Preparing, Conceptualizing and Focusing a the variables or concepts that are

Research Plan involved in your paper.

 Show the connections and
Moore (2009), a contributor to Ezine articles
relationship and role of these
offers five (5) things worth considering when
important constructs in achieving the
doing a research work.
results of the study.
1. Never choose a topic that is out of personal  The Input-Process-Output Model is
interest. commonly used.
2. Never use needless words. 5. Assumptions - Contains the expected
outcome of the study.
3. Keep thoughts intact.
6. Timetable - contains the same concept
4. Don’t let failure distract you. but in simplified and detailed format to
plan things out even more systematically
5. Always consult the opinion of other people. and productively.
Research Plan 7. List of References - Present the
references used in the formulation of the
 A document the includes preliminary and research plan.
basic information about your future  Use the format of the American
research work. Psychological Association (APA) 6th
 may contain details about the topic that or 7th edition style/format in
you intend to do, its importance or constructing the entries.
significance, the steps that you have
already done, and the next actions that
you are going to do in order to meet your RESEARCH PROBLEM
targets or until you have answered your
research questions.  a statement of a concern in any area, a
problem that needs immediate solution,
Basics of Research Plan  a recurring difficulty that is necessary to
1. Basic Information - This part of the be taken out of the situation,
research plan contains your basic  or a practical question from a scholarly
information. inquiry in different disciplines.
2. Background - Short presentation of basic Clemente, Julaton, & Orleans (2016)
concepts and information about the
research topic 1. Specific- exact or particular
 Include few relevant readings and 2. Measurable- epistemological aspect
literature which serve as major (quali)
background of your paper. 3. Attainable- easily answered or achieved
 Your motivation for the topic and the 4. Realistic- possibility of being carried out
reasons and importance of your 5. Time-Bound- attained within the set time-
study. frame
3. Objectives and Methods - Includes the
Calderon and Gonzales (2014) general
long term and short-term objectives or
guidelines in formulating the general
targets of your research work.
problem.
 Indicate also whether you are using
quantitative, qualitative or mixed 1. The general statement and specific sub-
method of research. questions should be formulated before
4. Working Framework - Through an carrying out actions in the conduct of the
illustrative illustrations or diagrams, show research work.
2. State the specific sub-problems in A. General references - books, monographs,
interrogative form. conference manuals, research articles,
3. The specific question should bear only professional journals and similar documents
one clear meaning.
B. Primary sources - academic research and
4. Every question should not be dependent
university research journals and reputable
apart from other questions — that is
organizations
requiring answers afar from other
questions. C. Secondary sources - articles, analyses,
5. It must be based on facts and essays, newspaper, single or multiple
phenomena. authored textbooks
6. The answers to each specific question
should be contributory to the D. Tertiary resources - books based on
development of the general problem secondary sources that interprets the work of
statement. others.

Types of Research Questions in terms of Characteristics of Materials to be Cited

purpose (Clemente, Julaton, & Orleans, 1. Recency. Materials should be recent as
2016). much as possible. Published materials 10
1. Factor-isolating questions. - categorize, years ago are yet sound and valid.
label, or name factors and situations that Meanwhile, primary, secondary and tertiary
exist or those that are present in the references within the last five years are ideal.
perimeter of the research work. 2. Objectivity. Materials should be fair,
2. Factor-relating questions. - Establishing objective and bias-free.
relationships between and among
factors that have been identified is the 3. Relevance. The weight of relevance of the
purpose of these questions. material to the current research undertaking
3. Situation-relating questions. - emphasize must be checked. Should bear essential
the observable changes that happen to information to clarify and deepen the issues
variable/s involved in the study as a result and concepts of the research being
of experimentation. conducted.
4. Situation-producing questions. - open the 4. Conciseness. Materials must be sufficient
opportunity to create a definite course of enough, to provide the researcher and the
action, policies or conditions in order to readers strong insight about the general and
accomplish or to achieve a certain goal specific problems that the research is trying to
address or answer.
RELATED LITERATURE Organization of the Review of Related
 review of existing knowledge that a Literature
research will stand on 1. Chronological
 Literature (conceptual definition)-
collection of written work with a  Organizing the review puts emphasis
heightened and artistic use of words on the timeline of development or
may it be fiction or nonfiction. the year the materials were written

RELATED LITERATURE RESOURCES(Clemente, 2. By Topic/Concept

Julaton, & Orleans, 2016):
  If many or several authors have a  Provides the author’s surname and
comparable opinion about the same year of publication in the citation
topic or issue with a complete detail in the
 Highlights the interrelationship of bibliography of the research.
concepts which support the  Page number is not included in the
development of the current study in-text citation.
 In other format, the citation may
3. By Author/Writer
include only the surname of the first
 To build credibility with the claims author with the word “et al.” as an
that the research would like to stand extension plus the publication year
on enclosed in parentheses. This
 Each point of view of every author is additional part means ‘and others.’
explained and expound to backup the
Modern Language Association or MLA Style
main idea being presented in the
review. Each author is cited in the  commonly used in liberal arts and
footnote humanities research work.
 Involves putting relevant source
information in parentheses after the
ETHICAL WAYS OF CITING LITERATURE
quote or paraphrase.
PLAGIARISM.  The source of information required in
a citation in parentheses depends on
 Claiming and copying a portion of the source medium and its source in
someone’s written work the Bibliography.
 Republic Act No. 8293 Intellectual
Property Code of the Philippines Chicago Manual of Style
“protects and secures the exclusive
 Contains two basic referencing
rights of gifted citizens etc. to their
system, such as notes and
intellectual property and creations,
bibliography and author-date.
particularly when beneficial to the
people.”

Copyright. RESEARCH DESIGN AND METHODOLOGY

 Republic Act No. 8293 or the Research Method

"Intellectual Property Code of the
1. Quantitative- deals with number;
Philippines."
require statistical treatment
 Pertain to the breach of contract
2. Qualitative- entails data in form of
between the authors and the
words; framework of data analysis
publishers about the coverage or
scope of circulation and distribution ELEMENTS OF RESEARCH METHODS
of the original work.
Elements Quantitativ Qualitative
REFERENCING FORMATS e
FOCUS Testing Exploring
American Psychological Association or APA theories ideas and
Style and forming
 most commonly used format in citing hypotheses theories
references.
 TREATMENT Statistical Summarizatio  happens when difference in a
analysis n, phenomenon leads to significant
categorization results.
, 4. CROSS-SECTIONAL
interpretation  capable of using data from a large
DATA FORM Numbers, Words and number of subjects; use survey
graphs, paragraphs techniques to gather data.
tables  measure differences between or from
INSTRUMEN Fixed- Open-ended among a diverse set of participants,
T objective questions subjects, or phenomena.
questions 5. DESCRIPTIVE
PARTICIPAN Large Small sample  answers the questions who, what,
TS samples when, where, and how of a research
DATA Survey, Interviews, problem (no “why”)
COLLECTION experiment focus groups,  It only intends to describe "what
s, ethnography, exists" in a situation and its related
observation literature variables.
s review 6. EXPERIMENTAL
 involves an experimental group and a
control group (independent variable is
RESEARCH DESIGN applied to the experimental group
while maintaining the control group)
 Process of structuring techniques and
strategies that help rschrs to solve  This is typically done in the field of
problems and answer questions medicine and science.
(Clemente, Julaton & Orleans, 2016) 7. EXPLORATORY
 Fitted to a research problem that is
RESEARCH DESIGN (UNIVERSITY OF not yet saturated or with only a few
SOUTHERN CALIFORNIA, 2020) or totally, no investigations or
investigations have been conducted
1. ACTION RESEARCH DESIGN-
for.
 focuses on solution-driven outcomes
 to understand the processes in order
 Applicable in teaching-learning
to proceed in deeper studying of an
process.
issue.
2. CASE STUDY DESIGN
 Deals with discovering the best
 widely used by social scientists; aims
methodology to use in gathering
to examine contemporary situations
information.
that are happening in real life
8. HISTORICAL-
 can provide the bases for the
 Collecting, verifying, and synthesizing
application of concepts and theories
evidences from the significant past
as well as detailed descriptions of
 establish factual bases to defend,
unusual cases.
challenge or nullify a certain existing
3. CAUSAL DESIGN
knowledge.
 commonly used to measure the
 It mainly involves data from
impact of a particular change on
secondary sources and also primary
existing situation or norm.
documents and artifacts
 are sought to reflect on hypotheses
9. MIXED-METHOD-
testing.
 Combination of quantitative and
qualitative methods.
 one method can be used to fulfill the
weaknesses of another (advantage)
 can provide sufficient evidences to
support a conclusion or set of
recommendations