SWU PHINMA Senior High School Student Research Manual PDF

STUDENT RESEARCH MANUAL Second Edition – October 2024  SHS Research Manual | 2 DISCLAIMER This manual is intended for the use of the senior high school researchers of Southwestern University PHINMA. This will serve as a guide o...

STUDENT RESEARCH MANUAL Second Edition – October 2024  SHS Research Manual | 2 DISCLAIMER This manual is intended for the use of the senior high school researchers of Southwestern University PHINMA. This will serve as a guide on how to conduct research that includes proposal, research, or capstone papers, and other research-related outputs. This guide is structured into five (5) sections, which are considered essential for carrying out scholarly research. The guidelines, policies, and procedures outlined in this manual have been approved by the Principal in collaboration with relevant stakeholders, with the final endorsement from the Research Coordinator. This manual serves solely as a resource for the general guidelines governing research conducted by senior high school students within the SHS Department, particularly those enrolled in research or research-related subjects. In the event that situations or scenarios arise that are not covered by this manual, it is the duty of the student researcher and their research adviser/teacher to notify both the Senior High School Research Coordinator and the Principal, as well as Grade Level Coordinators. The SWU PHINMA Senior High School Department has the right to update, revise, and change the contents of this Research Manual necessary to align with other institutional policies and requirements of the university. This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 43 IV. GUIDELINES, FORMS, CRITERIA A. Research Paper Format/Specifications General Guidelines on Manuscript Format and Technicalities: 1. Page Setup: a. Use short bond paper with dimensions of 8.5 x 11 inches. b. Set the top margin to 1.6 inches, the bottom margin to 1 inch, the left margin to 1.9 inches, and the right margin to 0.9 inches. 2. Font: a. Select Cambria, Verdana, Tahoma, or Arial as the font style. b. Set the font size to 12 points. 3. Spacing: a. Apply 2 line spacing throughout the entire document. 4. Pagination: a. Place page numbers in the upper right corner of each page. b. Use Arabic numerals for pagination. c. Do not include a page number on the first page of each chapter. 5. Main Titles (Middle Headers): a. Main titles, which are the primary titles of chapters or sections, should be center-aligned on the page. b. Write these titles in all capital letters. c. If the main title spans more than one line, format the second line to form an inverted pyramid. 6. Left-Side Headings (Second-Level Headings): a. These headings are secondary titles within a chapter. b. Align left-side headings with the left margin. c. Use bold text for these headings. d. Capitalize the first letter of each important word, including nouns, pronouns, adjectives, verbs, and adverbs. e. Do not capitalize articles, prepositions, and conjunctions. f. Examples of second-level headings include "Statement of the Problem," "Hypotheses," "Definition of Terms," and "Statistical Treatment." This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 44 Example Formatting: On the title page, center the main title and write it in all capital letters. For example: MAIN TITLE OF THE DOCUMENT (CENTERED, ALL CAPS) Do not place a page number on the first page of each chapter. For subsequent pages, position the page numbers in the upper right corner. Center the chapter titles on the page and write them in all capital letters. For example: CHAPTER 1 THE PROBLEM AND ITS SCOPE For section titles, align them with the left margin, use bold text, and capitalize important words. For example: Statement of the Problem Hypotheses Definition of Terms Statistical Treatment In a typical document, the format should look like this: CHAPTER 1 THE PROBLEM AND ITS SCOPE Statement of the Problem This section details the main problem the research aims to address... Hypotheses The following hypotheses will be tested in this study... Definition of Terms For clarity, the key terms used in this research are defined as follows... Statistical Treatment The data collected will be analyzed using the following statistical methods... To learn more about the SHS research format, please refer to the template provided on the following pages. This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 45 THE TITLE SHOULD BE IN ALL CAPITULATION (SCIENTIFIC NAMES SHOULD BE ITALICIZED), BOLD, TIMES NEW ROMAN, FONT 14, ALIGNED CENTER, FIVE SINGLE SPACE FROM TOP MARGIN AND SHOULD FOLLOW INVERTED PYRAMID FORMAT A Research Paper Presented to the Senior High School Faculty Southwestern University PHINMA In Partial Fulfillment of the Requirements for Research in Science, Technology, Engineering, and Mathematics (STEM)/Capstone Last Name1, First Name1 MI1 Last Name2, First Name2 MI2 Last Name3, First Name3 MI3 Last Name4, First Name4 MI4 Month Year This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 46 ABSTRACT A good abstract is accurate, non-evaluative, coherent and readable, and concise (APA 7th Edition). The research abstract is counted as page ii (lowercase Roman numeral) with a running head or abbreviated title. The word abstract should be in upper letters centered at the top of the page in bold format. The justified abstract should be a single paragraph without paragraph indention. The abstract is a brief summary of the research study, totaling from 150 to 250 words. It should be written in past tense when referring to the conduct of the study (e.g. “Results showed that...”, “The participants of the study were composed of...”); but in present tense when referring to ideas, concepts or implications derived from the research study (e.g. The findings imply that...”). Consider writing the abstract after the paper has been completed. Abstract should contain the following: Keywords (maybe 3 to 4 keywords after the abstract); one sentence statement of the problem or research question; brief description of the subjects or participants (identify how many and any relevant characteristics); brief description of the research methods and procedures; basic findings/report of the results, including effect, sizes, and confidence interval and/or statistical significance levels; and conclusions and implications or applications. Keywords: Abstract, Research, Writing guide This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 47 APPROVAL SHEET This research paper entitled, “TITLE IN UPPER CASE”, is prepared and submitted by the RESEARCHERS, in partial fulfillment of the requirements for the Research in Science, Technology, Engineering, and Mathematics/Capstone*, had been examined and is hereby recommended for acceptance and approval for *FINAL ORAL DEFENSE. ______________________________ Research Adviser _________________ _________________ Panel Member Panel Member _______________________________ Chair/Panel Accepted as his/her research project for Research in Science, Technology, Engineering, and Mathematics/Capstone* by the School Principal. _________________________ ________________________ Date Principal *can be changed based on the requiring subject This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 48 ACKNOWLEDGMENT The word ACKNOWLEDGMENT should be written in bold, uppercase and at the center. The justified paragraph should express the student’s gratitude and appreciation for all the assistance made and given by special individuals, institutions, organizations etc. that are not mentioned in the research paper but have made an important contribution to the student’s research study. This section contains paragraphs with single indention. Double spacing with no space before and after the paragraph. Pronouns should be written in the third-person point of view. This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 49 DEDICATION This is an optional section. It should be a one-page dedication and the word DEDICATION need not appear on the page, the text should be centered. The page contains the names of people special to the researcher, e.g family, friends, other close relatives, who inspired and helped the researcher to finish and complete his/her research paper. Double spacing with no space before and after the paragraph. ~ J. Abgao This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 50 TABLE OF CONTENTS Title Page ……………………………………………………………………………………..….i Abstract..……………………………………………………………………………………….. ii Approval Sheet …………………..……………………………………………………………. iii Acknowledgments …………………………………….………………………………………. iv Dedication (optional) …………………………………………………………..……………… v Table of Contents ………………………………………………………………….………….. vi List of Tables …………………………………………………………………….……………. vii List of Figures ………………………………………………………………...……………… viii CHAPTER 1. THE PROBLEM & ITS SCOPE ……………………………...……….…….. 1 Rationale of the Study ………………………………………………………………… 1 Statement of the Problem ……………………………………………………………. 4 Hypotheses (Philosophical Assumptions for quali) ……………………………...… 5 Theoretical/Conceptual Framework and Background …………………………….. 6 Significance of the Study …………………………………………………………….. 7 Scope and Limitations of the Study …………………………………………….…… 8 Definition of Key Terms ……………………………………………………………….. 9 CHAPTER 2. REVIEW OF RELATED LITERATURE AND STUDY……………....…… 10 Related Literature ……………………………………………………………………. 10 Related Studies ……………………………………………………………………… 18 Related Legal Basis …………………………………………………………………. 24 CHAPTER 3. RESEARCH METHODOLOGY ………………………………………..….. 25 Research Design ………………………………………………………………..…… 25 Research Environment ………………………………………………..…………….. 26 Research Participants/Subjects ……………………...…………………………….. 27 Research Instruments ………………………………………………………………. 28 Data Gathering Procedure ………………………………………………………..… 29 Data Analysis ………………………………………………………………………… 30 CHAPTER 4. RESULTS AND DISCUSSION ……………………………….…………… 31 CHAPTER 5. SUMMARY OF FINDINGS, CONCLUSIONS & RECOMMENDATIONS ……………………………………………...……………………… 38 Summary of Findings ……………...………………………………………………… 38 Conclusions …………………………………………………………………...……… 39 Recommendations …………………………………...……………………………… 40 REFERENCES ………………………………………………………………….…………… 41 This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 51 APPENDICES ……………….………………………………………………………………. 46 A Gantt Chart …………………………………………………………………… 46 B List All Attached Appendices ………………………………………………..47 Curriculum Vitae …………………………………………………………………...………… 48 This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 52 LIST OF TABLES Table Table Title Page 3.1 Materials Used 34 4.1 Table Name 43 4.2 Table Name 44 The example above shows that the table number is written in the first column, followed by the Table Title in upper and lower case, and the page is written in the third column. Single space, and each entry should be separated by one vertical space. This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 53 LIST OF FIGURES Figure Figure Title Page 1 Theoretical - Conceptual Framework 4 2 Map of Cebu City 23 3 Figure Title 30 Ensure consistency in your table and figure numbering throughout the manuscript. You can choose between two numbering systems: 1. Simple Consecutive Numbering: Number all tables and figures consecutively, regardless of the section or chapter. For example, Figure 1, Figure 2, Table 1, Table 2, Table 3, etc. 2. Section-Based Numbering: Number tables and figures sequentially within each section or chapter. For example, Table 1.1 refers to the first table in Chapter 1, while Table 3.4 refers to the fourth table in Chapter 3. This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 54 CHAPTER 1 THE PROBLEM AND ITS SCOPE Rationale of the Study A good introduction should begin with broad background information and gradually narrow down to the specific focus of the study, following an inverted pyramid structure. The first paragraph defines the issue/problem/subject of the study. The first paragraph also contains the global or broad perspective. You can cite authors or situations from the different published sources. Do not forget to write the author and the date the material was published by enclosing them inside the parenthesis (Dela Cruz, 2010). If you don’t want to use the parenthesis to cite the source, you may also directly state the source. Example, “According to Dela Cruz in 2010,…or According to Dela Cruz (2010)”. The next section contains the national perspective of your research. Begin with a phrase or sentence that will maintain the coherence of your composition. Example: " In the Philippines”. The following paragraph(s) contain/s the local perspective of your research. You may narrow down from the national perspective in the second paragraph, to regional, then provincial, lastly to your specific locale. Wrapping all the situations from global, national, and local perspectives, state the necessity of conducting your research. Make sure that the reader will be convinced of the importance of your research by the well-established prepositions in the first, second, and third paragraphs. You may also add paragraphs, but always make sure that the last paragraph is for the importance of conducting the study in your chosen locale. This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 55 Statement of the Problem Begin by stating the main or general objective (in declarative form) of the study in one to two sentences followed by the specific problems (in interrogative form). Make sure that your specific problems are specific, measurable, attainable, realistic, and time bounded. Example of main objective, “This study aims to develop a research manual that will be the basis for teachers and students in writing research manuscripts. Specifically the study sought to answer the following questions: 1. Specific Problem 1 2. Specific Problem 2 Hypotheses Based on the problems above, the following null hypotheses are made: 𝐻01: Null Hypothesis 1 𝐻02: Null Hypothesis 2 Theoretical/Conceptual Framework Erase the word “Conceptual” above if you are establishing a research based on the existing theory or theories, or erase the word “Theoretical” if you are establishing your research from a construct and not from existing theories. You may use polygons and/or arrows for your diagram. The diagram is usually the “Figure 1” in your study. Layout your diagram below this paragraph which represents your Theoretical/Conceptual Framework. This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 56 Figure 1 Theoretical/Conceptual Framework Theoretical/Conceptual Background Below the diagram is the paragraph which discusses your own concept about your plan in conducting the research. Remember that the Theoretical/Conceptual Framework is the background of your study. Explain each variable of your diagram or figure above, including some important processes that you will involve. In the first sentence of the first paragraph, state the main objective of conducting your research. You need also to discuss the theory or concept where you anchored your study. The discussion should be in the context of your study and not on the mere definition of the theory. This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 57 Significance of the Study The opening paragraph outlines the overall importance or aim of the study. You might start this section by considering who or what will gain from your study's conclusions. Following this introduction, list the individuals or groups involved and detail how they will benefit. You could phrase it like this: "Furthermore, this study will be beneficial to the following:” Students. This manual will scaffold students on how to put research into writing. This will provide them with technical guide, both in content and physical appearance, in research writing. Research Teachers. They will use the developed manual for instructional purposes to sync research content to the developed school research manual. Other Researchers. (Construct at the context of your study) For the beneficiaries, the format should follow a paragraph heading or: Indented, Bold Italic, Title Case Heading, Ending With a Period. Text begins on the same line and continues as a regular paragraph. Scope and Limitation of the Study This section discusses the perimeter of the study such as the time frame, place where the study will be conducted, the variables involved, and limitations. The first paragraph should discuss the 3Ws, starting with: where the study will be conducted; then what is the timeframe; and who are the people involved or subject of interest. The second paragraph begins with the main objective of the study and the variables under study to attain the research objective. After enumerating the variables, This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 58 emphasize that other factors that may intervene the results are not under study. Example “Other factors not stated in this section are beyond the scope of this study”. Definition of Key Terms Key terms are typically words or phrases that might be unfamiliar to readers or hold particular meanings within the context of the research study. Terms should be indented, bold italic, title case heading, ending with a period. You are advised to use two ways (conceptual or lexical and operations or working) of defining terms to make the meaning clear and understandable. The operational definition is preferable when defining technical terms. Terms should be arranged alphabetically. For purposes of clarification, the following key terms are hereby defined: Pineapple leaves. These are elongated outer sheets of the pineapple plant which contain 3% strong silky fibers (Padreshi, 2012). As used in this study, this refers to the pineapple leaves as wastes of the pineapple fruit pickers but utilized into paper bags. This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 59 CHAPTER 2 RELATED LITERATURE REVIEW Related Literature Chapter 2 should begin with the "Related Literature" section, followed by the "Related Study" section. Citations within each section should be organized chronologically. To prevent plagiarism, texts gathered from various sources should be paraphrased rather than copied directly. All sources should be cited using the APA 7th edition format (Abgao, 2022). “If there are statements or direct quotations that you want to include in your Chapter 2, do not revise the statement. Instead, write it directly in an inclosing quotation mark, and indent the entire statement. After the statement, write the source” (De la Cruz, 2023). Related Studies In this section, you will present findings from related studies that may support your results in Chapter 4. Similar to the Related Literature section, arrange your citations either chronologically or by topic. Ensure all sources are cited in APA 7th edition format (Example, 2024). The final paragraph of Chapter 2 should summarize all your readings, highlighting the research gap or the need for your study. This document is the property of the SWU PHINMA – Senior High School  SHS Research Manual | 60 Related Legal Basis This section evaluates the study's alignment with government initiatives. As with the Related Literature and Study sections, arrange your citations chronologically, from the most recent to the oldest. Key sources include laws and departmental directives such as circulars, orders, and memoranda, which provide the legal foundation for the study's framework. Demonstrating that a study has relevant legal bases underscores its significance in relation to government priorities. This document is the property of the SWU PHINMA – Senior High School