Practical Research 2: Quarter 2 Module 1 PDF

**PRACTICAL RESEARCH 2: Quarter 2 - [Module 1: The Research]** **[Instruments and Analysis of Data]** - **[Quantitative Research Instrument]** ***Research Instruments*** - Are basic tools researchers used to gather data for specific research problems - Common instruments are **perform...

**PRACTICAL RESEARCH 2: Quarter 2 - [Module 1: The Research]** **[Instruments and Analysis of Data]** - **[Quantitative Research Instrument]** ***Research Instruments*** - Are basic tools researchers used to gather data for specific research problems - Common instruments are **performance tests**, **questionnaires**, **interviews**, and **observation checklist**. - The first two instruments are usually used in quantitative research, while the last two instruments are often in qualitative research. However, interviews and observation checklists can still be used in quantitative research once the information gathered is translated into numerical data. *In constructing the research instrument of the study, there are many factors to be considered. The type of instrument, reasons for choosing the type, and the description and conceptual definition of its parts are some of the factors that need to be decided before constructing a research instrument. Furthermore, it is also very important to understand the concepts of scales of research instruments and how to establish validity and reliability of instruments* - **[Characteristics of a Good Research Instrument ]** **[Concise.]** Have you tried answering a very long test, and because of its length, you just pick the answer without even reading it? A good research instrument is concise in length yet can elicit the needed data. **[Sequentia]l.** Questions or items must be arranged well. It is recommended to arrange it from simplest to the most complex. In this way, the instrument will be more favorable to the respondents to answer. **[Valid and reliable].** The instrument should pass the tests of validity and reliability to get more appropriate and accurate information. **[Easily tabulated.]** Since you will be constructing an instrument for quantitative research, this factor should be considered. Hence, before crafting the instruments, the researcher makes sure that the variable and research questions are established. These will be an important basis for making items in the research instruments. **[Ways in Developing Research Instrument]** Three ways you can consider in developing the research instrument for your study. -. First is **[adopting an instrument]** from the already utilized instruments from previous related studies. - The second way is **[modifying an existing instrument]** when the available instruments do not yield the exact data that will answer the research problem. - Third ,is when the **[researcher made his own instrument]** that corresponds to the variable and scope of his current study **[Common Scales Used in Quantitative Research ]** **Likert Scale.** This is the most common scale used in quantitative research. Respondents were asked to rate or rank statements according to the scale provided. Example: A Likert scale that measures the attitude of students towards distance learning.  **Semantic Differential.** In this scale, a series of bipolar adjectives will be rated by the respondents. This scale seems to be more advantageous since it is more flexible and easier to construct. Example: On a description of an active student in school activities - **[Types of Validity of Instrument]**. **Validity** A research instrument is considered valid if it measures what it supposed to measure. When measuring oral communication proficiency level of students, speech performance using rubric, or rating scale is more valid than students are given multiple choice tests. Validity also has several types: face, content, construct, concurrent, and predictive validity - **Face Validity.** It is also known as "logical validity." It calls for an initiative judgment of the instruments as it "appear." Just by looking at the instrument, the researcher decides if it is valid. - **Content Validity.** An instrument that is judged with content validity meets the objectives of the study. It is done by checking the statements or questions if this elicits the needed information. Experts in the field of interest can also provide specific elements that should be measured by the instrument. - **Construct Validity.** It refers to the validity of instruments as it corresponds to the theoretical construct of the study. It is concerning if a specific measure relates to other measures. - **Concurrent Validity.** When the instrument can predict results like those similar tests already validated, it has concurrent validity - **Predictive Validity.** When the instrument can produce results similar to those similar tests that will be employed in the future, it has predictive validity. This is particularly useful for the aptitude test. - **Validity** A research instrument is considered valid if it measures what it supposed to measure. When measuring oral communication proficiency level of students, speech performance using rubric, or rating scale is more valid than students are given multiple choice tests. Validity also has several types: face, content, construct, concurrent, and predictive validity.  **Internal Consistency Reliability.** It determines how well the items measure the same construct. It is reasonable that when a respondent gets a high score in one item, he will also get one in similar items. There are three ways to measure the internal consistency; through the split-half coefficient, Cronbach's alpha, and Kuder-Richardson formula. **[Module 2:Research Intervention]**  - **Nature of Research Intervention** In experimental research, the researcher decides the nature of intervention or treatment. Intervention pertains to what is going to happen to the subjects of the study. This decision covers **who will receive the intervention** and **to what extent** it will be applied to them. For example, in a study of determining the effects of special tutorial program to learners at risk of failing (LARF), researcher decides the group of LARF who will receive intervention. In this example, a special tutorial program is the research intervention. Furthermore, the extent to which the program will be administered to the learners is determined. - **Steps in Describing the Research Intervention Process** A section that explains the details of research intervention is added in the research paper if it is an experimental design. In this section, the procedure of research intervention is explained clearly. **Write the Background Information.** It is an introductory paragraph that explains the relevance of the intervention to the study conducted. It also includes the context and duration of the treatment. **Describe the Differences and Similarities between the Experimental and Control** **Group.** State what will happen and what will not both in the experimental and control groups. This will clearly illustrate the parameters of the research groups. **Describe the Procedures of the Intervention.** Describe how will the experimental group receive or experience the condition. It includes how will the intervention happens to achieve the desired result of the study. For example, how will the special tutorial program will take place? **Explain the Basis of Procedures.** The reason for choosing the intervention and process should clear and concrete reasons. The researcher explains why the procedures are necessary. In addition, the theoretical and conceptual basis for choosing the procedures is presented to establish the validity of the procedures. - **[Planning Data Collection Procedure ]** **Quantitative Data** - Generally, data are any pieces of information or facts that people have known. Once these data answer the research problem, it becomes helpful to research. When research data appears to be measurable in the numerical form, it is considered **quantitative data.** However, some qualitative data can also be useful to quantitative research once it is given a numerical value. For example, if you study about adjustment experiences of students to distant learning, if it is categorized and numbered accordingly, then it can be quantified during analysis. - **Techniques in Collecting Quantitative Data** The following are the common quantitative data gathering technique. Each technique corresponds to specific instrument which will be further discussed in Module 1 - **[Observation].** It is gathering information about a certain condition by using senses. The researcher records the observation as seen and heard. This is done by direct observation or indirect observation using gadgets or apparatus. An observation checklist aids the researcher in recording the data gathered. - **[Survey].** Data gathering is done through interview or questionnaire. By means of questionnaire you use series of questions or statements that respondents will have to answer. Basically, respondents write or choose their answer from given choices. On the other hand, interview is when you ask respondents orally to tell you the responses. Since you are doing quantitative research, it is expected that responses have numerical value either it is nominal or ordinal in form. - **[Experiment.]** When your study is an experimental design, it was already discussed in the previous lesson that it would use treatment or intervention. After the chosen subjects, participants, or respondents undergone the intervention, the effects of such treatment will be measured. - **[Three Phases in Data Collection]** - In doing research, data collection is a major component of research. Neglecting to clarify the collection procedure would result in acquiring inaccurate data that will make you research study invalid. Hence, the data collection procedure is given meticulous attention to gather appropriate data. You are making sure that data you will gather answers to your research questions. - The data gathering procedure is presented in a paragraph format in your research paper. Basically, the contents are the steps you are going to follow: 1. **before** you will gather the data, 2. what to do **during** the actual gathering of data, and \(3) the things to consider **after** data has been gathered. The following are the suggested steps but not limited to it, are the procedures in gathering quantitative data. NAME:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_DATE:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_    NAME:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_DATE:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_   ESSAY  Activity 6:   **Activity 2. Arrange your Steps** Directions: Arrange the following steps in data gathering into their correct sequence, 1 as being the first step, and 10 as the last step **MODULE 3** Prerequisite for taking Practical Research 2 is your Statistics and Probability subject. It is presumed that you already have a good practice of the learning competencies needed to conduct quantitative research. Your background statistics and probability background will help you plan and choose your data analysis. In planning your data analysis in quantitative research, you also need to consider your research problem, type of data, hypothesis, and scale used in your research instrument. This lesson focuses on designing your data analysis procedure. **Data Analysis** **Data analysis** in research is a process in which gathered information are summarized in such a manner that it will yield answers to the research questions. During quantitative data analysis gathered information were break down and ordered into categories in order to draw trends or patterns in a certain condition. In quantitative research, the numerical data collected is not taken as a whole. In order to understand it better, it is analyzed into components based on the chosen research variables and research questions you are going to answer. These numerical data are usually subject to statistical treatment depending on the nature of data and the type of research problem presented. The **statistical treatment** makes explicit the different statistical methods and formulas needed to analyze the research data. **Activity 1: Statistics Recall** Directions: From your previous lessons, recall the following terms in Statistics. Write its definition or description and purpose or function in analyzing data. Fill in the boxes to provide the information about these statistical terms or you may use a separate sheet. Use the table for your answer. **Planning your Data Analysis** Before choosing what statistical test is appropriate for your research study it is important to determine what statistical formation is applicable to your current study. In immersing yourself into planning your data analysis, you have to decide what basic descriptive statistical technique you are going to use. Although this technique does not give you the degree of association or effect between variables, this will help you to code and simply tabulate your data. **Descriptive Statistical Technique** provides a summary of the ordered or sequenced data from your research sample. Examples of these tools are frequency distribution, measure of central tendencies (mean, median, mode), and standard deviation. **Inferential Statistics** is used when the research study focuses on finding predictions; testing hypothesis; and finding interpretations, generalizations, and conclusions. Since this statistical method is more complex and has more advanced mathematical computations, you can use computer software to aid your analysis. You also must identify types of statistical analysis of variable in your quantitative research. A **univariate analysis** means analysis of one variable. Analysis of two variables such as independent and dependent variables refer to **bivariate analysis** while the **multivariate analysis** involves analysis of the multiple relations between multiple variables. Furthermore, selecting what test to use is basically done by identifying whether you will use parametric test or non-parametric test. As these were already discussed in your Statistics and Probability subject, a summary of what to consider is presented below:  In addition, in choosing statistical techniques in quantitative research, the purpose or objective of the research study should be considered. **Test of Relationship between Two Variables** Pearson's r (parametric) Phi coefficient (non-parametric for nominal and dichotomous variables) Spearman's rho (non-parametric for ordinal variable) **Test of Difference between Two Data Sets from One Group** T-test for dependent samples (parametric) McNemar change test (non-parametric for nominal and dichotomous variables) Wilcoxon signed-rank test (non-parametric for ordinal variable) **Test of Difference between Two Data Sets from Two Different Groups** T-test for independent samples (parametric) Two-way chi-square (non-parametric for nominal variable) Mann-Whitney U test (non-parametric for ordinal variable) **Test More than Two Population Means** Analysis of Variance or ANOVA (parametric) **Test the Strength of Relation or Effect or Impact** Regression (parametric)  **Activity 3. Choose the Appropriate Statistical Test** Directions: Determine the statistical test/s appropriate for the sample research. Make sure to explain your decision in one to two sentences. 1\. Relationship between Academic Stressors and Learning Preferences of Senior High School Students Statistical Test/s: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Explanation: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2\. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils Statistical Test/s: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Explanation: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3\. Impact of the Implementation of COVID -- 19 Health Protocols in Supermarkets on Consumer Behaviors Statistical Test/s: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Explanation: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 4\. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens Statistical Test/s: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Explanation: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 5\. Measuring the Gadgets Usage of Children at Home during Quarantine Statistical Test/s: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Explanation: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Module 6: **RESULTS AND DISCUSSION:Giving Meaning to Numbers** Objectives: At the end of the lesson the student will be able to; - Present and interpret data in tabular and graphical forms - Illustrate the parts of the discussion of research finding After carefully analyzing the collected data using appropriate statistical procedures,the Results and Discussion chapter follows.This chapter reports findings of your study in a logical sequence. - The results of the descriptive statistical procedures performed on the data are presented first followed by the the results of the inferential statistical procedures. - Used to tables and figures to summarize and present your findings for each research question or problem statement. - Doing so allows you to present the results of the statistical procedures used and convey numbers in clearer and more concise form. - The numbers and statistics presented through tables or figures enable readers to easily understand and grasp the research findings. - The tables uses rows and columns to show quantitative data.On the other hand,the type of figure you use depends on the type of data that you are dealing with and what information about your respondents you want to present. - However,that any table or figure presented must be discussed and interpreted. - Tables and figures must be presented clearly and should contain the necessary information that directly answers the research problem or research question. **Prefatory Information** - is one paragraph introduction of the research question or problem statement.In this part,you restate the specific research question or problem statement or hypothesis that you intend to answer to remind your readers. - You may also include what the data were collected,what instrument was used to collect such data,and what statistical procedures was used. **Introduction to the Table or Figure** - This is a one -sentence introduction describing the content of the table or figure. - Remember to provide the table or figure with arelevant title. **Discussion of Important and Interesting Findings or Critical Data** - From the table,extract the significant and interesting findings concerning your research question or problem statement. - Do not state what is obvious in the table. - Only the highlights or important parts of the data are textually presented. - In addition,descriptive equivalents or interpretation must be seamlessly embedded in the discussion and should not be presented as it appears in the table.Do not table reading-do not just directly translate into text the data reflected in the table or chart. - Study the example provided here and its interpretations. +-----------------------+-----------------------+-----------------------+ | Indicator | Weighted Mean | Verbal Description | +-----------------------+-----------------------+-----------------------+ | 1. The leader is | 4.50 | Very much evident | | democratic. | | | +-----------------------+-----------------------+-----------------------+ | 2.the leader is | 3.09 | Evident | | autocratic. | | | +-----------------------+-----------------------+-----------------------+ *Incorrect.The table shows what that indicator 1,which states that "The leader is democratic",has an average weighted mean of 4.50,which means "very evident"as rated by the respondents.* *Correct.The table shows that the democratic process is very much evident in the institution and practiced by the administrator based on the computed average mean of 4.50* *When presenting the results of inferential statistical procedures,the findings (reject or fail to reject)and claim must be presented after the statement of hypothesis.Consider the example.* +-----------------------------------------------------------------------+ | *Example:* | | | | *When subjected to independent samples t-test,the computed p-value of | | 0.000 is lower than the 0.05 level of significance.Therefore,the null | | hypothesis,which states that there is no significant difference in | | the attitude toward college algebra of the treatment group before and | | after the experiment,is rejected.This result reveals that there is a | | statistically significant difference between the group's attitude | | toward college algebra and after the experiment.* | +-----------------------------------------------------------------------+ **Interpretation and Implication of the Results** - After textually presenting the significant findings,the interpretation,inference,or implication of the findings follows. - This includes the discussion of condition(s) contributing to the result,the factors that bring about the result,or the effect or impact of the result.In this part,you also discuss the association of the results to the theory mentioned in your research. - For treatment research,you may include in this section the features or characteristics of the intervention that contributed to your research findings. **Comparison or Corroboration** - In this section,you are expected to compare the results of your research with previous related research,particularly with those stated in the Review of related literature chapter.When doing this,note that your research findings must verify,support,or negate the findings of previous related studies and not the other way around. *Incorrect: The study of Albay (2020) that found out that..... negate the finding of the current study.* *Correct: The current study negates the findings of Albay (2020) that...* *Also,in this section of the discussion of results,you can establish whether your research findings validate or challenge the existing theories that support the conduct of your study.You may also discuss the implication of your results to existing theories or concepts.* **Making a Claim or Respondents** - Conclude the discussion of your results by drawing a conclusion or making a claim o the basis of the research findings. - You can include an explanation about how concerned groups can be benefit from the research results. - A recommendation can also be indicated in this section. - Some examples of discussion of results are provided here. - Remember that the examples provided here are not the only discussion that you can provide for a particular research finding.The examples reflect the insights of the researches based on the nature of their research studies. **Module 7:Packaging and Reporting:The Research Report and Dissemination of Results** Summary - the summary section is more widely read by readers that any other section or chapter of the research study.This is the main reason that this section of the research report is written in a clear and concise manner. - Summary,includes; \* General and specific objectives \* the specific problem statements in narrative form \* a brief description of the research methodology \* the list of salient findings \*Conclusions \*Recommendations The first paragraph of the summary section presents the general and specific problem statements of the research.then a brief description of the research methodology is written in the second paragraph. **Conclusions** - Summarizes the idea of the findings. - These are inferences made based on the research results.They state what the findings imply. - The conclusions directly support the researchers salient findings. **Recommendations** - Proposes actions that can be taken further as a consequences of the conclusions. - These are statements that clearly indicate the applications of the conclusions. Example; The study recommends the following: **References** - Refer to the materials that you have used as an author in writing your research paper. - Remember that these materials are cited in the research report. - At the end of a research paper,a list of references is presented,and it is usually termed as Works Cited,Reference List,or Literature Cited. The following are some examples on how to cite a book and journal article with one or more authors using MLA,APA,and Chicago Styles: Book --------- ------------------------------------------------ MLA Brown,Dan.The da Vinci Code.Random House,2004 APA Brown,D.(2004).The da Vinci Code.Random House. Chicago Brown,Dan.The da Vinci code.Random House,2004. --------- ------------------------------------------------ Journal --------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- MLA Albay,Eduard M."Analysing the effects of the problem solving approach to the performance and attitude of first year university students."*Social Sciences & Humanities Open1.1*(2019):100006 APA Albay,E.M.(2019).Analyzing the effects of the problem solving approach to the performance and attitude of first year university students*."Social Sciences & Humanities Open1.1*(1),100006. Chicago Albay,Eduard M."Analysing the effects of the problem solving approach to the performance and attitude of first year university students."*Social Sciences & Humanities Open*1.1 no.1(2019):100006. --------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Multiple Authors --------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ MLA Estrada,Tjaart Jan B.,and Isagani B. Jos."Generating Spanning Maximal Planar Subgraphs of Complete 4-Partite Graphs."*Manila Journal of Science* 12(2019):56-63 APA Estrada,T.J. Jan B.,and Isagani B. Jos."Generating Spanning Maximal Planar Subgraphs of Complete 4-Partite Graphs."*Manila Journal of Science* 12(2019):56-63 Chicago Estrada,T.J. Jan B.,and Isagani B. Jos."Generating Spanning Maximal Planar Sub-graphs of Complete 4-Partite Graphs."*Manila Journal of Science* 12(2019):56-63 MLA Lubrica,Percyveranda,et al."Contextualizing teaching practices in a diversified classroom:An assessment."International Journal of Teaching and Education 6.2.(2018): 108-124. APA Lubrica,P.,Montemayor,JL., Angiwan,E., 7 Capili,A. (2018).Contextualizing teaching practices in a diversified classroom:An assessment.Internaational Journal of Teaching and Education,6(2),108-124. --------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ - Remember that all the works cited in the research report must be listed in the Literature or Rference List,and vice-versa. **Citation Tools** There are research articles that are indexed on google scholar.If this is the case for your reference,Google Scholar provides how it was cited. Follow the steps: 1. Enter the URL htpps://scholar.google.com in your web browser. 2. Input the title or the author of the research on the Google Scholar tab. 3. When article appears,click the double quotation button (")beside the bookmark sign on the article entry. 4. Clicking the double quotation symbol will trigger the interface of the citation for the article.The citations will be APA.MLA,Chicago,Harvard,and Vancouver:This depends on the version of the Microsoft Office software they are using. 5. In most acses,academic institutions use APA.Right Click anywhere on the entry for APA citation style and click "copy".You can now paste the reference entry in your literature Cited. **Dissemination of Research Results** - There are three main ways by which you can dessiminate the results of your research study. **Journal publication**-requires a rigorous process and demands careful attention to the scope of the journal and its format.This left option for you being the research author. **Presenting your research study orally**-in a research conference is one way of disseminating its results and conveying to a wider audience the importance of your research problem. - Time allotment for each research presentation is generally brief. - Each presenter is given 15 mins.to present his or her research report. - Thereafter, another 5 mins. Is alloted for the question and answer segment. - Each research presenter at the conference uses a slide presentation that includes the following aspects of the research report: 1. Title and author of the research,affiliation 2. Bref background of the study,typically indicating the motivation of the researcher for conducting the study. 3. Objectives of the study or statement of the problems 4. Brief description of the research methodology 5. Findings,conclusions,and recommendations Prepared by: **JEFFE M. MABAZZA,LPT** HUMS S-class adviser (St.John the Baptist)