I.

RATIONALE Chapter 1
Research is a form of academic writing that provides analysis, THE PROBLEM
interpretation, and arguments after exploring the topic in depth.
Research papers are usually more detailed and longer assignments, Introduction The introduction renders an exposition of the situation
which is similar to academic essays. It is designed to assess your that has made the study necessary. The first paragraph of the
skills for scholarly research not just only in writing. In writing introduction is the most important part of the paper. It provides a
research, it requires to demonstrate a thorough knowledge of the “narrative hook” to the reader (Creswell, 2007). The narrative hook
topic, engage with a variety of sources, and make an original causes the reader to pay attention and elicits an emotional or
contribution in it. attitudinal response from the reader. It also causes the reader to
This module will guide you step-by-step in the writing process. From continue reading.
Chapter 1 which is all about the problem of the study, Chapter 2 The next paragraphs are readings to support the first paragraph.
which is about the review of related literature and studies and
This rationale’s main purpose is to present the justification of the
Chapter 3 which discusses on what research methods and
study. The researchers may cite the: (1) reasons why they have
procedures will be appropriate to be used in the study. Please note
chosen the topic; and/or (2) cite the problematic situation, which
that this module will serve as your guide for the following weeks and
prompted the researchers to conduct the study from the macro to
will encompass module 3 and 4.
micro levels, that is, globally, regionally, nationally, and locally, to
You will submit your outputs per group together with your zero-in on the local setting of the study. Discussions claimed should
groupmates taking online classes through uploading your respective be with legal basis relevant to the study. The researchers may
files via your Google Drive folder. present pertinent statistical data that could support the claims. The
presentations should be emphatic and explosive. It should create an
II. MOST ESSENTIAL LEARNING COMPETENCIES impact on the reader of the research. It should prod the reader to go
 Describe background of research on and find out what good is there in the research study.
 Presents the written statement of the problem
 Illustrates and explain the conceptual framework The last paragraph of the rationale is the purpose statement. It
 Defines terms used in study states the purpose of the researcher in order to address the gap or
 Lists research hypothesis (if appropriate) problem stated in the “situationer” and cites the reasons for
 Presents written review of related literature and conceptual conducting the study. The rationale should be two to three pages
framework only.
 Chooses appropriate quantitative research design
Theoretical or Conceptual Framework
 Presents written research methodology
This is the overall conceptual underpinnings of the study, a
III. SPECIFIC LEARNING OUTCOME At the end of this module, you theoretical rationale. This begins by stating the existing theory that
will be able to write the Chapter 1 that includes the background of the study intends to confirm or to disprove. In a study based on a
the study, theoretical and conceptual framework, statement of the theory, the framework is referred to as the theoretical framework; in
problem, constructing the hypothesis, significance of the study, and a study that has its roots in a specified conceptual model, the
the definition of terms. Also, the Chapter 2 which is all about the framework is often called the conceptual framework.
review of related literature of the study and Chapter 3 which This is not the explicit theory or conceptual model, and often the
presents the research methods and procedures that are used in the underlying theoretical rationale for the inquiry is not explained.
study. Rather, the framework is often implicit, without being formally
Guidelines In Making Research Writing a research paper requires acknowledged or described.
you to demonstrate a strong knowledge of your topic, engage with a The theoretical or conceptual framework should be a well-knit
variety of sources, and make an original contribution to your specific presentation wherein which to hinge the study. The theory or
field. So, this step-by-step guide takes you through the entire writing conceptual basis for the framework with which to anchor the study
process, from understanding your task to proofreading your final should relate to the dependent variable/s or phenomenon. In this
draft. Included also are the resources including the tips in technical segment, variables in quantitative studies are defined and
writing in Appendix A, as well as the format embedded to go over to operationalized. Supporting theories or concept may be cited. The
be sure you wrote a strong research paper. Research writing can be supporting theories should be related to the independent variables.
challenging, but with a little practice, it can become an important
part of your academic and professional toolkit. The reading material Sometimes researchers fail even to adequately describe key
attached here includes the comprehensive guide and format on how concepts at the conceptual level. The researchers are interested in
to make an introduction, a Review of Related Literature which is defining the concepts operationally.
provided by St. Cecilia’s College-Cebu, Inc. Research and Researchers should make clear conceptual definition of their key
Development Office, and the methods and procedures you will variables or phenomena, thereby providing information about the
decide that will help you for the data collection and analysis. Your study’s framework.
teachers will also provide sample research papers by strand (ABM,
GAS, HUMSS, IA, STEM and TVL). Please read this thoroughly. The researchers are required to present a schematic diagram of the
theoretical framework or conceptual framework. This is a symbolic
representation of a conceptualization. This is a visual representation
of some aspects of reality as investigated in the study and there is
minimal use of words. This will help express abstract ideas in a
concise and readily understandable form. Schematic diagram, which
is common in both quantitative and qualitative research, represent
phenomena graphically. Concepts and the linkages between them
are represented though the use of boxes, arrows, or other symbols
(also referred to as conceptual map). The schematic diagram is
usually presented in a separate page in-between narration or
explanation of the theoretical framework.

In qualitative studies, the researcher may opt to start atheoretical.

Recently, an induction is a more preferred process in qualitative
studies. If this is favored, the philosophical stance is discussed
instead of a theoretical/conceptual framework. This will include
discussion on assumptions pertaining to: (1) ontology; (2)
epistemology; (3) axiology; (4) methodology; and (5) rhetoric. These
enumerations are embedded from the specific research tradition
opted by the researcher. One must be careful in amalgamating
procedural inclination that does not clash in principle to each other.

For qualitative studies conducted using inductive methodology, the

theory is the output of the study. The narrative description and
conceptualization in the results and discussion is the theory itself.
There are three ways to do the bottoms-up mechanism: (1) identify
a theory that would fit the data; (2) modify an existing theory to fit
the data; or (3) create a new theory grounded from data.

THIS IS JUST A GUIDE. THE DISCUSSION MUST BE GROUNDED FROM

THE SPECIFIC RESEARCH TRADITION.

Statement of the Problem

The Problem Statement renders a statement of the central problem

of the study. This is a general statement of the problem.
A recommended wording of the Problem Statement is presented
below:
For Quantitative Research.The(purpose/aim/goal/intent/objective)
of this (quantitative design) study is to (experimental – test,
compare or evaluate; comparative –compare; correlational –
examine or assess; simple survey – determine) the (identify the
variables or variables and its relationship) for/among(participant/s)
at (site). After filling in, it is advised to paraphrase the statement in
correct syntax. The subject of the study, what are to be measured,
the time-frame and location are also being identified.
For Qualitative Research. The (purpose/aim/goal/intent/objective)
of this (qualitative tradition) study is to (action of the research) the
(foci/outcome: encode/buzz verbs) of the (central phenomenon)
for/among (participant/s) at (site)

After filling in, it is advised to paraphrase the statement in correct

syntax. The subject of the study, what are to be measured, the time-
frame and location are also being identified. The researcher analyzes based health care practiced in the; 1.1. urban area; and 9 1.2. rural
the central problem by presenting each segment as subproblem in area?
which broad dimensions are divided into factors. The researcher 2. How are the culture-based health care practices provided by the
should identify the specific subproblems in logical and sequential Tambalans in the: 2.1. urban area; and 2.2. rural area?
order as they appear in the paradigm. The problems must jive with
the paradigm, conceptual framework, hypothesis, and methodology Null Hypothesis
and research instrument. This should be presented interrogatively. The Hypothesis states the researcher’s conjectures or “educated
guess” pertaining to differences or relationships. The hypothesis is
For Quantitative Research. Research questions in quantitative stated in null form requires that hypotheses be expressed as an
research are specific queries the researcher wants to answer in expected absence of a relationship. This means that it needs to be
addressing the research problem. In some cases, they are direct subjected statistically. The null hypothesis represents the formal
recordings of the statement of purpose, phased interrogatively. It statement of absence until proven with significant relationships after
specifically: (1) identifies the key elements to be studied; and (2) doing the appropriate statistical test. Null hypothesis are not
guides the design and methodology. It is carefully constructed and required for plain descriptive quantitative study and qualitative
refined. study.
The PICO or PIO model is recommended in drafting the specific
research questions. Population: Who is the population of interest? Example:
Intervention: What is the planned intervention? Comparison: Who is Ho1. There is no significant relationship between gender and beauty.
the comparison group; or what is the comparison condition? Ho2. There is no significant difference between males and females.
Outcome: What is the outcome of interest? This format is Note: Qualitative studies do not have hypothesis.
recommended: The final question should be an output question.
Significance of the Study
This segment renders a detailed exposition of the importance of the
study to various sectors such as the management, the workforce,
the clients, suppliers, and the general public. The researchers need
to identify those who are to benefit from the study: people,
institutions, and agencies. The researchers need to cite how they will
be benefited from the findings of the research. The researchers
should not fail to include the other researchers as beneficiaries and
what they are expected to benefit. Presented below is an example:
Nurses as rational being, constantly search for answers to satisfy
inquisitiveness. Faced with the challenge of nursing practice in
diverse cultural settings and folk health care differences, nurses
learn to appreciate the importance of conducting studies in
addressing problems they encounter.
The findings of the study are beneficial to the following:
Cebuanos. The Cebuanos will benefit from the culture-based nursing
care plan that will be implemented. The traditional health care
practices and culture of Cebuanos are preserved and maintained,
accommodated, or negotiated, and when harmful to health
repatterned or restructured.
For Qualitative Research. Specific research questions for qualitative
research are only commencing points used for grounding data DEFINITION OF TERMS
collection. It must be drafted in such a way that it does not prohibit The first step is to determine the key terms or phrases used in the
discovery. It is sufficiently flexible and can be altered anytime in the study. The researchers need to determine first its conceptual
research process. Grounded theory asks process questions, definition before defining them operationally. Conceptual definitions
Phenomenology asks meaning questions, and Ethnography asks are taken from books, encyclopedias, periodicals, magazine and
descriptive questions about culture. This format is recommended: journals. After determining its conceptual definition, the researchers
define the key terms and phrases operationally. Operational
definition is how these key terms or phrases are: (1) taken to mean
in the study; (2) used in the study; or (3) measured in the study.
Terms to be defined should be arranged alphabetically.
Example: Cebuanos refer to the individuals who speak Visayan
dialect rooted from Astro- Malayan language and who performs a
specific culture-based health care practice. This refers to the
Example: informants of the study.
Mathematics achievement is the measure of students’ learning in
The purpose of this study is to analyze the culture-based health care
algebra. In this study, mathematics achievement refers to the score
practices among well and ill Cebuanos. This study will be conducted
of a student in the thirty-item teacher-made test on polynomials.
in the Province of Cebu for the year 2008. Specifically, the study
attempts to answer the following questions: CHAPTER 2
1. How are the lived experiences of Cebuanos in the use of culture-
REVIEW OF RELATED LITERATURE AND STUDIES features must be presented (refer to p. 203 of Nursing Research,
Polit & Beck, 2008).
Provide an introductory statement of the chapter in this area.
Environment
Related Literature If the study is qualitative or non-experimental, the research
An introductory statement should be made before presenting the environment should be presented with its locale. The research
related literature.Conceptual literature cited should be taken from environment presents a profile, historical account, vision-mission,
books, newspapers or magazines. The conceptual literature should and the feature of the participants being studied. Present the
be logically presented according to variables or phenomenon. practices, life ways, educational statistics, health statistics, as the
Statements copied verbatim from original sources should be typed case may be. The research locale only refers to the place or locale of
single space inset. It is advised that long citations should be the study. If the study is experimental, we only present the research
paraphrased. In this case, the researchers should restate the locale without the research environment.
author’s thoughts in his or her own words. Citations should be Participants
documented properly following the APA format. The researchers Subjects/Respondents/Informants. This presents the study
must provide a critique for every abstracted literature. This should participants. Please use the appropriate terminology, informants for
focus on the quality of the data and not based on personal opinion. qualitative researchers, respondents for those who answer the
Read and evaluate the relevance of the literature to your topic. After questionnaire, and subjects for those being acted upon by the study.
selection, organize the literature into a coherent picture of studies This specifies whether the participants comprise the universe or
and documents on your topic. Write a review be developing samples. Describe the respondents by presenting the eligibility
summaries of the literature. criteria (including inclusion and exclusion criteria). This includes the
Sort literature and studies according to topical areas or “families of characteristics and profile of the research participants and how the
studies”. Provide a topic side heading for each group. Literature can researcher is going to identify them. This presents a table of
also be presented in sequence from the oldest to the recent or vice participants which depicts the population size, sample size and
versa. percentage of samples in relation to the population.
To find out the relevance of the literature, the following questions Sampling Technique
may be used to guide the researcher: This presents the sampling technique. For quantitative study,
Topic relevance: Is the literature on the same topic as your probability sampling designs are recommended, but may use
proposed study? nonprobability sampling designs.
Individual and site relevance: Does the literature examine the same Qualitative study will only use nonprobability technique. For
individuals and site you want to study? quantitative sampling design, please consult a statistician for
Problem relevance: Does the literature examine the same research appropriate recommendations.
problem as you propose in your study? For ethnography, starts with “big-net” approach conveniently, and
Overall Summary of the Review 25 to 50 informants purposively chosen. From the 25 to 50
The researchers need to cite first the similarities of the related informants, 5 key informants are purposively chosen. Another set of
literature and study with the researchers own study. Then, cite the informants may be purposively chosen for focused group
aspects where they differ. After which, cite the aspects that make discussions.
the study original or novel. Similarities and differences should be For phenomenology, five to ten informants are chosen utilizing
compared even to their minor details. criterion sampling method, a specific type of purposive sampling
design. All participants must have experienced the phenomenon and
CHAPTER 3 must be able to articulate what is like to have lived that experience.
For grounded theory, research is typically done with samples of
RESEARCH METHODOLOGY AND PROCEDURES about 20 to 30 people, using theoretical sampling. The goal is to
Provide an introductory statement of the chapter in this area. select informants who can best contribute to the evolving theory.
Sampling, data collection, data analysis, and theory construction
Methods
occur concurrently, and so study participants are selected serially
A research method refers to the design for data collection and data
and contingently; contingent on the emerging conceptualization.
analysis. The major research design is quantitative and qualitative
Instruments
study. It should be discussed or presented on how the design helps
The most common research instruments are review of documents,
in data gathering.
direct observation, participant observation, interview, self-made
For quantitative study, it could be non-experimental or
questionnaire. The researchers need to decide on the type of
experimental. For non- experimental study, it could be descriptive
research instrument that will best gather the data and information
correlational, univariate descriptive, retrospective, prospective non-
needed in the study (questionnaire, opinionnaire, schedule interview
experimental, natural experiment, path analytic study, or
guide, observation). Specify the instructions for accomplishing,
comparative. For experimental study it could be true experiment
checking, scoring and interpreting the instrument. Make sure the
(post-test only, pretest- posttest, factorial, randomized block,
instructions are clear and explicit. Erroneous instructions will affect
crossover, wait-list), quasi-experiment (nonequivalent control group
the respondent’s responses and likewise the data.
before-after, time series, time series nonequivalent control group
Justify its characteristics if it possesses a good research instrument.
design, time series with multiple institutions of treatment, time
If the questionnaire is borrowed, please acknowledge the author or
series with intensified treatment, time series with withdrawn and
from the where it is adopted. There is also a need to mention the
reinstituted treatment), and pre-experiment (nonequivalent control
source or author of the scoring pattern being adopted. Describe the
group after-only, one group before-after). The specific design
scoring or point system for every variable. The data quantification
should help in the statistical analysis. Explain also how the data will 5. Number 1-9 (whole word); 10-up in figures.
be interpreted. 6. Paging before chapter 1, use the lower-case letters. (i, ii, iii, etc.)
Discuss validation of the instrument, its validity and reliability and/or 7. Foreign words, dialects must be italics.
the need forrevalidation. Discuss triangulation strategies. Research 8. Never use abbreviations or symbols.
instruments, which have been adopted from previous studies more 9. Page number should be written at the upper right corner of the
often than not, do not need to be revalidated. When changes or page.
revisions have been made to suit the needs of the study, there is a 10. Define major terms as presented in title and subproblems of the
need for revalidation. Instruments used from published studies that study.
are not culture free needs validation and item analysis. 11. Borders should be measured one and one-half inches from left
Instruments used in unpublished studies that are not rigorously side while measuring 1 inch from right side, top and bottom.
validated and item analyzed need validation and item analysis. 12. Everything should be in double space except for direct
Quantitative researcher-made instruments need to be validated. paragraph/long quotations which is presented in single-space, inset
Discuss content validation (at least 3 experts) and face validation with one tab in both sides.
(pre-testing). There is also a need to frame item analysis through
three reliability tests. Cite the justification why there is no need for
validation.

Data Gathering Procedure

Dry Run Procedures
This segment renders an exposition of the dry run procedures for
establishing the functionality and reliability of the data collection
instruments.
Data Collection
This segment describes and narrates the step-by-step process,
courses of action or sequence of events in the administration of the
instruments and the retrieval of accomplished instruments. This
includes what the researchers actually intend to do and the
individuals who will act as research aid. Take note of unusual events,
occurrences, or comments of the respondents in the course of data
gathering. Be extra observant and take note of whatever happens
during data gathering, if triangulation was employed.
Data Analysis (may use Statistical Treatment for quantitative
research) This segment discusses in detail the treatment of data.
This presents the statistical tests used in the processing of data.
Describe the statistical tools used and for what purpose it is used.
There is no need to include the different formula/e and the legend
for the symbols used. Indicate also at what level of significance the
interpretations will be based. If a software was used in the
computation, then indicate the software and its version and license,
if any (SPSS, MINITAB, STATA, etc.).
For qualitative research, please discuss on the specific data analysis
procedure. Discuss procedures on transcription, development of
category schemes or themes and coding qualitative data. For
ethnography, phenomenology and grounded theory, please utilize
specific analysis techniques. For ethnography, the researcher needs
to use analysis of ethnographic data. For phenomenology, the
researcher needs to use phenomenological analysis. For grounded
theory, the researcher needs to use specific grounded theory
analysis including Glaser and Strauss’s Grounded Theory Method, or
the Strauss and Corbin’s Approach. For descriptive qualitative
studies not based on specific traditions, utilize qualitative content
analysis technique. Specific data analysis procedures for focus group
data and triangulated data should be discussed in full details.

DOS AND DON’TS IN TECHNICAL WRITING

1. Never use personal pronouns like: I, me, we, are, us and you.
Always use: the researcher(s)
2. Acknowledgement of all sources.
3. Observe confidentiality.
4. Table should be in one page. If impossible, break it into two
tables.