Granby Research Manual

Form and Style

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GRANBY COLLEGES OF SCIENCE AND TECHNOLOGY
Ibayo Silangan, Naic, 4110 Cavite

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©Copyright 2024
Granby Colleges of Science and Technology

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 ABOUT GRANBY COLLEGES OF SCIENCE AND TECHNOLOGY

Philosophy of the College

Granby Colleges of Science and Technology is founded on the philosophy that Education is
for every citizen in general, and for the middle and lower echelon of Filipino society, in
particular, Granby is particularly established for the common people who are interested in
earning an education, training, and self-improvement to cope up with the changing and
developing technological era.

Granby Vision

Granby Colleges of Science and Technology envisions a dynamic, world-class, and peace-
loving Filipino society that actively participates as a member of the global community.

Granby Mission

On Education: Producing a world-class graduate by providing a standard of quality but

affordable education and training to every able-bodied individual so that they can cope and
meet the challenges that the third millennium has brought to the world.

On Service: Extending community services to rural areas enhances the youths’ civic
consciousness and helps them realize their role in protecting the ecological environment.

On Character and Virtues: Indoctrinate students with proper ethics, acceptable norms, and
good moral values inherent to Filipino customs and traditions; and at the same time prepare
the youths with the quality leadership needed for a dynamic and continued democratic form
of government of today and of the next generations.

Goals and Objectives of the College

• Enhance students for future success;

• Develop the students to be morally upright, God-fearing, God-loving, and sterling pride
of their Alma Mater and the country.
• Develop the students to be well-rounded professionals who would sustain the supply
of human resources and the pace of growth of the country;
• Provide students with quality education and training to maximize the development of
their intellect and the sharpening of their skills that are relevant to industry-driven
environment and global requirements;
• Enhance and maintain the pleasant corporate image of the school;
• Promote Academic excellence and equity for a diverse community of students.

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Core Values

G – God-Fearing
R – Resilient
A – Achievement-Oriented
N – Noble
B – Benevolence
Y – Yielding to become a Globally Competent Individual

Explanation of the Granby Core Values

G – God-Fearing

• Emphasizes the importance of spirituality and moral integrity. It encourages individuals

to live by ethical principles and maintain a sense of reverence and respect for a higher
power.

R – Resilient

• Highlights the ability to withstand challenges and bounce back from adversity. It
promotes perseverance, determination, and the strength to overcome obstacles.

A – Achievement-Oriented

• Focuses on setting and attaining goals. It encourages striving for excellence,

continuous improvement, and a commitment to personal and professional success.

N – Noble

• Reflects qualities of honor, integrity, and ethical behavior. It encourages individuals to

act with dignity, fairness, and a sense of responsibility towards others.

B – Benevolence

• Emphasizes kindness, compassion, and a willingness to help others. It promotes a

culture of generosity, empathy, and support within the community.

Y – Yielding to become a Globally Competent Individual

• Encourages openness to learning and adapting to global standards. It promotes

cultural awareness, international collaboration, and the development of skills
necessary to thrive in a globalized world.

These core values collectively aim to shape well-rounded individuals who are not only
successful in their endeavors but also contribute positively to society and the world at large.

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 COLLEGE PRESIDENT

RESEARCH DIRECTOR

PROGRAM RESEARCH DESIGNATED

RESEARCH HEAD DEVELOPMENT COLLEGE
RESEARCHERS

RESEARCH
COMPLIANCE

DEPARTMENT
RESEARCH
COORDINATORS RESEARCH
ADMINISTRATION

Figure 1. Organizational Chart of the Office of Research of the

Granby Colleges of Science and Technology

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 GENERAL FORMATTING GUIDELINES OF A GRANBY-STYLE RESEARCH

• Font: Arial, 12-point size

• Paper Margins:

a. Top 2.54 cm
b. Left 2.54 cm
c. Gutter 0
d. Bottom 2.54 cm
e. Right 1.27 cm
f. Gutter Position Left

• Spacing: Double-spaced throughout, except for block quotes and footnotes.

• Page Numbers: Bottom center of each page.

• Paper Size: A4

This structure provides a comprehensive and organized approach to documenting the research of
Granby College of Arts and Science.

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 INTRODUCTION

Purpose of the Manual

The Granby Colleges of Science and Technology Official Research Manual is

designed to serve as a comprehensive guide for conducting research within our institution.
This manual aims to:

a. Provide clear guidelines and standards for research practices.

b. Ensure consistency and quality in research outputs.

c. Support researchers in navigating the research process effectively.

d. Promote ethical research practices in alignment with the college’s core values.

By adhering to this manual, researchers will contribute to advancing knowledge and

uphold the reputation of Granby Colleges of Science and Technology as a center of academic
excellence.

Scope

This manual is intended for all members of the Granby Colleges of Science and
Technology community, including:

• Undergraduate Students: To assist in developing foundational research skills and to

guide them through their initial research projects.

• Graduate Students: To provide advanced research methodologies and support for

thesis and dissertation work.

• Faculty Researchers and Members: To offer a reference for supervising student

research and conducting scholarly investigations.

The manual aligns with the Philosophy, Vision, Mission, Goals, Objectives, and Core
Values of the college, ensuring that all research activities contribute to the overarching
mission of producing world-class graduates and extending community services.

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 RESEARCH GUIDELINES

Research Ethics

At Granby Colleges of Science and Technology, we uphold the highest standards of ethical conduct
in all research activities. Our ethical guidelines are designed to ensure integrity, respect, and
accountability in the research process.

1. Plagiarism Policies

• Zero Tolerance: Plagiarism, in any form, is strictly prohibited. All research work must be original
and properly cited.
• Detection and Consequences: Use of plagiarism detection tools is mandatory. Any detected
plagiarism will result in disciplinary action resulting in suspension or expulsion.

2. Ethical Approval Processes

• Ethics Review Board: All research involving human or animal subjects must be reviewed and
approved by the Granby Ethics Review Board.
• Informed Consent: Researchers must obtain informed consent from all participants, ensuring
they are fully aware of the research purpose, procedures, risks, and benefits.
• Confidentiality: Researchers must protect the confidentiality of participants and data, adhering
to data protection laws and regulations.

3. Integrity and Accountability

• Honesty in Reporting: Researchers must report their findings truthfully and accurately,
avoiding fabrication, falsification, or misrepresentation of data.
• Conflict of Interest: Any potential conflicts of interest must be disclosed and managed
appropriately to maintain transparency and trust.

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 RESEARCH PROCESS

The research process at Granby Colleges of Science and Technology is designed to guide
researchers from the initial proposal to the final submission, ensuring a structured and systematic
approach.

1. Proposal Development

• Topic Selection: Choose a research topic that aligns with the college’s mission and goals,
addressing relevant and impactful issues.
• Literature Review: Conduct a thorough review of existing literature to identify gaps and justify
the need for your research.
• Research Plan: Develop a detailed research plan, including objectives, methodology, timeline,
and budget.

2. Ethical Approval

• Submission: Submit your research proposal to the Ethics Review Board for approval.
• Review and Feedback: Address any feedback or required modifications from the board to
obtain final approval.

3. Data Collection

• Methodology: Implement the approved research methodology, ensuring adherence to ethical

guidelines.
• Data Management: Collect and store data securely, maintaining accuracy and confidentiality.

4. Data Analysis

• Techniques: Use appropriate data analysis techniques to interpret your findings.

• Validation: Validate your results through peer review or replication studies to ensure reliability.

5. Report Writing

• Structure: Write your research report following the standard structure: introduction, literature
review, methodology, results, discussion, and conclusion.
• Citations: Properly cite all sources and references to avoid plagiarism using the APA 7th
Edition.

6. Final Submission

• Review: Review your report for completeness, accuracy, and adherence to guidelines.
• Submission: Submit your final report to the designated office or platform for evaluation.

By following these guidelines, researchers at Granby Colleges of Science and Technology will
contribute to the institution’s mission of producing world-class graduates and advancing knowledge
in a manner that is ethical, responsible, and impactful.

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 START

Proposal Development

yes no

Literature Review

Research Plan

Ethical Approval

Review and Feedback

yes no

END

Figure 2. Stage 1 of Research: Proposal Development

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 START

Introduction

Review of Related Literature

Methodology

Adviser’s Approval

yes no

Department Research Coordinator’s

Approval

yes no

Program Research Coordinator’s

Approval

yes no

PROPOSAL DEFENSE

yes no

Figure 3. Stage 2 of Research: Proposal Defense

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 START

Data Collection

Data Analysis

Data Interpretation

Data Analysis

Results, discussion, Conclusion

Defense

yes no

Revise

ACCEPT

PUBLISH

END

Figure 4. Final Stage of Research Journey

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 GRANBY'S FORM AND STYLE

Writing the Title Page

• Based on the provided format, here are the rules for creating a title page:

1. Title of the Paper: Centered at the top of the page.

2. Authors’ Names: Centered below the title, each name on a new line.

3. Institutional Affiliation: This is centered below the authors’ names, with each line

representing a different piece of information (e.g., college name, location).

4. Submission Information: Centered and formatted as follows:

• “Submitted to the” followed by the department name.

• “College of” followed by the college name.

• “In partial fulfillment” followed by the degree name.

5. Authors’ Contact Information: Centered and listed below the submission

information, with each author’s email address on a new line.

6. Date: Centered at the bottom of the page.

See the sample TITLE PAGE below:

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Vygotskian Activities Used in Inclusive Classrooms of Filipino Second
Language Learners 14 font size, Arial
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Juan A. Dela Cruz, Almira B. Santos, & Tata C. Villamor
1 Arial 12
Granby College of Arts and Sciences
Naic, Cavite
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Submitted to the
Department of ____________ Arial, 12
College of _________________________
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In partial fulfillment
For the degree Bachelor _______________________ Arial, 12
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DE LA CRUZ, J. A. [email protected]
SANTOS, A. B. [email protected] Arial 12
VILLAMOR, T. C. [email protected]
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May, 2024

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 THE ABSTRACT GRANBY STYLE

The ABSTRACT Granby Style uses the IMRD structure (Introduction, Methods, Results,

Discussion) that can be identified in the abstract as follows:

1. Introduction

• “This study explores the application of Vygotskian activities in inclusive classrooms for

Filipino second-language learners. The primary purpose is to investigate how these

activities facilitate language acquisition and cognitive development among students

with diverse learning needs.”

2. Methods

• “Utilizing a mixed-methods approach, the research combines quantitative data from

standardized language proficiency tests and qualitative insights from classroom

observations and teacher interviews.”

3. Results

• “The results indicate that Vygotskian activities, such as scaffolding and collaborative

learning, significantly enhance language skills and social interaction among learners.”

4. Discussion

• “Furthermore, the study highlights the importance of teacher training in implementing

these strategies effectively. The conclusion emphasizes the potential of Vygotskian

activities to create a more inclusive and supportive learning environment, promoting

both academic and social growth for second language learners.”

Rules

Here are the rules for writing an abstract in the Granby College of Science and
Technology style:

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Granby College of Science and Technology Abstract Guidelines

1. Length

• The abstract should be between 150-250 words.

2. Content

• Introduction: Briefly introduce the topic and state the purpose of the research.

• Methods: Summarize the methodology used in the research.

• Results: Highlight the key findings of the study.

• Discussion/Conclusion: Discuss the implications of the results and the overall

conclusion.

3. Formatting

• Alignment: The abstract should be single-spaced and justified.

• Font: Use a standard, readable font (e.g., Times New Roman, 12-point).

• Structure: The abstract should be a single paragraph without subheadings.

Here is the sample form and style for the Granby research abstract:

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 Abstract
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This study explores the application of Vygotskian activities in inclusive classrooms for Filipino
second-language learners. The primary purpose is to investigate how these activities
facilitate language acquisition and cognitive development among students with diverse
learning needs. Utilizing a mixed-methods approach, the research combines quantitative data
from standardized language proficiency tests and qualitative insights from classroom
observations and teacher interviews. The results indicate that Vygotskian activities, such as
scaffolding and collaborative learning, significantly enhance language skills and social
interaction among learners. Furthermore, the study highlights the importance of teacher
training in implementing these strategies effectively. The conclusion emphasizes the potential
of Vygotskian activities to create a more inclusive and supportive learning environment,
promoting both academic and social growth for second language learners.
1
Keywords: Vygotskian Activities, Inclusive Classrooms, Second Language Learners,
Scaffolding, Collaborative Learning

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 THE GRANBY TABLE OF CONTENTS

Here are the rules for making a Granby Table of Content:

1. Headings

• Include all major sections and sub-sections.

• Use a hierarchical structure with main sections labeled with numbers (e.g., 1, 2, 3) and
sub-sections labeled with letters or numbers (e.g., a, b, c or 1.1, 1.2).

2. Page Numbers

• Align page numbers to the right.

• Use dots (leader lines) to connect headings to page numbers for clarity.

3. Formatting:

• Use a consistent style for headings and sub-headings.

• Main sections should be in bold or uppercase.

• Sub-sections should be indented and in regular font.

Below, see the example Table of Contents that should be followed by Granby
researchers – whether students or faculty members.

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 Table of Contents
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A. PRELIMINARIES
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1. Dedication Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
1
2. Acknowledgment Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
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3. Researchers’ Biography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
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a. Dela Cruz, J. A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
b. Santos, A. B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
c. Villamor, T. C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
1
4. Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
1
5. Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
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6. Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
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B. MAIN SECTION
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7. Introduction ......................................................1

• Background of the Study .......................................... 1

• Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

• Objectives of the Study .......................................... 3

• Hypothesis of the Study .......................................... 3

• Theoretical Framework .......................................... 4

• Conceptual Framework .......................................... 5

• Significance of the Study .......................................... 6

• Scope and Limitations .......................................... 7

• Terminologies Used in the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

8. Literature Review ................................................ 9

• Introduction to RRL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

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 • Review of Related Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

a. Foreign Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
b. Local Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

• Research Gaps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

• RRL Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

9. Methodology ................................................... 37

• Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

• Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

• Research Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

a. Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
b. Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
c. Interviews ............................................. 41
d. Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
e. Tests ................................................... 43
f. Scales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

• Data Collection Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

• Data Analysis Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

• Statistical Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

• Research Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

10. Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

• Quantitative Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

• Qualitative Insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

11. Discussion ................................................... 76

• Summary of Key Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

• Interpretation of Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

• Contextualization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

• Implications for Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

• Acknowledged Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

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 • Recommendation for Future Research . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

• Summary of Discussion ....................................... 94

12. Conclusion ................................................... 95

• Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

• Final Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

• Future Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
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C. END MATTERS

13. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

• Foreign References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
• Local References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

14. Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

• Appendix A: Survey Questionnaire .............................. 112

• Appendix B: Interview Guide .................................... 117

• Appendix C: Routing Slip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

• Appendix D: Authors’ Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122

• Appendix E: Research Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123

a. Panel Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124

b. Research Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
c. Dean’s Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126

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 RESEARCH INTRODUCTION: What is it and how is it formed?

The introduction of a research paper sets the stage for the entire study. It provides the

context, rationale, and framework for the research. Based on the Granby Introduction style,

here is an explanation of each part:

Introduction

Background of the Study

• Purpose: Provides context and sets the stage for the research. It explains the broader

topic and why it is important.

• Content: Includes historical background, current state of research, and relevant

developments in the field.

• Example: Discussing the importance of Vygotskian activities in education and their

relevance to inclusive classrooms for Filipino second language learners.

Statement of the Problem (in question form)

• Purpose: Clearly defines the specific issue or problem the research aims to address.

• Content: Should be concise and focused, outlining the gap in knowledge or the specific

challenge the study will tackle.

• Example: Identifying the lack of effective strategies for integrating second language

learners in inclusive classrooms.

Objectives of the Study (congruent with the SOP and written in a statement form)

• Purpose: States the goals and aims of the research.

• Content: Typically includes both general and specific objectives.

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 • Example: To investigate how Vygotskian activities facilitate language acquisition and

cognitive development among second language learners.

Hypothesis of the Study

• Purpose: Presents the research hypothesis or hypotheses that the study will test.

• Content: Should be clear, testable, and based on theoretical foundations.

• Example: Hypothesizing that Vygotskian activities significantly improve language skills

and social interaction among second language learners.

Theoretical Framework

• Purpose: Provides the theoretical basis for the study.

• Content: Discusses the theories and models that underpin the research.

• Example: Explaining Vygotsky’s theory of social development and its application to

language learning.

Conceptual Framework

• Purpose: Outlines the key concepts and variables in the study and their relationships.

• Content: Often presented in a diagram or model to visually represent the research

framework.

• Example: Showing how Vygotskian activities (independent variable) influence

language acquisition and cognitive development (dependent variables).

Significance of the Study

• Purpose: Explains the importance and potential impact of the research.

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 • Content: Discusses the contributions to knowledge, practice, policy, and future

research.

• Example: Highlighting how the study can inform teaching practices and improve

educational outcomes for second language learners.

Scope and Limitations

• Purpose: Defines the boundaries of the research and acknowledges its limitations.

• Content: Specifies the extent of the study in terms of time, location, participants, and

other factors, and discusses potential constraints.

• Example: Limiting the study to a specific region or age group and acknowledging

potential biases or limitations in data collection.

Terminologies Used in the Study

• Purpose: Clarifies key terms and concepts used in the research.

• Content: Provides definitions and explanations to ensure clarity and understanding.

• Example: Defining terms like “Vygotskian activities,” “inclusive classrooms,” and

“second language learners.”

Each part of the introduction serves a specific purpose and provides a comprehensive

overview of the research, setting a solid foundation for the rest of the paper.

Below, read the concrete example of an Introduction. This example provides a

comprehensive introduction, setting a clear foundation for the research paper.

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 Introduction
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Background of the Study

Integrating second language learners into inclusive classrooms presents unique

challenges and opportunities. In the Philippines, where English is a second language for

many students, educators always look for effective methods to improve language acquisition

and cognitive development (MacLeod, 2024). Vygotskian activities, rooted in Lev Vygotsky’s

Theory of Social Development, offer promising approaches to support these learners (Mahn,

2013). This study explores the application of these activities in inclusive classrooms, aiming

to understand their impact on Filipino second language learners (Rudd & Lambert, 2011):

Vygotsky’s Sociocultural Theory emphasizes the role of social interaction in cognitive

development, which is crucial for language acquisition (MacLeod, 2024): Vygotsky’s concepts

such as the zone of proximal development and scaffolding are particularly effective in second

language learning contexts (Mahn, 2013): Studies have shown that Vygotskian activities can

significantly enhance language learning and cognitive development in inclusive classrooms

(Rudd & Lambert, 2011).

Statement of the Problem

1. Despite the recognized benefits of inclusive education, why is there a lack of

effective strategies specifically tailored for second language learners in the Philippines?

2. What innovative methods can be researched and implemented to bridge the gap in

practice for second language learners in inclusive classrooms?

3. How can effective pedagogical strategies be developed to facilitate language

acquisition and cognitive development in inclusive classrooms?

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Objectives of the Study

The primary objective of this study is to investigate how Vygotskian activities facilitate

language acquisition and cognitive development among Filipino second-language learners.

Specifically, the study aims to:

1. identify the reasons behind the lack of effective strategies specifically tailored

for second language learners in the Philippines.

2. research and implement innovative methods that can bridge the gap in practice

for second language learners in inclusive classrooms.

3. develop effective pedagogical strategies that facilitate language acquisition and

cognitive development in inclusive classrooms.

Hypothesis of the Study

H0: Vygotskian activities, such as scaffolding and collaborative learning, significantly

enhance language skills and social interaction among Filipino second language learners in

inclusive classrooms.

Hi: Vygotskian activities, such as scaffolding and collaborative learning, insignificantly

enhance language skills and social interaction among Filipino second language learners in

inclusive classrooms.

Theoretical Framework

This research is grounded in Vygotsky’s theory of social development, which posits

that social interaction plays a fundamental role in cognitive development. Vygotsky’s

concepts of the Zone of Proximal Development (ZPD) and scaffolding are particularly

relevant, as they emphasize the importance of guided learning and collaborative activities in

language acquisition.

27
 Place your drawing here

1
2
3
Figure 1. Theoretical Framework of the Study

28
Conceptual Framework

The conceptual framework of this study illustrates the relationship between Vygotskian

activities (independent variable) and language acquisition and cognitive development

(dependent variables). The framework also considers the role of teacher facilitation and peer

interaction as mediating factors.

Place your drawing here

1
2
3
Figure 2. Conceptual Framework of the Study

29
Significance of the Study

This study contributes to the field of education by providing empirical evidence on the

effectiveness of Vygotskian activities in inclusive classrooms. The findings can inform

teaching practices, curriculum development, and policy-making, ultimately enhancing

educational outcomes for second language learners. Additionally, the study highlights the

importance of teacher training in implementing these strategies effectively.

Scope and Limitations

The study is limited to public elementary schools in Naic, Cavite, and focuses on Grade

7-10 students. The research period spans one academic year. Limitations include potential

biases in self-reported data and the variability in teacher implementation of Vygotskian

activities.

Terminologies Used in the Study

• Vygotskian Activities – Educational practices based on Vygotsky’s theories,

including scaffolding and collaborative learning.

• Inclusive Classrooms – Educational settings where students of all abilities learn

together.

• Second Language Learners (SLL) – Students learning a language that is not their

native tongue.

• Scaffolding – Supportive strategies provided by teachers to help students achieve

higher levels of understanding.

• Collaborative Learning – Learning activities that involve students working together

to solve problems or complete tasks.

30
 THE DEVELOPMENT OF THE REVIEW OF RELATED LITERATURE

Literature Review

A literature review is a comprehensive summary of previous research on a topic. It

surveys scholarly articles, books, and other sources relevant to a particular area of research.

The purpose is to provide a context for the research, identify gaps in the existing literature,

and justify the need for a new study.

Introduction to RRL

The introduction to the Review of Related Literature sets the stage for the entire

review. It explains the purpose of the literature review, outlines the scope of the review, and

provides an overview of the structure. This section is crucial as it helps readers understand

the context and significance of the research being reviewed.

Review of Related Studies

This section is divided into two parts: Foreign Studies and Local Studies. It involves a

detailed examination of previous research studies that are relevant to the current research

topic.

a. Foreign Studies

Foreign studies refer to research conducted in other countries. Reviewing these

studies helps to understand how the research topic has been approached globally. It provides

a broader perspective and can highlight different methodologies, findings, and theoretical

approaches that might apply to the local context.

b. Local Studies

31
 Local studies are research conducted within the same country or region as the current

study. These studies are particularly important as they provide context-specific insights and

findings that are directly relevant to the local population and conditions. They help to identify

what has already been explored and what still needs to be addressed within the local context.

Research Gaps

Identifying research gaps involves pinpointing areas where existing studies are lacking

or where further research is needed. This section is critical as it justifies the need for the

current study. By highlighting these gaps, researchers can demonstrate the originality and

necessity of their research, showing how it will contribute to the existing body of knowledge.

RRL Conclusion

The conclusion of the RRL summarizes the key findings from the reviewed literature.

It synthesizes the information, reiterates the research gaps, and sets the stage for the new

research. This section is important because it ties together all the reviewed studies and

clearly articulates how the current research will build on or differ from previous work.

Each of these components plays a vital role in constructing a thorough and effective

literature review, ensuring that the research is well-grounded in existing knowledge and

positioned within the academic discourse.

How is an RRL formed?

1. Identify the Research Topic

• Clearly define the research question or topic you are investigating. This will guide your

search for relevant literature.

2. Conduct a Preliminary Search

32
 • Use academic databases, libraries, and online resources to find initial sources related

to your topic. Look for books, journal articles, conference papers, and other scholarly

works.

3. Select Relevant Sources

• Evaluate the sources for relevance, credibility, and quality. Choose those that are most

pertinent to your research question.

4. Organize the Literature

• Group the selected sources into categories based on themes, methodologies, or

chronological order. This helps in structuring your review logically.

5. Summarize and Synthesize

• Summarize the key findings of each source. Synthesize the information by comparing

and contrasting the different studies. Highlight agreements, contradictions, and gaps

in the literature.

6. Identify Research Gaps

• Point out areas where the existing research is lacking or where further investigation is

needed. This will help justify the need for your study.

7. Write the Introduction

• Start with an introduction that outlines the purpose and scope of the RRL. Explain why

the review is important and how it relates to your research question.

33
8. Review Related Studies

• Divide this section into sub-sections such as Foreign Studies and Local Studies.

Discuss each study in detail, focusing on their findings, methodologies, and relevance

to your research.

9. Discuss Research Gaps

• Clearly articulate the gaps in the existing literature. Explain how your research will

address these gaps and contribute to the field.

10. Conclude the RRL

• Summarize the main points from the reviewed literature. Reiterate the research gaps

and set the stage for your study. Highlight the significance of your research in filling

these gaps.

11. Cite Your Sources

• Ensure all sources are properly cited in the format required by your academic

institution or publication. This adds credibility and allows readers to locate the original

works.

12. Revise and Edit

• Review your RRL for coherence, clarity, and logical flow. Edit for grammar,

punctuation, and formatting errors. Ensure that the review is comprehensive and well-

organized.

34
 Below is a sample Review of Related Literature that every Granby student can use as

a pattern in writing their research.

35
 Review of Related Literature

Introduction to RRL

Educators in the Philippines continually seek effective methods to enhance language

acquisition and cognitive development for second language learners in inclusive classrooms.

These classrooms present unique challenges and opportunities, especially since English is

a second language for many students. This review explores how Vygotskian activities, rooted

in Lev Vygotsky’s Theory of Social Development, can support these learners. This RRL

provides a comprehensive overview of existing studies, identifies research gaps, and justifies

the need for the current study.

Review of Related Studies

Foreign Studies

Several international studies have examined the effectiveness of Vygotskian activities

in language learning contexts. For instance, Smith (2018) found that scaffolding techniques

significantly improved English language proficiency among Chinese students (Simply

Psychology). Similarly, Johnson (2020) demonstrated that the zone of proximal development

(ZPD) facilitated better cognitive engagement and language retention in Spanish learners in

the United States (Wiley Online Library). These studies highlight the potential of Vygotskian

methods in enhancing language acquisition and cognitive development.

Local Studies

In the Philippine context, research on Vygotskian activities is relatively limited.

However, a study by Reyes (2019) indicated that collaborative learning, a key component of

Vygotsky’s theory, improved English language skills among Filipino high school students

36
(Springer). Another study by Santos (2021) explored the use of peer tutoring in inclusive

classrooms, finding positive outcomes in both language acquisition and social interaction

among learners. These local studies provide initial evidence of the benefits of Vygotskian

activities but also underscore the need for more comprehensive research.

Research Gaps

Despite the recognized benefits of Vygotskian activities, there is a lack of effective

strategies specifically tailored for second language learners in the Philippines. Most existing

studies focus on general educational settings without addressing the unique needs of second

language learners. Additionally, there is limited research on the long-term impact of these

activities on cognitive development. This gap in practice necessitates further investigation

into innovative methods that can bridge this divide.

RRL Conclusion

In conclusion, the reviewed literature underscores the potential of Vygotskian activities

in enhancing language acquisition and cognitive development. However, significant gaps

remain, particularly in the context of Filipino second language learners. This study aims to

address these gaps by exploring the application of Vygotskian activities in inclusive

classrooms in the Philippines. By doing so, it seeks to contribute to the development of

effective pedagogical strategies that support language learning and cognitive growth.

37
 PRESENTING THE METHODOLOGY OF RESEARCH

Methodology

The methodology section of a research paper outlines the procedures and techniques used to

collect and analyze data. It provides a detailed plan of how the research was conducted, ensuring

that other researchers can replicate and validate the study.

Research Design

Meaning: Research design refers to the overall strategy and structure of the research. It

includes the framework for collecting and analyzing data.

Importance: A well-defined research design ensures that the study is methodologically sound

and that the results are reliable and valid. It helps in addressing the research questions effectively.

Participants

Meaning: Participants are the individuals or groups who take part in the research study.

Importance: Describing the participants is crucial for understanding the context and

applicability of the research findings. It includes details about the sample size, selection criteria, and

demographic information.

Research Instruments

Research instruments are the tools used to collect data. They can vary depending on the

nature of the study.

a. Survey

Meaning: A survey is a method of gathering information from a large number of respondents

through a set of questions.

Importance: Surveys are useful for collecting quantitative data and understanding trends,

opinions, or behaviors across a large population.

38
 b. Questionnaire

Meaning: A questionnaire is a written set of questions used to gather information from

respondents.

Importance: Questionnaires are versatile and can be used to collect both quantitative and

qualitative data. They are efficient for gathering standardized information.

c. Interviews

Meaning: Interviews involve direct, face-to-face or virtual conversations between the

researcher and the participants.

Importance: Interviews provide in-depth qualitative data and insights into participants’

thoughts, feelings, and experiences.

d. Checklist

Meaning: A checklist is a list of items or criteria that participants or researchers can mark as

present or absent.

Importance: Checklists are useful for ensuring that all necessary components are considered

and for collecting consistent data.

e. Tests

Meaning: Tests are standardized assessments used to measure participants’ knowledge,

skills, or abilities.

Importance: Tests provide objective data that can be used to evaluate the effectiveness of

interventions or to compare different groups.

f. Scales

Meaning: Scales are tools used to measure the intensity, frequency, or other dimensions of a

variable (e.g., Likert scales).

Importance: Scales help quantify subjective data, making it easier to analyze and interpret.

Data Collection Methods

Meaning: Data collection methods refer to the techniques used to gather data from

participants.

39
 Importance: Choosing appropriate data collection methods ensures that the data is accurate,

reliable, and relevant to the research questions.

Data Analysis Procedures

Meaning: Data analysis procedures involve the techniques used to process and interpret the

collected data.

Importance: Proper data analysis is essential for drawing valid conclusions and making

informed decisions based on the research findings.

Statistical Analysis

Meaning: Statistical analysis involves using mathematical techniques to summarize, describe,

and infer patterns from the data.

Importance: Statistical analysis helps in identifying relationships, testing hypotheses, and

generalizing findings to a larger population.

Research Ethics

Meaning: Research ethics refers to the principles and guidelines that ensure the integrity and

ethical conduct of the research.

Importance: Adhering to research ethics protects the rights and well-being of participants,

ensures the credibility of the research, and maintains public trust in the research process.

Each of these components is vital for conducting rigorous and credible research. They ensure

that the study is well-planned and ethically conducted and that the findings are valid and reliable.

Rules to follow in writing the Granby-style Methodology

To strictly follow the Granby style of research when presenting the methodology of

your research, you should adhere to the following rules:

40
Methodology

• Outline Procedures and Techniques: Clearly describe the procedures and techniques

used to collect and analyze data.

• Detailed Plan: Provide a detailed plan of how the research was conducted to ensure

replicability and validation by other researchers.

Research Design

• Define Overall Strategy: Clearly define the overall strategy and structure of the

research.

• Framework for Data Collection and Analysis: Include a framework for collecting and

analyzing data.

• Ensure Methodological Soundness: Ensure the research design is methodologically

sound, reliable, and valid.

Participants

• Describe Participants: Provide a detailed description of the participants, including

sample size, selection criteria, and demographic information.

• Context and Applicability: Explain the context and applicability of the research findings

based on the participants.

Research Instruments

• List and Describe Tools: List and describe the tools used to collect data, such as

surveys, questionnaires, interviews, checklists, tests, and scales.

• Purpose and Importance: Explain the purpose and importance of each instrument in

the context of the research.

41
a. Survey

• Method of Gathering Information: Describe the survey as a method of gathering

information from a large number of respondents.

• Quantitative Data Collection: Highlight its usefulness for collecting quantitative data

and understanding trends, opinions, or behaviors.

b. Questionnaire

• Written Set of Questions: Define the questionnaire as a written set of questions used

to gather information.

• Versatility: Emphasize its versatility for collecting both quantitative and qualitative data.

c. Interviews

• Direct Conversations: Explain interviews as direct, face-to-face or virtual

conversations.

• In-depth Qualitative Data: Highlight their role in providing in-depth qualitative data and

insights.

d. Checklist

• List of Items or Criteria: Define a checklist as a list of items or criteria to be marked as

present or absent.

• Consistency in Data Collection: Emphasize its usefulness for ensuring all necessary

components are considered and for collecting consistent data.

e. Tests

• Standardized Assessments: Describe tests as standardized assessments used to

measure knowledge, skills, or abilities.

• Objective Data: Highlight their role in providing objective data for evaluating

interventions or comparing groups.

42
f. Scales

• Measurement Tools: Define scales as tools used to measure intensity, frequency, or

other dimensions of a variable.

• Quantifying Subjective Data: Emphasize their importance in quantifying subjective

data for easier analysis and interpretation.

Data Collection Methods

• Techniques for Gathering Data: Describe the techniques used to gather data from

participants.

• Accuracy and Relevance: Ensure the chosen methods are accurate, reliable, and

relevant to the research questions.

Data Analysis Procedures

• Techniques for Processing Data: Explain the techniques used to process and interpret

the collected data.

• Drawing Valid Conclusions: Highlight the importance of proper data analysis for

drawing valid conclusions and making informed decisions.

Statistical Analysis

• Mathematical Techniques: Describe the use of mathematical techniques to

summarize, describe, and infer patterns from the data.

• Identifying Relationships: Emphasize the role of statistical analysis in identifying

relationships, testing hypotheses, and generalizing findings.

43
Research Ethics

• Principles and Guidelines: Outline the principles and guidelines that ensure the

integrity and ethical conduct of the research.

• Protecting Participants: Highlight the importance of protecting the rights and well-being

of participants.

• Credibility and Public Trust: Ensure the credibility of the research and maintain public

trust in the research process.

By following these rules, you can ensure that your methodology section adheres to the

Granby style of research, providing a clear, detailed, and ethical framework for your study.

The example Methodology below shows how to present a good research methodology.

44
 Methodology

Research Design

The researchers employed a mixed-methods research design, combining both

quantitative and qualitative approaches to provide a comprehensive understanding of the

research problem. This design allowed them to gather numerical data for statistical analysis

and detailed insights through qualitative data.

Participants

The study involved 100 participants, selected through stratified random sampling to

ensure representation across different demographics. Participants included 50 male and 50

female students from various high schools in the Philippines, aged between 14 and 18 years.

Research Instruments

To collect data, the researchers used the following instruments:

1. Survey: A structured survey with 20 multiple-choice questions was administered to

gather quantitative data on students’ language acquisition and cognitive development.

2. Questionnaire: An open-ended questionnaire was used to collect qualitative data on

students’ experiences and perceptions of Vygotskian activities.

3. Interviews: Semi-structured interviews were conducted with 10 teachers to gain

deeper insights into the implementation and effectiveness of Vygotskian activities in

the classroom.

4. Checklist: A checklist was used to observe and record the presence of specific

Vygotskian activities during classroom sessions.

45
 5. Tests: Standardized language proficiency tests were administered to assess students’

language skills before and after the intervention.

6. Scales: Likert scales were used to measure students’ attitudes and motivation towards

learning English.

Data Collection Methods

Data was collected over a period of three months. Surveys and questionnaires were

distributed and collected during school hours. Interviews were conducted in person and

recorded for accuracy. Classroom observations were carried out using the checklist, and

language proficiency tests were administered at the beginning and end of the study period.

Data Analysis Procedures

Quantitative data from surveys and tests were analyzed using descriptive and

inferential statistics. Qualitative data from questionnaires and interviews were transcribed and

analyzed thematically to identify common patterns and themes.

Statistical Analysis

The researchers used SPSS software for statistical analysis. Descriptive statistics,

such as mean and standard deviation, were calculated to summarize the data. Inferential

statistics, including t-tests and ANOVA, were used to test hypotheses and determine the

significance of the findings.

Research Ethics

The study adhered strictly to ethical considerations throughout. All participants and

their guardians obtained informed consent. Anonymizing all data maintained their

46
confidentiality. The institutional review board approved the study, ensuring compliance with

ethical standards.

47
 HOW TO PRESENT THE RESULTS OF THE STUDY

Meaning and Importance

The results section of the research paper presents the findings of the study. It is crucial

because it provides the evidence needed to answer the research questions and support the

hypotheses. This section should be clear, concise, and well-organized to ensure that readers

can easily understand the outcomes of the research.

Quantitative Findings

Meaning: Quantitative findings refer to the numerical data collected and analyzed

during the study. This can include statistics, percentages, and other measurable data.

Importance: Quantitative findings provide objective evidence that can be used to

support or refute hypotheses. They allow for the testing of relationships between variables

and the generalization of results to a larger population.

Qualitative Insights

Meaning: Qualitative insights refer to the non-numerical data collected through

methods such as interviews, open-ended questionnaires, and observations. This data

provides an in-depth understanding of participants’ experiences, perceptions, and behaviors.

Importance: Qualitative insights offer rich, detailed information that can explain the

context and meaning behind the quantitative data. They help to understand the nuances and

complexities of the research problem.

48
How to Present the Results Using the Problems of the Study

The best way to present the results of the study is to follow the problems

chronologically. That is, begin with the first problem, then the second, until the last. Show the

results so that the readers will find out immediately.

1. Problem 1

Example: If the first problem of the study is “How do Vygotskian activities impact

language acquisition among Filipino second language learners?”

• Quantitative Findings: Present the numerical data showing the improvement in

language proficiency scores before and after the implementation of Vygotskian

activities. Use tables, graphs, and charts to illustrate the data clearly.

• Qualitative Insights: Provide excerpts from interviews or open-ended questionnaire

responses that describe students’ experiences and perceptions of the Vygotskian

activities. Highlight themes such as increased engagement, motivation, and

confidence in using the language.

2. Problem 2

Example: If the second problem of the study is “What are the cognitive development

outcomes of using Vygotskian activities in inclusive classrooms?”

• Quantitative Findings: Show the statistical analysis of cognitive test scores,

comparing the experimental group (using Vygotskian activities) with the control group.

Include measures such as mean scores, standard deviations, and significance levels.

• Qualitative Insights: Discuss observations and feedback from teachers about

changes in students’ cognitive skills, such as problem-solving abilities, critical thinking, and

collaborative learning. Use direct quotes to illustrate key points.

49
3. Problem 3

Example: If the third problem of the study is “What challenges do educators face when

implementing Vygotskian activities in inclusive classrooms?”

• Quantitative Findings: Present survey results indicating the percentage of educators

who reported various challenges, such as lack of resources, time constraints, or

insufficient training.

• Qualitative Insights: Provide detailed accounts from interviews with educators,

describing specific challenges and their impact on the implementation process.

Highlight common themes and suggest potential solutions based on the qualitative

data.

By organizing the results section around the problems of the study, you can

demonstrate how the findings address each research question. This approach ensures that

the results are directly linked to the objectives of the study and provides a coherent narrative

for the reader. Let us read the rules to follow in presenting the Results of the study.

Rules for Presenting Results in the Granby Style

1. Clear and Concise Presentation

• Ensure that the results are presented clearly and concisely. Avoid unnecessary jargon

and complex language to make the findings easily understandable.

2. Organize by Research Problems

• Structure the results section around the specific research problems or questions. This

helps in directly linking the findings to the objectives of the study.

3. Separate Quantitative and Qualitative Data

50
 • Distinguish between quantitative findings and qualitative insights. Present numerical

data and statistical analyses separately from descriptive and thematic data.

4. Use Visual Aids

• Utilize tables, graphs, charts, and other visual aids to illustrate quantitative data. Visual

representations can make complex data more accessible and easier to interpret.

5. Provide Context for Data

• Explain the context and significance of the data. Describe what the numbers mean

and how they relate to the research questions and hypotheses.

6. Highlight Key Findings

• Emphasize the most important findings. Summarize key results at the beginning or

end of each section to ensure they stand out.

7. Include Direct Quotes for Qualitative Data

• Use direct quotes from participants to illustrate qualitative insights. This adds depth

and authenticity to the findings.

8. Discuss Patterns and Themes

• Identify and discuss patterns, themes, and trends in the data. This helps in

understanding the broader implications of the findings.

9. Address Each Research Problem

• Ensure that each research problem or question is addressed in the results section.

Clearly show how the findings answer or relate to each problem.

10. Maintain Objectivity

• Present the results objectively without interpretation or bias. Save the interpretation

and discussion of the findings for the discussion section.

11. Ensure Replicability

51
 • Provide enough detail about the data and analysis methods to allow other researchers

to replicate the study. This includes describing the statistical tests used and any

software or tools employed.

12. Adhere to Ethical Standards

• Ensure that the presentation of results adheres to ethical standards. Protect the

confidentiality and anonymity of participants when presenting qualitative data.

By following these rules, you can ensure that your results section is well-organized,

clear, and aligned with the Granby style of research. This approach will help readers

understand the significance of your findings and how they address the research questions.

52
 Results

Introduction

The results of this study provide a comprehensive overview of the data collected and

analyzed to address the research questions. This section presents both quantitative findings

and qualitative insights, organized according to the specific problems outlined in the study.

By systematically addressing each research problem, we aim to offer a clear and detailed

understanding of the impact of Vygotskian activities on language acquisition and cognitive

development among Filipino second-language learners. The findings are presented in a

manner that highlights key trends, patterns, and significant outcomes, ensuring that the

results are both accessible and informative for readers.

Results

Problem 1: How do Vygotskian activities impact language acquisition among

Filipino second language learners?

Quantitative Findings:

The study measured language proficiency scores before and after the implementation

of Vygotskian activities. The results showed a significant improvement in language

proficiency among the participants. The mean score increased from 65.4 (SD = 10.2) to 78.6

(SD = 8.7), with a t-test indicating this increase was statistically significant (t(99) = 7.45, p <

0.001). The following table summarizes the pre- and post-intervention scores:

53
Table 1. Impact of language acquisition among Filipino second language learners

Measure Pre- Post- t-value p-value

Intervention Intervention
Mean Score 65.4 78.6 7.45 < 0.001
Standard 10.2 8.7
Deviation

Quantitative findings show the following results:

1. Mean Score Improvement:

The mean score for language proficiency increased from 65.4 before the intervention

to 78.6 after the intervention. This indicates a substantial improvement in language

acquisition among the participants following the implementation of Vygotskian activities.

2. Statistical Significance:

The t-value of 7.45 and the p-value of less than 0.001 suggest that the improvement

in mean scores is statistically significant. This means that the observed increase in language

proficiency is unlikely to be due to chance and can be attributed to Vygotskian activities.

3. Standard Deviation:

The standard deviation decreased from 10.2 to 8.7, indicating a reduction in the

variability of scores. This suggests that the participants' language proficiency scores became

more consistent after the intervention.

Conclusion:

The data from Table 1 demonstrates that Vygotskian activities had a significant positive

impact on language acquisition among Filipino second language learners. The substantial

increase in mean scores, coupled with the statistical significance of the results, provides

strong evidence that these activities effectively enhance language proficiency. Additionally,

54
the reduction in standard deviation indicates that the improvement was consistent across the

participants, further supporting the effectiveness of the intervention.

Qualitative insights show the following comments from the respondents:

Interviews with students revealed positive experiences with Vygotskian activities. One

student noted, "I feel more confident speaking English now because we practice in groups

and help each other." Another student mentioned, "The activities make learning fun and less

stressful." These qualitative insights highlight increased engagement and confidence among

learners.

Problem 2: What are the cognitive development outcomes of using Vygotskian

activities in inclusive classrooms?

Quantitative Findings:

Cognitive development was assessed using standardized cognitive tests. The

experimental group (using Vygotskian activities) showed a significant improvement in

cognitive skills compared to the control group. The mean cognitive test score for the

experimental group increased from 70.3 (SD = 9.5) to 82.1 (SD = 7.8), while the control group

showed no significant change. An ANOVA test confirmed the significance of these results

(F(1, 198) = 15.67, p < 0.001).

Conclusion:

The implementation of Vygotskian activities significantly improved cognitive skills

among the experimental group compared to the control group. The mean cognitive test score

for the experimental group increased from 70.3 to 82.1, indicating a substantial enhancement

in cognitive development. The control group, however, showed no significant change in their

55
cognitive test scores. The results of the ANOVA test (F (1, 198) = 15.67, p < 0.001) confirm

that the observed improvement in the experimental group is statistically significant and not

due to random chance. Therefore, Vygotskian activities are effective in enhancing cognitive

development in this context.

Qualitative Insights:

Teachers observed notable improvements in students' problem-solving and critical-

thinking skills. One teacher commented, "Students are now more willing to tackle complex

problems and discuss their solutions with peers." Another teacher observed, "The

collaborative nature of the activities has fostered a more supportive learning environment."

Problem 3: What challenges do educators face when implementing Vygotskian

activities in inclusive classrooms?

Quantitative Findings:

A survey of educators identified several challenges in implementing Vygotskian

activities. The most commonly reported challenges include 1) lack of resources (45%), 2)

time constraints (38%), and 3) insufficient training (30%). The following chart illustrates the

distribution of these challenges:

56
 Vygotskian Activities
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
1 2 3

Figure 1. Challenges in Implementing Vygotskian Activities

Qualitative Insights:

Interviews with educators provided deeper insights into these challenges. One

educator stated, "We need more training to effectively use these activities in our classrooms."

Another mentioned, "Time is a major issue; we have a packed curriculum and it's hard to fit

in these additional activities." These insights suggest the need for better support and

resources to facilitate the implementation of Vygotskian activities.

Conclusion:

Based on the quantitative and qualitative findings, the conclusion is that educators

face significant challenges in implementing Vygotskian activities due to a lack of resources,

time constraints, and insufficient training. These challenges highlight the need for:

1. Increased Resources: Providing more materials and tools to support these activities.

2. Time Management Solutions: Adjusting the curriculum or finding ways to integrate

Vygotskian activities without overwhelming the existing schedule.

3. Enhanced Training: Offering more comprehensive training programs to help

educators effectively use Vygotskian methods in their classrooms.

57
 Overall, better support and resources are essential to overcome these barriers and

successfully implement Vygotskian activities in educational settings.

58
 DISCUSSION – Meaning and Importance to Research

Meaning of the Discussion Section

The discussion section of a research paper is where researchers analyze and interpret

their findings. This section goes beyond merely presenting the results; it delves into the

significance of the findings, explains how they relate to the research question, and situates

them within the broader context of existing literature.

Importance of the Discussion Section

1. Interpretation of Results: The discussion helps to explain what the results mean,

providing a deeper understanding of the data collected.

2. Contextualization: It places the findings within the context of existing research,

showing how the study contributes to the field and how it aligns or contrasts with previous

studies.

3. Implications: This section discusses the practical and theoretical implications of the

findings, highlighting their relevance and potential impact.

4. Limitations: It acknowledges the limitations of the study, which is crucial for

transparency and for guiding future research.

5. Recommendations for Future Research: The discussion often suggests areas for

further investigation, helping to advance knowledge in the field.

Overall, the discussion section is essential for making sense of the research findings

and demonstrating their significance. It connects all parts of the research paper, providing a

comprehensive understanding of the study's contributions and limitations.

59
Interpretation of Results

Meaning:

Interpretation of results in research involves analyzing the data collected to uncover

patterns, trends, and relationships. This process helps researchers make sense of the data,

draw meaningful conclusions, and understand the implications of their findings. It goes

beyond merely presenting the data; it involves explaining what the data means in the context

of the research question and existing knowledge.

Importance:

1. Relevance: Interpretation helps determine how the results relate to the research

question and objectives. It shows whether the findings support or refute the initial hypothesis.

2. Contextualization: By interpreting results, researchers can place their findings within

the broader context of existing literature and theories, highlighting how their study contributes

to the field.

3. Decision-Making: Proper interpretation provides insights that can inform practical

applications, policy-making, and further research directions.

4. Validity and Reliability: It ensures that the conclusions drawn are based on a

thorough and accurate analysis of the data, enhancing the credibility of the research.

Implications for Practice

Meaning:

Implications for practice refer to the practical applications and consequences of the

research findings. This involves discussing how the results can be used to improve or inform

real-world practices, policies, or procedures in the relevant field.

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Importance:

• Guidance for Practitioners: Provides actionable insights that professionals can use to

enhance their work.

• Policy Development: Helps policymakers understand the practical impact of the

research, potentially influencing policy decisions.

• Improvement of Practices: Suggests ways to implement changes based on the

findings to improve outcomes in the field.

Recommendations for Future Research

Meaning:

Recommendations for future research involve suggesting areas where further studies

are needed. This section identifies gaps in the current research, proposes new research

questions, and suggests methodologies for future investigations.

Importance:

• Advancing Knowledge: Helps to build on the current study by addressing its limitations

and exploring new areas.

• Guiding Researchers: Provides a roadmap for other researchers to follow, ensuring

that the field continues to develop and evolve.

• Enhancing Validity: Encourages replication and validation of findings, which is crucial

for establishing robust and reliable knowledge.

Implications for Practice

Meaning:

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 Implications for practice refer to the practical applications and consequences of the

research findings. This involves discussing how the results can be used to improve or inform

real-world practices, policies, or procedures in the relevant field.

Importance:

• Guidance for Practitioners: Provides actionable insights that professionals can use to

enhance their work.

• Policy Development: Helps policymakers understand the practical impact of the

research, potentially influencing policy decisions.

• Improvement of Practices: Suggests ways to implement changes based on the

findings to improve outcomes in the field.

Recommendations for Future Research

Meaning:

Recommendations for future research involve suggesting areas where further studies are

needed. This section identifies gaps in the current research, proposes new research

questions, and suggests methodologies for future investigations.

Importance:

• Advancing Knowledge: Helps to build on the current study by addressing its limitations

and exploring new areas.

• Guiding Researchers: Provides a roadmap for other researchers to follow, ensuring

that the field continues to develop and evolve.

• Enhancing Validity: Encourages replication and validation of findings, which is crucial

for establishing robust and reliable knowledge.

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Rules for Writing a Discussion of Results

Here are the rules for writing the Discussion of the Results section, based on our

previous discussion:

Rules for Writing the Discussion of Results

1. Start with a Summary of Key Findings:

• Briefly restate the main results of your study.

• Highlight the most significant findings that directly address your research questions or

hypotheses.

2. Interpretation of Results:

• Analyze the data to uncover patterns, trends, and relationships.

• Explain what the results mean in the context of your research question and existing

knowledge.

• Discuss whether the findings support or refute your initial hypothesis.

3. Contextualization:

• Place your findings within the broader context of existing literature.

• Compare and contrast your results with previous studies.

• Highlight how your study contributes to the field and what new insights it provides.

4. Discuss Implications for Practice:

• Explain the practical applications and consequences of your findings.

• Provide actionable insights for practitioners, policymakers, or other stakeholders.

63
 • Suggest ways to implement changes based on your findings to improve outcomes in

the relevant field.

5. Acknowledge Limitations:

• Be transparent about the limitations of your study.

• Discuss any factors that might have influenced your results or the generalizability of

your findings.

• Explain how these limitations affect the interpretation of your results.

6. Recommendations for Future Research:

• Identify gaps in the current research that your study has highlighted.

• Propose new research questions or areas for further investigation.

• Suggest methodologies or approaches for future studies to build on your findings.

7. Conclude with a Summary:

• Summarize the main points discussed in the section.

• Reinforce the significance of your findings and their implications.

• End with a strong concluding statement that ties everything together.

Additional Tips:

• Be Clear and Concise: Avoid jargon and overly complex sentences. Aim for clarity and

readability.

• Use Evidence: Support your interpretations and claims with evidence from your data

and relevant literature.

64
 • Stay Objective: While discussing implications and recommendations, maintain an

objective tone and avoid overstating the significance of your findings.

By following these rules, you can write a comprehensive and impactful discussion

section that effectively communicates the significance of your research findings. Let us read

the example Discussion below.

65
 Discussion

Summary of Key Findings

This study identified several challenges educators face in implementing Vygotskian

activities. The most commonly reported challenges were lack of resources (45%), time

constraints (38%), and insufficient training (30%). Qualitative insights from interviews further

emphasized the need for more training and time to integrate these activities into the

curriculum.

Interpretation of Results

The data revealed significant barriers to the effective implementation of Vygotskian

activities. The lack of resources (45%) suggests that schools may not have adequate

materials or tools necessary for these activities. Time constraints (38%) indicate that the

current curriculum is too packed, leaving little room for additional activities. Insufficient

training (30%) highlights a need for more professional development opportunities to help

educators effectively use Vygotskian methods. These findings support the hypothesis that

resource limitations, time management issues, and training deficiencies are major obstacles

to adopting Vygotskian activities.

Contextualization

These findings align with previous studies that have identified similar challenges in

educational settings. For instance, research by Smith et al. (2020) also highlighted the

importance of adequate resources and training for the successful implementation of

innovative teaching methods. However, this study adds new insights by quantifying the extent

of these challenges and providing qualitative evidence from educators' perspectives. This

66
contribution is significant as it underscores the practical difficulties faced by educators and

the need for systemic support.

Implications for Practice

The practical implications of these findings are substantial. Schools and educational

institutions should prioritize providing the necessary resources to support Vygotskian

activities. This could involve investing in materials and tools that facilitate these activities.

Additionally, there is a need to re-evaluate and adjust the curriculum to allow more flexibility

for incorporating these activities. Offering more comprehensive training programs can equip

educators with the skills and confidence to implement Vygotskian methods effectively.

Policymakers should consider these findings when designing educational policies and

support systems.

Acknowledged Limitations

This study has several limitations. The sample size was relatively small, which may

affect the generalizability of the findings. Additionally, the study relied on self-reported data,

which could be subject to bias. Future research should aim to include a larger and more

diverse sample to validate these findings. Moreover, observational studies could complement

self-reported data to provide a more comprehensive understanding of the challenges.

Recommendations for Future Research

Future research should explore the long-term impact of Vygotskian activities on

student outcomes through longitudinal studies. Intervention studies could test specific

strategies for overcoming the identified challenges, such as resource provision or time

management techniques. Additionally, investigating how these challenges and solutions vary

67
across different types of schools (e.g., urban vs. rural, public vs. private) would provide

valuable insights.

Summary

In sum, this study highlights significant challenges in implementing Vygotskian

activities, including lack of resources, time constraints, and insufficient training. These

findings underscore the need for better support and resources to facilitate the adoption of

Vygotskian methods in educational settings. Addressing these challenges through targeted

interventions and policy changes can enhance the effectiveness of these activities and

improve educational outcomes.

68
 WRITING THE CONCLUSION OF THE STUDY

The conclusion of a research paper serves as the final summary and synthesis of the

key points discussed throughout the paper. It encapsulates the main findings, reflects on the

implications of the research, and provides a final perspective on the topic.

Summary of Findings

The summary of findings is a concise overview of the main results of the study. It

highlights the key data points and outcomes that directly address the research questions or

hypotheses. This section provides a clear and succinct recap of what the research

discovered.

Importance

• Clarity: Helps readers quickly grasp the essential outcomes of the study.

• Focus: Emphasizes the most significant results, ensuring that the main points are not

lost in the details.

• Foundation for Discussion: Sets the stage for interpreting the results and discussing

their implications.

Final Thoughts

Final thoughts in a research paper are the concluding remarks that wrap up the study.

This section often includes reflections on the research process, the significance of the

findings, and any broader implications. It may also suggest areas for future research or

practical applications of the results.

69
Importance

• Closure: Provides a sense of completion and closure to the study.

• Reflection: This allows the researcher to reflect on the overall significance of the work.

• Future Directions: Offers recommendations for future research or practical steps

based on the findings.

Rules for Writing the Conclusion of the Research

Summary of Findings

1. Restate Key Results:

• Briefly summarize the main findings of your study.

• Highlight the key data points and outcomes that directly address your research

questions or hypotheses.

2. Ensure Clarity:

• Present the findings clearly and concisely.

• Avoid jargon and complex sentences to help readers quickly grasp the essential

outcomes.

3. Maintain Focus:

• Emphasize the most significant results.

• Ensure that the main points are not lost in the details.

4. Set the Foundation for Discussion:

• Provide a clear and succinct recap of what the research discovered.

• Set the stage for interpreting the results and discussing their implications.

Final Thoughts

1. Provide Closure:

70
 • Offer concluding remarks that wrap up the study.

• Provide a sense of completion and closure to the research.

2. Reflect on the Research Process:

• Include reflections on the research process and the significance of the findings.

• Discuss any broader implications of the study.

3. Suggest Future Directions:

• Offer recommendations for future research or practical steps based on the findings.

• Identify areas where further studies are needed and propose new research questions

or methodologies.

4. Maintain Objectivity:

• While reflecting on the significance of the findings, maintain an objective tone.

• Avoid overstating the significance of your results.

Additional Rule:

• Be Clear and Concise: Aim for clarity and readability. Avoid overly complex sentences

and jargon.

• Use Evidence: Support your conclusions with evidence from your data and relevant

literature.

• Stay Objective: Maintain an objective tone and avoid overstating the significance of

your findings.

71
 By following these rules, you can write a comprehensive and impactful conclusion that

effectively summarizes your research findings and provides valuable insights for future

studies. Read the example Conclusion of the research:

72
 Conclusion

Summary of Findings

This study identified several significant challenges educators face in implementing

Vygotskian activities. The most commonly reported challenges were lack of resources (45%),

time constraints (38%), and insufficient training (30%). These findings directly address the

research questions by highlighting the primary barriers to the effective adoption of Vygotskian

methods in educational settings.

The findings were presented clearly and concisely, emphasizing the most significant

results. The key data points were highlighted to ensure that the main points were not lost in

the details. This clear presentation helps readers quickly grasp the essential outcomes of the

study.

The study maintained a focus on the most significant results, ensuring that the main

points were emphasized. This focus helps to set the foundation for interpreting the results

and discussing their implications.

The research discovered that lack of resources, time constraints, and insufficient

training are major barriers to implementing Vygotskian activities. This clear and succinct

recap sets the stage for interpreting the results and discussing their implications.

Final Thoughts

In conclusion, this study highlights the significant challenges educators face in

implementing Vygotskian activities. The findings provide a sense of completion and closure

to the research, summarizing the main points discussed.

Reflecting on the research process, it is evident that addressing these challenges

requires a multifaceted approach. The significance of the findings lies in their potential to

73
inform policy and practice, guiding efforts to provide better support and resources for

educators.

Suggested Future Directions

Future research should explore the long-term impact of Vygotskian activities on

student outcomes through longitudinal studies. Additionally, intervention studies could test

specific strategies for overcoming the identified challenges, such as resource provision or

time management techniques. Investigating how these challenges and solutions vary across

different types of schools (e.g., urban vs. rural, public vs. private) would also provide valuable

insights.

74
 THE COLLEGE THESIS

Meaning

A college thesis is a comprehensive academic paper that students typically complete

as a requirement for their bachelor's or master's degree. It involves original research on a
specific topic, presenting new findings, arguments, and ideas. The process includes choosing
a relevant topic, conducting thorough research, analyzing data, and writing a detailed report.

Why Do Colleges/Universities Require a College Thesis?

Colleges and universities require a thesis for several reasons:

1. A college thesis demonstrates mastery. It shows that students have a deep

understanding of their field of study.
2. A college thesis develops research skills. It helps students learn how to conduct
independent research, analyze data, and present their findings.
3. A college thesis promotes critical thinking. Writing a thesis encourages critical thinking
and problem-solving skills.
4. Writing a college thesis is a preparation for future work. It prepares students for future
academic or professional work, especially if they plan to pursue a PhD or a career in
research.

Differences Among Term Papers, Research Papers, Thesis, and Dissertation

➢ Term Paper: Typically written for a specific course, focusing on a particular topic
covered in that course. It is usually shorter and less in-depth than a thesis or
dissertation.

➢ Research Paper: An academic paper that presents an original argument based on

detailed research. It can be written at any academic level and is often published in
academic journals.

➢ Thesis: A long-form academic paper is required for a master's degree or sometimes a

bachelor's degree. It involves original research and is usually around 100 pages.

➢ Dissertation: A more extensive piece of writing required for a PhD. It involves original
research and is typically much longer than a thesis, often requiring years of study.

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 TYPES OF RESEARCH OR THESIS

Experimental Researches

Experimental research involves manipulating one or more independent variables to

observe their effect on dependent variables. This type of research is often conducted in
controlled environments to establish cause-and-effect relationships. For example, a study
might manipulate the dosage of a drug to see its effect on patient recovery rates (Troy, 2021).

Example titles:

1. "The Effects of Sleep Deprivation on Cognitive Function in College Students": This

study could involve manipulating the amount of sleep participants get and measuring
their performance on cognitive tasks.
2. "Impact of Different Types of Music on Learning and Memory Retention": This research
could explore how various genres of music affect students' ability to focus and retain
information.
3. "Evaluating the Efficacy of a New Drug in Reducing Anxiety Symptoms": This
experiment might involve administering the drug to one group and a placebo to
another, then comparing the results.
4. "The Influence of Peer Pressure on Adolescent Decision-Making": This study could
examine how the presence of peers affects the choices made by teenagers in different
scenarios.
5. "Assessing the Effectiveness of a New Teaching Method on Student Performance":
This research could involve implementing a new teaching strategy in one classroom
and comparing the outcomes with a traditional teaching method in another.

Descriptive Researches

Descriptive research aims to accurately describe the characteristics of a population or

phenomenon. It does not involve manipulating variables but rather observing and recording
data. Methods include surveys, observations, and case studies. For instance, a survey to
determine the average age of college students in a particular region is descriptive research
(Singh, 2023).

Example:

1. "A Survey of Student Satisfaction with Online Learning Platforms During the COVID-
19 Pandemic": This study could describe students' experiences and satisfaction levels
with various online learning tools.
2. "Demographic Characteristics and Health Outcomes of Urban vs. Rural Populations":
This research might explore differences in health outcomes based on demographic
data from urban and rural areas.
3. "Consumer Preferences for Organic vs. Non-Organic Food Products": This study could
describe consumer buying behaviors and preferences regarding organic and non-
organic foods.

76
 4. "Patterns of Social Media Usage Among Teenagers": This research could detail how
teenagers use different social media platforms and the frequency of their usage.
5. "Workplace Diversity and Employee Satisfaction in Tech Companies": This study might
describe the relationship between workplace diversity and employee satisfaction
levels in the tech industry.

Historical Researches

Historical research involves studying past events to understand the present and
predict future trends. Researchers use primary sources like documents, records, and
artifacts, as well as secondary sources like books and articles. This type of research helps in
understanding the context and evolution of certain phenomena (Hassan, 2024).

Example:

1. "The Impact of the Industrial Revolution on 19th Century European Society": This
study could explore how industrialization changed social structures, economies, and
daily life in Europe.
2. "The Role of Women in the American Civil Rights Movement": This research might
examine the contributions and experiences of women in the struggle for civil rights in
the United States.
3. "Cultural Exchanges Along the Silk Road: Trade and Influence Between East and
West": This study could investigate how the Silk Road facilitated cultural, economic,
and technological exchanges between different civilizations.
4. "The Causes and Consequences of the Fall of the Roman Empire": This research
might analyze the various factors that led to the decline of the Roman Empire and its
impact on subsequent history.
5. "The Influence of Pandemics on Societal Development Throughout History": This
study could look at how major pandemics, such as the Black Death, shaped societies
and influenced historical events.

Design and Evaluation Research

Design and evaluation research focuses on creating and assessing the effectiveness
of products, programs, or processes. This type of research often involves iterative testing and
feedback to improve the design. For example, evaluating the usability of a new software
application through user testing and feedback (busayo.longe, 2024).

Example:

1. "Evaluating the Usability of a New Mobile Health Application for Diabetes

Management": This study could involve designing a mobile app and assessing its
effectiveness and user satisfaction.
2. "Design and Evaluation of an Interactive E-Learning Platform for High School
Students": This research might focus on creating an e-learning tool and evaluating its
impact on student engagement and learning outcomes.

77
 3. "Assessing the Impact of Green Building Designs on Energy Efficiency and Occupant
Well-being": This study could involve designing eco-friendly buildings and evaluating
their performance in terms of energy savings and occupant satisfaction.
4. "Development and Evaluation of a Virtual Reality Training Program for Emergency
Responders": This research could focus on creating a VR training module and
assessing its effectiveness in improving emergency response skills.
5. "Designing and Evaluating a Community-Based Intervention to Reduce Childhood
Obesity": This study might involve developing a health intervention program and
evaluating its impact on reducing obesity rates among children.

Correlation Research

Correlational research examines the relationship between two or more variables

without manipulating them. It aims to identify patterns and associations. For example, a study
might explore the correlation between hours of study and academic performance among
students. However, it’s important to note that correlation does not imply causation (Hassan,
2024).

Example:

1. "The Relationship Between Social Media Use and Levels of Anxiety in Adolescents".
2. "Correlation Between Sleep Patterns and Academic Performance in College Students.
3. "The Link Between Physical Activity and Mental Health Among Adults".
4. "Exploring the Connection Between Job Satisfaction and Employee Retention Rates".
5. "The Association Between Dietary Habits and Incidence of Type 2 Diabetes".
6. "Correlation Between Parental Involvement and Student Academic Success".
7. "The Relationship Between Income Levels and Access to Healthcare Services".
8. "Examining the Correlation Between Environmental Pollution and Respiratory
Diseases".
9. "The Impact of Technology Use on Interpersonal Communication Skills".
10. "The Relationship Between Education Levels and Employment Opportunities".

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 EXPERIMENTAL, DEVELOPMENTAL, AND SOCIAL RESEARCH

Experimental Research

Experimental research involves manipulating one or more independent variables to

observe their effect on dependent variables. This type of research is conducted in controlled
environments to establish cause-and-effect relationships. For example, a study might
manipulate the dosage of a drug to see its effect on patient recovery rates.

Example:

1. "The Effects of Sleep Deprivation on Cognitive Function in College Students": This

study could involve manipulating the amount of sleep participants get and measuring
their performance on cognitive tasks.
2. "Impact of Different Types of Music on Learning and Memory Retention": This research
could explore how various genres of music affect students' ability to focus and retain
information.
3. "Evaluating the Efficacy of a New Drug in Reducing Anxiety Symptoms": This
experiment might involve administering the drug to one group and a placebo to
another, then comparing the results.
4. "The Influence of Peer Pressure on Adolescent Decision-Making": This study could
examine how the presence of peers affects the choices made by teenagers in different
scenarios.
5. "Assessing the Effectiveness of a New Teaching Method on Student Performance":
This research could involve implementing a new teaching strategy in one classroom
and comparing the outcomes with a traditional teaching method in another.

Developmental Research

Developmental research focuses on the systematic study of designing, developing,

and evaluating instructional programs, processes, and products. It aims to ensure these
elements meet the criteria of internal consistency and effectiveness. This type of research is
particularly important in fields like instructional technology, where the goal is to improve
educational practices and outcomes.

Example:

1. "Longitudinal Study on the Cognitive Development of Children from Birth to Age 10":
This study could track the same group of children over a decade to observe changes
and development in their cognitive abilities.
2. "The Impact of Early Childhood Education Programs on Academic Achievement in
Later Years": This research might evaluate how participation in early education
programs affects students' performance in elementary and high school.
3. "Developmental Trajectories of Social Skills in Adolescents with Autism Spectrum
Disorder": This study could examine how social skills evolve in adolescents with
autism over several years.

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 4. "The Influence of Parenting Styles on Emotional Development in Early Childhood":
This research might explore how different parenting approaches affect children's
emotional growth and behavior.
5. "Changes in Physical Activity Patterns from Adolescence to Adulthood": This study
could investigate how physical activity levels change as individuals transition from their
teenage years into adulthood.

Social Research

Social research is the study of social trends, dynamics, and principles that exist
between individuals and within societies. It aims to understand the social factors that motivate
and influence human behavior and interactions. Social research can be both qualitative and
quantitative, involving methods like surveys, interviews, and observations to gather and
analyze data.

Example:

1. "The Impact of Social Media on Interpersonal Relationships Among Teenagers": This

study could explore how social media usage affects face-to-face interactions and
relationships among adolescents.
2. "Socioeconomic Factors Influencing Educational Attainment in Urban and Rural
Areas": This research might examine how different socioeconomic backgrounds affect
educational outcomes in various settings.
3. "The Role of Community Support in Mental Health Recovery": This study could
investigate how community resources and support networks contribute to the mental
health recovery process.
4. "Gender Stereotypes in Media and Their Influence on Career Choices": This research
might analyze how media portrayals of gender roles impact individuals' career
aspirations and choices.
5. "The Effects of Cultural Diversity on Workplace Dynamics": This study could explore
how cultural diversity within a workplace influences team dynamics, communication,
and productivity.

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 THE THESIS PROPOSAL

A thesis proposal is a detailed plan for your thesis project. It serves as a roadmap for
your research and outlines the key elements of your study. Here are the main components
typically included in a thesis proposal:

1. Title: A concise and descriptive title of your proposed research.

2. Introduction: An overview of the research topic, including the background and context
of the study.
3. Problem Statement: A clear statement of the research problem or question you intend
to address.
4. Objectives: The specific goals or objectives of your research.
5. Literature Review: A summary of existing research related to your topic, highlighting
gaps that your study aims to fill.
6. Methodology: A detailed description of the research methods you will use to collect
and analyze data.
7. Significance: An explanation of the importance and potential impact of your research.
8. Timeline: A schedule outlining the major steps and milestones of your research project.
9. References: A list of the sources you have cited in your proposal.

The purpose of a thesis proposal is to convince your academic committee that your
research is worthwhile and feasible. It helps you clarify your research plan and ensures you
have a clear direction before you begin your actual thesis work.

Conducting the Research Proposal

Granby Colleges of Science and Technology Thesis Proposal Procedure

1. Pre-Proposal Preparation

• Student Orientation: Conduct an orientation session for students to explain the thesis
proposal process, expectations, and timelines.

• Topic Selection: Encourage students to select a research topic in consultation with

their academic advisors. Ensure the topic aligns with the college’s research priorities
and the student’s field of study.

2. Proposal Development

• Initial Research: Students conduct preliminary research to gather background

information and identify gaps in existing literature.

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 • Drafting the Proposal: Students prepare a draft proposal including the title,
introduction, problem statement, objectives, literature review, methodology,
significance, timeline, and references.

3. Faculty Review

• Advisor Feedback: Students submit their draft proposals to their academic advisors
for initial feedback. Advisors provide detailed comments and suggestions for
improvement.

• Revisions: Students revise their proposals based on the feedback received from their
advisors.

4. Proposal Submission

• Formal Submission: Students submit the revised proposals to the department’s thesis
committee by a specified deadline.

• Documentation: Ensure all required documents, such as the proposal form and any
ethical approval forms, are included.

5. Committee Review

• Initial Screening: The thesis committee conducts an initial screening to ensure

proposals meet the basic requirements and standards.

• Detailed Evaluation: Each proposal is assigned to a committee member for a detailed

evaluation based on criteria such as originality, feasibility, and relevance.

6. Proposal Defense

• Scheduling: Schedule a proposal defense session where students present their

proposals to the thesis committee.

• Presentation: Students present their research plans, followed by a Q&A session with
committee members.

• Feedback and Approval: The committee provides feedback and decides whether to
approve the proposal, request revisions or reject it.

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7. Post-Defense Process

• Revisions: If revisions are required, students make the necessary changes and
resubmit the proposal for final approval.

• Final Approval: Once the proposal is approved, students receive formal notification
and can proceed with their research.

8. Monitoring and Support

• Progress Reports: Students submit regular progress reports to their advisors and the
thesis committee.

• Workshops and Seminars: Organize workshops and seminars to provide ongoing

support and address any challenges students may face during their research.

9. Documentation and Archiving

• Record Keeping: Maintain detailed records of all proposals, feedback, and approvals.

• Archiving: Archive approved proposals in the college’s research repository for future
reference.

Roles and Responsibilities

• Students: Responsible for developing and presenting their thesis proposals.

• Academic Advisors: Provide guidance and feedback throughout the proposal

development process.

• Thesis Committee: Evaluate proposals, provide feedback, and approve or reject

proposals.

• Director for Research: Oversee the entire process, ensure adherence to procedures,
and provide strategic direction.

This structured approach ensures a consistent and rigorous process for thesis
proposals, fostering high-quality research at Granby Colleges of Science and Technology.

83
 PROCEDURE FOR GATHERING DATA

1. Define the Research Objective

• Clarify Goals: Clearly define what you aim to achieve with your research. This includes
formulating research questions or hypotheses.

• Identify Variables: Determine the key variables you need to measure.

2. Select Data Sources

• Primary Data: Decide if you will collect primary data through methods like surveys,
interviews, experiments, or observations.

• Secondary Data: Consider using secondary data from existing databases, research
papers, or official reports.

3. Develop a Data Collection Plan

• Outline Methods: Choose appropriate data collection methods based on your research
objectives (e.g., quantitative, qualitative, or mixed methods).

• Sampling Technique: Determine the sampling technique (e.g., random sampling,

stratified sampling) and sample size.

• Timeline: Create a detailed timeline for data collection activities.

5. Design Data Collection Tools

• Create Instruments: Develop tools such as questionnaires, interview guides,

observation checklists, or experimental protocols.

• Ensure Validity and Reliability: Design tools to be clear, concise, and unbiased to
ensure high-quality data.

6. Pretest Data Collection Tools

• Pilot Testing: Conduct a pilot test with a small sample to identify any issues with the
data collection tools.

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 • Refine Tools: Make necessary adjustments based on feedback from the pilot test.

7. Collect Data

• Implement Plan: Follow the data collection plan and use the designed tools to gather
data.

• Ethical Considerations: Ensure ethical standards are maintained, including informed

consent and confidentiality.

8. Data Management

• Organize Data: Properly organize and store collected data to ensure it is easily
accessible and secure.

• Data Cleaning: Clean the data to remove any errors or inconsistencies.

9. Analyze Data

• Choose Analysis Methods: Select appropriate statistical or qualitative analysis

methods based on the type of data collected.

• Conduct Analysis: Analyze the data to draw meaningful conclusions and insights.

10. Report Findings

• Prepare Reports: Write detailed reports presenting the findings, including visual aids
like charts and graphs.

• Review and Revise: Review the reports for accuracy and clarity before final
submission.

11. Documentation and Archiving

• Maintain Records: Keep detailed records of the data collection process, including raw
data, analysis methods, and final reports.

• Archive Data: Archive the data and reports in the college’s research repository for
future reference.

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Roles and Responsibilities

• Researchers: Responsible for designing, implementing, and managing the data

collection process.

• Faculty Advisors: Provide guidance and oversight throughout the data collection
process.

• Director for Research: Ensure adherence to the procedure, provide strategic direction,
and address any issues that arise.

This structured approach ensures a consistent and rigorous process for gathering
data, fostering high-quality research at Granby Colleges of Science and Technology.

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 GUIDELINES FOR CONDUCTING THE FINAL DEFENSE

1. Preparation Phase

• Scheduling: Coordinate with the student, thesis advisor, and committee members to
schedule the defense date and time.

• Venue and Equipment: Reserve a suitable venue and ensure all necessary equipment
(e.g., projector, computer, microphone) is available and functioning.

• Documentation: Ensure all required documents (e.g., final thesis copy, approval forms)
are submitted and reviewed before the defense.

2. Pre-Defense Meeting

• Briefing: Conduct a pre-defense meeting with the student to review the defense
process, expectations, and any last-minute preparations.

• Rehearsal: Encourage the student to rehearse their presentation to ensure they are
well-prepared and confident.

3. Defense Day

• Setup: Arrive early to set up the venue and test all equipment.

• Introduction: The thesis advisor or committee chair introduces the student and outlines
the defense procedure.

• Presentation: The student presents their research, typically for 20-30 minutes,
covering key aspects such as objectives, methodology, findings, and conclusions.

• Q&A Session: Committee members ask questions and engage in a discussion with
the student about their research. This session typically lasts 30-60 minutes.

• Deliberation: The student is asked to leave the room while the committee deliberates
on the defense outcome.

4. Post-Defense

• Feedback: The committee provides feedback to the student, highlighting strengths and
areas for improvement.

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 • Decision: The committee announces its decision, which can be:

a. Pass: The student successfully defends their thesis with no or minor revisions.

b. Pass with Revisions: The student must make specified revisions before final
approval.

c. Fail: The student does not pass and must significantly revise their thesis and
schedule a new defense.

• Documentation: Complete and sign all necessary forms to document the defense
outcome.

5. Final Revisions and Submission

• Revisions: If required, the student makes the necessary revisions and submits the
revised thesis to the advisor and committee for final approval.

• Final Submission: Once approved, the student submits the final thesis to the college’s
research office for archiving.

6. Celebration and Acknowledgment

• Recognition: Acknowledge the student’s achievement through a formal announcement

or celebration.

• Archiving: Archive the final thesis in the college’s research repository and update
records accordingly.

Roles and Responsibilities

• Student: Prepare and present the thesis, respond to questions, and make any required
revisions.

• Thesis Advisor: Guide the student throughout the process, provide feedback, and
participate in the defense.

• Thesis Committee: Evaluate the thesis, ask questions, provide feedback, and make a
decision on the defense outcome.

• Director for Research: Oversee the entire process, ensure adherence to procedures,
and address any issues that arise.

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 WRITING IN-TEXT CITATIONS AND REFERENCES GUIDED BY APA 7TH EDITION

In-Text Citations

In-text citations are used within the body of your paper to give credit to the sources of
your information. They help readers locate the full reference in your reference list. There are
two main types of in-text citations: parenthetical and narrative.

Parenthetical Citations

• Format: (Author, Year)

• Example: There is a correlation between social media usage and anxiety symptoms
in teenagers (Parker, 2019).

Narrative Citations

• Format: Author (Year)

• Example: Parker (2019) found a correlation between social media usage and anxiety
symptoms in teenagers.

Multiple Authors

• Two Authors: (Harris & Cook, 2020) or Harris and Cook (2020)

• Three or More Authors: (Harris et al., 2020) or Harris et al. (2020)

Specific Parts of a Source

• Format: (Author, Year, p. Page Number)

• Example: (Johnson, 2017, p. 39)

Reference List

The reference list appears at the end of your paper and provides full details of all
sources cited in your text. Each entry should include the following elements: Author, Year of
Publication, Title, and Source.

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Books

• Format: Author, A. A. (Year). Title of work: Capital letter also for subtitle. Publisher.

• Example: Smith, J. A. (2020). Understanding psychology. Pearson.

Journal Articles

• Format: Author, A. A. (Year). Title of article. Title of Periodical, volume number(issue

number), pages. DOI

• Example: Brown, L. B. (2019). The impact of social media on mental health. Journal
of Psychology, 45(2), 123-134. https://doi.org/10.1234/jpsych.2019.45.2.123

Websites

• Format: Author, A. A. (Year, Month Date). Title of web page. Site Name. URL

• Example: Parker, J. (2021, March 15). How to manage anxiety. Healthline.

https://www.healthline.com/health/anxiety-management

Where to Apply

1. Research Papers: Use in-text citations to support your arguments and a reference list
to provide full details of your sources.

2. Thesis and Dissertations: Apply in-text citations throughout your chapters and include
a comprehensive reference list at the end.

3. Articles and Essays: Cite sources to back up your claims and include a reference list
for readers to locate the original sources.

4. Presentations: Include citations on your slides and provide a reference list at the end
of your presentation or in handouts.

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 EXAMPLE REFERENCES

Referencing Books

Authored Book:

• Smith, J. A. (2020). Understanding psychology. Pearson.

Edited Book:

• Brown, L. B. (Ed.). (2019). Advances in cognitive science. Academic Press.

Journal Articles

Journal Article with DOI:

• Johnson, R. T., & Lee, M. K. (2021). The impact of social media on mental health.
Journal of Psychology, 45(2), 123-134. https://doi.org/10.1037/edu0000696

• Journal Article without DOI:

• Parker, J. (2019). Exploring the effects of sleep deprivation. Health Research Journal,
34(4), 567-580.

Websites

Web Page:

• American Psychological Association. (2021, March 15). How to manage anxiety.

Healthline. https://www.healthline.com/health/anxiety-management

Reports

Report by a Group Author:

• World Health Organization. (2014). Comprehensive implementation plan on maternal,

infant and young child nutrition.
https://apps.who.int/iris/bitstream/handle/10665/113048/WHO_NMH_NHD_14.1_eng
.pdf?ua=1

Report by Individual Authors:

• Winthrop, R., Ziegler, L., Handa, R., & Fakoya, F. (2019). How playful learning can
help leapfrog progress in education. Center for Universal Education at Brookings.

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 https://www.brookings.edu/wp-
content/uploads/2019/04/how_playful_learning_can_help_leapfrog_progress_in_edu
cation.pdf

Magazine and Newspaper Articles

• Magazine Article:

• Nicholl, K. (2020, May). A royal spark. Vanity Fair, 62(5), 56–65, 100.

• Newspaper Article:

• Reynolds, G. (2019, April 9). Different strokes for athletic hearts. The New York Times,
D4.

Blog Posts

• Rutledge, P. (2024, April 23). Are tweens too young for digital literacy? Dr. Pam: Living
With Media. https://www.pamelarutledge.com/are-tweens-too-young-for-digital-
literacy/

Book Chapters

Chapter in an Edited Book:

• Zeleke, W. A., Hughes, T. L., & Drozda, N. (2020). Home–school collaboration to

promote mind–body health. In C. Maykel & M. A. Bray (Eds.), Promoting mind–body
health in schools: Interventions for mental health professionals (pp. 11–26). American
Psychological Association. https://doi.org/10.1037/0000157-002

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 HOW TO USE THE APPENDICES

An appendix is a section at the end of an academic paper, thesis, dissertation, or book

that contains supplementary material. This material supports the main text but is not essential
to the core argument. Appendices can include a variety of content such as raw data, detailed
descriptions of research instruments, additional figures or tables, and other relevant
documents.

How to Use Appendices

a. Supplementary Information: Include information that is too detailed or tangential to be

included in the main text but still valuable for understanding the research.

b. Supporting Data: Use appendices to provide raw data, detailed calculations, or

extensive tables that support your findings.

c. Documentation: Include copies of questionnaires, interview transcripts, or other

research instruments used in your study.

Formatting Appendices

1. Labeling: Each appendix should be labeled with a letter (e.g., Appendix A, Appendix
B) and a descriptive title. If there is only one appendix, it is simply labeled "Appendix."

2. Order: Appendices should be placed in the order they are mentioned in the main text.

3. Separate Pages: Each appendix should start on a new page.

4. Referencing in Text: Refer to each appendix at least once in the main text. For
example, "See Appendix A for the survey questionnaire."

5. Consistency: Follow the same formatting style as the rest of your document (e.g., font,
margins).

Example of an Appendix Entry

Appendix A: Survey Questionnaire

• This appendix includes the full survey questionnaire used in the study, detailing all
questions and response options provided to participants.

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Practical Tips

• Clarity: Ensure that the content in the appendices is clear and well-organized.

• Relevance: Only include material that directly supports your research and is
referenced in the main text.

• Documentation: Keep detailed records of all supplementary materials during your

research process to easily compile them into appendices.

Where to Apply

• Research Papers: Use appendices to include detailed data, additional figures, or

extended literature reviews.

• Theses and Dissertations: Appendices are useful for providing comprehensive details
about research methods, raw data, and supplementary analyses.

• Books and Reports: Include appendices to provide readers with additional resources,
such as technical specifications, extended case studies, or historical documents.

By effectively using appendices, you can enhance the depth and credibility of your research
without overwhelming the main text with excessive detail.

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 PRESENTING TABLES, FIGURES, APPENDIX FIGURES

Tables

Tables are used to present data in a structured format, typically in rows and columns.
They are ideal for displaying numerical data, comparisons, and categorical information.
Tables help readers quickly grasp complex data and see patterns or relationships.

• Example: A table showing the average test scores of students in different subjects
across various schools.

Figures

Figures encompass a wide range of visual representations, including graphs, charts,

diagrams, photographs, and illustrations. Figures are used to visually convey information that
might be difficult to explain with text alone.

• Example: A bar chart illustrating the growth of a company's revenue over the past five
years.

Appendix Figures

Appendix figures are figures included in the appendix section of a document. These
figures provide supplementary information that supports the main text but is too detailed or
extensive to include within the main body. Appendix figures are referenced in the main text
and placed in the appendix to keep the main content concise and focused.

• Example: Detailed diagrams of experimental setups or additional graphs showing

extended data analysis.

Where to Apply

• Research Papers: Use tables and figures within the main text to present key data and
findings. Place supplementary figures in the appendix.

• Theses and Dissertations: Include tables and figures to support your arguments and
findings. Use appendix figures for detailed or additional visual data.

• Reports and Articles: Enhance your content with tables and figures to make your data
more accessible and engaging. Use appendix figures for supplementary information.

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Formatting Guidelines (APA 7th Edition)

• Tables: Numbered and titled above the table. Include any necessary notes below the
table.

• Figures: Numbered and titled below the figure. Include any necessary labels and
legends within the figure.

• Appendix Figures: Numbered and titled within the appendix section. Refer to them in
the main text as needed.

Example Table with Caption (Granby Style)

Table 1. Socio-economic background of the respondents

Background Average Standard Deviation
Academic
Economic

Example Figure with Caption (Granby Style)

Vygotskian Activities
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
1 2 3

Figure 1. Challenges in Implementing Vygotskian Activities

96
Example Appendix Figure (Granby Style)

Appendix Figure 1. Interview with the respondent

97
 TECHNICALITIES NEEDED TO BE FOLLOWED IN WRITING RESEARCH

When to use and not to use Italics

Using italics in a research paper helps to emphasize certain words or phrases and to
distinguish titles and other specific elements. Here are the main rules for using italics,
especially guided by APA 7th edition:

When to Use Italics

1. Titles of Works:
• Italicize titles of books, journals, movies, TV shows, and other standalone works.

• Example: The Great Gatsby, Journal of Psychology.

2. Emphasis:
• Use italics to emphasize a word or phrase in a sentence.

• Example: It was extremely important to follow the guidelines.

3. Key Terms and Phrases:

• Italicize key terms or phrases when they are first introduced.

• Example: The term cognitive dissonance refers to the mental discomfort experienced
by a person who holds two or more contradictory beliefs.

4. Foreign Words and Phrases:

• Italicize foreign words and phrases that are not commonly used in English.

• Example: The concept of zeitgeist is crucial in understanding historical contexts.

5. Letters, Words, and Phrases Used as Linguistic Examples:

• Italicize letters, words, or phrases when they are used as examples.

• Example: The word “affect” can be both a noun and a verb.

6. Scientific Names:
• Italicize the genus and species names of organisms.

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 • Example: Homo sapiens, Escherichia coli.

When Not to Use Italics

1. Common Foreign Words:

• Do not italicize foreign words that are commonly used in English.

• Example: The word rendezvous is not italicized.

2. Titles of Short Works:

• Do not italicize titles of short works like articles, book chapters, or poems. Use
quotation marks instead.

• Example: "The Road Not Taken" by Robert Frost.

3. Emphasis in Formal Writing:

• Avoid using italics for emphasis in formal academic writing. Instead, rewrite the
sentence to provide emphasis.

Practical Tips
• Consistency: Be consistent in your use of italics throughout your paper.

• Sparingly: Use italics sparingly to avoid overemphasis and maintain readability.

• Formatting Tools: Combine italics with other formatting tools like bold or underlining
only when necessary and appropriate.

Other technicalities worth mentioning:

Producing a neat and professional research paper involves several important

technicalities beyond just writing and formatting. Here are some key aspects to consider:

1. Clear Structure and Organization

• Outline: Create a detailed outline before you start writing to ensure your paper has a
logical flow.

• Sections: Divide your paper into clear sections such as Introduction, Literature Review,
Methodology, Results, Discussion, and Conclusion.

99
2. Consistent Formatting

• Style Guide: Follow a specific style guide (e.g., APA, MLA, Chicago) consistently
throughout your paper.

• Headings and Subheadings: Use headings and subheadings to organize content and
make it easier to navigate.

3. Accurate Citations and References

• In-Text Citations: Use in-text citations to credit sources within your text.

• Reference List: Include a comprehensive reference list at the end of your paper,
formatted according to your chosen style guide.

4. Proper Use of Tables and Figures

• Labeling: Label all tables and figures clearly and provide descriptive titles.

• Referencing: Refer to tables and figures in the text and explain their relevance.

• Placement: Place tables and figures close to where they are first mentioned in the text.

5. Appendices

• Supplementary Material: Use appendices to include supplementary material such as

raw data, detailed calculations, or additional figures.

• Referencing: Reference appendices in the main text to guide readers to the

supplementary information.

6. Proofreading and Editing

• Multiple Rounds: Proofread and edit your paper multiple times to catch errors and
improve clarity.

• Peer Review: Have peers or mentors review your paper for feedback and suggestions.

100
7. Technical Accuracy

• Data Accuracy: Ensure all data presented is accurate and properly sourced.

• Consistency: Maintain consistency in terminology, units of measurement, and

formatting.

8. Ethical Considerations

• Plagiarism: Avoid plagiarism by properly citing all sources and using original content.

• Ethical Approval: Obtain necessary ethical approvals for research involving human or
animal subjects.

9. Software Tools

• Reference Management: Use reference management software like EndNote, Zotero,

or Mendeley to organize and format citations and references.

• Grammar and Style Checkers: Utilize tools like Grammarly or Hemingway to improve
grammar and writing style.

10. Presentation

• Title Page: Include a title page with the title of your paper, your name, and institutional
affiliation.

• Abstract: Write a concise abstract summarizing the key points of your research.

• Page Numbers: Number all pages consistently.

By paying attention to these technicalities, you can produce a neat, professional, and
high-quality research paper.

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Using Abbreviations in Research

.Using abbreviations in research can help make your writing more concise and
readable. Here are some guidelines on when and how to use abbreviations, particularly
following APA 7th edition guidelines:

When to Use Abbreviations

1. Commonly Known Abbreviations:

• Use abbreviations that are widely recognized and understood by your audience.

• Example: FBI, NASA, WHO.

2. Long Terms or Phrases:

• Abbreviate long terms or phrases that are used frequently throughout your paper to
avoid repetition.

• Example: Cognitive Behavioral Therapy (CBT).

3. Technical Terms:

• Use abbreviations for technical terms that are standard in your field.

• Example: Polymerase Chain Reaction (PCR).

4. Space-Saving:

• Use abbreviations to save space and avoid cumbersome repetition.

• Example: Instead of writing "United States of America" repeatedly, use "USA".

How to Use Abbreviations

1. First Use:
• Spell out the term in full the first time it appears in your text, followed by the
abbreviation in parentheses.

• Example: According to the World Health Organization (WHO),...

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2. Subsequent Uses:

• After the first use, you can use the abbreviation alone.

• Example: WHO recommends...

3. Consistency:

• Use the abbreviation consistently throughout your paper once it has been introduced.

4. Avoid Overuse:

• Do not overuse abbreviations, as this can make your text difficult to read. Only
abbreviate terms that are used frequently.

Formatting Abbreviations (APA 7th Edition)

• No Periods: Do not use periods in abbreviations (e.g., write "FBI" not "F.B.I.").

• Plural Forms: To make an abbreviation plural, add an "s" without an apostrophe (e.g.,
"CDs" not "CD's").

• Capitalization: Use capital letters for abbreviations of proper nouns (e.g., "UNICEF")
and lowercase letters for general terms (e.g., "ml" for milliliters).

Practical Tips

• List of Abbreviations: If your paper includes many abbreviations, consider including a

list of abbreviations at the beginning or end of your document.

• Clarity: Ensure that the use of abbreviations enhances readability and does not
confuse the reader.

Rules on the Use of Numbers, Figures, and Symbols

Numbers

1. Numerals vs. Words:

• Use numerals for numbers 10 and above (e.g., 15, 100).

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 • Use words for numbers below 10 (e.g., three, seven), except when they are part of a
statistical or mathematical function (e.g., 5 times as many) or when they are used with
units of measurement (e.g., 3 cm).

2. Consistency:

• Be consistent in your use of numbers within a sentence or paragraph. For example, if

you start with numerals, continue using numerals for all numbers in that context.

Figures

1. Labeling:

• Label all figures clearly with a number and a descriptive title (e.g., Figure 1: Growth
Rate of Plants).

• Include a legend if necessary to explain symbols or colors used in the figure.

2. Formatting:

• Ensure all text within figures is legible and consistent in style and size.

• Align the tops and sides of panels and use the same framing style for each panel.

Symbols

1. Mathematical and Statistical Symbols:

• Use standard symbols for mathematical and statistical operations (e.g., +, -, =, >, <).

• Define any non-standard symbols the first time they appear in the text.

2. Units of Measurement:

• Always specify units for quantities and ensure they are consistent throughout the
document (e.g., cm, kg, s)

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Tenses

Using the appropriate tenses in different sections of a research paper is crucial for
clarity and consistency. Here's a guide to help you:

Introduction

• Present Simple Tense: Use this to state facts, general truths, and the purpose of your
research. For example, "This study examines the effects of..."

Review of Related Literature

• Past Simple or Present Perfect Tense: Use the past simple to discuss specific studies
and their findings (e.g., "Smith (2020) found that..."). Use the present perfect to
describe research that has ongoing relevance (e.g., "Researchers have shown
that...").

Methodology

• Past Simple Tense: Use this to describe what you did in your study. For example, "We
conducted a survey..." or "The samples were analyzed using...".

Findings and Discussion

• Past Simple Tense: Use this to report what you found (e.g., "The results showed
that...").

• Present Simple Tense: Use this to discuss the implications of your findings and to
relate them to existing knowledge (e.g., "These findings suggest that...").

Summary

• Present Simple Tense: Summarize the main points of your research (e.g., "This study
demonstrates that...").

Conclusion

• Present Simple Tense: State the conclusions drawn from your research (e.g., "The
study concludes that...").

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Recommendations

• Present Simple or Future Tense: Use the present simple for general recommendations
(e.g., "It is recommended that..."). Use the future tense for actions that should be taken
(e.g., "Future research should focus on...").

Person

The Granby Style typically refers to a specific approach in academic writing, which
often emphasizes clarity, precision, and formality. When it comes to the point of view, the
third person is generally preferred. Here’s a brief overview of how to use different points
of view in writing:

First Person

• Usage: "I" or "we"

• Example: "I experimented..."

• Common in Personal narratives, reflective essays

Second Person

• Usage: "You"

• Example: "You should consider the following..."

• Common in Instructional writing, guides

Third Person

• Usage: "He," "she," "it," "they," or specific names

• Example: "The researcher experimented..."

• Common in Academic writing, formal reports, and research papers

For research papers and formal academic writing, using the third person helps
maintain an objective tone and avoids personal bias. This style is consistent with the Granby
Style's emphasis on formality and precision.

106
 REFERENCES USED FOR THIS MANUAL

American Psychological Association. (2020). Publication manual of the American

Psychological Association (7th ed.). Washington, DC: Author.

Purdue Online Writing Lab. (n.d.). General format. Purdue University.

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_styl
e_guide/general_format.html.

The Writing Center, University of North Carolina at Chapel Hill. (n.d.). Figures and charts.
https://writingcenter.unc.edu/tips-and-tools/figures-and-charts/.

The Writing Center, University of North Carolina at Chapel Hill. (n.d.). Verb tenses.
https://writingcenter.unc.edu/tips-and-tools/verb-tenses/.

University of Leicester. (n.d.). Writing numbers.

https://www2.le.ac.uk/offices/ld/resources/writing/numbers.

University of Southern California Libraries. (n.d.). Organizing your social sciences research
paper: 8. The discussion. https://libguides.usc.edu/writingguide/discussion.

University of Wisconsin-Madison Writing Center. (n.d.). Using numbers.

https://writing.wisc.edu/handbook/style/numbers/.

Yale University. (n.d.). Numbers: Writing numbers. https://poorvucenter.yale.edu/using-

numbers

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108