Research-it involves the generation of new knowledge towards improving the quality of human life.

APPROACHES TO RESEARCH

 QUANTITATIVE

 QUALITATIVE

 MIXED-METHODS

Two main Research Activities

1. Research process/method (the act itself)

2. Research Report Writing ( documentation of the act)

RESEARCH DESIGN
Survey

Cross sectional survey- present Ex. Perceptions of School on RH Bill

Longitudinal survey- (present to future) prospective
- (present to back) retrospective

Longitudinal Studies
Cohort study- different samples from the same population
Panel study- the same sample throughout
Trend study- different samples from different population

“I-M-R(F)-a-D” (Introduction-Method-Results (or Findings)-and-Discussion)

REVISED FORMAT for RESEARCH REPORTS

in the Undergraduate, Graduate and Post Graduate Levels (Effective AY 2011-2012)

1. Rationale of the Shift to IMRAD/ IMFAD

The fast rising and changing global trends and requirements in the production, dissemination and
utilization of research outputs challenged the University of the Assumption to shift from its usual
research report format to publishable form. Called “I-M-R(F)-a-D” [Introduction-Method-Results (or
Findings)-and-Discussion], this format is adopted to make research outputs of both faculty and
students in all curricular levels readily publishable.

2. Provision for Flexibility

The revised format as contained herein is not absolute, which means that the researcher is allowed
to modify the format of a given section or deviate from the guidelines presented herein for the
purpose of producing a more scholarly research output.

3. IMRaD/ IMFaD Format: Uses and Brief Description of Components

Uses:
 IMRaD - Introduction-Method-Results-and-Discussion is used for organizing and presenting a
quantitative research report
 IMFaD - Introduction-Method-Findings-and-Discussion is for organizing and presenting a
qualitative research report
Brief Description of the Components

INTRODUCTION

In this section, the study is introduced through a systematic description of its context/
background, beginning from the global to the most specific circumstances where the topic or problem
under study exists or is situated. Related literature from credible sources is incorporated (no need for a
separate section/ storage for it) in the narrative where appropriate, observing existing standards in
citing references, and the basic principles of academic and scientific writing: unity, coherence, emphasis,
conciseness and preciseness. Also found in the Introduction are the objectives of the study stated in
declarative form and the concise description of the significance, scope and limitations of the research
undertaking. Important terms (if any) are defined conceptually and operationally at the close of the
introduction. (This is “Chapter 1” when compared to the old format—presented in a coherent narrative
form).

METHOD

This section, as the title suggests, depicts the selected research methodology, design, and
approaches through which pertinent data were gathered, organized, analyzed and interpreted.
Presented in the same concise narrative form, the essay clearly describes the type of research used,
respondents/ participants included, instrument/s used, other sources of data (if any), data gathering
procedure and tools (statistical tools) used in analyzing data. (This is the equivalent of “Chapter 2” in
the old format).

RESULTS/ FINDINGS

In the old format, this is “Chapter 3”. “Results” presents quantitative data gathered. Data, usually
introduced first in narrative form, then followed by representations through the use of tables, diagrams
or figures, organized based on the sequence of the stated objectives of the study. Interpretation of data
is also expected in this section but not to the extent of discussing beyond the data. On the other hand,
“Findings” contains qualitative data gathered (direct quotations, transcripts, etc.) presented in
narrative form following the sequence of the stated objectives.

DISCUSSION

This is where the in-depth meaning and significance of the data/ findings are presented.
Discussion is substantiated with related literature and findings in other studies, observing existing
standards in citing references. The narrative writing should adhere to the basic principles of academic
and scientific writing: unity, coherence, emphasis, conciseness and preciseness. The limitations of the
 study are also highlighted to invite further inquiry. New insights/ conclusions and recommendations are
presented toward the close of the narrative. For qualitative research, this section closes with the
presentation of the emerging framework.

4. Preliminary Pages (applicable for theses/ dissertations)

 Title Page
 Approval Sheet
 Abstract (250-400 words)
 Table of Contents
 List of Tables (if any)
 List of Figures (if any)

5. End Matters: References, Appendices, and the Researcher’s Latest Curriculum Vitae

The following is an excerpt from the UA Manual of Standards for Research (2006) pp. 40-41

References

 All sources included in the Reference section must be cited in the body of the research paper.
 The Reference section begins on a new page
 The heading REFERENCES is typed centered on the first line below the manuscript page header.
 The entries (references), with hanging indentation, begin on the line following the References
heading. Entries are organized alphabetically by surnames of first authors. Most reference entries
have three components:

1. Authors: Authors are listed in the same order as specified in the source, using surnames and
initials. Commas separate all authors. When there are seven or more authors, list the first six
and then use "et al." for remaining authors. If no author is identified, the title of the document
begins the reference.
2. Year of Publication: In parentheses following authors, with a period following the closing
parenthesis. If no publication date is identified, use "n.d." in parentheses following the authors.

3. Source Reference: Includes title, journal, volume, pages (for journal article) or title, city of
publication, publisher (for book). Italicize titles of books, titles of periodicals, and periodical
volume numbers.

Appendices
 A common use of appendices is to present unpublished tests or to describe complex equipment or
stimulus materials.

 Each Appendix begins on a separate page.

 If there is more than one appendix, use Appendix A (or B or C, etc.). Type the word appendix
and the identifying capital letters in the order in which they are mentioned in the text, centered
at the top of the page. If there is only one appendix, Appendix is centered on the first line below
the manuscript page header without any letter of identification.
 If tables are to be included in an appendix, precede each appendix table number with a capital
A (starting with Table A)

STANDARD CITATION

APA- American Psychology Association- format

Literary criticism and Theological research- deviate from APA

Term Paper- Introduction, main body and conclusion

Example of citation

Research is defined as “xxxxxxx” (Peterson, 2008, p 39).

Paraphrased example

Research involves xxxxxxxx ( Peterson, 2008).

Peterson (2008, P 39) defines research as “___________”

Research is defined in Peterson (2008, p 39) as ……..

2 Authors

Peterson and David (2008) defines

(Peterson & David, 2008)

Peterson and David (2008)---same page next citation is Peterson and David further…….

3 or 5 authors

Peterson, David and Collins (2009) consider……. Next citations Peterson et.al (2009)

6 or more
Peterson et. Al (2008) defines

Electronic Source----- (Peterson, n.d.) nd means no date

No author----1st 3 words of the title

ENRICH YOUR PAPER

Citations of Sources

-citation in texts
-list of references (end of report)
*References- list includes only those cited in texts
*Bibliography- list includes all sources reviewed whether or not cited in text

References (Author, Date, Year and Title)

Ace, J. (2001). Research & Innovation.
New York: Prentice Hall
David, A. (2008). Quantitative Research , USA: McGraw Hill
Peterson, S. (n.d). xxxxxxxxxxxx. Retrieved July 10, 2011 from http://www.hu.edu

SECONDARY SOURCE:

David (2006) stresses…….(primary source)

David (cited in Peterson, 2008)- secondary

Why conceptual framework is in the present tense form

Quantitative- not allowed 1st person (3rd person)

The researcher took a sample of 30 pupils- active

A sample of 30 pupils was taken.