Practical Research 2: Midterms Reviewer PDF

PRACTICAL RESEARCH 2: MIDTERMS REVIEWER TABLE OF CONTENTS Chapter 1 Lesson 1: Quantitative Research 1...

PRACTICAL RESEARCH 2: MIDTERMS REVIEWER TABLE OF CONTENTS Chapter 1 Lesson 1: Quantitative Research 1 Lesson 2: Kinds of Variables and Uses 2 Lesson 3: Research Gap 3 Lesson 4: Research Title 4 Lesson 5: Scope and Delimitation 4 Lesson 6: Hypothesis 5 Chapter 2 Lesson 1: Literature Review in Quantitative Research 6 Lesson 2: Conceptual Frameworks 7 Lesson 3: Ethical Standards in Literature Review Writing 8 Lesson 4: Citation 8 Lesson 5: Statement of the Problem 12 CHAPTER 1 LESSON 1: QUANTITATIVE RESEARCH RESEARCH ➔ organized investigation and study of materials ❖ Validity and reliability is more measurable and sources to create facts and reach new inferences WEAKNESSES ➔ come up with developing appropriate solutions ❖ May not adequately provide in-depth info needed ➔ improve an individual’s quality of life for describing a complex phenomenon ➔ use different methods ❖ Lacks ability to provide comprehensive textual ➔ can save lives description of human experiences ❖ Numerical data may be insufficient to analyze QUANTITATIVE RESEARCH intangible factors ➔ use numbers in stating generalizations about a ❖ Study design = less flexible given problem ❖ Response of participants are limited results of objective scales of ❖ Self-report data may not be accurate measurements of the units of analysis KINDS OF QUANTITATIVE RESEARCH called variables I. DESCRIPTIVE DESIGN ➔ describe a particular phenomenon by CHARACTERISTICS observing it as it occurs in nature 1. Methods or procedures of data gathering call for ➔ no experimental manipulation measurable characteristics of the population ➔ does not start with a hypothesis 2. Standardized instruments guide data collection, ➔ answers who and what ensuring the accuracy, reliability, and validity Example: 3. Figures, tables, or graphs showcase summarized ★ Exploring the Determinants of data collected; allows you to see the evidence Senior High School Track collected Preference Among Grade 10 4. Larger population = more reliable data Students: A Comprehensive 5. Quanti methods can be repeated to verify Study findings in another setting, reinforcing validity II. CORRELATIONAL DESIGN 6. Data gathering and analysis are done accurately ➔ identifies relationship between and objectively variables using statistical data 7. Concise visual presentation ➔ goes beyond describing what exists 8. High replicability ➔ no manipulation Example: STRENGTHS ★ The Relationship Between the ❖ Objective Financial Status and the ❖ Can be repeated or replicated Academic Performance of ❖ Generalizable Pamantasan ng Lungsod ng ❖ Can establish causality more conclusively Maynila Senior High School ❖ Can make predictions based on numerical, Students quantifiable data III. EX POST FACTO DESIGN ❖ Can be analyzed using statistical software STEM 12 - Loyalty | 2024 - 2025 | By: Manalo, A. C. & Destriza, K. G. 1  PRACTICAL RESEARCH 2: MIDTERMS REVIEWER ➔ to investigate a possible relationship between previous events and present IMPORTANCE OF QUANTITATIVE RESEARCH conditions ➔ paved the way to find meaningful solutions to ➔ “ex post facto” = “after the fact” difficulties ➔ manipulation is not possible MAJOR BENEFITS Example: ❖ for crafting and implementing laws ★ The Effect of Corporal ❖ most inventions and innovations are products Punishment on the BSEd ❖ social sciences Students’ Emotional understand cultural or racial conflicts Development human satisfaction and stressors IV. QUASI-EXPERIMENTAL DESIGN ❖ natural and physical sciences ➔ prefix = “sort of” or “resembling” effectiveness of a product or treatment ➔ almost a true experimental to illnesses ➔ lacks randomization and control groups alternative sources ➔ when real experiments are not feasible ❖ agriculture and fisheries ➔ cause-and-effect relationships increase yield of crops Example: prevent and cure crops and livestock ★ Examining the Effects of a diseases Workplace Wellness Program ❖ sports on Employee Productivity: a enhance athletic performance Quasi-Experimental Study ❖ business V. EXPERIMENTAL DESIGN offer device marketing strategies ➔ provides a more conclusive result improve marketability because it uses random assignments of ❖ arts and design subjects and experimental relationship between color and manipulations architectural space Example: multimedia and adaption for recreation, ★ An Experimental Study on the business marketing, and lifestyle Effectiveness of Multimedia in changes College English Teaching ❖ environmental science cause-and-effects of climate change LESSON 2: KINDS OF VARIABLES AND USES VARIABLE/S ★ group sizes: number of students in a ➔ any element/entity which can be measured for class quantity or quality (characteristics/attributes) CONTINUOUS VARIABLES ➔ can vary or change ➔ aka interval/ratio variables ➔ Bernard (1994) ➔ measured in ranges and can be denoted by can take more than one value non-whole numbers can be words or numbers ➔ can also be expressed in fractions Example: ★ age NATURE OF VARIABLES ★ sex NOMINAL ★ gender ➔ categories that cannot be ordered in a particular ★ education way ★ income don’t have “inherent order” or ★ marital status magnitude ★ occupation ➔ no data overlap ➔ no mathematical operation TYPES OF VARIABLES Example: DISCRETE VARIABLES ★ male vs female ➔ aka integer variables ★ political affiliation ➔ can be counted ★ marital status ➔ can only be denoted by positive whole numbers ★ eye color and are not described in ranges ORDINAL ➔ counts of individual items/values ➔ represents categories that can be ordered Example: ➔ represents data with values that have a natural ★ frequency of behavior order or ranking (may not be the same distance) ➔ limited STEM 12 - Loyalty | 2024 - 2025 | By: Manalo, A. C. & Destriza, K. G. 2  PRACTICAL RESEARCH 2: MIDTERMS REVIEWER Example: ➔ unnecessary ★ Likert scale Example: INTERVAL Independent: Greenhouse Gas ➔ represents data with values that have a Emissions consistent interval or equal distance between Intervening: Global Temperature Rise them Dependent: Sea Level Rise ➔ allows meaningful and standardized CONTROL VARIABLES comparisons of the numerical values ➔ measured in study because they potentially ➔ has a fixed mark influence dependent variables Example: ➔ may be demographic/personal variables that ★ a person’s net worth need to be controlled so that the true influence of the independent variable on the dependent can KINDS OF VARIABLES be determined INDEPENDENT VARIABLES Example: ➔ to affect the dependent variable Plant Growth Experiment: ➔ presumed cause in an experimental research ★ light: maintaining a consistent ➔ being manipulated light source and duration for Example: all plants ★ amount of fertilizer ★ temperature: keeping the ★ impact of different fertilizers amounts growth environment at a on plant growth constant temperature DEPENDENT VARIABLES ★ soil type: using the same type ➔ depends on the independent variable of soil for all plants ➔ presumed outcomes or results of influence ★ water amount: providing ➔ examined for change equal amounts of water to Example: each plant ★ plant growth: effects of different CONFOUNDING VARIABLES fertilizers ➔ aren’t actually measured/observed in the study INTERVENING VARIABLES ➔ exists but influence cannot be directly detected ➔ hypothetical variable ➔ researchers comment in this variable after the ➔ explains and helps to clarify the relationship study has been completed between the independent and dependent Example: variables ★ Smoking and Lung Cancer: Age is a ➔ the mediator confounding variable. Older individuals ➔ “stand in” are more likely to both smoke and develop lung cancer. LESSON 3: RESEARCH GAP RESEARCH GAP METHODOLOGICAL GAP ➔ a problem not covered properly ➔ gaps in methods used to study a particular ➔ may stem from deficiency of appropriate data to subject support the research title and lit gap Example: ➔ lacking or uncomplete piece of info which is not ★ more research to develop new research investigated/studied methods or refine existing methods to address specific research questions DIFFERENT TYPES OF RESEARCH GAPS DATA GAP KNOWLEDGE GAP ➔ gaps in data available on a particular subject ➔ gaps in knowledge or understanding of a subject Example: Example: ★ more research to collect data on a ★ lack of understanding of the specific population or develop new mechanisms behind a particular disease measures to collect data on a particular or how a specific technology works construct CONCEPTUAL GAP PRACTICAL GAP ➔ gaps in conceptual framework or theoretical ➔ gaps in the application of research findings to understanding of a subject practical situations Example: Example: ★ more research to understand the ★ more research to understand how to relationship between two concepts or implement evidence-based practices in to refine a theoretical framework STEM 12 - Loyalty | 2024 - 2025 | By: Manalo, A. C. & Destriza, K. G. 3  PRACTICAL RESEARCH 2: MIDTERMS REVIEWER real-world settings or identify barriers ➔ look at published literature for inspiration to implementing such practices ➔ use digital tools to look for common subjects or most of the research papers ➔ make your questions a note ➔ ask your research adviser ➔ check prominent journal sites HOW TO IDENTIFY GAPS IN THE LITERATURE ➔ study each question LESSON 4: RESEARCH TITLE RESEARCH TITLE/PROJECT ❖ specifying the intervening process and ➔ a product of real world observations, dilemmas, consider linking relations wide reading, selective viewing (tv programs, II. Talk over ideas with others. films, documentaries, vids, etc.), meaningful ❖ ask people who are knowledgeable interactions with significant others, and deep about the topic reflection ❖ seek out those who hold opinions that ➔ should be: original, clear, and concise/specific differ from yours and discuss possible THINGS TO CONSIDER research questions ➔ avoid overly general title III. Apply to a specific context. ➔ refrain from using abbreviations ❖ focus the topic on a specific ➔ avoid using phrases like “A study of…” and “An historical/time period investigation of…” ❖ narrow the topic to a specific ➔ indicate the subject and scope of study society/geographic unit ➔ refrain from indicating the year, unless necessary ❖ consider which subgroups or categories of people/units are involved and TECHNIQUES IN NARROWING DOWN A TOPIC INTO A whether there are differences among RESEARCH QUESTION them NEUMANN (2007) IV. Define the aim/desired outcome of the study. I. Examine the literature. Published articles are an ❖ Will the research question be for an excellent source of ideas for research questions. exploratory, explanatory, or descriptive They are usually at an appropriate level of study? specificity and suggest research questions that ❖ Will the study involve applied or basic focus on: research? ❖ replicating a previous research project exactly or with slight variations CHOOSING A TOPIC FOR A RESEARCH STUDY ❖ exploring unexpected findings LAYDER (2013) discovered in previous research ➔ select a topic that interests and motivates you ❖ following suggestions an author gives ➔ should be doable with resources at your disposal for future research at the end of an and within the time frame article ➔ should be focused and well-defined ❖ extend an existing explanation/theory ➔ you must not allow personal views, ideas, to a new topic or setting opinions, and prejudice cloud your thinking ❖ challenging findings or attempt to ➔ avoid research topics that involve you making refute a relationship moral judgements about certain kinds of behavior LESSON 5: SCOPE AND DELIMITATION SCOPE AND DELIMITATION ➔ parameters under which the study will be ➔ section that clarifies what the study covers based operating on the topic, the possible limitations of the study, ➔ sets what the study covers and how the study is constrained by particular ❖ period factors ❖ location ➔ primary purpose: narrow down the study and ❖ subjects make it more manageable and relevant to the ❖ context research goal ❖ specific objectives ➔ includes: SCOPE ❖ general purpose ➔ boundaries and extent of the study ❖ population/sample ❖ duration STEM 12 - Loyalty | 2024 - 2025 | By: Manalo, A. C. & Destriza, K. G. 4  PRACTICAL RESEARCH 2: MIDTERMS REVIEWER ❖ topics/theories you will discuss you can assess ❖ geographical location ➔ serve as parameters of scope and ➔ domain of the study delimitations III. Consider the different perspectives on your topic. ➔ different branches of study LIMITATION ➔ perspective of different social classes ➔ restrictions that are beyond the researchers' IV. Narrow your focus. control ➔ avoid ambiguity ➔ usually arise from the methodology of the study ➔ focus on relevancy and the lack of literature ➔ factors in previous points into ➔ potential weakness of the study consideration ➔ factors: V. Develop the final research plan. ❖ research design ➔ revisit and revise ❖ ontological position ➔ can be adjusted over the duration of the ❖ resources research DELIMITATION IMPORTANCE OF SCOPE AND DELIMITATION ➔ exclusionary factors that arise from the ➔ determines the area and sphere of study intentional boundaries set by the researchers ➔ used to steer the research, keep it on task, and at ➔ specific choices of the researcher and elements the same time provide the applicability to our outside of the boundaries goals ➔ narrows down the study ➔ often includes: PURPOSE OF SCOPE AND DELIMITATION ❖ objectives and questions ➔ establishing clarity ❖ variables of interest empower readers to understand what is ❖ choice of theoretical perspective and what is not part of the study ❖ paradigm ➔ feasibility ❖ methodology variation of boundaries of scientific ❖ theoretical framework research helps in setting limits to ❖ choice of participants unrealistic objectives and in this way ➔ the things that are intentionally not included creates more doable research ➔ focus and relevance WRITING PROCESS setting the scope limits the research I. Identify your research question or topic. areas, thus, they can derive focused ➔ answers: main research topic study objectives while avoiding being ❖ aim and direction too general. ❖ location or setting ➔ avoiding ambiguity II. Consider the key terms or concepts related to narrowed-down scope and less your topic. generalization reduce the chances of ➔ consider that available resources that confusion or lack of clarity LESSON 6: HYPOTHESIS HYPOTHESIS TYPES OF RESEARCH HYPOTHESIS ➔ expresses the relationship between two or more DESCRIPTIVE HYPOTHESIS variables ➔ describe: ➔ states the predicted outcome of a test ❖ characteristics ➔ can be tested (proved or disproved) ❖ attributes ❖ properties of a NULL HYPOTHESIS (Ho) population/phenomenon ➔ statement of no difference ➔ often provide a baseline understanding of a topic ➔ means/scores aren’t different before further investigation Example: Example: ★ Ibuprofen and acetaminophen have no ★ The average lifespan of lithium-ion difference in their effectiveness for batteries in electric vehicles is 5 years. treating headaches. RELATIONAL HYPOTHESIS ➔ examines relationship between two or more ALTERNATIVE HYPOTHESIS (Ha) variables ➔ statement of difference Example: ➔ means/scores are different in a predicted ★ There is a positive correlation between direction the concentration of carbon dioxide in Example: the atmosphere and global ★ Ibuprofen is more effective than temperatures. acetaminophen for treating headaches. FORMULATING HYPOTHESIS STEM 12 - Loyalty | 2024 - 2025 | By: Manalo, A. C. & Destriza, K. G. 5  PRACTICAL RESEARCH 2: MIDTERMS REVIEWER DIRECTIONAL HYPOTHESIS ➔ simply state that there is a relationship between ➔ specifies the expected direction of the variables relationship between variables ➔ no specific direction ➔ often used when there is strong ➔ often used when: theoretical/empirical evidence supporting a ❖ there is less certainty about the particular outcome expected outcome Example: ❖ previous research has produced mixed ★ Students who study more hours will results have higher exam scores. Example: NON-DIRECTIONAL HYPOTHESIS ★ Using a different programming language will affect the efficiency of a software program. CHAPTER 2 LESSON 1: LITERATURE REVIEW IN QUANTITATIVE RESEARCH PURPOSE AND IMPORTANCE OF LITERATURE REVIEW ❖ JSTOR FOUNDATION ❖ PubMed ➔ provides a foundation for understanding the ❖ Web of Science current state of knowledge in a research area ➔ international GAPS ❖ Google Scholar ➔ helps identify gaps ❖ Proquest Sciencedirect ➔ can guide the direction of new research ❖ EBSCO endeavors ❖ Springer Wiley RELEVANCE ➔ local ➔ demonstrates relevance and contribution of your ❖ The Palawan Scientist research to the broader field ❖ Tuklas.edu.ph METHODOLOGY ❖ Animo repository ➔ informs the design and methodology of study ❖ ejournal.ph JOURNALS PURPOSE OF RRL ➔ explore relevant academic journals in your field I. To find out the connection of your research to the to locate peer-reviewed articles current conditions/situations of the world. BOOKS II. To know more about theories/concepts ➔ consult books and textbooks for broader underlying your research and to learn from them overview with respect to your own research study. GREY LITERATURE III. To discover the relation of your research with ❖ reports previous research studies. ❖ conference proceedings IV. To obtain information on the accuracy or ❖ government docs relevance of your research questions LITERATURE SEARCH STEP IN WRITING THE RRL ➔ include only the references published in Searching for relevant works. reputable journals and publishers, and experts Analyzing these scholarly works select/deselect. who specialize in your selected topic Drafting literature review - synthesis. ➔ use relevant keywords Example: DEFINING THE SCOPE OF THE LITERATURE REVIEW ★ Effects of Online Games on the Digital RESEARCH QUESTION Literacy of Teenagers ➔ clearly define your research questions ➔ use credible and reliable sources KEYWORDS ❖.gov ➔ identify relevant keywords and search terms ❖.edu TIMEFRAME ❖.org ➔ consider recent studies, classic works, and relevant historical context TARGET AUDIENCE BOOLEAN METHOD ➔ may influence scope and depth or lit review USE: ❖ AND SEARCHING AND SELECTING RELEVANT SOURCES search for profiles/texts that contain DATABASES terms connected by it ➔ academic ❖ OR STEM 12 - Loyalty | 2024 - 2025 | By: Manalo, A. C. & Destriza, K. G. 6  PRACTICAL RESEARCH 2: MIDTERMS REVIEWER search for profiles/texts that contain either of the terms IDENTIFYING GAPS AND LIMITATIONS IN EXISTING ❖ NOT RESEARCH exclude a particular term ➔ inconsistencies ❖ quotation marks ➔ unanswered questions search for specific phrase ➔ methodological flaws (limitations) ➔ sample bias ANALYZING WORKS representativeness of samples used in ❖ obtain overview of selected reference previous studies must be published by reputable publishers/journals or written by DRAFTING THE LITERATURE REVIEW legitimate scholars CONCEPTUAL LITERATURE SECTION ❖ refrain from using ➔ presents concepts from references published by predatory ❖ title of reference journals/publishers ❖ specific questions/objectives or your materials that don’t directly explain the study concepts related to your study RELATED STUDIES SECTION ❖ published within the last five to ten years ➔ show related studies ➔ can be arranged in three ways: HIGHLIGHTING THE CONTRIBUTION OF THE CURRENT ❖ Thematic Arrangement STUDY similar studies grouped ADDRESS GAPS together ➔ how your study addresses identified gaps similarities and differences of NEW PERSPECTIVES studies ➔ offer new perspectives/approaches to the topic ❖ Chronological Arrangement METHODOLOGY earlist to latest ➔ how methodology improves upon/complements emphasize previous studies development/progress in a specific field of study ❖ Typological Arrangement SIGNIFICANCE by type ➔ highlight practical/theoretical implications in foreign and local findings LESSON 2: CONCEPTUAL FRAMEWORKS CONCEPTUAL FRAMEWORKS ★ human resources ➔ provides structured approach to understanding PROCESS and organizing complex ideas and relationships ➔ actions, operations, or transformations within ➔ serves as a blueprint the system ➔ defines scope and boundaries ➔ mechanism = inputs into outputs ➔ establishes key variables, concepts, and ➔ involves relationships ❖ manufacturing ➔ well-defined framework that provides clarity and ❖ analysis direction ❖ experimental process STRUCTURE ❖ factors in experiment ➔ organizes ideas and relationships ❖ design of experiment SCOPE OUTPUT ➔ defines boundaries ➔ results, products, or outcomes produced by the CLARITY system ➔ provides clear understanding Example: ★ finished goods INPUT ★ decisions ➔ resources/salient data introduced into a ★ changes in behavior system/process EXPERIMENTAL GROUP ➔ serves as foundation for transformation that ➔ exposed to independent variable occurs within the system ➔ where researcher manipulates conditions to Example: observe impact on dependent variable ★ raw materials ★ energy STEM 12 - Loyalty | 2024 - 2025 | By: Manalo, A. C. & Destriza, K. G. 7  PRACTICAL RESEARCH 2: MIDTERMS REVIEWER ➔ serves as baseline for comparison CONTROL GROUP allows researchers to determine if the ➔ not exposed to independent variable changes are due to the independent variable or other factor/s LESSON 3: ETHICAL STANDARDS IN LITERATURE REVIEW WRITING IMPORTANCE OF ETHICAL CONSIDERATIONS TRANSPARENCY CREDIBILITY ➔ acknowledge any limitations/potential biases ➔ enhances credibility = makes it reliable and trustworthy RESPECT INTELLECTUAL PROPERTY RIGHTS ACCOUNTABILITY COPYRIGHT LAWS ➔ acknowledging contributions of others ➔ familiarize yourself with copyright laws and ➔ ensuring transparency in research process regulations PROFESSIONALISM PERMISSIONS ➔ demonstrates professionalism and respect for ➔ obtain permission before using the material the principles of academic integrity ★ images ★ tables PRINCIPLES OF HONESTY AND INTEGRITY ★ excerpts ACCURATE REPORTING ATTRIBUTION ➔ to avoid misinterpretation/distortion ➔ acknowledge the source of all borrowed ➔ avoid bias/personal opinions that might materials influence the interpretation (objectively) ★ quotes ★ paraphrases ★ summaries LESSON 4: CITATION LITERATURE REVIEW Example: ➔ critical recap of what has already been ★ textbooks researched on a topic ★ encyclopedias ➔ a comprehensive summary of previous research ★ yearbooks on a topic ➔ In identifying a possible source of your RRL, you can refer to the following characteristics below: WHY DO A LITERATURE REVIEW? ❖ the sources that you should use must be ❖ To find out what’s already known about the topic new or recent as possible ❖ To give your reader a critical overview of the ❖ it must be unbiased and objective as existing knowledge which shows how your possible research fits in ❖ it must be relevant to your topic ❖ To find out what’s missing (gap) ❖ it must be in adequate number, not too few nor too many SELECTION OF RELATED LITERATURES ➔ when writing your RRL, you must first consider CITATION OF RELATED LITERATURES the sources that you are going to use as bases for ➔ after identifying your research title, crafting your the contents of this chapter. RRL sources are Introduction and finding your possible sources commonly classified into two major types; for your literature namely: ➔ proper citation of a source is important for you to ❖ Primary source avoid complications and problems on the publications or writings authenticity of your data once your paper is wherein a researcher reports already published. the results of their own studies. Example: ★ monthly, quarterly or CITATION annual journals ➔ means of informing your readers that a certain ❖ Secondary source information came from a specific source and you publications or writings just borrowed it to widen the explanation of a wherein a certain author certain situation or data of your research describes the work of another ➔ information borrowed from other authors are author. properly cited STEM 12 - Loyalty | 2024 - 2025 | By: Manalo, A. C. & Destriza, K. G. 8  PRACTICAL RESEARCH 2: MIDTERMS REVIEWER IN-TEXT CITATION discussed separately from the ➔ all of the citations that can be found in all of the others chapters in your research paper. BY TOPIC ➔ commonly used information in this manner of ➔ when a number of authors/sources gives the citation are the following: same information about a certain topic ❖ author's name ➔ citation of the information will be granted to all ❖ date of the publication of the source of the authors ❖ page number where you found the Example: information ★ Accordingly, research is… (Rio, 2000; REFERENCING LIST Luna & Magsaysay, 2005). ➔ the bibliography and/or references of your ○ in this example, the authors research paper (Rio, Luna and Magsaysay) ➔ holds the summary of the information of all of shared the same information your sources about research; make sure to ➔ involves the following: cite ALL of the authors that ❖ author's name published this said ❖ date of the publication of the source information. ❖ page number where you found the CHRONOLOGICAL ❖ publisher ➔ involves sequencing the information based on ❖ place of publishing the year it was published ❖ volume Example: ❖ edition ★ Yu (2005) states that… ❖ other relevant information ★ Ang (2007) discussed all about… ★ Chu (2010) deliberated regarding… GUIDELINES TO BE CONSIDERED IN THE IN-TEXT ○ in this example, the sources CITATION OF AUTHOR(S) OF THE RRL are arranged chronologically BY AUTHOR/WRITER from the earliest to the latest ➔ all your data and information, facts, ideas or principles from your sources are discussed or CITATION STYLES explained separately ➔ format of the information needed during the Example: citation ★ Cruz (2002) states that research is… AMERICAN PSYCHOLOGICAL ASSOCIATION (APA) ★ Dela Torre (2005) described conduct of ➔ commonly used when a researcher works in research as… social science-related researches ○ in this example, it is evident ➔ follows an author-date format, wherein, the that by using by author or needed information for its in-text citation is the writer method, the author’s surname and the year of publishing information coming from a ➔ follows different formats for varying authors and specific author will be their number Table 1: APA Format In working with APA citation style for one author sources, you will need the author’s surname and the year of its publication. One Author Example: ★ By author: Lee (2005) states that the earth is … ★ By topic: The composition of earth is … (Lee, 2005). Citing sources with two authors using APA style still needs the authors’ surnames and the year of publication. The format varies whether you want to use a by author or by topic manner of citation. Example: Two Authors ★ By author: Kim and Lee (2009) states that … ★ By topic: Accordingly, … (Kim & Lee, 2009). ○ In the by topic manner, the word “and” will be replaced by a symbol “&” which is known as the ampersand. The authors’ surname and the year of publishing is separated by comma (,). The information needed in this number of authors is still the authors’ surname and the year of publication. The format varies on the manner of citation used and the frequency of its usage. STEM 12 - Loyalty | 2024 - 2025 | By: Manalo, A. C. & Destriza, K. G. 9  PRACTICAL RESEARCH 2: MIDTERMS REVIEWER Example: ★ By author: Kim, Lee, Young, and Yu (2015) discussed … ★ By topic: Today’s generation … (Kim, Lee, Young & Yu, 2015). ○ In the by topic manner , the replacement of the word “and” to “&” is still Three to Five Authors applicable. Still, the author’s surname and the year of publication will be separated using a comma. If you wish to use the same source for many times, another format will be followed. In this format, the citation will be shortened by sustaining the first author and replacing the others with the word “et al.” which means “and others”. In “et al.”, the period will be placed only after the “al.”. Example: ★ By author: Kim et al. (2015) discussed … ★ By topic: Today’s generation … (Kim et al., 2015). In this case, the associations, corporations, government agencies will serve as the author. The year of publication is still needed. Example: ★ By author: According to the Department of Education (2012)… Associations, ★ By topic: The education is … (Department of Education, 2012). Corporations Government Agencies, However, if the associations, corporations, government agencies have a well-known abbreviation, the etc. as the Author abbreviations can be added in the first citation and will be used in the proceeding citations to follow. Abbreviations shall be enclosed in a bracket [ ]. Example: ★ First Citation: Department of Education [DepEd] (2012) ★ Second Citation: DepEd (2012) discussed … Indirect sources refer to sources that were mentioned in another source. In this case, the primary author is needed, the year it was published, and its page number. Example: Indirect Sources ★ Brown discussed… (as cited by Smith, 2002, p. 92). ○ The primary authors’ last name, year of publication, and page are separated by commas. Electronic sources refer to materials that are in an electronic form, i.e. pdf files. For this type of source, the citation follows the author-date format, varying from its number of authors. Electronic Sources Example: ★ By author: Perry (2006) states that the … ★ By topic: The … (Perry, 2006). To cite the sources, dates will be abbreviated by “n.d.”, which means “no date”. Websites with an Author but Without Year Example: Published ★ By author: Green (n.d.) stated that … ★ By topic: Accordingly, … (Green, n.d.). MODERN LANGUAGE ASSOCIATION (MLA) ➔ one commonly used citation style in research ➔ follows an author-page format, wherein authors’ papers usually used in liberal arts and surname and the page number where it could be humanities found is needed Table 2: MLA Format STEM 12 - Loyalty | 2024 - 2025 | By: Manalo, A. C. & Destriza, K. G. 10  PRACTICAL RESEARCH 2: MIDTERMS REVIEWER In the MLA format, the page number is always enclosed in a parenthesis and can be found at the ending of each statement. The authors’ surname and the page number are NOT separated by a comma. Citing Print Sources Example: ★ Narrative: Grey stated that …. (50). ★ Parenthetical: …. (Grey 50). CHICAGO MANUAL OF STYLE (CMS) ➔ presents two basic documentation systems: bibliographic information ❖ Notes and Bibliography System such as notes and preferred in researches bibliography is needed concerning the field of footnotes or endnotes are humanities such as literature, placed in the bottom part of arts, and history the paper and provide all information relative to the source Table 3: CMS Format Example: ★ In-text Citation: Levi discussed that today's tap water is not suitable for drinking anymore.¹ ★ Endnote: John Levi, Our water of today, (New York, LMR Publishing, 2016) One Author In the example above, the information to be included in the in- text citation is the author and the number in the endnote that is categorized by the superscript. The endnote follows the format: Author’s first name, author’s last name, Title, (Place of Publication, Publisher, year published) reference page. Example: ★ In-text Citation: Levi and Charles discussed that today's tap water is not suitable for Two Authors drinking anymore.¹ ★ Endnote: John Levi and Thomas Charles, Our water of today, (New York, LMR Publishing, 2016) This system follows the same format as the preceding. This system follows the same format as that of the preceding two. Only one name of the author will be presented, followed by et al. to represent the remaining authors. Four or More Authors Example: ★ In-text Citation: Levi et al. discussed that today's tap water is not suitable for drinking anymore.¹ ★ Endnote: John Levi et al., Our water of today, (New York, LMR Publishing, 2016), 305 ❖ Online News Article Format: Example: Last name, First name. “Title ★ Cruz, Kyrie. “The of the article”. Title of News Election Mania”. KBS Article. Date of Publication. News. (13 Dec. Medium of publication. Date of 2018). Web. 23 access January 2019 SYNTHESIZING INFORMATION FROM RELEVANT LITERATURE FINAL TIP ➔ next step: accomplish Chapter II is to extract the Pay attention to: important and relevant information that you can ❖ Typos use to compose this chapter ❖ Overusing passive voice ❖ Repetitive phrasing ❖ Informal and subjective language STEM 12 - Loyalty | 2024 - 2025 | By: Manalo, A. C. & Destriza, K. G. 11  PRACTICAL RESEARCH 2: MIDTERMS REVIEWER LESSON 5: STATEMENT OF THE PROBLEM RESEARCH QUESTION the school year 2017-2018, as perceived by both ➔ very specific statement which clearly identifies teachers and students? the problem being studied; will usually identify the key variables as well as give some GENERAL GUIDELINES IN FORMULATING A information about the scope of the study QUANTITATIVE RESEARCH PROBLEMS AND ➔ may be in either question or declarative form QUESTIONS ➔ may include sub-problems, if appropriate I. Formulate a research problem that is PURPOSE researchable; meaning, open to empirical I. Introduce the reader to the importance of the investigation. topic being studied. The reader is oriented to the II. See to it that you state your quantitative research significance of the study and the research problem clearly, concisely, and possibly, if under questions or hypotheses to follow. APA referencing style, not beyond 12 words. II. Places the problem into a particular context that III. Have your research problem focus on a general defines the parameters of what is to be understanding of your research topic. investigated. IV. Construct a research problem that mirrors the importance of carrying out the research for TWO TYPES finding answers or solutions to a problem. PROBLEM QUESTIONS V. Let your quantitative research problem state the ➔ are general and explanatory and have a crucial variables and their relationships with one influence on the form and content of topic another. questions VI. Construct an introductory statement to present Example: your research problem, which is the main ★ What are the main factors contributing problem of your research. to the decline of bee populations in VII. State your research questions or sub-problems, agricultural areas? not in the form of yes-or-no questions, but in TOPIC QUESTIONS informative questions. ➔ are specific and descriptive VIII. Express your research problem and research Example: questions either in an interrogative or ★ What impact does pesticide use have on declarative manner, but some research books say bee population decline? that the former is more effective than the latter ★ How does habitat loss affect bee form. (Babbie 2013; Punch 2014; Walliman foraging patterns? 2014) ★ What role do climate change and drought play in the decline of bee CONCEPTUAL AND OPERATIONAL DEFINITIONS populations? CONCEPTUAL DEFINITION ➔ a theoretical or abstract explanation of a concept Generally, there should be a general statement of the ➔ describes the meaning of a term in a general, problem and then this should be broken up into as many often philosophical or theoretical way subproblems or specific questions as necessary. to provide a broad understanding of the Example: concept and its relationships to other This study was conducted to investigate concepts. the effectiveness of the strategies in teaching Example: Science, Technology, and Engineering in the Intelligence senior high schools in the province of Palawan ★ Conceptual Definition: The ability to during the school year 2017 – 2018 as perceived learn, reason, understand, and apply by the STEM teachers and students. - GENERAL knowledge in new situations. STATEMENT OPERATIONAL DEFINITION Specifically, the study attempted to answer the following ➔ a concrete, measurable definition of a concept questions: ➔ specifies how the concept will be measured or I. What teaching strategies and methodologies observed in a particular study were employed by Science, Technology, and ➔ done to provide a clear and specific way to Engineering teachers in Senior High schools in measure or observe the concept in a research the Province of Palawan during the school year context 2017-2018? Example: II. How effective were the instructional materials Intelligence and resources used in teaching Science, ★ Operational Definition: Intelligence will Technology, and Engineering subjects in Senior be measured using the Wechsler Adult High schools in the Province of Palawan during Intelligence Scale (WAIS) test STEM 12 - Loyalty | 2024 - 2025 | By: Manalo, A. C. & Destriza, K. G. 12 PRACTICAL RESEARCH 2: MIDTERMS REVIEWER STEM 12 - Loyalty | 2024 - 2025 | By: Manalo, A. C. & Destriza, K. G. 13