instrument and it will be interpreted and 0uestioning through your research instrument and it will be interpreted and analy&ed. ! cyclical research should start and end with a problem and this analy&ed. ! cyclical research should start and end with a problem and this will cause the future researchers to answer your recommendations.
will cause the future researchers to answer your recommendations. ?.
?. bb/e/ectctivive e anand d CCaiairr. . AAouour r ababililitity y as as rreseseaearrchcher er is is lilimimiteted d wiwith th yoyourur interpretation and analysis. Dence, you should be seeing your result solely interpretation and analysis. Dence, you should be seeing your result solely based on the
based on the methodology and gathered data.methodology and gathered data. ;.
;. !c!ccucuraracycy. . RReseseaearcrch h hahas s no no roroom om fofor r ererrororsrs. . (o(orereovoverer, , yoyou u shoshoululd d bebe responsible with the e%actness of each datum, completeness of parts and responsible with the e%actness of each datum, completeness of parts and ess
essententialials, s, appapproropripriateateness ness of of metmethodhod, , and and comcomprprehenehensivsiveneeness ss of of othotherer research elements.
research elements.
CHARACTERIS
CHARACTERISTICS TICS OF RESEARCHEROF RESEARCHER
$
$o o achieve these achieve these characteristics of characteristics of your your paper, paper, you you should should bear bear in in mind mind thatthat there is no perfect research neither a perfect you. $herefore, you /ust need to be there is no perfect research neither a perfect you. $herefore, you /ust need to be empathi&e and follow these features that a real researcher is doing8 )0td. "han
empathi&e and follow these features that a real researcher is doing8 )0td. "han t al.t al. 233;, #aler
233;, #aler-"almorin and -"almorin and "almorin 4@@5"almorin 4@@5 4.
4. AAou should be intellou should be intellectuaectually curioully curious. $he satisfacs. $he satisfaction of a researtion of a researcher shouldcher should not stop in gathering of data. Aou should be thirsty of discovering new facts not stop in gathering of data. Aou should be thirsty of discovering new facts taking all sides of process to ensure the holistic conte%t of study. !ustin taking all sides of process to ensure the holistic conte%t of study. !ustin )234= says that 6the intellectually curious person has a deep and persistent )234= says that 6the intellectually curious person has a deep and persistent desire to know.9
2. Aou should be careful. !s a beginner, you know that your resources to sustain and *nish the research process is very limited. ! prudent research should engage himself eciently in identifying and utili&ing these resources which include *nancial, intellectual, and institutional support.
<. Aou should be a criti0ue of your own creation. ven how honest you are in the methodology, critical and intensive conducting of result is a must.
=. Aou should be intellectually honest. 1ocumentation and referencing are re0uired. Donesty is not only a policy it is also the basis of your success in your study.
SOURCES OF KNOWLEDGE
Eow, your problem probably is the sources where you can get your motivation, topic, and sub/ect. pistemology is branch of philosophy that deals with the sources of knowledge. It is concerned with possibilities, nature, sources and methods of knowing. It also deals with the studies, grounds and modes of knowledge ac0uisition.
!ccording to Dussain )n.d., there are nine )@ common sources of knowledge namely8
4. Intuition8 It is based on emotion rather than hard cold facts. 2. +elief8 It is based on personal conviction.
<. $enacity8 It is the veri*cation and stability over the test of time. =. $radition8 It is practiced through generations.
5. #ersonal %perience8 It is practical and manifested and the most available. >. !uthority8 It is the word of e%perts.
?. 1ivine and 'upernatural #owers8 $hese are interventions and revelations of Fod.
;. Reason and Logic8 It is the intellect that can capture truth and knowledge directly.
@. 'cienti*c (ethods8 It is the knowledge that is derived through empirical procedures.
$here is only one accepted source of new knowledge and that is empiricism. $he others, which include, authority, rational induction and intuition are accepted as
useful sources of hypotheses. Dussain breaks these sources into four methods. (ethod of Intuition
!ccording to this method, human hold *rmly to the truth because they have always known it to be true. Cre0uent repetition of such truths seems to enhance their validity. (odern version of this method is 6cognitive consistency9 and human desire to avoid 6cognitive dissonance.9 Intuition is knowledge that is gained through a feeling or thought that might turn out to be true.
(ethod of !uthority.
$his is the method of established belief. $his method is superior to the method of intuition as this method is widely used to disseminate facts and
information on the basis of authority. Life could not go on without the method of authority. !uthority is gained from your parents, or a book that tells you that this is the way things are.
(ethod of Reasoning
Aou come to accept certain ideas to be true as they appear to be self-evident and tend to agree with reason. Aou accept certain knowledge claims as true because they 6stand to reason.9 Rational induction is a source of knowledge by reasoning and proofs. $his type of knowledge comes about by supposing one thing and then giving a proof of it, or any other way you want to do a proof.
(ethod of 'cience8
$he method must be such that the ultimate conclusion of every man shall be the same. 'uch is the method of science. Its fundamental hypothesisG.is this8 there are real things, whose characters are entirely independent of our opinions about them.9 mpiricism is knowledge gained through careful observation, through the scienti*c method.
CRITERIA FOR SELECTION AND SOURCES OF RESEARCH PROBLEM
4. Interest. "hoose and consider research topic that is in your interest and drive. It is easier to pursue a sub/ect that can be used as your motivation. Aes, a topic that can motivate you.
2. (agnitude. ! narrow and achievable research problem is an ideal one. <. Level of %pertise. Aou should be familiar with at least the basic principles
and guidelines dedicated to your *eld of speciali&ation.
=. $ime needed to complete. $he completion of your paper should be your primary aim. $ime of researching in university is very limited given that research is not your only task.
5. $heoretical or "ognitive 'igni*cance. Aou should also cogitate its implication and actuality of your research to the e%isting body of knowledge.
>. Bsefulness and 'ocial Relevance. Dow useful and relevant your topic isH $he problem with most of academic researchers in our country is our
inability to implement the results of their *ndings. ! good research topic is the one that contributes and helps.
?. Ceasibility. Library shelves are not the *nal destination of your paper. "hoose a topic that will o:er practicability.
;. !bility to Fiven (ethod. $here are topics that choose appropriate method and vice versa.
(oreover, Food )4@?2 suggests additional criteria.
@. Eovelty and !voidance of Bnnecessary 1uplication. #ropose a topic that is new. $o formulate an original topic does not need to ignore the old ones but to enhance and handle these in an original way.
43.!vailability of 1ata. $he rules of pro%imity and availability are keys for you to gather eciently the data and for it to have an easy veri*ability.
44."osts and returns. Researches are very e%pensive. $he only reward that you can get is prestige in earning the degree and the satisfaction of solving and discovering.
TYPES OF RESEARCH
"han et al. )233; categori&ed the types of research according to following classi*cations8 Basic Research I m p o r t a n c e Applied Research 1. Ethnography 2. Case Study
3. Document or Content Analysis 4. aturalistic !"ser#ation $. %ocused Inter#ie&s '. (henomenological Studies ). *rounded +heory ,. -istorical Research ualitati#e Research / e t h o d + y p e s o 0 R e s e a r c h
,
$ypes of Research !ccording to Importance
4. +asic Research. It )also called pure research or fundamental research is a study meant to increase our scienti*c knowledge base. $his type of research is often purely theoretical with the intent of increasing our understanding of certain phenomena or behavior but does not seek to solve or treat these problems. %amples are the following8 an investigation looking at what whether stress levels inuence how often students engage in academic cheating7 a study looking at how ca:eine consumption impacts the brain7 and a study assessing whether men or women are more likely to su:er from depression )"herry, 2345.
2. !pplied Research. !pplied research refers to scienti*c study and research that seeks to solve practical problems. !pplied research is used to *nd solutions to everyday problems, cure illness, and develop innovative technologies. #sychologists working inhuman factors or industrialJorgani&ational *elds often do this type of research. %amples are the following8 Investigating which treatment approach is the most
Eperimental Research uantitati#e Research
oneperimental Research
1. E (ost %acto Research 2. Correlational Research 3. Sur#ey Research 1. (ure Research 2. Applied Research 3. Action Research ( r o c e s s 1. Analytical 2. Argumentati#e 3. Eploratory ( u r p o s e 1. Descripti#e /ethod 2. Eperimental /ethod 3. a"oratory Research %ield Research 3 o c a l e i"rar Research a"orator Research
e:ective for reducing an%iety7 researching which strategies work best to motivate workers7 studying di:erent keyboard designs to determine which is the most ecient and ergonomic7 and analy&ing what type of prompts will inspire people to volunteer their time to charities )"herry, 2345.
$ypes of Research !ccording to (ethod Kualitative Research
It focuses on gathering of mainly verbal data rather than measurements. Fathered information is then analy&ed in an interpretative manner, sub/ective, impressionistic or even diagnostic. $he primary aim of a 0ualitative research is to provide a complete, detailed description of the research topic. It is usually more e%ploratory in nature. )%plorable.com, 233@
4. thnography
thnographic research usually involves observing target users in their natural, real-world setting, rather than in the arti*cial environment of a lab or focus group. $he aim is to gather insight into how people live7 what they do7 how they use things7 or what they need in their everyday or professional lives. )gov.uk, n.d.
It involves intensive data collection on many variables over an e%tended period of time, in a naturalistic setting. It may be nonparticipant, participant, or both. It represents multi-instrument research and it may use of data collection strategies in con/unction with observation.
2. "ase 'tudy
"ase studies are in-depth investigations of a single person, group, event or community. $he case study method often involves simply observing what happens to, or reconstructing the case history of a single participant or group of individuals. It allows a researcher to investigate a topic in far more details than might be possible if they were trying to deal with a large number of research participants with the aim of averaging.
Researchers select methods of data collection and analysis that will generate material suitable for case studies such as 0ualitative techni0ues )unstructured interviews, participant observation, diaries, personal notes )e.g. letters, photographs, notes or ocial document )e.g. case notes, clinical notes, appraisal reports. )(cLeod, 233;
<. 1ocument or "ontent !nalysis.
It is a form of 0ualitative research in which documents are interpreted by the researcher to give voice and meaning around an assessment topic. !naly&ing documents incorporates coding content
into themes. ! rubric can also be used to grade or score a document. $here are three primary types of documents8 )a #ublic Records8 $he ocial, ongoing records of an organi&ations activities. %amples include student transcripts, mission statements, annual reports, policy manuals, student handbooks, strategic plans, and syllabi. )b #ersonal 1ocuments8 Cirst-person accounts of an individuals actions, e%periences, and beliefs. %amples include calendars, e-mails, scrapbooks, blogs, Cacebook posts, duty logs, incident reports, reectionsJ/ournals, and newspapers. )c #hysical vidence8 #hysical ob/ects found within the study setting )often called artifacts. %amples include yers, posters, agendas, handbooks, and training materials. )!dministration (ethods, 2343
=. Eaturalistic bservation
Eaturalistic observation is a useful tool for e%panding knowledge about a speci*c phenomenon or species. In *elds such as anthropology, behavioral biology and ecology, watching a person or organism in a natural environment is essential.
(ost naturalistic observation is unobtrusive, such as a researcher setting up a camera to *lm the behavior of a badger underground. (ost nature documentaries are e%amples of naturalistic observational study, where days, weeks or even years of *lm are analy&ed and edited, to give an overview of the life cycle of the organism.
btrusive naturalistic observational study is often used in anthropology, where a researcher lives with a remote tribe for a period of time and records their behavior. +y living there, she is inuencing their social interactions and habits, but can still make some e%cellent observations. )'huttleworth, 2345
5. Cocused Interviews
$he focused interview is designed to determine the responses of persons e%posed to a situation previously analy&ed by investigator. Its chief functions are to discover8 )a the signi*cant aspects of the total situation to which response has occurred7 )b discrepancies between anticipated and actual e:ects7 )< responses of deviant subgroups in the in the population7 and )d the processes involved in e%perimentally induced e:ects. #rocedures for satisfying the criteria of speci*city, and depth in the interview are described. )(erton, and Mendall, 4@=>
#henomenology refers to a personNs perception of the meaning of an event, as opposed to the event as it e%ists e%ternally to )outside of that person. $he focus of phenomenological in0uiry is what people e%perience in regard to some phenomenon or other and how they interpret those e%periences. ! phenomenological research study is a study that attempts to understand peopleNs perceptions, perspectives and understandings of a particular situation )or phenomenon. In other words, a phenomenological research study tries to answer the 0uestion NWhat is it like to eperience such and
such!N +y looking at multiple perspectives of the same situation, a
researcher can start to make some generali&ations of what something is like as an e%perience from the NinsiderNsN perspective. ! phenomenological study often involves the four steps of8 )a bracketing, )b intuiting, )c analy&ing, and )d describing. 'mall samples )probably no more than 43 participants are most suitable for this type of research. Large samples can become unwieldy. $he data collection tools that are most often used are interviews or speeches, diaries or written documents, drawings or non-verbal materials, and observation or visual tools.
)Oan, 4@@3
?. Frounded $heory
$he self-de*ned purpose of grounded theory is to develop theory about phenomena of interest. +ut this is not /ust abstract theori&ing theyNre talking about. Instead the theory needs to be grounded or rooted in observation. Frounded theory is a comple% iterative process. $he research begins with the raising of generative 0uestions which help to guide the research but are not intended to be either static or con*ning. !s the researcher begins to gather data, core theoretical concepts are identi*ed. $entative linkages are developed between the theoretical core concepts and the data. $his early phase of the research tends to be very open and can take months. Later on the researcher is more engaged in veri*cation and summary. $he e:ort tends to evolve toward one core category that is central. )$rochim, 233>
$here are several key analytic strategies )$rochim8
)a "oding is a process for both categori&ing 0ualitative data and for describing the implications and details of these categories. Initially one does open coding, considering the data in minute detail while developing some initial categories. Later, one moves to more selective coding where one systematically codes with respect to a core concept.
)b (emoing is a process for recording the thoughts and ideas of the researcher as they evolve throughout the study. Aou might think of memoing as e%tensive marginal notes and comments. !gain, early in the process these memos tend to be very open while later on they tend to increasingly focus in on the core concept.
)c Integrative diagrams and sessions are used to pull all of the detail together, to help make sense of the data with respect to the emerging theory. $he diagrams can be any form of graphic that is useful at that point in theory development. $hey might be concept maps or directed graphs or even simple cartoons that can act as summari&ing devices. $his integrative work is best done in group sessions where di:erent members of the research team are able to interact and share ideas to increase insight.
;. Distorical Research
It is a supplementary procedure to observation in which the researcher seeks to test the authenticity of the reports or observations made by others. It is employed to establish facts in order to arrive at conclusions concerning past events or predict future events. Its primary sources of information of information are original documents, relics, remains, and artifacts. It may include te%tbooks, encyclopedias, newspapers, periodicals, and review of research and other references as secondary sources. $hese source should be authentic. )Mey, 4@@?
Kuantitative Research
It focuses more in counting and classifying features and constructing statistical models and *gures to e%plain what is observed. )%plorable.com, 233@
%perimental
It is a systematic and scienti*c approach to research in which the researcher manipulates one or more variables, and controls and measures any change in other variables. )+lakstad, 233;
Eon-e%perimental
n the hand, in a non-e%perimental research, the research does not have complete control over the conditions of the study.
4. % #ost Cacto Research
% post facto study or after-the-fact research is a category of research design in which the investigation starts after the fact has occurred without interference from the researcher. 1espite studying facts that have already occurred, e% post facto research shares with e%perimental research design some
of its basic logic of in0uiry. % post facto research design does not include any form of manipulation or measurement before the fact occurs, as is the case in true e%perimental designs. )'ilva, 234<
2. "orrelational Research
! correlational study determines whether or not two variables are correlated. $his means to study whether an increase or decrease in one variable corresponds to an increase or decrease in the other variable. It is very important to note that correlation doesnNt imply causation. )Malla, 2345
<. 'urvey Research
'urvey research involves the collection of information from a sample of individuals through their responses to 0uestions. It is considered versatile and ecient Researchers have used survey methods to investigate areas of education as diverse as school desegregation, academic achievement, teaching practice, and leadership. !lthough a survey is not the ideal method for learning about every educational process, a well-designed survey can enhance our understanding of /ust about any educational issue. 'urveys are ecient in that many variables can be measured without substantially increasing the time or cost. 'urvey data can be collected from many people at relatively low cost and, depending on the survey design, relatively 0uickly. 'urvey methods lend themselves to probability sampling from large populations. )6Research 1esign and 1ata "ollection,9 n.d.
$o di:erentiate and summari&e the researches according to method, here is the tabular representation of Pavier.edu )2342.
$ypes of Research !ccording to #rocess 4. #ure Research
#ure or +asic research is research carried out for the advancement of knowledge, without working for long-term economic or social bene*ts and with no positive e:orts being made to apply the results to practical problems or to transfer the results to sectors responsible for its application. )6'tatistical $erm,9 2334
2. !pplied Research
!pplied research refers to scienti*c study and research that seeks to solve practical problems. !pplied research is used to *nd solutions to everyday problems, cure illness, and develop innovative technologies. )"herry, 2345 <. !ction Research
'imilar to applied research, action research aims to solve an abrupt problem on a speci*c *eld to improve or address issues and solve problem. !ccording to Didden "urriculum )234= action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to
diagnose problems or weaknessesQwhether organi&ational, academic, or instructionalQand help educators develop practical solutions to address them 0uickly and eciently. !ction research may also be applied to programs or educational techni0ues that are not necessarily e%periencing any problems, but that educators simply want to learn more about and improve. $he general goal is to create a simple, practical, repeatable process of iterative learning, evaluation, and improvement that leads to increasingly better results for schools, teachers, or programs.
$ypes of Research !ccording to #urpose 4. !nalytical
It involves critical thinking skills and the evaluation of facts and information relative to the research being conducted. It enables researchers to e%amine comple% relationships between variables. $here are three basic types of analytical techni0ues8 Regression !nalysis. It assumes that the dependent, or outcome, variable is directly a:ected by one or more independent variables. Frouping (ethods. $here are techni0ues for classifying observations into meaningful categories. (ultiple 0uation (odels. (ultiple e0uation modeling, which is an e%tension of regression, is used to e%amine the causal pathways from independent variables to the dependent variable. )6Research "onnections,9 234<
2. !rgumentative
+ased on '" nline Writing "enter )2345, 6an argumentative research paper needs to support your stand on an issue. !n argumentative research paper is analytical, but it uses information as evidence to support its point.9 !n important goal of the argumentative research paper is persuasion, which means the topic chosen should be debatable or controversial. )+aker and +ri&ee, 2344
<. %ploratory
+usiness1ictionary.com )2345 de*nes e%ploratory research as an investigation into a problem or situation which provides insights to the researcher. $he research is meant to provide details where a small amount of information e%ists. It may use a variety of methods such as trial studies, interviews, group discussions, e%periments, or other tactics for the purpose of gaining information. Likewise, 1avies )234< adds that e%ploratory research is a methodological approach that is primarily concerned with discovery and with generating or building theory. In a pure sense, all research is e%ploratory.
$ypes of Research !ccording to Locale 4. Library Research.
It is a systematic type of research which the main source of content and ma/ority of its components is done and found in the library and information science. $he collection of data is based on the secondary source. $hese data are evaluated according to design used or methodologies.
2. Laboratory Research
Laboratory research uses basic or pure research method. !s its name implies, it is conceptuali&ed, conducted and *nished in a laboratory speciali&ed in particular *eld or discipline.
<. Cield Research
It is any research activities done outside a laboratory aimed at collecting primary )original or otherwise unavailable data, using methods such as face-to-face interviewing, telephone and postal surveys, and direct observation. )businessdictionary.com, 2345
$here are two types of *eld research according to "han et al. )233;. a. 1escriptive (ethod
$he descriptive method of research, according to ikmund )233<, is to describe characteristics of a problem of a population or phenomenon. It seeks to determine the answers to who, what, when, where, and how 0uestions.
b. %perimental (ethod
$he use of e%perimentation allows investigation of changes in one variable, such as productivity, while manipulating one or two other variables. !n e%periment controls conditions so that one or more variables can be manipulated in order to test a hypothesis. )ikmund, 233<
Unit II
GENERAL FORMAT AND HOUSE STYLE Academic Reseac! Pa"e Pe#iminaies
Douse 'tyle is the standard for writing directed by the style guide of a particular institution. Likewise, school has style guide that has to be followed by students, teaching and non-teaching sta:.
$he "hapters 4 to 5 of a research is /ust the body of your paper, from the Introduction to the Recommendation. $he rest of the parts are also vital for documentation, referencing, guiding, summari&ation, proofs, clari*cation, support and technical presentation.
$he 'eventh edition of (odern Language !ssociation and !merican #sychological !ssociation of nline Writing Lab at #urdue Bniversity is used as the general guide of the parts to be presented. $he nline Writing Lab houses writing
resources and instructional material that provide students, members of the community, and researchers worldwide with information to assist with many writing pro/ects. $his manual is the most comprehensive, updated, and accessible.
$o prepare your manuscript with the standard formatting, you may use these useful instructions that are applicable to the given house style of your institution.
$he #reliminaries include 4. Clyleaf, 2. "over #age, <. "opyright #age, =. $itle #age, 5. "erti*cation-and-!pproval 'heet, >. !cknowledgment, ?. "erti*cation of riginality, ;. !bstract, @. $able of "ontents, 43.List of $ables, and 44.List of Cigures.
$he documentation includes Work "ited, +ibliography, and !ppendices. $his will be discussed in Bnits IO and O of the book.
T!e F#$#ea%& It is blank page at the front or back of a manuscript.
T!e C'(e Pa)e& It includes the title, name of the college or department,
T!e C'"$i)!t Pa)e& It includes the country and year of copyright, name of the researcher and the institution who registered the partnership ownership of the copyright. Date Name of Researcher and Degree Name of College and Institution Research Title THE RELATIONSHIP BETWEEN THE ENGLISH PROFICIENCY LEVELS
AND THE ACADEMIC PERFORMANCE OF THE POLYTECHNIC UNIVERSITY OF THE PHILIPPINES INSTITUTE OF
TECHNOLOGY SOPHOMORES
College of Education
Polytechnic University of the Philippines
JOHN HAYROL C! "ALON#O
"aster of Arts in English Language $eaching
T!e Tit#e Pa)e& It is composed of the research title, the type of academic research paper, college, university, city or municipality, purpose, degree or course, researcher and date.
Philippine Copyright 2014 By John Hayrold C. Malonzo And the
College of Education
Polytechnic ni!er"ity of the Philippine"
All right re"er!ed. Portion" of thi" #anu"cript #ay $e reproduced %ith proper referencing and due ac&no%ledg#ent of the author.
Name or Researcher and Date Research Title Purpose, and Degree or Course Type of Academic Research Paper, College, University, City or Municipality
$HE RELA$%ON&H%P 'E$(EEN $HE EN)L%&H PRO*%C%ENCY LE+EL& AN $HE ACAE"%C PER*OR"ANCE O* $HE POLY$ECHN%C UN%+ER&%$Y O* $HE PH%L%PP%NE& %N&$%$U$E O*
$ECHNOLO)Y &OPHO"ORE&
A $hesis Presented to
$he *aculty of the College of Education )raduate &tudies Polytechnic University of the Philippines
&ta! "esa, "anila
%n Partial *ulfill-ent of the Re.uire-ents for the egree "aster of Arts in English Language $eaching
/y
JOHN HAYROL C! "ALON#O "ay 0123
T!e Ceti*cati'n+and+A""'(a# S!eet& $he "erti*cation 'heet states that the research is evaluated and ready for oral presentation and *nal defense. $he !pproval 'heet indicates that the panel on oral e%amination approved the full paper and has passed the *nal defense. $his includes the grade, signatures of the adviser, evaluation committee, panelists signatures and the deans.
CER$%*%CA$%ON
'hi" the"i" titled THE RELATIONSHIP BETWEEN THE ENGLISH PROFICIENCY LEVELS AND THE ACADEMIC PERFORMANCE OF THE POLYTECHNIC UNIVERSITY OF THE PHILIPPINES INSTITUTE OF TECHNOLOGY SOPHOMORES prepared and "u$#itted $y JOHN HAYROL C!
"ALON#O in partial fulfill#ent of the re(uire#ent" for the degree "A&$ER O* AR$& %N EN)L%&H LAN)UA)E $EACH%N)) ha" $een e*a#ined and reco##ended forOral E4a-ination.
E!aluation Co##ittee "ELY "! PA%LLA, E"
Ad!i"er
PACELL% &! EU)EN%O, "Ed, "PA &E)UNO C! %#ON, Ph
Me#$er Me#$er
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ APPRO+AL
Appro!ed $y thePanel on Oral E4a-ination on 10 ,e$ruary 2014 %ith the grade of 1.0.
&E)UNO C! %#ON, Ph Chair
"%LA)RO& *! CA5ARE&, Ph PACELL% &! EU)EN%O, "Ed, "PA
Me#$er Me#$er
Accepted in partial fulfill#ent of the re(uire#ent" for the degree Ma"ter of Art" in Engli"h -anguage 'eaching.
"%LA)R%NA A! )O"E#, Ed
ean
Ac,n'-#ed)ment& $his is the researchers e%pression of gratitude to the salient contribution of the signi*cant persons, and institutions to the processes involved in your research.
AC6NO(LE)"EN$&
ith "incere"t gratitude) the re"earcher %i"he" to recognize the #o"t cheri"hed a""i"tance gi!en $y the !ariou" people %ho helped "hape and put thi" hu#$le paper into it" e*i"tence. 'hi" "tudy i" the re"ult of the in"piration) "u"tenance) and %or& of #any people) #ore than can $e li"ted here.
'he follo%ing) %ho ha!e $een contri$utory to the acco#pli"h#ent of the "tudy) de"er!e the #o"t profound and "pecial recognition/
'he ad!i"er) r. Mely M. Padilla) for her pricele"" a""i"tance) encourage#ent) and e*perti"e3
'he Panel on ral E*a#ination) r. 5egundo C. izon) r. Milagro" ,. Ca6are") and Profe""or Pacelli 5. Eugenio) for their "trict and inten"i!e refine#ent for thi" "tudy3
'he "tati"tician) Allen . Carreon) and the PP 7n"titute of ata and 5tati"tical Analy"i") for "haring their preci"e "tati"tical analy"i" and i##ea"ura$le proficiency and a""i"tance3
Hi" parent") Marite" and A#ando Malonzo) Jr.) for their "elfle"" lo!e) a$undant care) and endle"" guidance3
Hi" friend" and fello% teacher" ) 8udolf) 9alel) Mae -o!e) ,re"cian) 8a(uel) Aida) Jee) 5o&i) Echo) %ho "er!e a" hi" "i$ling" and $e"t friend" in hi" profe""ional
and per"onal life3
'he Me""iah Mi""ion 7nternational Mini"try Cu$ao fa#ily) for their "piritual guidance and "upport3 and
,inally) to the 5ource of %i"do#) to the All+&no%ing) All+po%erful) and Al#ighty :od) the only 5a!ior of #an&ind) -ord Je"u" Chri"t. ,or all the"e) Hi"
Ceti*cati'n '% Oi)ina#it$& $he researcher certi*es and declares that research work is original.
CER$%*%CA$%ON O* OR%)%NAL%$Y
'hi" i" to certify that the re"earch %or& pre"ented in thi" the"i" titled
THE RELATIONSHIP BETWEEN THE ENGLISH PROFICIENCY LEVELS AND THE ACADEMIC PERFORMANCE OF THE POLYTECHNIC UNIVERSITY OF THE PHILIPPINES INSTITUTE OF TECHNOLOGY SOPHOMORES for the degree Ma"ter of Art" in Engli"h -anguage
'eaching at the Polytechnic ni!er"ity of the Philippine" e#$odie" the re"ult of original and "cholarly %or& carried out $y the under"igned. 'hi" the"i" doe" not contain %ord" or idea" ta&en fro# pu$li"hed "ource" or %ritten %or&" that ha!e $een accepted a" $a"i" for the a%ard of a degree fro# any higher education in"titution) e*cept %here proper referencing and ac&no%ledg#ent %ere #ade.
John Hayrold C. Malonzo 8e"earcher<Candidate 12 May 2014
A.stact& It is the e%ecutive summary of the research which includes the research title, researchers name, degree or course, institution, year, and the adviser. It states briey in paragraph form the rationale, ob/ective, and problems, research methodology *ndings, conclusion and recommendation.
A'&$RAC$
'itle/ THE RELATIONSHIP BETWEEN THE ENGLISH
PROFICIENCY LEVELS AND THE ACADEMIC PERFORMANCE OF THE POLYTECHNIC UNIVERSITY OF THE PHILIPPINES INSTITUTE OF TECHNOLOGY SOPHOMORES
8e"earcher/ John Hayrold C. Malonzo
egree/ Ma"ter of Art" in Engli"h -anguage 'eaching 7n"titution/ Polytechnic ni!er"ity of the Philippine"
=ear/ 2014
Ad!i"er/ r. Mely M. Padilla
$he
Pro/le-'he PP 7n"titute of 'echnology en!i"ion" to fo"ter "tudent learning for i##ediate >o$" through high+(uality) application+oriented cour"e" that integrate technology) co##unication+"&ill" de!elop#ent) and #anage#ent) %hich %ill produce "&illed glo$alized %or&force that can #eet international "tandard".
5u$"e(uently) the #ain o$>ecti!e of thi" "tudy %a" to deter#ine the relation"hip $et%een the Engli"h proficiency le!el" and the acade#ic perfor#ance of "opho#ore" of the Polytechnic ni!er"ity of the Philippine" 7n"titute of 'echnology.
Research "ethodology
e"cripti!e+correlation re"earch #ethod %a" u"ed in thi" re"earch that utilized an Engli"h Proficiency 'e"t adapted fro# -a$a"tida?" the"i".
'he re"pondent" %ere 200 PP 7n"titute of 'echnology "opho#ore") %ho %ere gi!en the Engli"h Proficiency 'e"t.
*indings
;inety+four @4 of the "tudent" had a -e!el or an inter#ediate Engli"h proficiency le!el) and 14D @4. had an o!erall fre"h#an grade+point a!erage of 2.0+2.2 @good.
ith p+!alue" of le"" than the 0.0 le!el of "ignificance) there %a" a perfect negati!e correlation for all fi!e area" of the proficiency te"t/ gra##ar) co#$ining "entence") an"%ering (ue"tion") %ord "e(uencing) and acade#ic reading3 o!erall) the te"t had a +0.D "ignificance of relation"hip) "o the null hypothe"i" i" re>ected.
Conclusions
'he #a>ority of the "tudent" had a -e!el or an inter#ediate proficiency le!el and an o!erall grade+point a!erage of 2.0+2.2 @good.
'here %a" a "ignificant relation"hip $et%een the "tudent"? Engli"h proficiency le!el" and their acade#ic perfor#ance.
Reco--endations
'he 'echnical Focational Education and 'raining @'FE' "hould for#ulate progra#" and policie" for technical progra#" or cour"e" and #aterial" %ith Engli"h proficiency integration. 'he PP ad#ini"tration "hould e!aluate the progra#" and policie" in enhancing Engli"h proficiency in content+area or #a>or "u$>ect" con"idering the a!aila$le #aterial" and re"ource". 'he PP 7n"titute of 'echnology @7tech "hould re!i"e the policy on the Engli"h proficiency progra# and it" integration into "u$>ect" and into the on+ca#pu" rule" and regulation". 'he PP 7tech faculty #e#$er" "hould $e #ade a%are of the i#portance of Engli"h proficiency in their field) and they "hould $e trained for Engli"h proficiency in "e#inar" and %or&"hop"G
Ta.#e '% C'ntents& It presents the content of the paper from the $itle #age to the !ppendices. It also shows the pagination.
$A'LE O* CON$EN$& Page '7'-E PA:E GGGGGGGGGGGGGGGGGGGGGGGGGG..GGGGGG. i CE8'7,7CA'7;+A;+APP8FA- 5HEE' GGGGGGGGGGGGGGGGGGG. ii AC9;-E:ME;'5 GGGGG.GGGGGGGGGGGGGGGGGG.GGGG.. iii CE8'7,7CA'7; , 87:7;A-7'= GGGGGGGGGGGGGGGGGGGGGGG ! AB5'8AC' GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG. !i 'AB-E , C;'E;'5 GGGGGGGGGGGGGGGGGGGGGGGGGGGG. i* -75' , 'AB-E5 GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG *i -75' , ,7:8E5 GGGGGGGGGGGGGGGGGGGGGGGGG... *ii Chapter 1 'HE P8B-EM A; 7'5 BAC9:8;
7ntroduction GGGGGGGGGGGGGGGGGGGGGGGG... 1 Bac&ground of the 5tudy GGGGGGGGGGGGGGGGG... 2 'heoretical ,ra#e%or& GGGGGGGGGGGGGGGGGG..GG 4 Conceptual ,ra#e%or& GGGGGGGG.GGGGGGGGGGGG. 5tate#ent of the Pro$le# GGGGGGG.GGGGGGGGGGGG.. Hypothe"i" GGGGGG..GGGGG.G.GGGGGGGGGGGGG 5cope and -i#itation" of the 5tudyGGGGGGGGGGGGG... 5ignificance of the 5tudy GGGGGG..GGGGGGGGGGGGG. efinition of 'er#" GGGGGGGGG.GGGGGGGGGGGGG. 10 Chapter 2 8EF7E , 8E-A'E -7'E8A'8E A; 5'7E5
,oreign -iterature GGGGGGGGGGGGGGGGGGGGGGG 12 -ocal -iterature GGGGGGGGGGGGGGGGGGGGGGGG 1 ,oreign 5tudie" GGGGGGGGGGGGGGGGGGGGGGGG 22 -ocal 5tudie" GGGGGGGGGGGGGGGGGGGGGGGGG 2 5ynthe"i" and 8ele!ance of the 8e!ie%ed
-iterature and 5tudie" GGGGGGGGGGGGGGG..GGG..1 Chapter 8E5EA8CH ME'H-:=
Method of 8e"earch GGGGGGGGGGGGGGGGGGGGGG 4 Population) 5a#ple 5ize) and 5a#pling 'echni(ue GGGGGGGG. e"cription of 8e"pondent" GGGGGGGGGGGGGGGGGG.. 8e"earch 7n"tru#ent GGGGGGGGGGGGGGGGGGGGG.. ata+:athering Procedure GGGGGGGGGGGGGGGGGGG. D 5tati"tical 'reat#ent of ata GGGGGGGGGGGGGGGGGG. D Chapter 4 P8E5E;'A'7;) A;A-=575) A; 7;'E8P8E'A'7; , A'A
5tudent"? Engli"h Proficiency -e!el"...G... 41 5tudent"? Acade#ic Perfor#anceGGGGGGGGGGG... 4 8elation"hip Bet%een the 8e"pondent"?
Engli"h Proficiency -e!el" a nd Acade#ic Perfor#anceGGGGG4 Chapter 5MMA8=) C;C-57;5) A; 8ECMME;A'7;5
5u##ary GGGGGGGGGGGGGGGGGGGGGGGGGG... 4D ,inding"GGGGGGGGGGGGGGGGGGGGGGGGGGG.. 4D Conclu"ion" GGGGGGGGGGGGGGGGGGGGGGGGG.. 0 8eco##endation" GGGGGGGGGGGGGGGGGGGGGG...0 895 C7'E GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG.. 2 APPE;7CE5 GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG. D .
List '% Ta.#es. It enlists the tables presented in the paper. It includes the table number, table number and the page number.
List '% Fi)/es& It includes all graphs, pictures, drawings or illustrations used and presented in the paper. It also enlists the *gure number, *gure name and page number.
L%&$ O* $A'LE&
'a$le Page
1 i"tri$ution of 8e"pondent" per iplo#a Cour"eGGGGG
2 Engli"h Proficiency -e!el"GGGGGGGGGGGGGG... ,re(uency and Percent i"tri$ution of
5tudent"? Engli"h Proficiency -e!el"G...GGGGG.. 41
4 ,re(uency and Percent i"tri$ution of
5tudent"? Acade#ic Perfor#anceGGGGGGGG... 4
'e"t for 5ignificant 8elation"hip Bet%een the 8e"pondent"? Engli"h Proficiency
and Acade#ic Perfor#anceGGGGGGGGGGG. 4
L%&$ O* *%)URE&
,igure Page
1 Cu##in"? 7ce$erg Model of
-anguage 7nterdependenceGGGGGGGGGGGG..
UNIT III
WRITING CHAPTER 0
T!e P'.#em and Its Bac,)'/nd
$he "hapter 48 $he #roblem and Its +ackground is the comprehensive presentation of the overview of the research problem. It also contains the rationale and the /usti*cation of the research ob/ectives. It determines the coverage of the study and it tells how important your study is. Curthermore, it clari*es the terminologies used in the entire paper.
$his book will also teach you the appropriate level of language, point of view and desirable writing mechanics.
+ased on the logical se0uence of the presentation this chapter considers the following parts8 Introduction7 +ackground of the 'tudy7 $heoretical Cramework7 "onceptual Cramework7 'tatement of the #roblem7 Dypotheses and !ssumptions7 'cope and Limitations of the 'tudy7 'igni*cance of the 'tudy7 and 1e*nition of $erms. $hese parts vary according to methods, types of research, and house style of
the institution.
!ll chapters should have an introductory paragraph e%cept for "hapter 4 because it has its own subchapter introduction.
INTRODUCTION
Introduction is the presentation of the problem, its importance, reason and purpose into a broad conte%t. It is an attempt to rationali&e the root cause of the ob/ectives. !ccording to 'huttleworth )2345, 6! good introduction e%plains how mean to solve the research problem, and creates leads to make the reader want to delve further into your work.9 Eevertheless, it doesnt need to be attractive but directness and conciseness are its primordial characteristics. It is the *rst thing people see, hear, or e%perience about your paper so let them know the immediate substance of your motivation and discovery.
Ideally, it should be the last thing to do to make sure that you introduce what you are actually doing. Dere are some helpful ways to develop an introduction8
4. 1eductive approach is advisable to arrange the ideas from general point of discussion to speci*c details.
2. 'tart with a couple of sentences that introduce your topic to your reader. Aou do not have to give too much detailed information7 save that for the body of your paper. (ake these sentences as interesting as you can. )'amuels, 2342 <. Aou may use a broader de*nition or statement, a 0uotation from an
international perspective or research *ndings, and a rhetorical 0uestion.
=. $he supporting details could be arranged through the di:erent methods of paragraph development like classi*cation, comparison and contrast, description, classi*cation, and e%empli*cation.
5. Rambling introduction, based on Metchum and (edia )2345, will 0uickly lose your readers interest and give the impression that you have not organi&ed your thoughts Sso coherence is a mustT.
>. $hen state your thesis statement, which may be done in one or more sentences. $his is your clinching or transitional sentences to +ackground of the 'tudy.
?. $he length of your introduction depends on the length and comple%ity of your paper
'ample Introduction
C!a"te 0
THE PROBLEM AND ITS BACKGROUND
Int'd/cti'n
In 234<, the results of ducation Cirst nglish #ro*ciency Inde% )C #I showing the poor performance of top 5= countries have served as a wake-up call for countries falling behind their neighboring countries. $his report shows that poor nglish is linked with less trade, less innovation, and lower income. C #I has also revealed the wide gaps among the +RI" )+ra&il, Russia, India, and "hina countries, the developing nations competing to be future economic superpowers. +ra&il is ranked only =>th, much
lower than "hina at <>th, Russia at 2@th, or India - where nglish is
an ocial language - at 4=th. $he #hilippines, another developing
country, needs to meet global standards, and its citi&ens pro*ciency in the nglish language is a key to its development and competitiveness.
+ased on a recently conducted study of the Flobal nglish "orporation, the #hilippines is named the worlds best country in business nglish pro*ciency, even beating the Bnited 'tates. ne way to uphold this good result is the schools being persistent and consistent in their implementation of the +ilingual ducation #olicy )1"' rder Eo. 52, s. 4@;?. +ased on this policy, Cilipino is the medium of instruction at schools in all sub/ects e%cept in the natural sciences and in mathematics in which nglish is used.
!t the higher education institutions and universities, however, instructors are free to choose their medium of instruction although the ma/ority of classes use nglish or at least a code-switching variety of nglish and Cilipino )Fon&ales 0td. in Oillafuerte 2<.
n the other hand, even if the $echnical ducation and 'kills 1evelopment !uthority )$'1! does not have any policy on the use of nglish at technical-vocational institutions, it uses materials, which are written in nglish, for its technology programs )$echnical ducation and 'kills 1evelopment !uthority S$'1!T.
!t the #olytechnic Bniversity of the #hilippines Institute of $echnology, where nglish is used as medium of instruction by
some teachers, students academic performance is becoming a problem of both content-area-sub/ect and nglish-sub/ect teachers.
International Perspective
Clinching entence
Discussion of the conte!t in formulating the thesis
statement
and transitional sentence to the "ac#ground of the
tudy
Narro$er etting %ocal Perspective
BACKGROUND OF THE STUDY
$he +ackground of the 'tudy is the discussion of the locale and the rationale of the topic. !ccording to !llyne and (edia )2345, it also includes a review of the area being researched" current information surrounding the issue" previous studies on the issue" and relevant history on the issue. Ideally" the study should e#ectively set forth the history and background information on your thesis problem. $he purpose of a background study is to help you to prove the relevance of your thesis
%uestion and to further develop your thesis.
Allyne and &edia also suggest a step'by'step on how to do a (ackground of the Study)
4. "onduct preliminary research in the beginning stages of formulating a thesis, when many issues are unclear and thoughts need to be solidi*ed. "onducting preliminary research on your area of study and speci*c topic will help you to formulate a research 0uestion or thesis statement that will lead to more speci*c and relevant research. Oisit your library, the internet and electronic databases to *nd preliminary sources, such as books and scholarly /ournals, for your background of the study.
2. Write a thesis statement or research 0uestion. $hink about what youNve read and look for issues, problems or solutions that others have found and determine your own opinion or stance on the issue. Write out your opinion as an authoritative statement on the issue, problem or solution. !t this point, you can do more detailed research and *nd sources that are more relevant to your thesis or research 0uestion.
<. "omplete your background of the study using your thesis statement and research 0uestion as your guide. Aou will *nd relevant sources that will provide insight into your speci*c thesis issue or problem. (ake sure that your sources provide details on the history and past research related to your research 0uestion.
=. "reate relevant sections as you write the background of the study. !s you evaluate your research and begin to write create sections that cover the key issues, ma/or *ndings, and controversies surrounding your thesis, as well as sections that provide an evaluation and conclusion.
5. "onclude by identifying any further study that needs to be done in that area, or provide possible solutions to the issue that havenNt been considered before.
>. Revise and edit your background study. "omplete several drafts of your work, revising and *lling in information as you go. ach time that you read over your work, try to leave it better than it was before. ItNs also a great idea to have someone else look it over as well.
+aac )2343 states 6the background of the study also describes how the present study to be conducted will attempt to bridge knowledge gaps earlier identi*ed7 and where or how further progress in the academic can be mad thru the study.9 +aac also suggests that
$his also usually re0uires a reference to some reports of previous research in the *eld and related areas, both academic and non-academic, theoretical discussions, ocial statistics, newspaper articles or reports, and, perhaps
even personal accounts or e%periences of the researcher on the phenomenon)a being investigated.
n the given e%ample below the researcher uses the locales vision, mission and ob/ective as the /usti*cation of the study. De also uses his observation and the rule of pro%imity as the rationali&ation.
'ample +ackground of the 'tudy
Bac,)'/nd '% t!e St/d$
$he #olytechnic Bniversity of the #hilippines )#B# is a government, non-sectarian, non-pro*t institution of higher learning and operates year-round with two semesters and a summer. $he Bniversity employs 4,=;< full-time and part-time faculty members with a few of the former holding administrative positions. $here are ?3? regular and casual administrative employees who provide support services to the Bniversity population ) pup.edu.ph.
With more than twenty campuses serving more than ?3,333 students, the #B# is the largest university in !sia in terms of student population. $he main campus is located in 'ta. (esa, (anila. It has )45 *fteen colleges, and one of which is the Institute of $echnology ) pup.edu.ph.
$he Institute of $echnology )Itech o:ers si% diploma courses8 "omputer ngineering $echnology )1"$, lectrical ngineering $echnology )1$, lectronics "ommunications ngineering $echnology )1"$, Information "ommunication $echnology )1I"$, and (echanical ngineering $echnology
)1($, and ce (anagement $echnology )1($.
$he researcher has chosen #B# Institute of $echnology as the focus of the study because he is a faculty member of the "ollege of !rts and Letters, servicing the institute with nglish sub/ects, such as nglish Frammar and "omposition, 'tudy and $hinking 'kills, 'peech and ral "ommunication, and $echnical
Report Writing.
$he /usti*cation of this research is rooted in the assessment of the vision, mission, and goals of the #B# Institute of $echnology. It envisions to be a leading institution that provides skilled globali&ed workforce in a technologically-driven culture. It aims to produce competent graduates who are communicatively capable. $o achieve this goal, both students and faculty members should be pro*cient in nglish.
$he institutes mission is to foster student learning for immediate /obs through high-0uality, application-oriented courses that integrate technology, communication skills development and management. Dence, to be highly employable, graduates should be pro*cient in nglish and have the ability to engage in pre-employment re0uirements and nglish- or communication-related evaluations of employers, like /ob interviews, simulations, and written e%aminations.
ne of the goals of Itech is to ensure teaching-learning eciency and e:ectiveness by means of highly 0uali*ed and committed faculty members. Dowever, the Institute of $echnology has only four )= nglish teachers. $wo of them are
"rief description of the locale
Rule of Pro!imity
&ustification using the vision, mission and
