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Chapter I of the research paper is called the The Problem and Its Background (sometimes also

called the Introduction), which is composed of the following sections: 1) Background of the
Study, 2) Statement of the Problem, 3) Scope and Delimintation, and 4) Significance of the
Study. (Other theses have sections such as Objectives of the Study, Hypotheses, Limitation of
the Study and Definition of Grades, but these will not be considered in this study.)

No study can begin without a topic. This article also includes guidelines on how to select a
research problem and how to write a research topic.

THE RESEARCH PROBLEM (According to Calderon & Gonzales)

A problem is “any significant, perplexing, and challenging situation, real or artificial, the
solution of which requires reflexive thinking”. In research, it is known as the research
topic or research title

Elements of a Research Title. The research title is not meant to be entertaining or “catchy” like
the titles of television programs or movies, but informative. The parts of a research title contain
the following information:

1. The subject matter or topic to be investigated. (“What?”)

2. The place or locale where the research is to be conducted. (“Where?”)

3. The population or universe from who the data are to be collected, i.e., the respondents or
interviewees. (“Who”?)

4. The time period of the study during which the data are to be collected. (“When”?)

Example:

Subject matter: The teaching of Science


Place or locale: in the high schools of Province A
Time period: during the school year 1989-1990
Population: as perceived by teachers and students

Subject matter: The effects of the use of cell phones on the academic performance
Population to senior high school students
Place or locale: at Philippine Christian University
Time period: during the first semester, school year 2016-2017

Choosing a Workable Topic (According to Bordo, et al.)

Avoid the following topics:

a. Controversial issues (e.g., political scandals, court matters, etc.)


b. Very new topics (references may not yet be available)
c. Personal bias and discriminating topics (e.g., racism, sexism, etc.)
d. Supernatural and paranormal topics (e.g., fortune-telling, astral projection, telepathy, etc.)
e. Political conflicts (e.g., graft and corruption, wiretapping, war on drugs, etc.)
f. How to commit crimes

Things to consider in selecting a topic:

a. Time frame for completion (Research should be feasible)


b. Benefit to the community. Topics that improve human life is the ultimate goal of research.
(Research is ethical)
c. Focus on a specific area of knowledge; i.e., it should be concentrated on a specific subject
area.
d. Topics should be interesting; that is, pertinent to the readers’ interests.
e. Topics should be measurable and observable for it must be results oriented.

BACKGROUND OF THE STUDY (According to Bordo, et al.)

This section serves the following purposes: 1) to provide readers with the background and
general direction of the research paper, 2) to bring about a smooth transition into the major
discussion of the paper, and 3) to arouse curiosity among the readers thereby getting their
attention.

The following are some elements that should or might be included in this section:

Presentation of the problem – Describe the existence of an unsatisfactory condition or a problem


that needs a solution.

Historical background of the problem - Give the historical background of the problem, if
applicable.

Geographical conditions of the study locale - If applicable, describe the geographical location of
the study.

Rationale of the study - Give the reason(s) why the study should be conducted.

Example:

In 2004, the researcher migrated to the Philippines to accompany her spouse who was at the time
studying at the Adventist Institute for International Advanced Studies (AIIAS) in Silang, Cavite.
They discovered the study opportunities and were motivated by the quality of education and low
school fees being offered. They visited several colleges and universities to collect pamphlets and
sent them back to Vanuatu for educational awareness. The Ni-Vanuatus became aware and
decided to send students to study in the Philippines. The first two schools to receive Vanuatu
students were AMA Computer College in Dasmariñas, Cavite and Air Link Aviation College in
Parañaque City. The researcher came to know Cavite State University (CvSU) in 2009 and
transferred from AMA.
(Ngwele, March 2011)

STATEMENT OF THE PROBLEM

The statement of the problem (also called “purpose statement and research questions”) is a
statement of the purpose of the study and a series of questions that will help in researching the
topic. It is composed of 1) the general statement of the problem (the purpose statement) and 2)
the specific sub-problems or sub-questions (or research questions). (It may help to think that the
specific sub-questions/research questions is an outline in question form.)

Guidelines in Writing the Statement of the Problem (According to Calderon & Gonzales)

1. The general statement of the problem (or the purpose statement) and the specific sub-problems
(or the research questions) should be formulated first before conducting the research.

2. It is customary to state specific sub-problems in the interrogative form; hence, sub-problems


are also called “specific questions”.

3. Each specific research question should be clear and unequivocal (should only have one
meaning) in porder to avoid confusion.

4. Each research question should be researchable apart from the other questions (i.e., separable).

5. Each research question must be based upon known facts and phenomena. Furthermore, data
from such facts and phenomena should be accessible to the researcher.

6. Answers to each research question can be interpreted apart from the answers to the other
specific questions.

7. Answers to each research question must contribute to the development of the whole research
study.

8. Summing up the answers to all the specific questions will give a complete development of the
entire study.

9. The number of research questions should be enough to cover the development of the whole
research study.

Example:

This research aims to develop an evaluation model of a web-based tool used in test
administration for Grade 11 and 12 students.

Specifically it aims to answer the following questions:

1. What are the commonly used web-based tools used in test administration?

2. How are these web-based test tools evaluated?


3. How could evaluation model be designed for web-based test administration?
(Leanillo, 2016)

SCOPE AND DELIMITATION

This section is a description of what is included in the study and what is not included. The
population under study and the locale of the study should be described.

Example:

The study shall only include children studying at the Sunday school of Beth Yaacov synagogue
in Makati City. This will include only children from ages five (5) to twelve (12), being the age
when Jewish children begin their religious education, and ending at the age when they
become bar mitzvah and bat mitzvah. Children from other Jewish communities in the country,
like the “Bagel Boys” in Pampanga or the recently established Chabad House also in Makati, are
not included. Children below the age of religious instruction (five years old) and beyond (twelve
years old) are not included. Attendees of the various adult classes held at the synagogue, are
likewise not included.
(Guerrero, October 2011)

SIGNIFICANCE OF THE STUDY

This is a list of the people or institutions who will benefit from the study and how they will
benefit from the study.

Example:

The study will provide some insights and information on the effect of watching Korean dramas
on housewives’ perception on marriage. Also, the useful and relevant information acquired from
this study will stimulate awareness on housewives on the possible effects the message weight
after their beliefs and attitudes.

Married couples. The study would be beneficial to them since they are married and they would
be able to understand each other more and be more aware of each others feelings toward a
certain topic.

Future researchers. The study would serve as their reference in their research study which
could be beneficial and similar to this.

Housewives. Since they are the participants, this would help them to know more and be aware in
Korean dramas’ effects in their lives as well as their perception on marriage and family life.
(Arcibal, April 2011)

REFERENCES
Bordo, P. E. C., E. D. Mercado, M. G. Gayeta, E. S. Magtoto, & L. F. Noroña (2010). The
elements of writing across disciplines. Malabon: Jimcyzville Publications.

Calderon, J. F. & E. C. Gonzales (1993). Methods of research and thesis writing.. Mandaluyong:
National Book Store, Inc.

Miranda Plata, et al. Research: Process and product workbook.Biñan, Laguna: Trailblazer
Publications.

Arcibal, N. C. (April 2013). Housewives’ exposure to Koreanovelas on GMA 7 and their


perception on marriage. Unpublished undergraduate thesis. Indang, Cavite: Cavite State
University.

Cabulong, J. (October 2016). Development of localized and contextualized teachers’ guides with
Strategic Intervention Materials (SIM’s) in Grade 9. Unpublished masteral thesis proposal.
Manila: Philippine Normal University.

Guerrero, G. (October 2011). The teaching of Hebrew among children at Beth Yaacov
Synagogue, Makati City. Unpublished masteral thesis proposal. Manila: Philippine Normal
University.

Leanillo, M. (October 2016). Evaluation model on the use of a web-based tool in test
administration for Grade 11 and 12 students.Unpublished masteral thesis proposal. Manila:
Philippine Normal University.

Ngwele, H. (March 2011). Marketing the Philippines as an educational destination for Ni-
Vanuatu university students. Edited by G. T. Guerrero. Unpublished undergraduate research
paper. Indang, Cavite: Cavite State University.
2 notes Feb 21st, 2017

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Reporting and Sharing Findings (RDL


1 IVg-j)
Writing Chapter V: Summary, Conclusions, and Recomendations

The last chapter of a research paper or thesis 1) summarizes the findings of the study; 2) gives
conclusions in the form of generalizations; and 3) gives recommendations for the solution of the
problem or application of the findings.

Summary
This section outlines the important details of highlights of the study.

1. There should be a brief statement of the main purpose of the study (in Chapter I), the
respondents/interviewees, the period of the study, method of research used, the research
instrument, and the sampling design (in Chapter III).

2. There specific research questions (in Statement of the Problem) should be written first
followed by the findings that answer it.

3. The findings should be textual generalizations, that is, a summary of the important data using
words and numbers.

4. Only the important findings, the highlights of the data, should be included in the summary,
especially those upon which the conclusions are to be based.

5. Findings are not explained nor elaborated upon anymore. They should be stated as concisely
as possible.

6. No new data should be instroduced in the summary of findings.

Conclusions

This sections contains the principles or general truths that were learned from the study.

1. Conclusions are principles, general statements, and/or generalizations based upon the findings.
These are logical and valid outgrowths of the findings.

2. Conclusions should answer the specific research questions in the Statement of the Problem.

3. Conclusions should point out what is factually learned from the inquiry.

4. Conclusions should be formulated concisely, that is, brief and short and yet convey all the
necessary information.

5. Conclusions should be stated categorically, i.e., as if 100 percent true and correct.

6. Conclusions should refer only to the subject, locale, population, and time period of the study.

7. Conclusions should not be repetitions of any statement anywhere in the research paper or
thesis.

Recommendations

This section appeals to people or entities concerned to solve or help solve the problems
discovered in the inquiry.
1. No recommendation should be made for a problem (or anything for that matter) that has not
been discovered or discussed in the study.

2. Recommendations may be made for the continuance of a good practice or system, or for its
improvement.

3. Recommendations should aim for the ideal but they must be feasible practical, and attainable.
“It is useless to recommend the impossible.”

4. Recommendations should be logical and valid.

5. Recommendations should be addressed to the persons or institutions which are in a position to


implement them.

6. There should be a recommendation for further research on the same topic in other settings in
order to verify, amlify, or negate the findings of the study. (Or to study areas that were not
explored in the present research.

REFERENCES

Calderon, J. F. & Gonzales, E. C. (1993) Methods of research and thesis writing. Mandaluyong,
National Book Store.

Finding Answers Through Data


Collection (RDL1 IV d-f)
Conducting an Interview

An interview is “a purposive face-to-face encounter, usually between two parties (an interviewer
and an interviewee), in order to exchange information” (Miranda-Plata, et al., 2006). (However,
because of modern comunication technology, interviews can also be not “face-to-face”.
Interviews may be conducted over the telephone, chat, or video call.) The interview is one of the
most common data-gathering techniques, and used in qualitative research (the other being the
survey, used in quantitative research). “By talking to people who have the information [that] you
need, you can enrich your knowledge about the topic you are working on”.

An interview typically has three stages: the pre-interview stage, the interview proper, and the
post-interview stage.

The pre-interview stage

1. Determine the purpose of your interview. Determine the specific objectives in conducting your
interview: What will you use the interview for? How will you use the information?
2. Research the topic. Read in order to gain background knowledge on your topic. This will help
you to be able to ask the right questions.

3. Choose your interviewee. Determine who is/are the best people to interview. Determine their
availability, their knowledge of the topic, and whether they may freely share the information that
you need.

4. Prepare for the interview. Make arrangements for the interview, for example, a letter of
request, a call to the interviewee’s office, and recording equipment.

5. Prepare an interview guide. An interview guide is a research instrument (see previous lesson)
that contains questions to be asked by the interviewer/researcher. Determine how to phrase the
questions in order to extract the information that you need.

The interview proper

The interview proper has three basic parts: 1) the opening, 2) the body, and 3) the closing.

1. The opening. This is when the tone of the interview is set. Aim for a positive atmosphere right
from the beginning. This will pave a smooth path for communication. Establish rapport, i.e,
goodwill between you and your interviewee. Make a good impression. Also, set the foundation
for the interview by a) introducing yourself/yourselves (“We are senior high school students
conducting an interview for our Research subject”); b) stating your purpose (‘We want to find
out more about depression”, etc.) and c) describing what will be covered in the interview,
including the topics (“We would like to talk about causes, symptoms, treatment, and prevention
of malaria”), and time limit.

2. The body. This is the main part of the interview where you, the researchers, ask the questions.
Remember that the prepared questions in the interview guide only serves as a guide and should
not be seen as the only questions that may be asked during the interview. (See “Types of
questions” below.)

Your prepared list of questions should also not be see as the strict sequence that should be
followed. Follow the interviewee’s lead on where the discussion goes, and yet use your interview
guide if the discussion get sidetracked. You must research this well.

3. The closing. Do not neglect the closing part of the interview. Aim to leave with a positive
attitude to the interviewee. Signal the conclusion (“And for my/our final question…”). Provide a
summary statement by reviewing the points that were discussed. Make sure that your interview
notes are accurate. Finally, show appreciation and courtesy to your interviewee for the time and
knowledge he or she has shared.

The post-interview stage

1. Arrange for a follow-up session, if needed. Make your interviewee aware of his/her valuable
contribution to your research. Maintain the goodwill that was established during the interview so
that you will be able to arrange a follow-up session in case you need to clarify some information
pertinent to your research.
2. Prepare the interview report. Sort through the information gathered during the interview.
Identify the information need for your research. Recall the purpose for conducting the interview.
Make sure that you present different perspectives on the topic at hand. (See “Writing Chapter IV:
Results and Discussion” below.)

Types of Interview Questions

1. Open-ended questions are broad questions which can be answered freely by the interviewee:
“How did you get started with your business?” “How would you describe your dream job?”

2. Close-ended questions call for restricted answers, i.e., specific answers: “How many
languages do you speak?” “Do you agree with amending the Constitution?”

3. Primary questions are those that introduce new topics or other aspects within the same topic:
“What makes digital photography fascinating to you?”

4. Secondary questions are those that help the interviewee clarify or elaborate on responses
which may not have been clear or complete: “Can you please give an example of that?” “What
do you mean by the word, 'esoteric’?” “Did you say 'poorer’ or 'purer’?”

5. Neutral questions ask for simple, clear-cut answers. These is the type that interviewers should
ask. “What is it like being a girl studying engineering?” “What are the latest developments in
your field?”

6. Leading questions are those that direct (or force) the interviewee make expected responses.
These should generally be avoided. “Noontime shows are stupid, aren’t they?” (You are making
the person agree with you.) “Is it true that you did not vote for our president? Who did you vote
for?” (You are forcing a person to say something that is supposed to be a secret.) “Where were
you when you murdered the victim?” (You are already assuming that the suspect is actually
guilty.)

7. Loaded questions are those “loaded” with some negative aspect of the interviewee, and thus
highly inappropriate. “How can you stand being around a bunch of idiots?” (You are calling
his/her friends “idiots”.) “What ever happened to the corruption charges against you?” “When
the aliens to you up on their spaceship, did they do anything sexual to you?” (From the movie
“Independence Day”, 1995.)

Tips in Conducting an Interview

1. Contact the person you wish to interview ahead of time.

2. Get permission first before using any recording equipment (e.g., voice recorder, video
cameras). Research is ethical!

3. Check if your recording equipment is working properly.

4. Take down notes during the interview. Do not rely on electronic recording equipment.
5. Listen attentively during the interview. Show your interviewee that you are interested. Avoid
doing other things during the interview, such as browsing your phone.

6. Ask only one question at a time.

7. Tactfully redirect the interviewee if they stray away from the topic.

8. After the interview, send your interviewee a thank-you note (or a small token of appreciation).

WRITING CHAPTER IV: RESULTS AND DISCUSSION

The fourth chapter of a thesis or research paper is called Results and Discussion. In a qualitative
research paper, this chapter presents the results of the interview. There is no fixed sections in this
chapter. When writing this chapter, consider: 1) You intended audience (i.e, your teacher or
research panel); and 2) your teacher’s requirements for the subject.

Begin with a brief background about the interview situation (When? Where?) and the
interviewee(s).

Present the interview in the order that the questions are presented in the interview guide.

Give the main points discussed during the interview. Paraphrase or summarize the responses of
your interviewee(s). Use quotations only if the interviewee said something particularly striking.
Quotations provide flavor to the interview report.

Ensure the smooth flow of ideas by using transitional devices (such as first, next, then,
meanwhile, finally, and others).

The closing should reinforce the highlights of the interview by summarizing the key points.

REFERENCES

Miranda-Plata, S., Beltran-Montenegro, M. C., Rañosa-Madrunio, M. B., Valdez, P. N. M.,


Gabriel, C. D., Calero, E. R., et al. (2006). Research: Process and product workbook. Biñan,
Laguna: Trailblazer Publications.
1 note

Understanding Data and Ways to


Systematically Collect Data (RDL 1 IV
a-c)
Chapter III of the research paper is called Methodology. It is composed of the following
sections: 1) Methods of Research, 2) Data Gathering Technique, 3) Research Instrument, and 4)
Sampling Design. (Another section, called Statistical Treatment of the Data, is only used for
quantitative research.)

METHODS OF RESEARCH

Describe your method of research. It can be any one of the following:

1. Historical research – investigates what happened in the past. This involves the collection of
historical data, such as documents, oral traditions, relics and artifacts. This is not a mere research
on the history of a subject, but an attempt on writing the history of a subject using historical data
described above.

2. Descriptive research – attempts to describe what is in the present. This is done primarily
through the use of surveys and interviews.

3. Experimental research – attempts to predict what will happen in the future. It involves the
manipulation of variable and studying its effects.

DATA GATHERING TECHNIQUE

Describe your data gathering techniques. There are two main sources of data:

1. Secondary data is derived from previous researches and found in written publications. It is
called “secondary” because the data was already collected by previous researchers.

2. Primary data is derived from the researchers’ own collection of data; e.g., through surveys or
interviews.

RESEARCH INSTRUMENT

A research instrument refers to the method used in the collection of primary data. The two most
common research instruments are: 1. Survey questionnaire and 2. Interview guide.

SAMPLING DESIGN

Describe how you selected the respondents of your study. Samples may be chosen through the
following methods:

1. Random sampling – also called the fishbowl method or the lottery or raffle method. Each
member of the total population has an equal chance to be included in the study. For example, the
names of all the members of the population are written in strips of paper, placed into a fishbowl
or other receptacle and the required number of respondents are is taken from the bowl.
2. Systematic sampling – also called interval sampling; where every nth element is chosen as a
respondent to the study. For example, in a village, every 7th house shall be selected as a
participant in the study.

3. Stratified sampling – an equal number of respendents are taken from each stratum or ‘level’
of the population. For example, ten students each are selected from each of the academic strand
(e.g., ABM, GAS, HUMMS, and STEM) or from each grade level (seventh grade, eighth grade,
ninth grade, tenth grade)

4,. Purposive sampling – respendents are selected because they possess the desired
characteristics need in the study. For example, in a research about addiction to online gaming,
people who play online games are selected for the study.

5. Convenience sampling – the respondents are chosen because they are accessible to the
researchers. For example, the reseachers’ own classmates or neighbors.
1 note

Learning from Others and Reviewing


the Literature (RDL III f-j)
INTRODUCTION

Chapter II: Review of Related Literature and Studies (RRLS) is composed of discussions of
facts and principles to which the present study is related. For example, of the present study deals
with teenage pregnancy, literature to be reviewed or surveyed should be composed of materials
that deal with teenage pregnancy.

Guidelines in Choosing References (According to Calderon & Gonzales)

1. Materials should be as recent as possible. This is important because of the rapid social,
political, scientific, and technological changes in our societies today. As a rule of thumb, include
only references in dated in the last ten (10) years.

2. Materials should be as objective and unbiased as possible. Some references may be one-sided,
e.g., political and religious biases.

3. Materials should be relevant to the study. Only references that have some similarity to and or
bearing on the problem researched on, should be included.

4. Materials must not be too few or too many. There must be sufficient enough reference to give
the researcher(s) insight into the problem or to indicate the nature of the present investigation.
The number may also depend upon the availability of the needed references.

Guidelines in Using Online References (According to Miranda-Plata, et al.)


1. Determine the credibility of the website. A credible website usually gives the name of the
author (whether individual or organization), the date of publication (when the material was
posted), as well as contact details of the author (e.g., e-mail addresses). Be wary of anonymous
websites!

2. Assess the quality of writing. The language should be clear, logical, and organized. A good
website should contain verifiable information, which can be seen in its citations of sources.

3. Judge the objectivity of the website. The website should be free from bias. For example,
company websites may be good sources of information about the company, but may be biased on
only the positive side of their organization, products, and services.

4. Verify the accuracy of the data. It is important to counter-check the information on the website
by checking other websites or references.

CITATION (According to Bordo, et al.)

Citation is a form of acknowledgment in which the researchers give the source of information
taken or borrowed from a certain reference material or periodical. The purpose of citation are the
following:

1. To give credit to borrowed ideas or information;


2. To expand further lifted statements, facts, and statements integrated in the text;
3. To establish the validity of evidence borrowed;
4. To provide additional information or facts those mentioned by authorities on the topic under
study;
5. To provide cross-reference to various parts of research.

The American Psychological Association Format

A popular method of citation is the use of the format of the American Psychological Association
(APA). It is often used in studies in the social sciences (e.g., psychology) but is also used in other
fields of study as well. (Other formats include the Modern Language Association [MLA] format
and the University of Chicago (UC) format, also called the Turabian System, which is named
after Kate Turabian, who was the University of Chicago’s thesis secretary.

The APA format is known as the “author-date” format. The reference, whether quoted,
paraphrased, or summarized, is introduced by or followed by the citation containing the author’s
surname and the copyright year. It is also called the “in-text parenthetical” format because the
citation is often given within the body of the text and enclosed in parentheses. (This is unlike the
UC-Turabian System, which cites references using footnotes.)

When material is quoted, paraphrased, or summarized, it is cited within the text as in-text
citations. All references used in the study is listed in “References” list at the end of the research.

For an explanation of the APA Citation Format, see this article in the Instructional Minutes
Blogspot blog site: PLAGIARISM (According to Bordo, et al.)
Plagiarism is the use of ideas or information of others without clear and proper acknowledgment
or citation.

Common forms of plagiarism

1. Purchasing an essay or paper from a dealer (online or elsewhere) and calling it one’s own.

2. Borrowing another student’s paper and calling it one’s own.

3. Having someone else do one’s work, for free or for hire, and calling it one’s own.

4. Copying directly from outside sources and calling it one’s own. In other words, deliberately
failing to cite one’s sources.

5. Improperly documenting quoted, paraphrased, or summarized source material.

6. Extending the bibliography or references list in one’s paper by adding references that were not
used in the study.

7. Having other students write a paper as a group and calling it one’s own.

8. Collectively writing a paper as a group but each one submitting copies as individual work.

How to avoid plagiarism

1. Do you own work. Begin your research as early as possible. Avoid procrastination.

2. Establish your own voice. Learn as much as possible about your topic and develop your own
point of view.

3. Do your research carefully. Read the research material clearly and make a bibliography of the
materials you intend to use on paper.

4. Keep copies of all your drafts. This will be proof that you wrote your own paper.

5. Make sure that your research contain properly-cited references.

REFERENCES

Bordo, P. E. C., E. D. Mercado, M. G. Gayeta, E. S. Magtoto, & L. F. Noroña (2010). The


elements of writing across disciplines. Malabon: Jimcyzville Publications.

Calderon, J. F. & E. C. Gonzales (1993). Methods of research and thesis writing.. Mandaluyong:
National Book Store, Inc.

Miranda Plata, et al. Research: Process and product workbook.Biñan, Laguna: Trailblazer
Publications.
Guerrero, G. T. (February 1, 2015). “Documenting references using the APA
format”. Instructional Minutes Blog site. Retrieved: January 12, 2017 from:

Qualitative and Quantitative Research


(RDL 1 I b)
DEFINITION

Qualitative Research is research involving non-quantitative characteristics. Quantitative


research is primarily exploratory research:

a. It is used to gain an understanding of underlying reasons, opinions, and motivations.


b. It provides insights into the problem or helps to develop ideas or hypotheses for potential
quantitative research.
c. It is also used to uncover trends in thought and opinions, and dive deeper into the problem.

Qualitative data collection methods vary using unstructured or semi-structured techniques. Some
common methods include focus groups (group discussions), individual interviews, and
participation/observations. The sample size is typically small, and respondents are selected to
fulfill a given quota.

Quantitative Research, on the other hand, is used to quantify the problem by way of generating
numerical data or data that can be transformed into useable statistics.

a. It is used to quantify attitudes, opinions, behaviors, and other defined variables – and
generalize results from a larger sample population.
b. It uses measurable data to formulate facts and uncover patterns in research.

Quantitative data collection methods are much more structured than Qualitative data collection
methods. These include various forms of surveys e.g., paper surveys, online surveys, etc.

Characteristics of Qualitative Research

1. The absence of “truth”. In qualitative research, the researcher collects information (e.g.,
through interviews) from which some level of knowledge can be gained. But the information
collected from interviewees are not immediately considered the “truth”. In order to verify the
truthfulness of a statement, it is important to know the context of an interview situation.

2. The importance of context. The situation of the interviewee often has an influence on what
they say. This also includes the physical environment (e.g., a neighborhood where early
pregnancy is rampant) or mode (whether oral or through telecommunications) by which an in-
depth interview (IDI), group discussion, or observation is conducted.
3. The importance of meaning. In qualitative research, “meaning” is derived from the data
using of multiple sources such as: the context, the language, the impact of the participant-
researcher relationship, the potential for participant bias, and the potential for researcher bias.

4. The researcher-as-instrument. The researcher is the center of the data-gathering phase and
the instrument by which information is collected. The closeness of the researcher to the research
participants and subject matter instills an in-depth understanding which can prove beneficial to a
thorough analysis and interpretation of the outcomes. (However, this intimacy heightens
concerns regarding the researcher’s ability to collect (and interpret) data in an objective,
unbiased manner.)

5. The participant-researcher relationship. This relationship is at the core of IDIs, group


discussions, and participant observation, where participants and researchers share the “research
space” within which certain conventions for communicating (knowingly or not) may be formed
and which, in turn, shapes the reality the researcher is capturing in the data.

6. The unique set of skills from the researcher. These are skills that go beyond the usual
qualities of organization, attention to detail, and analytical abilities that are necessary for all
researchers. These include techniques to build rapport with participants and active listening
skills.

7. Flexibility of the research design. A defining characteristic of qualitative research is the


flexibility built into the research design. For example, during an interview, a research not only
uses his/her prepared questions but also ask follow-up questions not prepared beforehand.

Characteristics of Quantitative Research

1. The solicitation of measurable characteristics in survey questionnaires (e.g. age, number of


children, educational status, economic status).

2. The use of standardized, pre-tested instruments (i.e., survey questionnaires) to ensure that
these are valid (measures what it is supposed to measure), usable (easy to read, understand, and
answer) and reliable (yields consistent results—see number 5 below).

3. The use of a large number of respondents in order to make sure that this is representative of
the larger population.

4. The use of tables, graphs, figures, etc. to organize data in order to show trends,
relationships, or differences among variables.

5. The ability to repeat the study using the same research instruments (i.e., survey
questionnaires) in another setting (e.g., at another place, at another time).

Strengths and Weaknesses of Qualitative Research

Strengths:
1. Qualitative data complements and refines quantitative data

2. It provides more detailed information to explain complex issues

3. There are multiple methods for gathering data on sensitive subjects

4. Data collection is usually cost efficient

Weaknesses/Limitations:

1. Findings usually cannot be generalized to the study population or community

2. It is more difficult to analyse; does not fit neatly in standard categories

3. Data collection is usually time consuming

Strengths and Weaknesses of Quantitative Research

Strengths:

1. Findings can be generalized if the selection process is well-designed and sample is


representative of study population

2. It is relatively simple to analyze

3 Data can be very consistent, precise and reliable

Weaknesses/Limitations:

1. Related secondary data is sometimes not available or accessing available data is


difficult/impossible

2. Difficulty in understanding the context of a phenomenon

3. Data may not be robust enough to explain complex issues

REFERENCES

“10 distinctive charactistics of qualitative research”. (n. d.). ResearchReviewDesign.com.


Accessed: November 11, 2016. Retrieved: https://researchdesignreview.com/2013/07/31/10-
distinctive-qualities-of-qualitative-research/

Regoniel, P. A. (January 3, 2015). “Quantitative methods: meaning and characteristics”.


SimplyEducate.Me. Retrieved:

“Strengths and limitations”. (n. d.). BetterThesis.dk. Accessed: November 11, 2016. Retrieved:
Wyse, S. E. (September 16, 2011). “What is the difference between qualitative research and
quantitative research?”. SnapSurveys.com. Retrieved: .
2 notes

Definition and Characteristics of


Research (RDL 1 I a)
DEFINITION

Research is the process of systematic, scientific, and objective search for: 1) the increasing of
knowledge; 2) establishing of facts and principles; 3) proving, disproving, or modifying theories;
and 4) developing new ideas, processes, or products.

By “process”, we mean that research is a step-by-step procedure(see number 1 in Characteristics


of Research below). By “scientific” we mean that research is based on science (from the Latin
word scientia or ‘knowledge’). “Proving” means proving that a theory is true; “disproving”
means proving that the theory is false; “modifying” means adjusting a theory based on the
evidence.

CHARACTERISTICS OF RESEARCH (According to Bordo, et al.)

1. Research is systematic. This means that it follows certain processes. For example, the
Scientific Method, which is a) identifying the problem; b) doing preliminary reading; c)
formulating hypotheses; d) conducting experiments; and e) drawing conclusions.

2. Research is objective. It based on known facts or evidence. It is not based on personal opinion
or beliefs. (The antonym for objective is 'subjective’.)

3. Research is organized. It follows a certain format; e.g., page size, line spacing (double
spaced), font style (usually Times New Roman, Arial, or Calibri, etc.), and font size (usually
point 12). It also follows a pattern in citing references, for example, the American Psychological
Association (APA) format.

4. Research is ethical. It does no harm to other people, wither psychologically or physically. It


also means that confidentiality and anonymity is observed: The identity of confidential source is
never revealed, for their own security. It also means that the necessary permissions to conduct
research should also be

5. Research is significant. Its importance can be seen on how the research will benefit people
and the community.

6. Research is feasible This means that research is “doable”. It should be able to be finished in an
allotted period of time. It means that that the research should also be within the reseacher[s]’s
budget.
REFERENCES

Bordo, P. E. C., E. D. Mercado, M. G. Gayeta, E. S. Magtoto, & L. F. Noroña (2010). The


elements of writing across disciplines. Malabon: Jimcyzville Publications.

Writing a Project Proposal (EAPP I g-j


19-24)
A project proposal is a highly persuasive and informative document that aims to address a
particular problem or issue. It is a bid or offerto initiate a project for an individual or a group. It
usually ranges from 1,000 to 2,500 words depending on the complexity of the project being
proposed.

A good project proposal specifies the following:

1. Goals and objectives that the project wants to accomplish;


2. Project plan that details how the set goals and objectives will be accomplished;
3. Financial, human (e.g., experts, consultants), and technical (e.g., equipment and
facilities) resources useful in implementing the project; and
4. Budget that specifies how much money is needed and for what purpose it will be spent.

TYPES OF PROJECT PROPOSAL

There are four types of project proposal which is vary depending on the context of the problem
and the receiver and sender of proposals.

1. Solicited internal
a. It is used when the target reader is within the organization.
b. It responds to a specific request within the organization.
c. The problem has been identified within the organization and the decision to solve it has been
made.

2. Unsolicited internal
a. It is used when the target reader is within the organization.
b. It is a self- initiated proposal that no one asked for.
c. The target reader has not yet identified that a problem exists within the organization; hence, no
decision has been made to solve the problem.

3. Solicited external
a. It is used when the target reader is not within the organization.
b. It responds to a specific request from someone who is not within the company.
c. The problem has been identified and the decision to solve it has been made.
4. Unsolicited external
a. It is used when the target reader is not within the organization.
b. It is a self- initiated proposal that no one asked for.
c. The target reader has not yet identified that a problem exists; hence, no decision has been
made to solve the problem.

PARTS OF A PROJECT PROPOSAL

I. Title The name of the project; for example: New Widget Development

II. Summary

A briief description of the main points of the project proposal (usually in 200 to 250 words). It
may include the following:

A. Background. An explanation of the problems/needs/issues that are trying to be solved. This


should include a brief setting and history behind the project.

B. Objectives An enumeration of the goals the project is aiming to achieve.

Objective 1
Objective 2
Objective 3

III. Time frame The time period under which the project is expected to be begun and
completed. For example: June 2016 to November 2017. ( See “Work breakdown and task time
estimates below.

IV. Proponents A list of people who are proposing the project.

V. Methodology

This sections details the plan for how the project objectives will be achieved. It usually starts
with a description of the overall approach. Then it provides details on methodology, the
population being addressed, and how anticipated problems will be managed. This includes:

A. Project approach. A few short paragraphs or bullet points on the overall approach to the
project; including: How the project team will be organized, what development and collaboration
tools will be used, and how the plan will be updated along the way.

B. Work breakdown and task time estimates. A detailed project schedule. This includes a list
of tasks that will be performed for the project. broken down into time periods. Tasks should be to
expose risks and make reasonable estimates in man hours required. You may want to include a
milestone chart in this section.
C. Deliverables. These are the products, information, reports, etc that will be delivered to the
client at the end and throughout the duration of the project. This includes a description of the
deliverable(s) and an estimated delivery date.

VI. Risk Management (optional)

This section details the major project risks and delineates the plans to alleviate or control them.
Make sure to address each risk’s likelihood of occurring as well as its impact on the project and
the organization. This can either be:

A. Risk management plan. This is the detailed plan of action to minimize and contain any risk
factors that may come up as the project progresses.

B. Risk register. This is a line-item list of risks and counter efforts.

VII. Project costs

In this section you will need to estimate the overall cost of the project. This includes:

A. Project budget. A detailed, line-item budget should be divided into categories such as
salaries, fringe benefits, travel, supplies, and equipment. Make sure to also include any overhead
costs (called “indirect costs”) that will be associated with the project.

B. Budget narrative. The budget narrative is basically a list of commentary needed to clarify
and justify the figures on your budget.

Additional financial statements(if any). Some project proposals may require additional
financial statements, such as a profit and loss statement, a recent tax return, an annual report, or a
list of funding sources.

VIII. Conclusion

This section ties up all the above information in a short summary that explains the potential value
of the project and emphasizes its feasibility.

IX. Appendix This is where additional charts, graphs, reports, etc. that were cited in the
proposal, should be placed, because they may not be appropriate to be placed in the main body of
the document.

GUIDELINES IN PREPARING A PROJECT PROPOSAL

1. Decide what the problem is and prepare a rough idea on how this problem can be addressed.

2. Develop or select a framework that will help you organize your ideas systematically.

3. Identify your specific activities, outputs, resources, and methodologies.


4. Build your project proposal team and appoint a project leader who is responsible for
coordinating activities and communicating with the funding agency.

5. Identify the organization that will probably fund your project. These can be government
agencies, non- governmental organizations, private companies and foundations and international
funding agencies.

6. Hold an initial meeting with your team to discuss the plans in preparing the project proposal.

7. Allot sufficient time for planning.

8. Involve all the team members by assigning specific responsibilities to them.

9. Be realistic with your project proposal. Make sure that your objectives and activities are
within the given time and resources.

10. Contact the funding agency if some items and requirements are not clear to you.

11. Always put yourself in the shoes of the receiver of the project proposal.

SAMPLE PROJECT PROPOSAL


NOTE:The following fictional project proposal is based on the Death Star, a fictional
superweapon from the Star Wars movies. However, a real proposal was submitted through the
“We, the People” section of the US White House website, which received a humorous “tongue-
in-cheek” response from a senior White House official. This project was further placed on the
“crowdsourcing” website Kickstarter.
TITLE: THE DEATH STAR ULTIMATE WEAPON

SUMMARY

In order to secure peace and security of our Galactic Empire, Grand Moff Wilhuff Tarkin (in his
“Tarkin Doctrine”) hereby proposes a superweapon that will instill fear among the several star
systems across the Galaxy and prevent them from rebelling against our Emperor.

The Death Star will be a moon-sized deep space mobile battle station that would be able to
destroy an entire planet in a single shot from its powerful hyperlaser. This space station would be
120 kilometers in diameter (with 357 levels) and powered by a hypermatter generator which uses
powerful kyber crystals. It would be able to house over 300,000 military personel, over 25,000
stormtroopers, and two million support crew. It will also be armed by 15,000 turbolaser
emplacements and have a complement composed of several fleets of TIE fighters.

The objectives of this project shall be:

1. To instill fear among the several star systems across the Galaxy; and
2. To crush the Rebel Alliance.

TIME FRAME: September 2016 to August 2021 (or 2035, if allowances are made)
PROPONENTS

Wilhuff Tarkin
Grand Moff

Archduke Poggle the Lesser


Chief Engineer of Geonosis

Darth Tyrannus (formerly Count Dooku)


Dark Lord of the Sith (deceased)

The Emperor

METHODOLOGY

While the idea of building a superweapon has been held by the ancient Sith Lords for millenia,
Archduke Poggle the Lesser of Geonosis, with the help of his engineers, has laid down plans for
the construction of this superweapon under the direction of the Emperor and his then-apprentice,
Darth Tyrannus.

This space station shall be built in utter secrecy in orbit over the Planet Geonosis using floating
construction droids and slave labor of Wookiees from the Planet Kashykk. Supplies, materials
and equipment shall be collected at two drop-off points and then secretly transported to the
construction site.

It is estimated that the construction of the Death Star may take as little as five years, including
the collection of supplies, materials, and equipment, and the actual construction. However,
construction may be extended up to nineteen (19) years to make allowances for delays due to
shortages in labor and materials, and for occasional harassment from the Rebel Alliance.

At the end of the construction, the Galactic Empire shall be in possession of the Death Star, a
moon-sized superweapon that would be able to destroy a planet with a single blast.

RISK MANAGEMENT

The project needs to be completed in utter secrecy. Hence, the plans for the superweapon shall be
kept secret. No one, except the Emperor himself, shall have access to the complete set of plans.
The plans shall be kept secret, lest the Rebel Alliance steals such plans finds a weakness that
would destroy the superweapon. (Such as the small exhaust vent that leads into the main reactor.)
The construction site shall be guarded at all times by four (4) Imperial Star Destroyers, each with
their escort Star Frigates. All spies that are caught, even if they be members of the Imperial
Senate, shall be punished by death (or their homeworld destroyed by the Death Star’s
hyperlaser).

PROJECT COSTS

In 2012, Centives.Net conducted a study on how much steel would be used on the construction
of the Death Star and the estimated cost. The study assumed that the Death Star would use a
similar density of steel as a modern warship. If the aircraft carrier HMS Illustrious has a volume
of 28,591.2 cubic meters and a weight of 22,000 tons, then a Death Star with a diameter of 120
kilometers would be made up 1.085 x 10^15 tons of steel. At current prices, this would cost
85 quadrillion US dollars ($ 85,000,000,000,000,000); or roughly 13,000 times the combined
gross domestic product (GDP) of Planet Earth.

This price does not yet include the cost of a contractor (although no salaries would be needed for
droids and slaves). In order to keep project costs down, open-source hardware and software (e.g.,
Raspberry Pi microcontrollers and Linux OS) and chicken wire will be used as needed.

CONCLUSION

In order to instill fear across the Galaxy and to crush the Rebel Alliance, Grand Moff Wilhuff
Tarkin proposes the construction of the Death Star, a spherical mobile space station armed with a
hyperlaser powerful enough to destroy planets. Though the pursuit of such a grand scheme may
be physically impossible, and delays would displease the Emperor, “we shall double our efforts”.

While the Death Star would become the ultimate weapon in the Galaxy, Darth Vader, the
Emperor’s enforcer said, “The ability to destroy a planet, even an entire star system, is
insignificant next to the power of the Force.”

APPENDIX: Blueprint

http://www.centives.net/S/2012/how-much-would-it-cost-to-build-the-death-star/

http://starwars.wikia.com/wiki/Death_Star

https://petitions.whitehouse.gov/petition/secure-resources-and-funding-and-begin-construction-
death-star-2016__

Prepared by Alyssa Mae B. Anacay and Rev. G. T. Guerrero.


education writing eapp
1 note

Précis writing (EAP I a-c 10)


The word précis (pronounced as “PRAY-see”) comes from an Old French word which means ‘to
cut short’. A précis is a concise summary of an article or other work. It explains the main idea
and the supporting details of a text in a greatly condensed form while retaining the structure of
the original. According to Barun K. Mitra (in Effective technical
communication: A guide for scientists and engineers, 2006), “The most important task [in
writing a precis] is to ensure that the original sequence of events and the flow of ideas remain
unchanged”. As in the summary and the paraphrase, the précis is not a critical analysis of a text.
It does not include a reader’s personal reaction and evaluation.
A précis (also called an abstract) is usually found at the beginning of a thesis or a research paper.
It gives the researcher an overview of the research paper’s contents. Here is an example of a
precis on a book written by Leah Newman entitled, Robert Frost: The People, Places, and
Stories Behind His New England Poetry (Shelburne, VT: The New England Press, 2000).

Leah Newman collected 36 of Frost’s poems, arranging them chronologically according to when
they were written (or based upon her educated estimate if an exact date for his writing the poem
is not firm). Writing for the ordinary reader and not for scholars, she comments on both the
autobiographical evidence in each poem and on literary analyses of it. Her appendices include a
chronology of Frost’s life, a ‘How to Start a Frost Poetry Circle,’ and a thematic groupings of the
poems.

Guidelines in writing a précis

A précis is NOT merely a summary or paraphrase of the original text. It should not be just lifting
out whole phrases from the original. While it is written in your own words, a précis should be a
“miniature version” of the original text. It should follow the order of ideas of the original and
written using what is called “reported speech”.

1. Read and understand the original text. Reread multiple times and take down notes.
2. Identify the main idea, the major supporting details, and the minor supporting details.
3. Create an outline of the original text.
4. Using your notes and your outline, summarize the main idea and each of the supporting details
using one or two sentences each.
5. Check your précis if it of the same tone, order, and meaning as the original.
6. Make sure that the précis meets the writing requirements. Generally, a precis is 100 to 200
words long.

Some writing requirements require that the precis be given a title and that the number of words
be given at the end, in parentheses or brackets.

Example of a précis-writing process

Original text
There is an enemy beneath our feet - an enemy more deadly for his complete impartiality. It
recognizes no national boundaries, no political parties. Everyone in the world is threatened by it.
The enemy is the earth itself. When an earthquake strikes, the world trembles. The power of a
quake is greater than anything humans themselves can produce. But today scientists are directing
a great deal of their effort into finding some way of combating earthquakes, and it is possible that
at some time in the near future humankind will have discovered a means of protecting itself from
earthquakes. An earthquake strikes without warning. When it does, its power is immense. If it
strikes a modern city, the damage it causes is as great as if it has struck a primitive village. Gas
mains burst, explosions are caused and fires are started. Underground railways are wrecked.
Buildings collapse, bridges fall, dams burst, gaping crevices appear in busy streets. If the quake
strikes at sea, huge tidal waves sweep inland. If it strikes in mountain regions, avalanches roar
down into the valley. Consider the terrifying statistics from the past 1755: Lisbon, capital of
Portugal - the city destroyed entirely and 450 killed. 1970: Peru: 50,000 killed. In 1968 an
earthquake struck Alaska. As this is arelatively unpopulated part, only a few people were killed.
But it is likely that this was one of the most powerful quakes ever to have hit the world.
Geologists estimate that during the tremors, the whole of the state moved over 80 feet farther
west into the Pacific Ocean. Imagine the power of something that can move an entire
subcontinent!

This is the problem that the scientists face. They are dealing with forces so immense that man
cannot hope to resist them. All that can be done is to try to pinpoint just where the earthquake
will strike and work from there. At least some precautionary measures can then be taken to save
lives and some of the property. (330 Words)

Outline and notes

Topic and thesis: Earthquake - the deadly enemy of mankind.


–Earthquake strikes all without a distinction of national boundary or political affiliation.
–The power of a quake is greater than that of a man-made weapon of destruction.
–Scientists are trying to find out means to combat earthquakes; they will find some
way to protect themselves from earthquakes.

I. Damage caused by an earthquake in general.


___A. Strikes without warning.
___B. Modern city when struck reduced to a primitive village.

II. Damage caused by an earthquake in particular.


___A. Quake strikes plains, seas and mountains causing all round destruction.
___B. In 1755, Lisbon destroyed, 450 killed.
___C. In 1970, Peru struck, 50,000 killed.
___D. In 1968, Alaska hit, subcontinent moved 80 feet into the Pacific Ocean.

III. What can the scientists do ?


___A. Scientists cannot resist the powerful earthquake.
___B. They can predict the place of origin of the quake so that precaution can be taken
to save man & property.

Précis

Earthquake - The Great Destroyer

Earthquakes are one of humankind’s deadliest enemies. Earthquakes strike all without a
distinction of nationality or political affiliation. The power of a quake is greater than that of any
man-made weapon of destruction. An earthquake can strike without a warning. A modern city
when struck is reduced to rubble. A quake strikes plains, seas and mountains causing all round
destruction. A quake struck Lisbon in 1755 killing 450; Peru in 1970 killing 50,000; Alaska in
1968 moving it 80 feet into the Pacific Ocean. Scientists are trying
to find out means to combat earthquakes, to predict the origin of the quake so that precaution can
be taken to save people and property from destruction. (115 words)
Preparedby Gilmartin Guerrero

REFERENCES

Webster University (n. d.). “Perfecting a précis”. Accessed: June 22, 2016. Retrieved:

Norquist, R. (updated November 10, 2015). “Précis”. About.Com. Accessed: June 22, 2016.
Retrieved:

HitBullsEye.Com. (n. d.). “Précis writing”. Accessed: June 22, 2016. Retrieved:
1 note

Outlining (EAP I a-c 8)


An outline is an organization plan or pattern of a text. If a text could be compared with a human
body, the outline would be its skeleton and the sentences, its muscles. Getting the outline of a
text is an important skill in reading so that students would be able to see the logical arrangement
of a text.

There are two formats used in outlining: the Roman numeral formatand the numeral or decimal
format.

Roman numeral format

I. First major detail

II. Second major detail


____A. Minor detail
____B. Minor detail
____C. Minor detail
_______1. Minor detail support
_______2. Minor detail support
__________a. Minor detail support
__________b. Minor detail support
____________(1) Minor detail support
____________(2) Minor detail support

III. Third major detail

Number or Decimal format

1. First major detail

2. Second major detail


____2.1. Minor detail
____2.2. Minor detail
____2.3. Minor detail
________2.3.1. Minor detail support
________2.3.2. Minor detail support
______________2.3.2.1 Minor detail support
______________2.3.2.2. Minor detail support
______________________2.3.2.2.1 Minor detail support
______________________2.3.2.2.1 Minor detail support

3. Third major detail

General rules in outlining

A. In the Roman numeral format…


1. Numbers (Roman numerals such as I, II, III and Hindu-Arabic numerals such as 1, 2, 3)
alternate with letters (Uppercase A, B, C and lowercase a, b, c).
2. Numbers are ordered by using Roman numerals first, followed by Hindu-Arabic numerals, and
finally numbers enclosed in parentheses without periods, e.g., (1), (2), (3).
3. Letters are ordered by using uppercase (or capital) letters first, followed by lowercase (or
small) letters, and finally letters enclosed in parentheses with periods, e.g., (a), (b), etc.

B. In the numeral or decimal format each level is labeled with a number (e.g., 1., 2., 3.). A
supporting detail under any level is labeled with an additional decimal, e.g., 2.1.1 is a supporting
detail under 2.1. which in turn supports major detail 2.

In both formats, a supporting detail under any level should be indented to the right. Also, there
should be a minimum of two details per level.

Principles of outlining

1. Parallelism. Items in an outline should be expressed in the same grammatical structure: nouns
with nouns, verbs with verbs, words with words, sentences with sentences, and so on. (See
the types of outlines below.) This enables readers to recognize similarities of content and
function. Mixing structures (e.g., words with sentences) should be avoided.

Faulty parallelism:
____A. How to use free weights
____B. Using weight machines

Correct parallelism:
____A. Using free weights
____B. Using weight machines

2. Coordination. In outlining, items of equal importance are placed on the same level.
Faulty coordination:
____I. Definition of communication
____II. Oral and written communication
____III. Functions of communication
____IV. Forms of communication

Correct coordination:
____I. Definition of communication
____II. Functions of communication
____III. Forms of communication
_______A. Oral communication
_______B. Written communication

3. Subordination Major details that support the major idea should be arranged in logical order.
Minor supporting details, which support the major details, should be placed under the major
detail that it supports. (In the example above, the minor details oral and written communication
is placed under the major detail “Forms of communication”.)

4. Division In outlining, the major and minor details are divided into units or levels. There
should also be at least two items under each level.

Faulty division:
___I. Preparing for the test
___II. Take down notes
___III. Taking the test
______A. Concentrate
______B. Read the question
______C. Answer the test

Correct division:
___I. Preparing for a test
_____A. Review the lesson
_____B. Take down notes
_____C. Sleep early
_____D. Have a good breakfast
___II. Taking the test
______A. Concentrate
______B. Read the question
______C. Answer the test

Prepared by Gilmartin Guerrero

REFERENCES

Miranda-Plata, S., et al. (2006). Research process and product workbook. Binan, Laguna:
Trailblazer Publications.

Troyka, L. Q. (2002). Simon & Schuster handbook for writers. New Jersey: Prentice Hall.

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