Uv CRD 09 Sopp r1

UNIVERSITY OF THE VISAYAS - CENTER FOR RESEARCH AND DEVELOPMENT, Cebu City
SOPP No.: UV-CRD-SOPP-09 Prepared:

Document Code: BRIAN A. VASQUEZ
Page No.: RESEARCH DIRECTOR
Revision No.: 1 Effective Date:
Title: SOPP FOR RESEARCH AS AN INTEGRAL PART OF Reviewed and
ALL COURSES OR SUBJECT REQUIREMENTS Endorsed for JACQUELINE MARY G. WECKMAN
Approval: VP ACADEMICS
Approved:
JOSE R. GULLAS GERALD ANTHONY S. GULLAS
EVP & VP FINANCE VP ADMINISTRATION AND FINANCE
EDUARDO R. GULLAS JOSELITO F. GULLAS

PRESIDENT VP ADMINISTRATION AND FINANCE
1. SCOPE
This Standard Operating Policy and Procedure establishes policies, systems,

procedures and control with respect to making research as an integral part of all
courses or subject requirements.
2. OBJECTIVES
2.1 To set research as an integral part of all courses

2.2 To set research as an integral part of all subject requirements
2.3 To define the role of the Center for Research and Development
2.4 To define the procedure in the conduct of research, thesis and
dissertations.
2.5 To provide non prescriptive recommendation on how to write thesis and
dissertation
3.0 RESEARCH AS AN INTEGRAL PART OF ALL COURSES OR SUBJECT

REQUIREMENTS
Undergraduate Programs
Research shall be an integral part of all four-year and five-year bachelor courses
before conferring their degrees. They are required to submit a hard copy of their
research work. This may be done individually or by group. However, a group shall
not have more than 5 members.
As a degree requirement, they shall submit a 5 chapter research report. For a

subject requirement, they may submit in a publishable paper format.
Each subject must require research activities. This may be a full blown research or
a fragment of the entire research project. For example:
1. In the subject Cognitive Psychology, students may be required to conduct

and analyze an interview.
CENTER FOR RESEARCH AND DEVELOPMENT

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2. In the subject Experimental Psychology, students are required to conduct the

entire process of an experiment.
Graduate School Programs
To lead in the research activities of the university, all graduate school programs
shall require students to submit thesis or dissertations before conferring their
degrees. The thesis and dissertation seminar is a requirement for students pursuing
their masteral thesis or doctoral dissertation.
The GS shall have a structural and functional link with the research center. They
shall ask sufficient assistance pertaining to: (1) statistical or qualitative analysis;
(2) plagiarism check; and (3) ethical review.
As a degree requirement, they shall submit at least 5 chapter research report. For a
subject requirement, they may submit in a publishable paper format.
Each subject must require research activities. This may be a full blown research or
a fragment of the entire research project. For example:
1. In the subject Nursing Leadership and Management, GS students may be

required to evaluate and analyze the performance of hospital nursing staff.
2. In the subject Theory Development, students are required to create a theory
and submit a publishable paper.
GS shall regularly offer research seminars, workshops and lectures for

students and faculty.
Thesis Masters Program. Thesis programs aim to develop the

competencies to undertake research in specific areas within the broad field and
practice. Such programs shall focus on replication, verification, validation,
contextualization, and/or application of theoretical knowledge about the different
aspects of the professional process.

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Thesis Doctoral Program. Thesis programs aim to develop the capacities

for developing new knowledge and strategies in specific areas within the broad field
and practice. Such programs shall focus on the development and validation of new
theories, models, programs and practices about different aspects of the professional
process.
4. ORIENTATION
To align with the PACUCOA requirements, there shall be a deliberate and systematic
efforts exerted to orient studies toward: (1) adding to existing knowledge in the
field; (2) promoting moral values; (3) advocating the socio-economic upliftment of
the people; (4) enriching Philippine culture; and (5) theory development.
The research outputs shall reflect: (1) the use of scientific or naturalistic
approaches or methods; (2) originality or novelty of topics; (3) compliance with
standards or research reporting; and (4) high standards of scholarship.
5. CRD AS A SUPPORT UNIT
The center shall assist the colleges in terms of: (1) statistical or qualitative
analysis; (2) plagiarism check; (3) ethical review; and (4) technical assistance.
Instructional materials and guidelines shall be made available in the center.
Instructional materials shall include but not limited to: (1) selecting appropriate
research problems; (2) drafting of statement of purpose; (3) stating specific
problems and hypotheses; (4) selecting appropriate research design; (5) selecting
appropriate philosophical stance for research; (6) guidelines in writing projects,
thesis or dissertation; and (7) guidelines in writing publishable papers.
Evaluating Research Papers
The following guidelines are recommended in evaluating research papers. Colleges

may revise some items to satisfy the needs of their discipline.

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This instrument shall be utilized to guide the panel of evaluators. It is

recommended that the instrument shall be given to the evaluators together with
the printed manuscript at least 3 days before the actual date of examination.
Utilizing the critiquing questions, evaluators are advised to transcribe their
comments in a separate sheet. When these comments are clarified during the
actual date of examination, this shall be written in the proceedings. Numerical
ratings shall be finalized after the examination. The suggested ratings are as
follows:
5 Exceeds the Standard

4 Meets the Standard
3 Nearly Meets the Standard
2 Does Not Meet the Standard
1 No Evidence
RESEARCH ADVISERS
Qualification. Research advisers shall be chosen on the basis of the quality

of their published works in peer-reviewed CHED-JAS accredited journals or
ISI/SCOPUS/ACI indexed journals.
Responsibilities. The research advisers shall have the responsibility to

provide a research experience that is fundamentally educational in nature and
advances specific academic and professional development. This educational
experience should lead toward research independence and include experiences that
promote professional development.
At the outset of the advising appointment, advisers should:
1. outline, in writing, the initial expectations about the performance of the

student, including the overall research plan and the students responsibility
for ongoing research;
a. These understandings should include laboratory policies on
authorship; on ownership of ideas, intellectual property, and data; on

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determining priority of research projects; and, importantly, on taking

projects from the laboratory when the students term has ended.
2. provide mentoring as needed, including not only detailed advice and
assistance in the development of a specific research project, but also
education in research issues such as ethics and conflicts of interest;
3. discuss goals with the student so that expectations of both parties are
clearly delineated, and provide written evaluations of a students progress at
least once a semester, to be included in the students research portfolio;
a. Such meetings provide an assessment and reality check for both
parties. Advisers and departments should consider whether the
student may benefit from additional mentoring by several members of
the institution or outside the institution.
4. be committed to the education and training of the student as a future
member of the research or artistic community;
5. knowledgeable of the requirements and deadlines of the student and advise
the student throughout the process;
6. meet one-on-one with the student on a regular basis;
7. provide timely feedback on the students work to facilitate ongoing progress
on the thesis/dissertation;
8. provide a learning environment for his/her student that is intellectually
stimulating and supportive; and
9. consistently enforce standards of rigor and academic conduct that model the
best practices in research and scholarship in their discipline for the student.
If a thesis project is not deemed ready by the thesis adviser in time for a scheduled
defense, the adviser has the right and responsibility to delay the thesis defense
until the student has revised the thesis to meet the advisers standards.
Faculty members have the right to refuse to serve on committees and to select
those students with whom they will work based upon their own criteria of
evaluation.

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Load. Research advisers are only allowed 5 loads of active student advisees.
THESIS/DISSERTATION COMMITTEE. It is the purpose of this document to set

forth policies for the functioning of thesis and dissertation committees appointed at
the University of the Visayas in order to maintain high standards of quality in the
conduct of undergraduate and graduate student research and writing and to provide
guidelines for the orderly transfer of members' responsibilities if this should become
necessary. Thesis/dissertation committees have an established place in the
academic world and play a vital role in the guidance and direction of undergraduate
and graduate student research. One member of the committee, the chair, has a
more formal administrative relationship with the student because of the way the
university recognizes the chair's responsibilities. On occasion, the roles of the chair
and the committee members require clarification.
Number of Members. A panel of examiners shall be attended by:
1. At least (1) external expert;

2. At least (1) content expert; and
3. At least (1) methodical expert.
There shall be:
1. 3 members in the undergraduate program including the adviser;

2. 4 members in the masters program including the adviser; and
3. 5 members in the doctoral program including the adviser.
Under extenuating circumstances (e.g., member's death or sudden leave), to be

noted by the program coordinator in a letter to the graduate dean, an individual
student may request a replacement on the member of the committee.
More members may be added to the committee when deemed

appropriate/necessary to provide required expertise.

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Qualification. Panel members shall be chosen on the basis of the quality of

their published works in peer-reviewed CHED-JAS accredited journals or
ISI/SCOPUS/ACI indexed journals.

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Responsibilities of the Chair:
1. To provide timely and thorough guidance to a student on the various

elements necessary for the planning and execution of the study.
2. To recommend appropriate members to serve on the committee and to
approve those moments when the student may circulate the manuscript to
members of the committee.
3. To advise on proposal and final defense protocols, to ensure that students
and their manuscripts are adequately prepared for the proposal and the
defense, to facilitate the defense, to take notes for the student at the
defense, and to discuss what revisions may be needed after the defense has
been concluded.
4. To be accessible to students for dialogue and formal meetings as needed.
5. To respond to student drafts in a timely basis. A reasonable guideline is no
more than 7 working days turnaround time upon receipt of a draft or a
response to a student within that 7 working day window if more time is
needed (not more than 30 days).
Responsibilities of the Committee Members:
1. In collaboration with the Dissertation Chair, to provide timely and thorough

guidance to a student on project development and/or manuscript drafts.
2. To respond to student drafts in a timely basis. A reasonable guideline is no
more than 7 working days turnaround time upon receipt of a draft or a
response to a student within that 7 working day window if more time is
needed (not more than 30 days). It is also important to keep the Chair
informed of feedback being provided to students outside of the formal
defense settings.
SCHEDULING DESIGN HEARING, PRE ORAL EXAMINATION AND FINAL

ORAL EXAMINATION

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To give enough time for the panel members to evaluate efficiently the research
document, the hearing shall be scheduled at least 5 working days after the
document is submitted to the office.
Students should plan for at 30 working days between the submission of the
manuscript for examination. This may seem like a long delay, but it is a safe
estimate of the time it takes to ensure a thorough review of the manuscript and any
administrative hurdles that might impede the process, especially during peak
periods.
Exams normally begin at 5:00 pm Monday through Friday (excluding statutory

holidays) and last for a period of 2 to 3 hours. It is the responsibility of the
Candidate and Research Adviser to ensure the submission at least four weeks prior
to the Oral Defense.
LOCATION
All examinations shall be conducted within the university campus. The university
shall not recognize examinations conducted outside the university.
SUBMISSION OF ELECTRONIC AND HARD COPY
In the commitment to provide knowledge repository and information center with

rich and useful collection for clients the guidelines for submission electronic and
hard copy of completed thesis and dissertation is crafted:
1. The student shall furnish 4 hard copies to the following offices:

a. Institutional Review Board (1)
b. Library (1)
c. Registrar (1)
d. College Research Unit (1)
2. The student shall furnish 6 soft copies to the following offices:
a. Institutional Review Board (1)
b. Library (1)

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c. Registrar (2)
i. Registrars Copy (1)
ii. Commission on Higher Education Library (1)
d. College Research Unit (1)
e. Center for Research and Development (1)
3. The CD-ROM shall contain the full text of the completed theses/dissertations
in Portable Document Format (*.pdf) and Microsoft Word Format (*.docx).
4. The CD-ROM shall be labelled with a sticker as follows:
a. Title:
b. Author(s):
c. Name of Institution: University of the Visayas
d. Degree:
e. Major/Specialization:
f. Year:
g. Abstract: (5 sentences)
5. The Registrar shall copy furnish the CHED Library located at the CHED
Central Office the completed theses/dissertations in electronic copy stored in
CD-ROM format every end of an academic term.
ROLE OF THE CENTER FOR RESEARCH AND DEVELOPMENT
The Center for Research and Development manages, monitors and evaluates all
academic research activities conducted in the university.
GUIDELINES ON RESEARCH PROPOSAL
1. Each student enrolled in a Research course should submit research topic

and/or title on the second week of classes of the given semester.
2. The College Research Unit (CRU) should convene to critique, recommend,
and approve the submitted research topics and/or titles. In case there are
research topics and/or titles that have not been approved, the student
researchers concerned should be informed and must re-submit the title a
week after. The student researchers cannot pursue the research unless the
CRU approves their research topics and/or titles.
3. Only after the CRU has approved the research topic and/or title that the
concerned student researchers will have his/her research adviser. The

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research adviser must be selected from the pool of research advisers in

consideration of the expertise of the professor on the concerned research
topic and/or title.
4. All students enrolled in Research subjects requiring five (5) chapters are
expected to start submitting their research proposal two weeks after midterm
examination for proposal defense.
5. All students enrolled in Research subjects requiring five (5) chapters are
expected to submit their manuscripts to their respective advisers five days
before the submission to the research instructor.
6. The schedule of proposal hearing shall be prepared by the research instructor
in coordination with the College Research Coordinator.
7. The proposal hearing will only be scheduled at least 3 days after the
manuscript has been submitted. This will give the members of the panel
enough time to read, critique, and evaluate the proposal document ready for
defense.
8. The proposal document must be submitted to the research instructor with the
note of recommendation for defense by the research adviser.
9. Copies of the manuscript should be given to the panel members with a note
from the research instructor that it is ready for defense with the instrument
in evaluating the manuscript.
10.Copies of the manuscript shall only be given to the panel members after the
research instructor has scheduled the date of defense. The schedule of
defences shall be posted on the college bulletin board for public information.
11.The research panel for the proposal defense shall be composed of a
chairperson and two members. They are chosen based on the pools of panel
chairpersons and members of the CRU. The presence of research adviser is
required during the defense to facilitate in the conduct of the defense but
he/she is not to be considered part of the panel. The adviser will take note all
the recommendations, suggestions and corrections using the Record of
Proceedings form. In the case of quantitative researchers, a statistician may
be required to be present during the defense.
12.The CRU shall deliberate on the consideration of outside experts as part of
the research panel in case the expertise needed and demanded by the
research cannot be addressed by the pool of research panels in the
university.

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13.The composed research panel will be the official panel of the student
researcher(s) in the proposal defense. In cases of unexpected situations
related to the composition of the panel, the CRU has the power and burden
of decision for substitution.
14.After the proposal defense, the record of proceedings signed by the adviser
and the panel committee will be given to the student researcher(s). They will
then be given 3 days to include the recommendations, suggestions and
corrections of the research panel. A completion checklist will be accomplished
by the student researcher(s). The final copy of the research proposal paper
should be submitted to the Institutional Review Board (IRB) for review.
15.After the IRB review, the student researcher(s) will now be given with a
Notice to Proceed certificate.
16.The final copy of the research proposal paper should be submitted as part of
their course requirements together with the copy of record of proceedings
during proposal hearing and the Notice to Proceed certificate.
GUIDELINES ON RESEARCH FINAL DEFENSE
1. All students enrolled in Research subjects requiring 5 chapters of full-blown

research paper are to submit their final research paper one week after the
midterm examination.
2. All students enrolled in Research subjects are to submit their final research
paper to their respective advisers one week before the submission to the
research instructor for the final defense schedule.
3. The schedule of final defense shall be prepared by the research instructor in
coordination with the Research Coordinator.
4. The final defense will only be scheduled at least 3 days after the final
research paper has been submitted. This will give the members of the panel
enough time to read, critique, and evaluate the final research paper ready for
final defense.
5. The final research paper must be submitted to the research instructor with
the note of recommendation for final defense by the concerned research
adviser.
6. Copies of the final research paper should be given to the panel members with
a note from the research instructor that it is ready for defense.

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7. Copies of the final research paper shall only be given to the panel members
after the research instructor has scheduled the date of defense. The schedule
of final defences shall be posted on the college bulletin board for public
information.
8. The research panel for the final defences shall be composed of a chairperson
and two members. They were chosen based on the pools of panel
chairpersons and members of the CRU. The presence of research adviser is
required during the defense to facilitate in the conduct of the defense but
he/she is not to be considered as part of the panel. In the case of
quantitative researches, the statistician may be required to be present during
the defense.
9. The composed research panel during the proposal hearing will also be the
official panel of the student researcher(s) in the final defense. In cases of
unexpected situations relative to the composition of the panel, the CRU has
the power and burden of decision for substitution.
17.After the final defense, they will then be given 3 days to include the
recommendations, suggestions and corrections of the research panel. A
completion checklist will be accomplished by the student researcher(s). The
final copy of the manuscript including a photocopy of the record of
proceedings and the completion checklist should be submitted to the College
Research Unit Coordinator in order for the researcher(s) to be given a
Completion Certificate as one of the requirement for Plagiarism Check. The
researcher(s) will then proceed to the Center for Research and Development
(CRD) for Plagiarism check with their final soft copy of manuscript and the
Completion Certificate.
18.The researchers will be given an application form for Plagiarism check and
will proceed to the accounting office for payment. They will give the receipt
together with the said requirements to the Stat-hUV officer.
19.After the Plagiarism check, the student researcher(s) will be given a
certificate.
10.The final copy of the research paper will be endorsed for grammar check.
11.A grammarian will release a certificate after all the revisions have made.
12.The researchers will then report to CRU to ask a form for authority to print.
13.The thesis committee (chairman, adviser and members) will review the final
paper to be authorized for printing and sign the authority to print ones
approved.

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14.Technical committee (plagiarism check, grammar check and research ethics

evaluator) and the college dean will then sign the authority to print.
15.Ones authorized, the researchers will submit four (4) hardbound copies and
soft copy (CD-ROM). These will be submitted to the following offices: college
research unit, library, IRB, and registrar.
16.In case the research panel has decided for a re-defense, the student
researcher(s) will be given a grace period of two weeks only to improve the
research paper. After the grace period, re-defense shall be conducted. If the
research paper has been approved, the student researcher(s) will be given
the week after the final examination to submit the final copy of the research
paper. If the research paper has still been rejected, the student researcher(s)
will be given a grade of INC and will be allowed to complete the research
requirement for the entire period of the following semester. Failure of
completion would mean a grade of 5.0 for the final research requirement and
re-enrolment of the course. In case the student researcher(s) submit(s) an
improved paper, another defense will be scheduled for the purpose of
completion.
17.Final research paper can only be submitted if it is already signed by the
editor, statistician if required, panel chair and members, adviser, and college
dean respectively. A CD copy will also be required from the student
researcher(s) in submitting the final hardbound copy of the final research
paper.

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NORMATIVE REFERENCES
PACUCOA Instrument Area V Research

PACUCOA Instrument Criterion 3 Research
CHED Memorandum Order No. 40 Series of 2008 Manual of Regulations for
Private Higher Education of 2008
CHED Memorandum Order No. 36 Series of 1998 Policies and Standards on
Graduate Education
CHED Memorandum Order No. 44 Series of 2007 Submission of the
Electronic Copy in CD-ROM of the Graduate Programs Thesis/Dissertations to
the Commission on Higher Education
CHED Memorandum Order No. 33 Series of 2011 Amendment to CMO No.
44, Series of 2007 Titled Submission of the Electronic Copy in CD-ROM of
the Graduate Programs Thesis/Dissertations to the Commission on Higher
Education

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REQUIRED BY STANDARD
PACUCOA PACUCOA Instrument Area V Research Clause A.1, Clause A.2, Clause B.2,
Clause B.3, Clause C.1, Clause C.2,
Clause C.3, Clause C.4, Clause C.5,
Clause C.6, Clause C.7, Clause C.8,
Clause C.1, Clause D.1, Clause D.2,
Clause D.3, Clause D.4, Clause E.3,
Clause E.4, Clause G.1, Clause G.2,
Clause G.3, Clause G.4
PACUCOA PACUCOA Instrument Criterion 3 Research Clause 3.1.1, Clause 3.2.3,
Clause 3.3.1
CHED CHED Memorandum Order No. 40 Series of 2008 Manual of Regulations for Clause II.7.4, Clause II.8.2.a,
Private Higher Education of 2008 Clause II.8.2.a, Clause IV.13.4,
Clause IV.16.1.2, Clause IV.16.1.3,
Clause VII.33, Clause VIII.35.c,
Clause VIII.39, Clause IX.40,
Clause IX.41.4 Clause IX.41.5,
Clause X.44, Clause X.45,
Clause XIII.67, Clause XIII.68,
Clause XIV.4.c, Clause XIV.5.a
CHED CHED Memorandum Order No. 36 Series of 1998 Policies and Standards on Clause 5.7
Graduate Education
CHED CHED Memorandum Order No. 44 Series of 2007 Submission of the Electronic Clause 1
Copy in CD-ROM of the Graduate Programs Thesis/Dissertations to the
Commission on Higher Education
CHED CHED Memorandum Order No. 33 Series of 2011 Amendment to CMO No. 44,
Series of 2007 Titled Submission of the Electronic Copy in CD-ROM of the
Graduate Programs Thesis/Dissertations to the Commission on Higher
Education
Other Forms/Records
XXXXX Record
XXXXX Record
XXXXX Record

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Revision History
Revision Date Description of Changes Requested by
0.0 [Date] Initial Release

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GUIDELINES FOR THESIS AND DISSERTATION
Chapter 1
Spacing format for
THE PROBLEM paragraphs must be
double spaced in the
Introduction/Rationale of the Study actual manuscript.
The rationale renders an exposition of the situation that has made the study
necessary. The first paragraph of the introduction is the most important part of the
paper. It provides a narrative hook to the reader (Creswell, 2007). The narrative
hook causes the reader to pay attention and elicits an emotional or attitudinal
response from the reader. It also causes the reader to continue reading.
This rationales main purpose is to present the justification of the study. The
researchers may cite the: (1) reasons why they have chosen the topic; and/or (2)
cite the problematic situation, which prompted the researchers to conduct the study
from the macro to micro levels, that is, globally, regionally, nationally, and locally,
to zero-in on the local setting of the study. Discussions claimed should be with legal
basis relevant to the study. The researchers may present pertinent statistical data
that could support the claims. The presentations should be emphatic and explosive.
It should create an impact on the reader of the research. It should prod the reader
to go on and find out what good is there in the research study.
The following are the guide questions to help articulate the Rationale: (1)
What is the study all about; (2) What is the literature saying about the study; (3)
What is the research gap; and (4) How will this study address the research gap?
Therefore, the last paragraph of the rationale is the purpose statement. It
states the purpose of the researcher in order to address the gap or problem stated
in the situationer or research gap and cites the reasons for conducting the study.
The rationale should be

two to four pages only.
Each number may
represent a paragraph or
more

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Theoretical or Conceptual Framework
This is the overall conceptual underpinnings of the study, a theoretical

rationale. This begins by stating the existing theory that the study intends to
confirm or to disprove. In a study based on a theory, the framework is referred to
as the theoretical framework; in a study that has its roots in a specified conceptual
model, the framework is often called the conceptual framework.
This is not the explicit theory or conceptual model, and often the underlying
theoretical rationale for the inquiry is not explained. Rather, the framework is often
implicit, without being formally acknowledged or described. The theoretical or
conceptual framework should be a well-knit presentation wherein which to hinge
the study.
The theory or conceptual basis for the framework with which to anchor the
study should relate to the dependent variable/s or phenomenon. In this segment,
variables in quantitative studies are defined and operationalized. Supporting
theories or concept may be cited. The supporting theories should be related to the
independent variables.
Sometimes researchers fail even to adequately describe key concepts at the
conceptual level. The researchers are interested in defining the concepts
operationally. Researchers should make clear conceptual definition of their key
variables or phenomena, thereby providing information about the studys
framework.
The researchers are required to present a schematic diagram of the
theoretical framework or conceptual framework. This is a symbolic representation of
a conceptualization. This is a visual representation of some aspects of reality as
investigated in the study and there is minimal use of words. This will help express
abstract ideas in a concise and readily understandable form. Schematic diagram,
which is common in both quantitative and qualitative research, represent
phenomena graphically. Concepts and the linkages between them are represented
though the use of boxes, arrows, or other symbols (also referred to as conceptual
map). The schematic diagram is usually presented in a separate page in-between
narration or explanation of the theoretical framework.
In qualitative studies, the researcher may opt to start atheoretical. Recently,
an induction is a more preferred process in qualitative studies. If this is favored, the
philosophical stance is discussed instead of a theoretical/conceptual framework.
This will include discussion on assumptions pertaining to: (1) ontology; (2)

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epistemology; (3) axiology; (4) methodology; and (5) rhetoric. These enumerations
are embedded from the specific research tradition opted by the researcher. One
must be careful in amalgamating procedural inclination that does not clash in
principle to each other.
For qualitative studies conducted using inductive methodology, the theory is
the output of the study. The narrative description and conceptualization in the
results and discussion is the theory itself. There are three ways to do the bottoms-
up mechanism: (1) identify a theory that would fit the data; (2) modify an existing
theory to fit the data; or (3) create a new theory grounded from data.

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This is just a guide. The discussion must be grounded from the specific research tradition.

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Figure 1. Sunrise Model Culture Care Theory by Dr. Madeleine Leininger.

Printed with Permission 2009

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Statement of the Purpose
The Problem Statement renders a statement of the central problem of the

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

Research Research Verbs
Tradition
Phenomenology -explore -lived-in experience
-describe -experience
-discover -meaning
-essence
Ethnography -describe -culture
-analyze -roles / life ways
-conduct an -cultural behavior / language /
in-depth portraits / themes
analysis -ethnography
-discover -culture-sharing group

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Grounded Theory -understand -processes

-discover -social structures
-develop -social interactions
-generate -grounded/substantive theory
-discover -propositions
After filling in, it is advised to paraphrase the statement in correct syntax.

The subject of the study, what are to be measured, the time-frame and location are
also being identified.
The researcher analyzes the central problem by presenting each segment as
subproblem in which broad dimensions are divided into factors. The researcher
should identify the specific subproblems in logical and sequential order as they
appear in the paradigm. The problems must jive with the paradigm, conceptual
framework, hypothesis, and methodology and research instrument. This should be
presented interrogatively. The final question should be an output question.
For Quantitative Research. Research questions in quantitative research
are specific queries the researcher wants to answer in addressing the research
problem. In some cases, they are direct recordings of the statement of purpose,
phased interrogatively. It specifically: (1) identifies the key elements to be studied;
and (2) guides the design and methodology. It is carefully constructed and refined.
The PICO or PIO model is recommended in drafting the specific research
questions. Population: Who is the population of interest? Intervention: What is the
planned intervention? Comparison: Who is the comparison group; or what is the
comparison condition? Outcome: What is the outcome of interest? This format is
recommended:
Descriptive. In (population) what is the frequency/prevalence/average

value of (interest)?
Intervention without an Explicit Comparison. In (population) what is
the effect of (Intervention) on (O)?
Intervention with an Explicit Comparison. In (population) what is the
effect of (Intervention) in comparison to (Comparative Intervention) on
(Outcome)?
Intervention with Moderator. In (population) what is the effect of
(Intervention) in comparison to (Comparative Intervention) on
(Outcome) vary by (Moderating Variable)?

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Assessment/Diagnostic without an Explicit Comparison. For

(population) does (Assessment/Diagnostic Intervention) yield accurate and
appropriate diagnostic/assessment information about (Outcome)?
Assessment/Diagnostic with an Explicit. For (population) does
(Assessment/Diagnostic Intervention) yield accurate and appropriate
diagnostic/assessment information than (Comparative
Assessment/Diagnostic Intervention) about (Outcome)?
Prognosis without an Explicit Comparison. For (population) does
(Condition) increase the risk for (or influence) (O)?
Prognosis with an Explicit Comparison. For (population) does (Condition)
relative to (Comparative Condition) increase the risk for (or influence) (O)?
Prognosis with Moderator. For (population) does (Condition) relative to
(Comparative Condition) increase the risk for (or influence) (O) differentially
for (Moderating Variable)?
Causation without an Explicit Comparison. Does
(Exposure/Characteristic) increase the risk for (Outcome) in (Population)?
Causation with an Explicit Comparison. Does (Exposure/Characteristic)
increase the risk for (Outcome) compared to (Comparative
Exposure/Characteristic) in (Population)?
Causation with Moderator. Does (Exposure/Characteristic) increase the
risk for (Outcome) compared to (Comparative Exposure/Characteristic) in
(Population) differentially for (Moderating Variable)?
For Qualitative Research. Specific research questions for qualitative

research are only commencing points used for grounding data collection. It must be
drafted in such a way that it does not prohibit discovery. It is sufficiently flexible
and can be altered anytime in the research process. Grounded theory asks process
questions, Phenomenology asks meaning questions, and Ethnography asks
descriptive questions about culture. This format is recommended:
Meaning. What is it like for (Population) to experience

(Condition/Illness/Circumstance)?
Process. What is the process by which (Population) copes with, adapts to, or
lives with (Condition/Illness/Circumstance)?
Descriptive, Experiential. What is it like for (Population) to experience
(Condition/Illness/Circumstance)?

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Descriptive, Cultural. How does (Cultural Group)

manage/experience/address/structure (Condition/Illness/Circumstance)?
Example:
The purpose of this study is to analyze the culture-based health care

practices among well and ill Cebuanos. This study will be conducted in the Province
of Cebu for the year 2008.
Specifically, the study attempts to answer the following questions:
1. How are the lived experiences of Cebuanos in the use of culture-based health
care practiced in the;
1.1. urban area; and
1.2. rural area?
2. How are the culture-based health care practices provided by the Tambalans in
the:
2.1. urban area; and
2.2. rural area?
Null Hypothesis
The Hypothesis states the researchers conjectures or educated guess
pertaining to differences or relationships. The hypothesis is stated in null form
requires that hypotheses be expressed as an expected absence of a relationship.
This means that it needs to be subjected statistically. The null hypothesis
represents the formal statement of absence until proven with significant
relationships after doing the appropriate statistical test. Null hypothesis are not
required for plain descriptive quantitative study and qualitative study.
Example:
Ho1. There is no significant relationship between gender and beauty.
Ho2. There is no significant difference between males and females.
Note: Qualitative studies do not have hypothesis.
Significance of the Study

This segment renders a detailed exposition of the importance of the study to
various sectors such as the management, the workforce, the clients, suppliers, and
the general public. The researchers need to identify those who are to benefit from
the study: people, institutions, and agencies. The researchers need to cite how they

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will be benefited from the findings of the research. The researchers should not fail
to include the other researchers as beneficiaries and what they are expected to
benefit. Presented below is an example:
Nurses as rational being, constantly search for answers to satisfy
inquisitiveness. Faced with the challenge of nursing practice in diverse cultural
settings and folk health care differences, nurses learn to appreciate the importance
of conducting studies in addressing problems they encounter.
The findings of the study are beneficial to the following:
Cebuanos. The Cebuanos will benefit from the culture-based nursing care
plan that will be implemented. The traditional health care practices and culture of
Cebuanos are preserved and maintained, accommodated or negotiated, and when
harmful to health repatterned or restructured.
DEFINITION OF TERMS
The first step is to determine the key terms or phrases used in the study. The
researchers need to determine first its conceptual definition before defining them
operationally. Conceptual definitions are taken from books, encyclopedias,
periodicals, magazine and journals. After determining its conceptual definition, the
researchers define the key terms and phrases operationally. Operational definition
is how these key terms or phrases are: (1) taken to mean in the study; (2) used in
the study; or (3) measured in the study. Terms to be defined should be arranged
alphabetically.
Example:
Cebuanos refer to the individuals who speaks Visayan dialect rooted from
Astro-Malayan language and who performs a specific culture-based health care
practice. This refers to the informants of the study.
Mathematics achievement is the measure of students learning in algebra.

In this study, mathematics achievement refers to the score of a student in the
thirty-item teacher-made test on polynomials.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Provide an introductory statement of the chapter in this area.
Related Literature
An introductory statement should be made before presenting the related

literature. Conceptual literature cited should be taken from books, news papers or
magazines. The conceptual literature should be logically presented according to
variables or phenomenon. Statements copied verbatim from original sources should
be typed single space inset. It is advised that long citations should be paraphrased.
In this case, the researchers should restate the authors thoughts in his or her own
words. Citations should be documented properly following the APA format. The
researchers must provide a critique for every abstracted literature. This should
focus on the quality of the data and not based on personal opinion.
Read and evaluate the relevance of the literature to your topic. After selection,
organize the literature into a coherent picture of studies and documents on your
topic. Write a review be developing summaries of the literature.
Sort literature and studies according to topical areas or families of studies.
Provide a topic side heading for each group. Literature can also be presented in
sequence from the oldest to the recent or vice versa.
To find out the relevance of the literature, the following questions may be
used to guide the researcher:
Topic relevance: Is the literature on the same topic as your proposed
study?
Individual and site relevance: Does the literature examine the same
individuals and site you want to study?
Problem relevance: Does the literature examine the same research
problem as you propose in your study?
Related Studies
An introductory statement should be made before presenting the Related

Studies. This should be taken from published or unpublished thesis, journals and

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other research study materials. This must be arranged logically by variables or by

phenomenon. The arrangement should be based on the paradigm. There is a need
to cite those studies which are relevant to the study. In presenting the related
studies, the researchers need to cite the methodology, the participants, the data
analysis procedure, and the major findings. There is a need to use the researchers
own words in presenting the review. Citations should be documented properly
following the APA format. The researchers must provide a critique for every
abstracted related study. This should focus on the quality of the data, quality of the
used methodology and not based on personal opinion.
Overall Summary of the Review
The researchers need to cite first the similarities of the related literature and study
with the researchers own study. Then, cite the aspects where they differ. After
which, cite the aspects that make the study original or novel. Similarities and
differences should be compared even to their minor details.
Note: For qualitative studies which are inductive in nature, this chapter is
omitted in this portion and related literatures and studies are integrated in
the results and discussion chapter/s or collapsed in the theoretical framework
as the case may be.

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Chapter 3
RESEARCH METHODOLOGY AND PROCEDURES
Provide an introductory statement of the chapter in this area.
Methods
A research method refers to the design for data collection and data analysis.
The major research design is quantitative and qualitative study. It should be
discussed or presented on how the design helps in data gathering.
For quantitative study, it could be non-experimental or experimental. For
non-experimental study, it could be descriptive correlational, univariate descriptive,
retrospective, prospective nonexperimental, natural experiment, path analytic
study, or comparative. For experimental study it could be true experiment (post-
test only, pretest-posttest, factorial, randomized block, crossover, wait-list), quasi-
experiment (nonequivalent control group before-after, time series, time series
nonequivalent control group design, time series with multiple institutions of
treatment, time series with intensified treatment, time series with withdrawn and
reinstituted treatment), and pre-experiment (nonequivalent control group after-
only, one group before-after). The specific design features must be presented (refer
to p. 203 of Nursing Research, Polit & Beck, 2008).
Environment/Locale
If the study is qualitative or non experimental, the research environment

should be presented with its locale. The research environment presents a profile,
historical account, vision-mission, and the feature of the participants being studied.
Present the practices, lifeways, educational statistics, health statistics, as the case
may be.
The research locale only refers to the place or locale of the study. If the study is
experimental, we only present the research locale without the research
environment.

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Participants
Subjects/Respondents/Informants. This presents the study participants.

Please use the appropriate terminology, informants for qualitative researchers,
respondents for those who answer the questionnaire, and subjects for those being
acted upon by the study.
This specifies whether the participants comprise the universe or samples. Describe
the respondents by presenting the eligibility criteria (including inclusion and
exclusion criteria). This includes the characteristics and profile of the research
participants and how the researcher is going to identify them.
This presents a table of participants which depicts the population size, sample size
and percentage of samples in relation to the population.
Sampling Technique. This presents the sampling technique. For

quantitative study, probability sampling designs are recommended, but may use
nonprobability sampling designs. Qualitative study will only use nonprobability
technique.
For quantitative sampling design, please consult a statistician for appropriate
recommendations.
For ethnography, starts with big-net approach conveniently, and 25 to 50
informants purposively chosen. From the 25 to 50 informants, 5 key informants are
purposively chosen. Another set of informants may be purposively chosen for
focused group discussions.
For phenomenology, five to ten informants are chosen utilizing criterion
sampling method, a specific type of purposive sampling design. All participants
must have experienced the phenomenon and must be able to articulate what is like
to have lived that experience.
For grounded theory, research is typically done with samples of about 20 to
30 people, using theoretical sampling. The goal is to select informants who can best
contribute to the evolving theory. Sampling, data collection, data analysis, and
theory construction occur concurrently, and so study participants are selected
serially and contingently; contingent on the emerging conceptualization.
Instruments

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The most common research instruments are review of documents, direct

observation, participant observation, interview, self-made questionnaire. The
researchers need to decide on the type of research instrument that will best gather
the data and information needed in the study (questionnaire, opinionnaire, schedule
interview guide, observation). Specify the instructions for accomplishing, checking,
scoring and interpreting the instrument. Make sure the instructions are clear and
explicit. Erroneous instructions will affect the respondents responses and likewise
the data.
Justify its characteristics if it possesses a good research instrument. If the
questionnaire is borrowed, please acknowledge the author or from the where it is
adopted. There is also a need to mention the source or author of the scoring
pattern being adopted. Describe the scoring or point system for every variable. The
data quantification should help in the statistical analysis. Explain also how the data
will be interpreted.
Discuss validation of the instrument, its validity and reliability and/or the
need for revalidation. Discuss triangulation strategies. Research instruments, which
have been adopted from previous studies more often than not, do not need to be
revalidated. When changes or revisions have been made to suit the needs of the
study, there is a need for revalidation.
Instruments used from published studies that are not culture free needs validation
and item analysis. Instruments used in unpublished studies that are not rigorously
validated and item analyzed need validation and item analysis.
Quantitative researcher-made instruments need to be validated. Discuss
content validation (at least 3 experts) and face validation (pre-testing). There is
also a need to frame item analysis through three reliability tests. Cite the
justification why there is no need for validation.
Data Gathering Procedure
Dry Run Procedures. This segment renders an exposition of the dry run
procedures for establishing the functionality and reliability of the data collection
instruments.
Data Collection. This segment describes and narrates the step-by-step
process, courses of action or sequence of events in the administration of the
instruments and the retrieval of accomplished instruments. This includes what the
researchers actually intend to do and the individuals who will act as research aid.

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Take note of unusual events, occurrences, or comments of the respondents in the

course of data gathering. Be extra observant and take note of whatever happens
during data gathering, if triangulation was employed.
Data Analysis (may use Statistical Treatment for quantitative research)
This segment discusses in detail the treatment of data. This presents the
statistical tests used in the processing of data. Describe the statistical tools used
and for what purpose it is used. There is no need to include the different formula/e
and the legend for the symbols used. Indicate also at what level of significance the
interpretations will be based. If a software was used in the computation, then
indicate the software and its version and license, if any (SPSS, MINITAB, STATA,
etc.).
For qualitative research, please discuss on the specific data analysis
procedure. Discuss procedures on transcription, development of category schemes
or themes and coding qualitative data. For ethnography, phenomenology and
grounded theory, please utilize specific analysis techniques. For ethnography, the
researcher needs to use analysis of ethnographic data. For phenomenology, the
researcher needs to use phenomenological analysis. For grounded theory, the
researcher needs to use specific grounded theory analysis including Glaser and
Strausss Grounded Theory Method, or the Strauss and Corbins Approach. For
descriptive qualitative studies not based on specific traditions, utilize qualitative
content analysis technique.
Specific data analysis procedures for focus group data and triangulated data should
be discussed in full details.

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Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Present an introductory statement for this chapter.
Subheadings
The chapter is organized and divided into topics according to the sub-
problems. The researchers present only relevant data.
In reporting qualitative data, present the findings according to themes or
schemes. Since qualitative data is narrative and extensive, one theme should be
presented in one chapter and subthemes are emphasized with a header. Analyze
the basic data and interpret them in the light of the related literature. If opinions
would substantiate the findings then it should be supported with related literatures.
In reporting quantitative data, summarize the results and analysis through
tables, chart presentation or graphs. In reporting statistical tests of significance,
include information on the value of the test, degree of freedom, probability level,
and the direction of the effect. The analysis of data should be objective and logical.
Interpret the results in a narrative form after the table Textual presentation should
supplement or expand the contents of tables and charts, rather than duplicate
them. Present facts as much as possible. If opinions would substantiate the findings
then it should be supported with related literatures. In interpreting data, point
those that are consistent or inconsistent and based interpretation using implications
or synthesis.

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Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Present an introductory statement for this segment.
Summary
The Summary is the recapitulation of the problems and the methodology.

Present briefly on how the research was conducted including the summary of the
problem in declarative form, type of research, methodology employed, participants
and place of study.
Findings
Present in outline form the main findings without giving any interpretation.
The order should follow the sequences of the topics previously based on the sub-
problems.
Conclusions
Conclusion is the formulation of generalizations based on collected data. This

presents broad statements or generalizations based on the findings of the study
with the purpose of answering the main problems. Broad generalizations not
supported by data or findings should be avoided. The statements should be based
from the theory used.
Recommendations
Recommendations are suggestions for the improvement of practices, policies,

and implementing strategies relative to the research. Recommendations are divided
into specific and general recommendations. Specific recommendations are based on
the findings and conclusions of the study itself. The researchers are advised to
suggest five related studies related to the undertaken study. These would serve as
research buds. It includes; (1) replication study for triangulation purposes; (2)
more advanced or sophisticated methodology based from the evidence-based

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practice hierarchy; (3) studies that would cover areas uncovered by the present
research; and (4) improved methodology based form the weakness of the present
study.

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Evaluating Qualitative Research Papers
Aspect of the Report Critiquing Questions

PRE CHAPTER REQUIREMENTS
Title Is the title a good one, suggesting the key phenomenon and the group or community under study?
Abstract Does the abstract clearly and concisely summarize the main features of the report?
INTRODUCTION
Rationale Does the introduction present a clear exposition of the topic?
Is the introduction supported by scholarly evidences?
Does the introduction reveal what is unknown?
Is the gap addressed?
Philosophical Stance Is the ontological assumptions explicitly acknowledged and is it appropriate for the problem?
Is the epistemological assumptions explicitly acknowledged and is it appropriate for the problem?
Is the axiological assumptions explicitly acknowledged and is it appropriate for the problem?
Is the rhetoric assumptions explicitly acknowledged and is it appropriate for the problem?
Is the methodological assumptions explicitly acknowledged and is it appropriate for the problem?
Statement of the Problem Is the problem stated unambiguously and is it easy to identify?
Does the problem statement build a cogent and persuasive argument for the new study?
Does the problem have signicance to the profession?
Is there a good match between the research problem on the one hand and the paradigm, tradition, and
methods on the other?
Research Questions Are research questions explicitly stated? If not, is their absence justied?
Are the questions consistent with the studys philosophical basis, underlying tradition, or ideological
orientation?
METHODOLOGY
Research Design Was the most rigorous possible design used, given the study purpose?
Was an adequate amount of time spent in the field or with study participants?
Did the design unfold in the field, giving researchers opportunities to capitalize on early understandings?
Was there an adequate number of contacts with study participants?
Population and Sample Was the group or population of interest adequately described?
Were the setting and sample described in sufficient detail?
Was the approach used to recruit participants or gain access to the site productive and appropriate?
Was the best possible method of sampling used to enhance information richness and address the needs of
the study?
Was the sample size adequate to achieve saturation?
Data Collection and Were the methods of gathering data appropriate?
Measurement Were data gathered through two or more methods to achieve triangulation?
Did the researcher ask the right questions or make the right observations, and were they recorded in an
appropriate fashion?
Was a sufficient amount of data gathered? Were the data of sufficient depth and richness?
Procedures Are data collection and recording procedures adequately described and do they appear appropriate?
Were data collected in a manner that minimized bias? If biases occur, was it acknowledged and reported?
Were the staff who collected data appropriately trained?
Protection of Human Rights Were appropriate procedures used to safeguard the rights of study participants?

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Was the study reviewed by an IRB/ERB?

Was the study designed to minimize risks and maximize benets to participants?
Enhancement of Did the researchers use effective strategies to enhance the trustworthiness/integrity of the study, and was
Trustworthiness the description of those strategies adequate?
Were the methods used to enhance trustworthiness appropriate and sufficient?
Did the researcher document research procedures and decision processes sufficiently that findings are
auditable and confirmable?
Is there evidence of researcher reflexivity?
Is there thick description of the context, participants, and findings, and was it at a sufficient level to support
transferability?
Data Analysis Are the data management and data analysis methods sufficiently described?
Was the data analysis strategy compatible with the research tradition and with the nature and type of data
gathered?
Did the analysis yield an appropriate product (e.g., a theory, taxonomy, thematic pattern)?
Do the analytic procedures suggest the possibility of biases?
RESULTS AND DISCUSSION
Findings Are the findings effectively summarized, with good use of excerpts and supporting arguments?
Do the themes or case adequately capture the meaning of the data?
Does it appear that the researcher satisfactorily conceptualized the case, themes or patterns in the data?
Does the analysis yield an insightful, provocative, authentic, and meaningful picture of the phenomenon
under investigation?
Theoretical Integration Are the themes or patterns logically connected to each other integration to form a convincing and integrated
whole?
Are figures, maps, or models used effectively to summarize conceptualizations?
If a conceptual framework or ideological orientation guided the study, are the themes or patterns linked to it
in a cogent manner?
Interpretation of the Are the findings interpreted within an appropriate social or cultural context?
Findings Are major findings interpreted and discussed within the context of prior studies?
Are the interpretations consistent with the studys limitations?
Literature Support Does the discussion adequately supported by existing body of knowledge?
Does the literature support provide a sound basis for the new study?
CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS
Conclusions Are conclusions stated in general form?
Are they not repetition of findings at the variable level?
Are conclusions stated in abstract level?
Implications and Do the researchers discuss the implications of the study for practice or further researchand are those
Recommendations implications reasonable and complete?
GLOBAL ISSUES
Presentation Is the report well-written, organized, and sufciently detailed for critical analysis?
Is the description of the methods, findings, and interpretations sufficiently rich and vivid?
Credibility Do the researchers practical experiences enhance condence in the ndings and their interpretation?
Summary Assessment Do the study ndings appear to be trustworthydo you have condence in the truth value of the results?
Does the study contribute any meaningful evidence that can be used in practice or that is useful to the
discipline?

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Evaluating Quantitative Research Papers
Aspect of the Report Critiquing Questions

PRE CHAPTER REQUIREMENTS
Title Is the title a good one, succinctly suggesting key variables and the study population?
INTRODUCTION
Rationale Does the introduction present a clear exposition of the topic?
Is the introduction supported by scholarly evidences?
Does the introduction reveal what is unknown?
Is the gap addressed?
Conceptual or Theoretical Are the key concept adequately defined conceptually?
Framework Is there a conceptual or theoretical framework, rationale, and/or map, and (if so) is it appropriate? If not, is
the absence of one justified?
Statement of the Problem Is the problem stated unambiguously, and is it easy to identify?
Does the problem statement build a cogent, persuasive argument for the new study?
Significance of the Study Does the problem have significance to the profession?
Hypotheses or Research Are research questions and/or hypotheses explicitly stated? If not, is their absence justified?
Questions Are questions and hypotheses appropriately worded, with clear specification of key variables and the study
population?
Are the questions/hypotheses consistent with the literature review and the conceptual framework?
Is there a good match between the specific research questions and methods used?
Is a quantitative approach appropriate?
REVIEW OF RELATED LITERATURE AND STUDIES
Literature Review Is the literature review up to date and based mainly on primary sources?
Does the review provide a state-of-the-art synthesis of evidence on the problem?
Does literature review provide a sound basis for the new study?
METHODOLOGY
Research Design Is the most rigorous possible design used, given the study purpose?
Are appropriate strategies made to enhance interpretability of the ndings?
Is the number of data collection points appropriate?
Will the design minimize biases and threats to the internal, construct, and external validity of the study (e.g.,
was blinding used, was attrition minimized)?
Population and Sample Is the population described?
Is the sample described in sufcient detail?
Is the best possible sampling design used to enhance the samples representativeness?
Are measures to minimize sampling biases identified?
Is the planned sample size adequate?
Was a power analysis used to estimate sample size needs? If not, is the reason justifiable?
Data Collection and Are the operational and conceptual denitions congruent? (Please see Chapter 1)
Measurement Are key variables operationalized using the best possible method and with adequate justication?
Are specic instruments adequately described and were they good choices, given the study purpose,
variables being studied, and the study population?
Is there evidence that the data collection methods will yield data that are reliable and valid?
Procedures Are the procedures adequately described?

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Are the planned activities rigorously developed?

Protection of Human Rights Are appropriate procedures identified to safeguard the rights of study participants?
Will the study be reviewed by an IRB/ERB?
Was the study designed to minimize risks and maximize benets to participants?
Data Analysis Were analyses designed to address each research question or test each hypothesis?
Were appropriate statistical methods designed, given the level of measurement of the variables, number of
groups being compared, and assumptions of the tests?
Will it utilize the most powerful analytic method (e.g., will the analysis help to control for confounding
variables)?
Will Type I and Type II errors avoided or minimized?
In intervention studies, will the intention-to-treat analysis performed? Will it evaluate problems of missing
values?

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Basic Citation Styles

Parenthetical Parenthetical
First Citation in Subsequent citation
Types of citation format, first format, subsequent
text in text
citation in text citations in text
One work by one Paares (2010) Paares (2010) (Paares, 2010) (Paares, 2010)
author
One work by two Gullas and Dioko Gullas and Dioko (Gullas & Dioko, (Gullas & Dioko,
author (2005) (2005) 2005) 2005)
One work by three Gullas, Dioko and Gullas et al. (2011) (Gullas, Dioko and (Gullas et al., 2011)
author Paares (2011) Paares, 2011)
One work by four Dioko, Gullas, Dioko et al. (2011) (Dioko, Gullas, (Dioko et al., 2011)
author Paares and Paares & Vasquez,
Vasquez (2011) 2011)
One work by five Paares , Gullas, Paares et al. (2009) (Paares , Gullas, (Paares et al., 2009)
author Dioko, Vasquez, and Dioko, Vasquez &
Lopez (2009) Lopez, 2009)
One work by six Serad et al. (2008) Serad et al. (2008) (Serad et al., 2008) (Serad et al., 2008)
author
Groups (readily Commission on CHED (2009) (Commission on (CHED, 2009)

identified through Higher Education Higher Education,
abbreviation) as (CHED, 2009) 2009)
authors
Groups (no University of the University of the (University of the (University of the
abbreviation) as Visayas (1919) Visayas (1919) Visayas, 1919) Visayas, 1919)
authors
If there are no The philosophy of The philosophy of (The philosophy of (The philosophy of
authors, utilize the love and service love and service love and service, love and service,
title of the article (1919) (1919) 1919) 1919)

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Elements of Citation
Books

Quick Guide Author(s) of book family name and initials, use & for multiple authors. (Year of publication). Title of book
Format italicized. Place of publication: Publisher.

Reference type
In-text Vasquez, (2013) argued that qualitative research is scientific.

examples Qualitative research is scientific (Vasquez, 2013)
One author Reference
Vasquez, B. A. (2013). Research Methods. Cebu City, PH: J & J Printers
list example
Endnote Book
In-text Vasquez & Paares, (2013) argued that qualitative research is scientific
Qualitative research is scientific (Vasquez & Paares, 2013)
examples
Two to six authors Reference Vasquez, B. A., & Paares, Z. A. (2013). Research Methods. Cebu City, PH: J
& J Printers
list example
Endnote Book
In-text Vasquez et al., (2013) argued that qualitative research is scientific

Qualitative research is scientific (Vasquez et al., 2013)
examples
Six or more authors
Reference Vasquez, B. A., Paares, Z. A., Serad, J. B., Arbuis, R. A., Dayame, A. M.,
Tiking, D. P. et al. (2013). Research Methods. Cebu City, PH: J & J Printers
list example
Endnote Book
In-text Argued that qualitative research is scientific.( Research Methods, 2013)

examples Qualitative research is scientific (2013).
No author Reference Research Methods. (2013). Cebu City, PH: J & J Printers

list example
Endnote Book
In-text Vasquez, (2012, 2013) argued that qualitative research is scientific

examples Qualitative research is scientific (Vasquez, 2012, 2013)
Multiple works by the
Reference Vasquez, B. A. (2012). Research Methods. Cebu City, PH: J & J Printers.
same author
list example Vasquez, B. A. (2013). Research Methods. Cebu City, PH: J & J Printers
Endnote Book

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Multiple works by the Vasquez, (2013a) argued that qualitative research is scientific
In-text
same author, Vasquez, (2013b) states that research proposal is
examples
published in the same
Reference Vasquez, B. A. (2013a). Research Methods. Cebu City, PH: J & J Printers
year Vasquez, B. A. (2013b). Research Proposal. Cebu City, PH: J & J Printers
list example
Endnote Book
Book by an In-text Vasquez, (2013) argued that qualitative research is scientific

organization or examples Qualitative research is scientific (Vasquez, 2013)
institution (corporate Reference
Vasquez, B. A. (2013). Research Methods. Cebu City, PH: J & J Printers
author) list example
Endnote Book
Vasquez, Paares, & Serad, (2013) argued that qualitative research is

In-text
scientific
examples
Different editions Qualitative research is scientific (Vasquez, Paares, & Serad, 2013)
Reference Vasquez, B. A., Paares, Z. A., & Serad, J. B., (2013). Research Methods (3rd

list example ed.). Cebu City, PH: J & J Printers
Endnote Book
Qualitative research is scientific (Vasquez & Paares,2013)
examples
Edited book
Reference Vasquez, B. A., & Paares, Z. A. (Eds.). (2013). Research Methods. Cebu City,
PH: J & J Printers
list example
Endnote Edited Book
In-text Vasquez, (2013) argued that qualitative research is scientific

Qualitative research is scientific (Vasquez, 2013)
examples
Book Series
Reference
Vasquez, B. A. (2013). Research Methods. Series of Research Method. Cebu
list example
City, PH: J & J Printers
Endnote Book

Electronic book examples Qualitative research is scientific (Vasquez, 2013)
entire book Reference Vasquez, B. A. (2013). Research Methods. Cebu City, PH: J &J Printers.

list example Available from Destiny database.
Endnote Electronic Book

Translation of a book
Reference Vasquez, B. A. (2013). Research Methods (R. A. Arbuis, Trans.). Cebu City,

list example PH: J &J Printers
Endnote Book

Approved:

Chapter in a book

Author(s) of chapter family name and initials, use & for multiple authors. (Year of publication). Title of the
Quick Guide
chapter. In Editor(s) initials and family name of book (Eds), Title of book italicized. (pp. Page
Format
numbers). Publisher: Place of publication.

Reference type

examples Qualitative research is scientific (Vasquez & Paares, 2013)
Vasquez, B. A., & Paares, Z. A. (2013). Philosophy of research method. In Z.
Reference
Chapter in an edited A. Paares (Ed.) Research Method 2(4), 28-58. Cebu City, PH: J & J Printing
list example
Press
book
EndNote and
RefWorks Book Section
(which
reference
type?)
examples
Vasquez, B. A., & Paares, Z. A. (2013). Philosophy of research method. In Z.
Reference
A. Paares (Ed.) Research Method 2(4), 28-58. Retrieved from Destiny
list example
database. Cebu City, PH.
Chapter from an
EndNote Electronic Book
electronic book
and
RefWorks

(which
reference
type?)

Approved:

Dictionary or Encyclopedia

Quick Guide Author(s) of work family name and initials, use & for multiple authors. (Year of publication). Title italicized.
Format (Edition). Publisher: Place of publication.

Reference type

Reference Vasquez, B. A. (2013). Research Methods (3rd ed.). Cebu City, PH: J &J

Dictionary or list example Printing Press.
Encyclopedia EndNote and
RefWorks
(which Dictionary
reference
type?)
Journal Articles

Quick Guide Author(s) of journal article family name and initials, use & for multiple authors. (Year of publication). Title of
Format journal article. Journal name italicized, Volume italicized (Issue or number), Page number(s).

Reference type

Journal article - one Reference Vasquez, B. A. (2013). Research Methods. Philosophy of Research

author list example Method, 2(4), 28- 58.
EndNote
Reference Journal Article
Type
examples
Journal article - two Reference Vasquez, B. A., & Paares, Z. A. (2013). Research Methods
authors Philosophy of Research Method, 2(4), 28- 58
list example
EndNote
Type

Approved:


Approved:

Vasquez, Paares, Serad, Arbuis & Tiking (2013) argued that qualitative
In-text research is scientific
Qualitative research is scientific (Vasquez, Paares, Serad, Arbuis & Tiking,
examples
2013)
Journal article three
Vasquez, B. A., Paares, Z. A., Serad, J. B., Arbuis, R. A., & Tiking,
to six authors Reference
D. P. (2013). Research Methods. Philosophy of Research Method, 2(4),
list example
28- 58
EndNote
Type
In-text Vasquez et al. (2013) argued that qualitative research is scientific.

Qualitative research is scientific (Vasquez et al. 2013)
examples
Vasquez, B. A., Paares, Z. A., Serad, J. B., Arbuis, R. A., Dayame, A. M.,
Journal article more Reference
than six authors Tiking, D. P. et al. (2013). Research Methods. Philosophy of Research Method,
list example
2(4), 28- 58
EndNote
Type
In-text Vasquez & Paares (in press) argued that qualitative research is scientific
Qualitative research is scientific (Vasquez & Paares in press)
examples
Journal article - in Reference Vasquez, B. A., & Paares, Z. A. (in press). Research Methods. Philosophy of
press Research Method, 2(4), 28- 58
list example
EndNote
Type
In-text Vasquez & Paares (2013) argued that qualitative research is scientific

Electronic article Vasquez, B. A., & Paares, Z. A. (2013). Research Methods. Philosophy of
Reference list
with DOI number Research Method, 2(4), 28- 58.
example
doi: 10.1016/j.uvjor.2013.10.005
EndNote
Electronic Article
ReferenceType
Vasquez, Paares, Serad & Arbuis, (2013) argued that qualitative research is
In-text
scientific.
examples
Qualitative research is scientific (Vasquez, Paares, Serad, Arbuis, 2013)
Vasquez, B. A., & Paares, Z. A., Serad, J.B., Arbuis, R.A. (2013, May 20).
Cochrane Library
Reference Research Methods. Philosophy of Research Method, 2(4), 28- 58.

list example DOI: 10.1016/j.uvjor.2013.10.005.UV003062.pub2. Retrieved June 30, 2013,
from The University of the Visayas Library Database.
EndNote
Electronic article
Reference

Approved:

Type

Vasquez, B. A. (2013). Research Methods. Philosophy of Research Method,
Article from UQ Reference 2(4), 28- 58.

eReserve list example Retrieved June 30, 2013, from The University of the Visayas Library E-
Reserve.
EndNote
Reference Electronic article
Type
Conference papers

Quick Guide Author(s) of book family name and initials, use & for multiple authors. (Year of publication). Title of paper.
Format Title of published proceeding italicized. Place of Publication: Publisher.

Reference type

Reference Vasquez, B. A. (2013). Research Methods. Philosophy of Research

Published conference list example Method. Detroit, Cebu City, PH: J &J Printers.
paper EndNote and
RefWorks
(which Conference paper
reference
type?)

examples
Vasquez, B. A. (2013, May). Research Methods. Philosophy of
Unpublished Reference
Research Method. Paper presented at the scientific meeting of the
conference paper list example
University of the Visayas, Cebu City.
EndNote and
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(which Conference paper
reference
type?)

Approved:


Approved:

Newspaper and magazine articles

Quick Guide Author(s) of book family name and initials, use & for multiple authors. (Year of publication, month day). Title
Format of article. Title of newspaper italicized, p. page number(s).

Reference type

Reference Vasquez, B. A. (2013, May 20). Philosophy of Research Methods. The

Newspaper article list example Research, p. 28
with author EndNote and
RefWorks
(which Newspaper article
reference
type?)
In-text
(Qualitative research, 2013)
examples
Reference Qualitative research is scientific. (2013, May 20). Philosophy of Research

Newspaper article list example Methods. The Research, p. 28
without author EndNote and
RefWorks
(which Newspaper article
reference
type?)

Reference Vasquez, B. A. (2013, May-June). Philosophy of Research Methods. The

list example Research, 28, 1-50.
Magazine article
EndNote and
RefWorks
(which Magazine Article
reference
type?)

Electronic newspaper examples Qualitative research is scientific (Vasquez, 2013)
or magazine article Vasquez, (2013, May 20). Philosophy of Research Methods. The Research.
Reference
Retrieved from
list example
http://www.uv.edu.ph.com/research/0,25468,32457982-00.html

Approved:

EndNote and
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(which Electronic Article
reference
type?)
Government Publications

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Format italicized. Place of publication: Publisher.

Reference type

Reference
Vasquez, B. A. (2013). Research Methods. Cebu City, PH: J & J Government
list example
Government report
EndNote and
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(which Report
reference
type?)
Thesis

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Format publication: Publisher.

Reference type

examples
Thesis-retrieved from Vasquez, B. A. (2013). Research Methods. (Master of Arts in Nursing Thesis,
Reference
institutional or University of the Visayas, 2013). Retrieved from
list example
personal website http://www.uv.edu.ph.com/research
EndNote and
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(which

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reference
type?)

Approved:


Reference Vasquez, B. A. (2013). Research Methods. Retrieved from Destiny database.

Thesis-retrieved from list example (AAT NR26721)
database EndNote and
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(which Thesis
reference
type?)
Webpages

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Format page italicized. Retrieved month day, year of retrieval, from web address.

Reference type

Reference Vasquez, B. A. (2013). Research Methods. Retrieved from

Web page with list example http://www.uv.edu.ph.com/research/methods.html
author Endnote and
RefWorks
(which Web Page
reference
type?)
In-text
(Qualitative research is scientific 2013)
examples
Reference Qualitative research is scientific. (2013). Research Methods. Retrieved from

list example http://www.uv.edu.ph.com/research/methods.html
Webpage no author
Endnote and
RefWorks
(which Web Page
reference
type?)
In-text
Webpage no date (Qualitative research is scientific, n.d.)
examples
Reference Qualitative research is scientific. (n.d.). Research Methods. Retrieved from

Approved:

list example June 30, 2013, from http://www.uv.edu.ph.com/research/methods.html

Endnote and
RefWorks
(which Web Page
reference
type?)

examples
Reference Vasquez, B. A. (2013). Research Methods. Retrieved June 30, 2014 from
Webpage corporate http://www.uv.edu.ph.com/research/methods/-2-4-2013.pdf
list example
author Endnote and
RefWorks
reference
type?)
examples
Vasquez, B. A., & Paares, Z. A. (2013). Research Methods. Philosophy of
Reference
Research Method, 2(4), 28- 58.
list example
Web article with DOI doi: 10.1016/j.uvjor.2013.10.005
Endnote and
RefWorks
reference
type?)

Vasquez, B. A., & Paares, Z. A. (2013). Research Methods. Philosophy of
Reference list
Web article with no Research Method, 2(4), 28- 58. Retrieved from
example
DOI or freely http://www.uv.edu.ph.com/research/methods/journal.ID=1202
available on Web Endnote and
RefWorks
reference
type?)
In-text
The image of Don Vicente Gullas (Don Vicente Gullas Picture, n.d.)
examples
Image on a webpage Reference Don Vicente Gullas [Image] (n.d.). retrieved June 30, 2013 from

list example http://www.uv.edu.ph.com/research/methods/pictures.html
Endnote and
Web Page
RefWorks

Approved:

(which
reference
type?)
Other Internet Sources

Quick Guide
Author. (Year, month day). Title, [Type of media]. Date Accessed, Year Accessed, Web address
Format

Reference type
In-text Vasquez & Paares, (2013) argued that qualitative research is scientific.

examples Qualitative research is scientific (Vasquez & Paares2013)
Vasquez, B. A. (Producer) & Paares, Z. A. (Presenter). (2013, May 20).
Reference Research Methods [Podcast radio programme]. Cebu City, PH: J & J Radio
National. Retrieved June 30, 2014 from
list example
Podcasts
http://www.jjrnational/research/methods/talks/
Endnote and
RefWorks
(which Film or broadcast
reference
type?)
In-text Vasquez (personal communication, May 30, 2013)

examples (Vasquez, personal communication, May 30, 2013)
Reference
Not included in reference list, only cited in text.
Email or personal list example
communication Endnote and
RefWorks
(which Entered into text manually
reference
type?)

Message posted to a Reference Vasquez, B. A. (2013, May 20). Research Methods [Msg 1]. Message posted to

newsgroup, online list example http://groups.yahoo.com/groups/researchmethods/link
forum or discussion Endnote and
group RefWorks
(which Generic
reference
type?)

Approved:


Reference Vasquez, B. A. (2013, May 20). Research Methods. Message posted to

list example http://uvjor.blogspot.com/
Blog Post Endnote and
RefWorks
(which Generic
reference
type?)

examples
Reference Vasquez, B. A. (2013, May 20). Research Methods. Message posted to
list UVMATTERS electronic mailing list, archived at
Email Discussion list example http://www.uvmatters.org/VirtualListserv_Archives/UVM/policy/2013/msg020.html
Web Archive Endnote
and
RefWorks
Generic
(which
reference
type?)
Brochures

Quick Guide
Author. (Year). Title of brochure. [Brochure]. Place: Use author as publisher.
Format

Reference type

examples
Reference University of the Visayas, Research Office, Vasquez, B. A. (2013).
Research Methods [Brochure]. Cebu City, PH: Author
list example
Brochure
EndNote and
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(which Book
reference
type?)

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Lecture Notes

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Format subtitle of publication italicized, Name of institution, Location of institution.

Reference type

Reference Vasquez, B. A. (2013). Research Methods. [Powerpoint slides]. Unpublished

list example manuscript, UVJOR102102, University of the Visayas, Cebu City.
Lecture notes - print
Endnote and
RefWorks
(which Unpublished work
reference
type?)

Vasquez, B. A. (2013). Research Methods. [Powerpoint slides]. Retrieved from
Reference
UVJOR102102, University of the Visayas Blackboard Online:
list example
Lecture notes - online http://www.uvlearning.com.edu.ph/
Endnote and
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(which Web Page
reference
type?)

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Video or DVD

Quick Guide
Title of video or DVD italicized Year of publication, Format, Publisher, Place of recording.
Format

Reference type

Reference Vasquez, B. A. (Director), & Paares, Z. A. (Writer). (2013). Research

list example Methods [Motion picture]. Cebu City, PH: J & J Pictures.
Video or DVD
Endnote and
RefWorks
reference
type?)
Television Programs

Quick Guide
Writer name(s) (Writer). (Year, month day). [Type of medium]. Place of broadcast: Who broadcast the program.
Format

Reference type

examples
Reference Vasquez, B. A. (Writer). (2013, May 20). Research Methods [Television
Television or radio broadcast]. Cebu City, PH: J &J Broadcasting Services
list example
programs Endnote and
RefWorks
reference
type?)

Approved:

Indirect citation

An indirect citation is when the ideas of one author are published in another authors text but you have not read
Quick Guide
or accessed the original authors work. In the list of References provide the details of the author of the
Format
work you have read.

Reference type
In-text Vasquez, (cited in Paares 2013) argued that qualitative research is scientific

examples Qualitative research is scientific (Vasquez, cited in Paares 2013)
Reference
Paares, Z. A. (2013). Research Methods (4th ed.) Cebu City, PH: J &J Press.
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secondary source Endnote and
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type?)

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UNIVERSITY OF THE VISAYAS - CENTER FOR RESEARCH AND DEVELOPMENT, Cebu City

SOPP No.: UV-CRD-SOPP-09 Prepared:

EDUARDO R. GULLAS JOSELITO F. GULLAS

This Standard Operating Policy and Procedure establishes policies, systems,

2.1 To set research as an integral part of all courses

3.0 RESEARCH AS AN INTEGRAL PART OF ALL COURSES OR SUBJECT

As a degree requirement, they shall submit a 5 chapter research report. For a

1. In the subject Cognitive Psychology, students may be required to conduct

CENTER FOR RESEARCH AND DEVELOPMENT

EDUARDO R. GULLAS JOSELITO F. GULLAS

2. In the subject Experimental Psychology, students are required to conduct the

Graduate School Programs

1. In the subject Nursing Leadership and Management, GS students may be

GS shall regularly offer research seminars, workshops and lectures for

Thesis Masters Program. Thesis programs aim to develop the

CENTER FOR RESEARCH AND DEVELOPMENT

EDUARDO R. GULLAS JOSELITO F. GULLAS

Thesis Doctoral Program. Thesis programs aim to develop the capacities

5. CRD AS A SUPPORT UNIT

Evaluating Research Papers

The following guidelines are recommended in evaluating research papers. Colleges

CENTER FOR RESEARCH AND DEVELOPMENT

EDUARDO R. GULLAS JOSELITO F. GULLAS

This instrument shall be utilized to guide the panel of evaluators. It is

5 Exceeds the Standard

Qualification. Research advisers shall be chosen on the basis of the quality

Responsibilities. The research advisers shall have the responsibility to

At the outset of the advising appointment, advisers should:

1. outline, in writing, the initial expectations about the performance of the

CENTER FOR RESEARCH AND DEVELOPMENT

EDUARDO R. GULLAS JOSELITO F. GULLAS

determining priority of research projects; and, importantly, on taking

CENTER FOR RESEARCH AND DEVELOPMENT

EDUARDO R. GULLAS JOSELITO F. GULLAS

THESIS/DISSERTATION COMMITTEE. It is the purpose of this document to set

Number of Members. A panel of examiners shall be attended by:

1. At least (1) external expert;

There shall be:

1. 3 members in the undergraduate program including the adviser;

Under extenuating circumstances (e.g., member's death or sudden leave), to be

More members may be added to the committee when deemed

CENTER FOR RESEARCH AND DEVELOPMENT

EDUARDO R. GULLAS JOSELITO F. GULLAS

Qualification. Panel members shall be chosen on the basis of the quality of

CENTER FOR RESEARCH AND DEVELOPMENT

EDUARDO R. GULLAS JOSELITO F. GULLAS

Responsibilities of the Chair:

1. To provide timely and thorough guidance to a student on the various

Responsibilities of the Committee Members:

1. In collaboration with the Dissertation Chair, to provide timely and thorough

SCHEDULING DESIGN HEARING, PRE ORAL EXAMINATION AND FINAL

CENTER FOR RESEARCH AND DEVELOPMENT

EDUARDO R. GULLAS JOSELITO F. GULLAS

Exams normally begin at 5:00 pm Monday through Friday (excluding statutory

SUBMISSION OF ELECTRONIC AND HARD COPY

In the commitment to provide knowledge repository and information center with

1. The student shall furnish 4 hard copies to the following offices:

CENTER FOR RESEARCH AND DEVELOPMENT

EDUARDO R. GULLAS JOSELITO F. GULLAS

ROLE OF THE CENTER FOR RESEARCH AND DEVELOPMENT

GUIDELINES ON RESEARCH PROPOSAL

1. Each student enrolled in a Research course should submit research topic

CENTER FOR RESEARCH AND DEVELOPMENT