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JOHN PAUL II COLLEGE OF DAVAO

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SIMPLIFIED COURSE PACK (SCP) FOR SELF

DIRECTRED LEARNING

Thesis 100 – Thesis Writing

This Simplified Course Pack (SCP) is a draft version only and may not
be used, published or redistributed without the prior written consent of
the Academic Council of SJPIICD. Contents of this SCP is only
intended for the consumption of the students who are officially enrolled
in the course/subject. Revision and modification process of this SCP
are expected.

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Vision By 2023, a recognized professional institution providing quality,
economically accessible, and transformative education grounded
on the teachings of St. John Paul II.

Mission Serve the nation by providing competent JPCean graduates

through quality teaching and learning, transparent governance,
holistic student services, and meaningful community-oriented
researches, guided by the ideals of St. John Paul II.

Core Values Respect

Hard Work
Perseverance
Self-Sacrifice
Compassion
Family Attachment

Graduate Attributes Inquisitive

Ingenious
Innovative
Inspiring

Course Code/Title THESIS 100/Thesis Writing1

Course Description This course covers undergraduate research proposal and data
gathering.
Course Requirement Research Proposal (Initial Stage)
Time Frame 54 Hours
Grading System “Based 40” Cumulative Averaging Grading System
Periodical Grading = Attendance (5%) + Participation (10%) + Quiz (25%) + Exam
(60%) Final-Final Grade = Prelim Grade (30%) + Midterm Grade (30%) + Final
Grade (40%)

Contact Details
Instructor Roberto T. Diamante, EdD, PhD (09988108388)
Dean/Program Head

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Course Map

Thesis Writing1- Simplified Course Pack (SCP)

Course Outcomes
SCP-Topics: Prelim Period
SCP- Topics: Final Period

Week 1 The Nature of Research SCP- Topics: Midterm Period Week 13 Consultation Phase

Week 7 Research Variables

Week 2 Research Proposal Preparation
Week 14 Finalization of Thesis Manuscript

Week 8 Referencing (APA Format 7th

Week 3 Edition)
Research Proposal
Preparation (Continuation) Week 15 Finalization of Thesis Manuscript

Week 9 Research Format Orientation

Week 4 Literature Review
Week 16 Outline Defense

Week 10 Implementation Phase

Week 5 Literature Review (Continuation)
Week 17 Outline Defense

Week 11 Implementation Phase

Week 6 Preliminary Examination
Week 18 Final Examination

Week 12 Midterm Examination

1.Identify gaps in the body of knowledge, particularly for addressing specific, relevant issues
2.Apply specialized knowledge in solving real world problems
3.Develop detailed research proposals and information
4.Present a research proposal

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Welcome Aboard! This course covers undergraduate research

proposal and data gathering. Various research methodologies and
research methods that are commonly used by researchers are
acknowledged and discussed. Effective research methods are the
tools by which information is gathered. With appropriate design and
use of research methods, future JPCEAN graduates are likely to
gather quality information and as such create a strong foundation
to any review, evaluation or future strategy.
SCP-TOPICS: PRELIM PERIOD TOPICS
Week 1 The Nature of Research
Lesson Title Selecting a Research Topic
Learning Outcome(s) Apply the practical guidelines in choosing the topic,
respondents and scope and limitation of study.
Time Frame

At SJPIICD, I Matter!
I
LEARNING NTENT!
Terms to Ponder
This section provides meaning and definition of the terminologies that
are significant for better understanding of the terms used throughout the
simplified course pack of Thesis Writing 1. As you go through the labyrinth
of learning, in case you will be confronted with difficulty of the terms refer
to the defined terms for you to have a clear picture of the learning
concepts.
Thesis consists of an argument or a series of arguments combined
with the description and discussion of research that the researchers have
undertaken.
Research is a diligent systematic inquiry into nature and society to
validate and refine existing knowledge and to generate new knowledge
(Naidoo, 2011).
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Qualitative Research is a situated activity that locates the observer in

the world. It consists of a set of interpretive, material practices that makes
the world visible. This means that qualitative researchers study things in
their natural settings, attempting to make sense of, or to interpret,
phenomena in terms of the meanings people bring to them. (Denzin &
Lincoln, 2005).
Quantitative Research involves the collection of data so that
information can be quantified and subjected to statistical treatment in
order to support or refute alternative knowledge claims (Leedy, & Ormrod
2001; Williams, 2011).
Essential Content
Choosing the Topic: Choosing an appropriate researchable topic is a
critical step in the success of a research project. When selecting a research
topic, researcher should identify the broad area of study and make a list of
all possible topics. It is suggested that researchers will investigate all
possibilities before coming up a decision. There are plenty of options and
then select the one that works best within the context of a researcher’s field
of specialization.
To concretely understand on how to formulate an interesting topic, the
following suggestions are offered for consideration:
1.Collect a large number of ideas relating to a specific area of
interest.
2.A strong research topic is a focused topic.
3.Think of a clear question or problem that can be explored
and make a significant impact on the knowledge of a
particular discipline.
4.Ask oneself if the topic is manageable? This will ensure that
topic is not too large, nor too small.
5.Seek advice from research experts.
6.Propose topic that is feasible and manageable within the
time frame.
7.Generate several possible research questions and then
choose the best.

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8.Ensure that access to the information needed will answer the
question or test the hypothesis.
9.Determine the availability of and access to literature and
information, time needed to complete research, technical and
computing skills, etc. required.
10. Make a good research topic, research objectives, research
hypothesis about the problem to be able to convince others of
the novelty of the topic.
Choosing the Respondents/Participants: Sampling is central for
social scientific knowledge production, as the question of which people or
incidents to include in a study largely influences the validity and
generalization of results. Researchers' decisions on selecting
respondents/participants largely depend on what kind of knowledge they
intend their study to contribute to. It also depends on whom they want to
represent in their study. From the beginning of their research, they need to
think about where and from whom they would most likely learn about their
particular research objective.
Qualitative Research Sampling Techniques and Procedures: In
qualitative research, effective sample selection process is very important
because inappropriate procedures may seriously affect the findings and
outcomes of a study. Sampling in qualitative research is non-probability
sampling. With non-probability sampling in qualitative research the
researchers recruit only specific populations to investigate a specific topic
or when the total population is unknown or unavailable. There are four
main types of non-probability sampling:
1.Convenience Sampling - This is the most common form of
qualitative sampling and occurs when people are invited to participate in
the study because they are conveniently (opportunistically) available with
regard to access, location, time and willingness.
2.Purposive Sampling - This is also a commonly used sampling
strategy, in that participants are recruited according to pre-selected criteria
relevant to a particular research question. Sometimes referred to as
‘judgment sampling’, purposive sampling is designed to provide information
rich cases for in-depth study. This is because participants are those who
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have the required status or experience, or are known to possess special
knowledge to provide the information researchers seek.
3.Snowball Sampling - Also known as ‘chain referral’ or ‘networking’
sampling, snowball sampling occurs when the researcher starts gathering
information from one or a few people and then relies on these people to put
the researcher in touch with others who may be friends, relatives,
colleagues or other significant contacts. This type of sampling is especially
useful where the sample is representative of marginalized or stigmatized
individuals and to find and recruit ‘hidden populations’, where individuals
are not easily accessible to researchers through other sampling strategies
(Green & Torogood 2009).
4.Theoretical Sampling - This form of sampling is mostly used in
grounded theory studies but is increasingly being used to gather data from
participants for theory generation. In order to identify the similarities and
differences amongst the selected cases, the research starts from a
homogeneous, small sample and moves to a heterogeneous, larger sample
(Creswell 2007).
Sample Size in Qualitative Research: In qualitative research, there
are no overall formal criteria for determining sample size and, therefore, no
rules to suggest when a sample size is small or large enough for the study.
Essentially, the richness of data collected is far more important than the
number of participants (Tuckett 2004). This said, the researcher still
requires insight to the size most likely to achieve the purpose, context and
the richness of the data collected (Patton 2002). Regarding the number of
participants in qualitative studies, a common range is usually somewhere
from 8 to 15 participants, but will vary widely both inside and outside this
range. Thankfully, Creswell (2007) recommends 3–5 participants for a case
study, 10 for a phenomenological study and 15–20 for grounded theory
study.
Quantitative Research Sampling Techniques and Procedures: In
quantitative research, Shields and Twycross (2008) presented two types of
samples are used. The first, and most common, is the representative
sample. It is important in most research that the sample be representative,
because only in this way can the findings be extrapolated to the wider
population.
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Essentially, in a quantitative research, probability sampling is the most
widely used sampling technique in determining the number of samples
because every individual in the population have equal chance of being
selected as a subject for the research. This method guarantees that the
selection process is completely randomized and without bias. Probability
sampling technique include simple random sampling, systematic random
sampling, stratified random sampling and cluster sampling.
1. Simple Random Sample is obtained by choosing elementary units
in search a way that each unit in the population has an equal chance of
being selected.
2. Systematic Random Sample is often used instead of random
sampling. It is also called an Nth name selection technique. After the
required sample size has been calculated, every Nth record is selected from
a list of population members.
3. Stratified Sample is commonly used probability method that is
superior to random sampling because it reduces sampling error. A stratum
is a subset of the population that share at least one common characteristic.
4. Cluster Sample is obtained by selecting clusters from the
population on the basis of simple random sampling. The sample comprises
a census of each random cluster selected.
Scope of Study refers to how far the research are has explored and
parameters in with the study will be operating in. The type of information
to be included in the scope of a research project would include facts and
theories about the subject of the project. To write
the scope of study of a research work, certain salient points must feature
and guide researchers to provide the readers adequate information on what
basis the research work covers. The first thing to mention in any scope of
study is to state categorically the periods the study covers. In addition, in
writing the scope of the study, research methods need to be stated which
includes listing specific aspects of the data, such as sample size,
geographic location and variables. The academic theories applied to the
data also need to be listed so the reader knows the lens of analysis the
researcher is using.

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Limitations of Study are those characteristics of design or
methodology that impacted or influenced the application or interpretation
of the results of the study. They are the constraints on generalizability and
utility of findings that are the result of the ways in which researcher chose
to design the study and/or the method used to establish internal and
external validity.
When discussing the limitations of the research, be sure to:
• Describe each limitation in detailed but concise terms
• Explain why each limitation exists
• Provide the reasons why each limitation could not be overcome
using the method(s) chosen to gather the data (cite to other
studies that had similar problems when possible)
• Assess the impact of each limitation in relation to the overall
findings and conclusions of the study
• Describe how these limitations could point to the need for
further research
SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons.
Search Indicator
Apuque, O.D. (2017). Quantitative research methods: A synopsis approach.
https://www.researchgate.net/publication/320346875.
Barglowski, K. (2018). Where, what and whom to study? Principles, guidelines and
empirical examples of case selection and sampling in migration research.
https://www.researchgate.net/publication/323174165
Bell, S. (2008). Introduction to geomatics.
https://openpress.usask.ca/introgeomatics/chapter/introduction-what-is
geomatics/
Denzin, N., & Lincoln, Y. (2005). Handbook of qualitative research (3rd ed.).
Thousand Oaks, CA: Sage.
https://www.sagepub.com/sites/default/files/upm binaries/48453_ch_1.pdf
Lopez, V., & Whitehead, D. (2013). Sampling data and data collection in qualitative
research. https://www.researchgate.net/publication/255950308

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MacDonald, S., & Headlam, N. (2006). Research methods handbook introductory
guide to research methods for social research. Centre for Local Economic
Strategies, ISBN: 1870053656
Maheshwari, V.K. (2017). Sampling techniques in quantitative
research. Philosophical Commentary on Issues of Today.
http://www.vkmaheshwari.com/WP/?p=2455
Shield, L., & Twycross, A. (2008). Sampling in quantitative research.
https://www.researchgate.net/publication/23282871
I
LET’S NITIATE!
Activity 1. Let us try to check your understanding of the topics. Write your
answers to the space provided below every after the questions.
1. What specific topic, problem, or issue in your field that are
interested in?
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2.Based on your chosen topic, what have others done to solve this
problem?
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3. Differentiate qualitative and quantitative research.
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4. State the importance of sampling.
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 ____________________________________________________________________
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5. Compare scope and limitation of study. Write your answers in the
table below.
Scope of Study Limitation of Study

I
LET’S NQUIRE!
Activity 1. In this activity, you are required to expound your answer to
each of the questions below.
1.Explain the impact of research in solving the challenges of COVID- 19
pandemic.
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2.If you are interested to conduct a research project, what research
design do you want to use? and why?
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3.How will you address biases in a quantitative research?
_______________________________________________________________________
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4.Why the nature of a qualitative research is subjective?
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5.Why inclusion and exclusion criteria are necessary in identifying the
target population of a research study?
_______________________________________________________________________
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_______________________________________________________________________
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_______________________________________________________________________
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I
LET’S NFER!
Activity 1. The aforementioned lessons on choosing the topic,
respondents/participants, and scope and limitation of study were
discussed, construct a graphical presentation on initial research process
and justify each component in your illustrations.

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SCP-TOPICS: PRELIM PERIOD TOPICS

Week 2-3 Research Proposal Preparation
Lesson Title Nature of Theory, Hypothesis and Research questions
Learning Outcome(s) 1.Dicuss theories and hypothesis
2.Formulate research questions
Time Frame

At SJPIICD, I Matter!
 I
LEARNING NTENT!
Terms to Ponder
Theory is used as a plausible general principle or body of principles
offered to explain a phenomenon. In a more philosophical context, what is
expected from a theory is a model capable of predicting future occurrences
or observations, being tested through experiment or otherwise verified
through empirical observation.
Hypothesis is a formal statement that presents the expected
relationship between an independent and dependent variable (Creswell,
1994).
Essential Content
Science refers to knowledge that can be demonstrated, objectively, in
the concrete, factual realm of reality. Matters that are inherently outside of
objective reality, those things that are subjective or internal and cannot be
demonstrated objectively, are outside of the realm of natural science.
Scientific Inquiry is characterized by objectivity. A scientist, ideally,
does not become attached to a certain hypothesis and seek to prove it.
Rather, he or she adopts multiple working hypotheses and seeks to
eliminate them. Scientists also accept that there will always remain a
degree of
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uncertainty in their conclusions. It is the hallmark of a good scientific
principle or theory that one can state clearly how it could be disproved.
The Nature of Scientific Theory: According to theoretical physicist
Bohm (2002), the word ‘theory’ is derived from the Greek ‘theoria’, which
has the same root as ‘theatre’. It means to view or to make a spectacle, and
is a form of insight, i.e. a way of looking at the world, and not a form of
knowledge of how the world is. Theories (i.e. insights) are neither true nor
false – they are clear in certain domains and unclear when extended
beyond these domains.
It is noted in the article of Chatterjee (2014) that Einstein’s views on
the nature of scientific theory, and is directed towards students and
researchers in the physical sciences and engineering. A majority of
scientific theories belong to the constructive type whose axiomatic
foundation consists of empirically observed principles and imaginary or
speculative hypotheses. On
this base is erected a logical superstructure (e.g. calculus) whose object is
to make concrete predictions which can be tested against experiential
data. A favorable comparison will point to validity of the hypotheses while
an unfavorable one will require their revision.
On the other hand, constructive theory holds temporarily and will
eventually be replaced with a more comprehensive approach. In contrast,
in a theory of principle, the axiomatic foundation consists solely of
principles of nature that are derived from human experience. Unless these
principles are found to be false in the future, the security of such a theory
is guaranteed.
The foundation of the theoretical edifice consists of two types of ‘blocks’
or axioms. In the first type are empirically observed principles like the
principles of conservation of mass, momentum and energy, which are
generalizations of centuries of human experience. The second type of ‘block’
consists of hypotheses that are a priori, imaginary constructions of the
human mind, whose validity as mentioned before, cannot be confirmed
directly. What types of hypotheses are advanced, and there is freedom in
doing so, depend purely on human intuition, and rest on a sympathetic
understanding of the experiential data. There is no logical way of
formulating
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or deriving the hypotheses, and it is here that a subjective factor enters
into a scientific theory.
On the axiomatic foundation, which consists of principles and
hypotheses, is erected a logical procedure or superstructure (e.g.
mathematical reasoning) whose aim is to arrive at exact theoretical
statements. Note that once a type of logical system has been adopted (e.g.
calculus), the rules of that particular system have to be followed strictly,
very much like the rules of grammar in language, i.e. there is no freedom
of choice in this realm.
The logical procedure finally culminates in predictions of the theory,
whose test is a comparison between such predictions and sense or
experiential data. If the comparison is favorable (and there can be some
subjectivity in judging this), the theory is considered to be valid; otherwise,
the hypotheses have to be revised and the whole procedure repeated.
NOTE: No theory that has constructive elements in its base can be
final, for there is always the chance that future measurements will
disprove its predictions. This fact attaches a pathos to a scientific
theory since it is tenuous and holds the attention of the world only
briefly, and which will eventually be superseded by a more
comprehensive approach. This is in contrast to a mathematical
theorem like that of Pythagoras, which is eternal since it does not
depend upon external experience for its truth, and can be proved from
logical considerations alone.
Another feature of a constructive theory is that there can be more
than one such theory based on different speculative constructions or
premises that agree with experimental data taken at a particular level to a
prescribed degree of tolerance. Since direct verification of the various
hypotheses of the theory or measurement at a finer level is often not
possible due to limitations in technology, there is no way of privileging one
theory over the other, which are thus essentially of a fictitious character.
Frequently, there are assumptions made in a theory that are
mutually contradictory, e.g. the theory may contain both true and false
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propositions. One example is the assumption of interfacial equilibrium in
the dissolution of a gas into a liquid, which actually is a rate (i.e. non
equilibrium) process. Another example is the concept of an ideal gas, which
contains the true proposition that the gas is made up of molecules, and the
false proposition that the molecules are perfectly elastic spheres. Such
assumptions are invoked in order to simplify the theoretical treatment,
which would otherwise become complicated.
At the conclusion, a constructive theory has both subjective and
objective elements, and is a creation of both the intuitive and logical
faculties of the human mind.
In a theory of principle on the other hand, the axiomatic foundation
consists solely of general principles that are directly derived from human
experience. Unless these principles are found to be false in the future, the
security of such a theory is assured since it will be impossible to overthrow
it. Einstein cited the examples of classical thermodynamics and relativity
as theories belonging to this class. The former is based on the impossibility
of a perpetual motion machine, while the latter is based on the principle
that the laws of physics are the same for all observers – both of which are
empirical observations.
Hypothesis is a specific, clear, and testable proposition or
predictive statement about the possible outcome of a scientific research
study based on a particular property of a population, such as presumed
differences between groups on a particular variable or relationships
between variables. Specifying the research hypotheses is one of the
most important steps in planning a scientific quantitative research
study. A quantitative researcher usually states a priori expectation
about the results of the study in one or more research hypotheses
before conducting the study, because the design of the research study
and the planned research design often is determined by the stated
hypotheses.
1. Simple Hypothesis:
▪ A Simple hypothesis is also known as composite hypothesis. ▪ In
simple hypothesis all parameters of the distribution are specified.

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▪ It predicts relationship between two variables i.e. the dependent and
the independent variable
2. Complex Hypothesis:
▪ A Complex hypothesis examines relationship between two or more
independent variables and two or more dependent variables.
3. Working or Research Hypothesis:
▪ A research hypothesis is a specific, clear prediction about the possible
outcome of a scientific research study based on specific factors of the
population.
4. Null Hypothesis:
▪ A null hypothesis is a general statement which states no relationship
between two variables or two phenomena. It is usually denoted by
 H0.
5. Alternative Hypothesis:
▪ An alternative hypothesis is a statement which states some statistical
significance between two phenomena. It is usually denoted by H1 or
HA.
6. Logical Hypothesis:
▪ A logical hypothesis is a planned explanation holding limited evidence.

7. Statistical Hypothesis:
▪ A statistical hypothesis, sometimes called confirmatory data analysis,
is an assumption about a population parameter.

Importance of Hypothesis
▪ It ensures the entire research methodologies are scientific and valid. ▪ It
helps to assume the probability of research failure and progress. ▪ It
helps to provide link to the underlying theory and specific research
question.
▪ It helps in data analysis and measure the validity and reliability of the
research.
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▪It provides a basis or evidence to prove the validity of the research. ▪ It
helps to describe research study in concrete terms rather than
theoretical terms.
Characteristics of a Good Hypothesis
▪ Should be simple.
▪ Should be specific.
▪ Should be stated in advance.
Major Differences Between Null Hypothesis and Alternative Hypothesis:
Null Hypothesis Alternative Hypothesis
A null hypothesis represents the hypothesis that there An alternative hypothesis is the opposite of the null
is “no relationship” or “no association” or “no hypothesis where we can find some statistical
difference” between two variables. importance or relationship between two
variables.
 In case of null hypothesis, researcher tries to invalidate In an alternative hypothesis, the researcher wants
or reject the hypothesis. to show or prove some relationship between
variables.

It is an assumption that specifies a possible truth to an It is an assumption that describes an alternative

event where there is absence of an effect. truth where there is some effect or some
difference.

Null hypothesis is a statement that signifies no Alternative hypothesis is a statement that

change, no effect and no any differences between signifies some change, some effect and some
variables. differences between variables.

If null hypothesis is true, any discrepancy between If alternative hypothesis is true, the observed
observed data and the hypothesis is only due to discrepancy between the observed data and the
chance. null hypothesis is not due to chance.

A null hypothesis is denoted as H0. An alternative hypothesis is denoted as H1 or HA.

Example of null hypothesis: Example of an alternative hypothesis:

There is no association between use of oral There is association between use of oral
contraceptive and blood cancer contraceptive and blood cancer
H0: µ = 0 HA: µ ≠ 0

Research Questions
Define Research Questions: Identifying research question and
refining it is of paramount importance in any research undertakings.
As Howie suggested, “To find the right question requires that we
understand what we are asking about, and know to keep the question
simple enough to be answerable, but challenging enough to be
interesting.

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What constitutes a good research question? A question well
stated is a question half-answered. The formulation of a question is
often more important than its solution. A good question will have a
few characteristics (See Box Below). It often relates to the experiences
that are fresh in mind of the person asking them and one that
interests them. It should not be too broad or too narrow.
 A good research question:
The question is important and relevant.
It is interesting to the researchers and others
It is simple
It is feasible, i.e. answerable within a set timeframe
It is clear and succinct
It is original, setting out to discover something new
The answer will be of benefit and has implication to clinical practice or advancement
in science

NOTE: When generating a research question, we need to ask what it is

that we are studying and plan how it will be studied. We have to
postulate what are the possible expected outcomes of the study and
whether the information needed for the study will be realistically
accessed. We will also need to ask if the expected outcomes are going
to be useful in terms of finding new knowledge. If the answer is yes to
all, the research question is set. Subsequently we can conduct a
literature review to refine the question and set the objectives.
Conducting a literature review will allow us to explore the extent to
which the question has been researched into and help us refine and
focus our question. If the question has been answered before but has
scanty evidence, we can still look into it to further substantiate or
disprove the existing findings. If the question has been extensively
researched, then we should look at other questions as the question
has been answered.

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Search Indicator
Chatterjee, S. (2012). The nature of scientific theory. Current Science, 102(2),
386-388.
Khoo, E.M. (2005). Research questions and research objectives. ResearchGate
Journal.
 I
LET’S NITIATE!
Activity 1. Let us try to check your understanding of the topics. Write your
answers to the space provided below.
1. When to accept and reject a research hypothesis?
________________________________________________________________________
_
________________________________________________________________________
_

2. State the null hypothesis of this research question: Are there significant
relationships between organizational culture, (IV1), work commitment (IV2)
and well-being of employees (DV).
________________________________________________________________________
_
________________________________________________________________________
_
3. Formulate at least three research questions based on your own chosen
research topic.
1.__________________________________________________________________
_
2.__________________________________________________________________
_
3.__________________________________________________________________
_

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I
LET’S NQUIRE!
Activity 1. Formulate at least three research questions and its equivalent
null hypotheses.
Research Question Null Hypothesis
1. 1.
2. 2.
3. 3.

I
LET’S NFER!
Activity 1. Give the equivalent hypotheses of the framework below.

Career Ambition Academic

Preparations

Love Affair

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SCP-TOPICS: PRELIM PERIOD

Week 4-5 Literature Review
Lesson Title Importance of Literature Review
Learning Outcome(s) 1.Discuss the purpose of literature review
2.Apply the elements in a literature review
Time Frame

At SJPIICD, I Matter!
I
LEARNING NTENT!
Terms to Ponder
Literature Review is a comprehensive summary of previous research
on a topic. The literature review surveys scholarly articles, books, and other
sources relevant to a particular area of research. The review should
enumerate, describe, summarize, objectively evaluate and clarify this
previous research (Bloomsburg University, 2008).
Essential Content
Literature Review Purpose
A literature review creates a "landscape" for the reader, giving her or
him a full understanding of the developments in the field. This
landscape informs the reader that the author has indeed assimilated all
(or the vast majority of) previous, significant works in the field into her
or his research.
In writing the literature review, the purpose is to convey to the
reader what knowledge and ideas have been established on a topic, and
what their strengths and weaknesses are. The literature review must be
defined by a guiding concept (eg. your research objective, the problem
or issue you are discussing, or your argumentative thesis). It is not just
a descriptive list of the material available, or a set of summaries.
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The purpose of a literature review is to gain an understanding of

the existing research and debates relevant to a particular topic or area
of study, and to present that knowledge in the form of a written report.
Conducting a literature review helps you build your knowledge in
your field. You will learn about important concepts, research methods,
and experimental techniques that are used in your field. You will also
gain insight into how researchers apply the concepts you are learning
in your unit to real world problems.
Another great benefit of literature review is that as you read, you
will get a better understanding of how research findings are presented
and discussed in your particular discipline. If you pay attention to what
you read and try to achieve a similar style, you will become more
successful at writing for your chosen discipline.
A group of scholars from the University of Carolina (2020) presented
the important points and elements of literature review:

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 1. Provide foundation of knowledge on topic
2. Identify areas of prior scholarship to prevent duplication and
give credit to other researchers
3. Identify inconstancies: gaps in research, conflicts in previous
studies, open questions left from other researches
4. Identify need for additional research (justifying your research)
5. Identify the relationship of works in context of its contribution
to the topic and to other works
6. Place your own research within the context of existing
literature making a case for why further study is needed.
Understanding the State of Things
Literature reviews are often found at the beginning of research
articles. This is because the literature review shows the reader where
the research community is up to in
researching that topic and
highlights gaps in the
existing
research. The research
article then
addresses those gaps
through new
research.
It’s a bit like finding pieces of a
jigsaw
puzzle and putting them
together. Once
they are put together, you can
see
clearly where the missing
pieces are
and what they might look like.
You can
then go looking for the missing pieces.
Researchers conduct a literature review
to identify the areas of a topic that have
not yet been researched in detail. They
then go and do the research to fill the
research gap. This is how researchers
contribute to the development of
knowledge on that topic.

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Three Essential Categories of Literature Review

1.Simple - A simple literature review is a brief overview of the topic
not necessarily purely academic in scope and often uses popular
sources (although popular sources are noted so their weight and
value can be judged) this review is often just the start of the research
process.
2.Applied - Used mostly in business, government and other
professional environments applied literature reviews are more fact
finding exorcizes. Used to look at marketability and profitability they
look at change and value objectivity and accuracy in similar projects
and programs.
3.Academic - Whether stand alone or part of a paper, study, or
project the Academic Literature Review requires accuracy, quality
resources, objectivity thoroughness and quality analysis but unlike
the other two styles the Academic Review requires a depth the others
do not. Academic sources not popular should be used and a summery
and synthesis of sources usually within a conceptual framework.
Evaluating the Sources
A literature review should not just be a summary of each source.
That would be more like an annotated bibliography. Instead, you need
to:
❖ compare and contrast each source to other relevant literature
on the topic
❖ critically evaluate each source
❖ indicate how each source contributes to the body of knowledge
about the topic
❖ integrate your discussion of the sources into your argument
about the state of knowledge on the topic
NOTE: You can also organize your literature review report in a way
that demonstrates your evaluation of the sources in terms of how
each one relates to other sources and to the major debates on the
topic.
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Search Indicator
University of Carolina (2020). Literature review: Purpose of Literature
Review. http://www. https://uscupstate.libguides.com
University of Melbourne (2013). Reviewing the literature: A critical review.
http://services.unimelb.edu.au/academicskills/all_resources/writi
ng-resources

I
LET’S NITIATE!
Activity 1. Let us try to check your understanding of the topics. Write your
answers to the space provided below.
1. What strategy will you use to fill in the research gap?
________________________________________________________________________
_
________________________________________________________________________
_
________________________________________________________________________
_
2. Differentiate the three categories of literature review using graphic
organizer.
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I
LET’S NQUIRE!
Activity 1. In this activity, you are required to expound your answer to
the question below.
1. In what ways that the elements of literature review are helpful to a
neophyte researcher like you?
________________________________________________________________________
_
________________________________________________________________________
_
________________________________________________________________________
_

I
LET’S NFER!
Activity 1. Choose only one research topic provided below and apply the
elements of literature review.
1. Mental Wellness Amid COVID-19
2. Davao City LGU Health Safety Protocols
3. Online Learning
 SCP-TOPICS: MIDTERM PERIOD TOPICS
Week 7 Importance of Research Variables
Lesson Title Research Variables
Learning Outcome(s) 1.Discuss the different types of variables
2.Describe the use and importance of variables
Time Frame

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I
LEARNING NTENT!
Terms to Ponder
Variable in research simply refers to a person, place, thing, or
phenomenon that you are trying to measure in some way. The best way to
understand the difference between a dependent and independent variable
is that the meaning of each is implied by what the words tell us about the
variable you are using.
“Variable” is a term frequently used in research projects. It is pertinent
to define and identify the variables while designing quantitative research
projects. A variable incites excitement in any research than constants. It is
therefore critical for beginners in research to have clarity about this term
and the related concepts. Variable, to put in layman statement is
something that can change and or can have more than one value.
Variables can be defined in terms of measurable factors through a
process of operationalization. It will convert difficult concepts into easily
understandable concepts which then can be measured, empirically. “It is
essential to define the term as variables so that they can be quantified and
measured. That is, the variable has to be able to work for you to operate, or
becomes operational”.
Essential Content
Types of Variables: There are two ways to classify variables that will be
important to us in this course. One is to decide whether a variable is
continuous or discrete and the other is to decide whether a variable is
nominal, ordinal, interval, or ratio.
Continuous versus Discrete. Some of the statistical tests assume the
variable is continuous or discrete. For example, the theory behind a test
called Chi-Square requires discrete variables. Therefore, if the test you use
assumes a discrete variable you must use one, or you are violating a key
assumption of the test. This is why we need to learn to distinguish between
continuous or discrete.

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Discrete Variables is coded with “either/or” categories where there is
NOTHING “in between” the categories. There is nothing in-between these
categories. You are in one or the other but not both. For example, imagine
the variable T-shirt size: 1= small, 2= medium, 3=large. There is no way to
be in between categories in this variable, so it is discrete. You either wear a
small or a medium or a large and there is nothing in between.
NOTE: Any variable with a yes or no answer is discrete. Have you ever been
convicted of a crime? 1= yes 0=no. The answer is either yes or no and there
is nothing in between. Did you go to the doctor in the past 30 days? 1= yes
0=no. The answer is either yes or no and there is nothing in between. Any
variable where the categories are “either/or” is discrete. Who is your health
insurance provider? 1=HMSA 2= Kaiser 3=other 4= uninsured. You choose
one of the four and there is nothing in between.
Continuous Variables are NOT discrete categories in a continuous
variable, but are an infinite number of responses along a number line. So,
pretend you had a variable that measured length of longest fish ever
caught. If you think about it, if you had a precise enough measuring
instrument there are an infinite number of possible responses between 68
and 69 inches. It is possible to have caught a fish that was 68.25 inches or
68.251 inches or 68.2512 inches, etc. Many variables that “code naturally”
can be considered continuous variables: age, height, weight, years worked
in your current department, etc. Sometimes we “pretend” it’s continuous.
Now to complicate matters a bit. Take the variable age for example. Even if
you measured a person’s age to the second, the distance between seconds
is, theoretically discrete. Or if you measured a person’s age in whole years
the distance between years is discrete. However, in 3 of 7 practice it’s okay
to use a variable age in whole years when using some tests that are
designed for continuous variables. (This is because in theory the variable is
continuous, even though in this case the data collected was collected in a
discrete manner).

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Measurement is the process of systematically assigning values to

represent attributes of organisms, objects, or events. There are four
scales of measurement, each of which defines rules for assigning scale
values to measurements.
 1. Nominal Scales of measure represent only qualitative
differences of the attribute of interest. That is, they categorize data
based on type (i.e., political party). Nominal scales create a set of labels
for categories (Democrat, Republican, Independent) that are mutually
exclusive and to which participants are assigned. Nominal scales are the
weakest form of measurement because they assume equality among
members of a particular category and differences between categories. In
addition, the numerical value assigned to each category is arbitrary.
2. The values in Ordinal Scales represent relative differences in
the amount of some attribute such that the value assigned to someone
or something reflects its rank among the rest of the data. An example is
U.S. News & Report’s “America’s Top College.” Unlike nominal scales,
ordinal scales indicate how much scores differ from one another.
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3. Interval Scales also reflect quantitative differences among
data, but unlike ordinal scales they assume equal differences in the
amount of the attribute being measured. Temperature measured on the
Fahrenheit scale is an interval measure because each incremental
change in temperature (70, 71, 72, etc.) is the same.
4. Ratio Scales are the most sophisticated form of measurement.
There are equal distances between values on the scale and the scale has
a true zero (0) point. That said, a score of 0 indicates a true absence of
the attribute in question. This enables one to create meaningful ratio,
such as “10 is twice as much as 5.” Interval scales cannot make these
statements because their 0 point is arbitrary.
The Use and Importance of Variables. The research intends to
achieve goals. To pursue the goals, you need variables that make the
process of goal setting possible to identify which results in the
achievement of the goals. Therefore, research means the measurement
of the variables and the importance of the variable is hidden in this
concept. Basically, the variables should be determined in accordance
with their purpose and components. In other words, the variables
should be selected through operational words and research literature.
Consider the following criteria in variable selection:
➢ Being consistent with the goal
➢ Being measurable
➢ Being replicable
 ➢ Being used widely in recent years. (Sometimes there may be
important diagnostic methods to check a disease or to measure
a certain amount of ways. Therefore, obsolete and non-valid
methods should be avoided and instead of them using the
common methods and consider them as variables.
➢ Being affordable and can be fitted with the study design
➢ Being prevalent and common in the community
➢ Being reliable (i.e., produces stable and consistent results over
a period of time)
➢ Being valid (e.g., kg scale is not a suitable scale to measure the
height of the people)
➢ Can be measured using available tools

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➢ Can be mentioned in the review of literature which indicates the
importance of the variable and its relevance to the study.
➢ Not being so rare that it cannot be measured
➢ Not being time-consuming
➢ Not being out of research scope

NOTE: According to research objectives and variable roles in the

study, they are classified into four types:
1. Independent variable: A variable you can manipulate, but it’s not
dependent on the changes in other variables
2. Dependent variable: A factor or phenomenon that is changed by
the effect of an associated factor. The dependent variable is the variable
being tested and measured in a scientific experiment.
3. Demographic variable: A variable that is neither independent nor
dependent, but sometimes can be used by researchers to describe the
nature and distribution of the sample.
4. Confounding or intervening variable: This variable affects the
causal relationship of the two variables and makes the relationship
weaker or stronger.
Search Indicator
De Witte, H., De Cuyper, N., Handaja, Y., Sverke, M., Näswall, K., &
Hellgren, J. (2010). Associations between quantitative and
qualitative job insecurity and well-being. International Studies of
 Management and Organization, 40(1), 40–56.
Johnston, O., Reilly, J., & Kremer, J. (2011). Excessive exercise: From
quantitative categorization to a qualitative continuum approach.
European Eating Disorders Review, 19(3), 237–248.
Mackey, A & Gass, S.M. (2005). Second language research: Method and
design. London Lawrence Erlbaun, Associate Publihers, Mahwah.

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I
LET’S NITIATE!
Activity 1. Let us try to check your understanding of the topics by filling
up the table with examples on the type of variables.
Type of Variable Example
Discreet 1.
2.
3.
4.
5.

Continuous 1.
2.
3.
4.
5.

I
LET’S NQUIRE!
Activity 1. Below is the research framework taken from different studies,
this activity requires you to pinpoint of what type of variable (Independent
Variable, Dependent Variable, Demographic Variable,
Confounding/Intervening Variable).
1.

Technology
2. Integration
Learning Style Skills

Online
Teaching Readiness
SCP-Thesis100 | 33
Age
Sex
Academic
Success
Academically Attached

Mental
Health
3.

Thinking
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Activity 1. The aforementioned lessons on research variables were
discussed, construct your own research framework showing the types of
variables (Independent Variable, Dependent Variable, Demographic
Variable, Confounding/Intervening Variable). Note: one research
framework only.

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SCP-TOPICS: MIDTERM PERIOD TOPICS

Week 8 APA Referencing Format
Lesson Title Referencing
Learning Outcome(s) 1.Discuss the proper citation of authors using APA
Format,7th Edition
Time Frame
 At SJPIICD, I Matter!
I
LEARNING NTENT!
Terms to Ponder
Referencing is a consistent method of acknowledging another person's
ideas which researcher have used in his/her own writing. Researcher
must reference all sources that he/she uses in his/her work, including
words and ideas, facts, images, videos, audio, websites, statistics,
diagrams and data.
Essential Content
Why reference?
• Assists you to avoid plagiarism
• Referencing ensures that you have acknowledged your
sources and that you have done your best to avoid plagiarism.
• Demonstrates the depth and the breadth of your research
and reading
• Enables other researchers to locate your sources.
• Researchers rely on referencing to locate sources.

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• Supports and strengthens your argument. The reader can
determine whether the sources you have used support
your argument.
How do I reference properly?
There are many acceptable forms of referencing. Specific
referencing styles may be used in some subject areas, units and
publications. Referencing includes two elements:
 • A citation within the text of your assignment or paper
indicating that a particular concept, phrase or idea has
been sourced elsewhere.
• A complete reference list giving the full citation details for all
sources referred to in the document.
This is a complete guide to APA (American Psychological Association)
in-text and reference list citations. This easy-to-use, comprehensive
guide makes citing any source easy.

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APA 7th edition: The Most Notable Changes

In October 2019, the American Psychological Association (APA)
introduced the 7th edition of the APA Publication Manual, which
replaces the 6th edition published in 2009.
In that time a lot of things have changed. Citing online
material has become more common, the use of inclusive and
bias-free language is increasingly important, and the technology
used by researchers and students has changed. The 7th edition
addresses these changes by providing better and more extensive
guidelines. This article outlines the biggest changes that you should
know about.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been
added that make citing online sources easier and clearer. In total,
114 examples are provided, ranging from books and periodicals to
audiovisuals and social media. For each reference category, an easy
template is provided to help you understand and apply the citation
guidelines. The biggest changes in the 7th edition are:
1.The publisher location is no longer included in the reference.
o Covey, S. R. (2013). The 7 habits of highly effective people:
Powerful lessons in personal change. New York,
NY: Simon & Schuster.
o Covey, S. R. (2013). The 7 habits of highly effective people:
Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is
now shortened right from the first citation. You only include
the first author’s name and “et al.”.
o (Taylor, Kotler, Johnson, & Parker, 2018)

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o (Taylor et al., 2018)
3.Surnames and initials for up to 20 authors (instead of 7)
should be provided in the reference entry.
o Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B.,
Kelly, R. S., Turner, S. T., . . . Lee, L. H. (2018).
o Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B.,
Kelly, R. S., Turner, S. T., Lewis, F., Nelson, T. P., Cox,
G., Harris, H. L., Martin, P., Gonzalez, W. L., Hughes, W.,
Carter, D., Campbell, C., Baker, A. B., Flores, T., Gray,
W. E., Green, G., . . . Lee, L. H. (2018).
 4.DOIs are formatted the same as URLs. The label “DOI:” is no
longer necessary.
o doi: 10.1080/02626667.2018.1560449
o https://doi.org/10.1080/02626667.2018.1560449

5.URLs are no longer preceded by “Retrieved from,” unless a

retrieval date is needed. The website name is included (unless
it’s the same as the author).
o Streefkerk, R. (2019, October 11). APA 7th edition: The
most notable changes [Blog post]. Retrieved
from https://www.scribbr.com/apa-style/apa-seventh
edition-changes/
o Streefkerk, R. (2019, October 11). APA 7th edition: The most
notable changes. Scribbr. https://www.scribbr.com/apa-style/apa
seventh-edition-changes/
6.For ebooks, the format, platform, or device (e.g. Kindle) is no
longer included in the reference, and the publisher is included.
o Brück, M. (2009). Women in early British and Irish
astronomy: Stars and satellites [Kindle
version]. https:/doi.org/10.1007/978-90-481-2473-2
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o Brück, M. (2009). Women in early British and Irish
astronomy: Stars and satellites. Springer
Nature. https:/doi.org/10.1007/978-90-481-2473-2
7.Clear guidelines are provided for including contributors other
than authors and editors. For example, when citing a podcast
episode, the host of the episode should be included; for a TV
series episode, the writer and director of that episode are cited.
8.Dozens of examples are included for online source types
such as podcast episodes, social media posts, and YouTube
videos. The use of emojis and hashtags is also explained.
Inclusive and Bias-Free Language
 Writing inclusively and without bias is the new standard, and
APA’s new publication manual contains a separate chapter on this
topic. The guidelines provided by APA help authors reduce bias
around topics such as gender, age, disability, racial and ethnic
identity, and sexual orientation, as well as being sensitive to labels
and describing individuals at the appropriate level of specificity.
Some examples include:
9.The singular “they” or “their” is endorsed as a gender
neutral pronoun.
o A researcher’s career depends on how often he or she is
cited.
o A researcher’s career depends on how often they are
cited.
10.Instead of using adjectives as nouns to label groups of
people, descriptive phrases are preferred.
o The poor
o People living in poverty

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11.Instead of broad categories, you should use exact age
ranges that are more relevant and specific.
o People over 65 years old
o People in the age range of 65 to 75 years old

Search Indicator
Murdoch University (2018). Referencing. https://www.murdoch.edu.au
Streefkerk, R. (2019). APA 7th edition: The Most Notable Changes.
https://www.scribbr.com/apa-style/apa-seventh-edition-changes/

I
LET’S NITIATE!
Activity 1. Let us try to check your understanding of the abovementioned
topics discussed.
1. Why do researchers are required to properly cite author’s ideas,
opinions, principles, concepts, theories, and etc.?
________________________________________________________________________
_
________________________________________________________________________
_
________________________________________________________________________
_

I
LET’S NQUIRE!

Activity 1. Give your comments/suggestions on the article

below. Shifting Cultural Expectations of Citation
Because of new technologies that make finding, using, and sharing
information easier, many of our cultural expectations around how to do
that are changing as well. For example, blog posts often “reference” other
articles or works by simply linking to them. It makes it easy for the reader
to see
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where the author’s ideas have come from and to view the source very
quickly. But in these more informal writings, blog authors do not have a
list of citations (bibliographic entries). The links do the work for them. This
is a great strategy for online digital mediums, but this method fails over
time when links break and there are no hints (like an author, title and
date) to know how else to find the reference, which might have moved.
This example of a cultural change of expectations in the non-academic
world might make it seem that there has been a change in academic
scholarship as well, or might make people new to academic scholarship
even less familiar with citation. But in fact, the expectations around citing
sources in academic research remain formal.
State your comments/suggestions here:
_______________________________________________________________________
_
_______________________________________________________________________
_
_______________________________________________________________________
_
I
LET’S NFER!
Activity 1. In your own opinion, how will you present the overall purpose
of citing authors?
_______________________________________________________________________
_
_______________________________________________________________________
_
_______________________________________________________________________
_
_______________________________________________________________________
_
_______________________________________________________________________
_

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