RESEARCH SEMINAR
WEEK 3
Dr. Rommel Pelayo
ROMBLON STATE UNIVERSITY
Topic 3:
Designing Research
Proposals
RECAP
q There are different models to create a proposal. The proposal which helps
me to create a scholarly proposal is the use of the seven steps for research
conceptualization– research area, topic, problem and its concsequences,
identification of the gaps, potential soplution, review of variables and
research objectiives.
q CARS (Creating a Research Space) model can be used in creating the
research proposal abstract. The same model can be used when creating
and presenting the introduction of the research.
q Research questions can be framed using the Costa Level of Thinking.
q Always observe a grand alignment of the elements of both pre-empirical
and empirical stages.
SUCCESS CRITERIA
q Employ appropriate reading strategies and reading critically for a specific
purpose
q Summarize and explain the text main idea or aim while avoiding faulty
generalizations and oversimplifications
q Explain and analyze the logic and line of reasoning of an argument
q Evaluate the relevance and credibility of evidence used to support an
argument, taking context into consideration
q Evaluate the validity of an argument
q Connect an argument to broad issues by examining the implications of
the author’s claim
q Extend an idea, question, process, or product to innovate or create new
understandings
RESEARCH PROPOSAL ABSTRACT
CARS: Creating A Research Space
Move 1: The Educators are continuously challenge to innovate their pedagogy to engage
Situation students particularly in a distance learning setting. Such mode of learning is
considered to be one of the reliable ways to continue education in the advent
of another Pandemics. In a Distance Learning setting, students experience
Move 2: The difficulties in communicating with their teachers and classmates, submitting
Problem their tasks, not actively engaged and become frustrated learners. If these are
not addressed, students will have potential risk of having severe
psychological problems. Adaptive Learning system (AeLS) is a potential
classroom model as a process in an Online Distance Learning which when
use effectively would improve the student outcome through the socio-
Move 3: The emotional skills. Hence, this research targets the enhancement of the socio-
Solution emotional skills integrated in the lesson with the varied learning pathways of
the AeLS.
HIERARCHY OF RESEARCH QUESTIONS
APPLYING
6 How should the Adaptive e-Learning System be used to enhance the Students’
Socioemotional Skills and Learning outcome?
5 After the use of the Adaptive e-Learning System, is there a significant change in Students’
Socioemotional Skills? and conceptual understanding of DNA and Genetics?
PROCESSING
4 Is there a significant relationship between Students’ Socioemotional Skills and Conception on DNA
and Genetics?
3 Prior to the use of the Adaptive e-Learning System, what are the Student’s levels of Socioemotional Skills and
Conceptual Understanding of DNA and Genetics?
2 How do the students manifest their understanding of the DNA and Genetics in the Adaptive e-Learning Pathways?
GATHERING 1 How do the modules adhere to the Adaptive e-Learning System in terms of the Construction of Learning Outcomes; b.
Accuracy of the Contents; c. Language Used; d. Presentation of the lesson and e. Usefulness?
7
This study aims to improve student outcome through the students'
Research Objectives socioemotional skills using the Adaptive eLearning System as a process
through varied learning pathways.
Literature Partial Research Proposal:
Unexplored or Pre-Empirical Stage
conflicting areas
Research Data Data Answer
Topic Questions Design
Area Collection Analysis Questions
Context
Pre-empirical stage Empirical stage
Literature Final Research Proposal:
Unexplored or Empirical Stage
conflicting areas
Research Data Data Answer
Topic Questions Design
Area Collection Analysis Questions
Context
Pre-empirical stage Empirical stage
SELECTION
OF
RESEARCH
APPROACH
(Creswell &
Creswell,
2018)
Four World
Views
(Creswell &
Creswell,
2018)
RDs are types of inquiry within qualitative,
RESEARCH DESIGNS (RD) quantitative and mixed methods approaches
that provides specific direction for procedure
in a research study.
Postpositivism Transformative Postpositivism
Constructivism Constructivism Transformative
Pragmatisim Constructivism
Pragmatisim
Pragmatisim
RESEARCH METHODS (RM) RM refers to the procedural aspects of gathering
the data and methods of analysis.
Let us use the points about
research method to the
sample proposal
RESEARCH PROPOSAL ABSTRACT
CARS: Creating A Research Space
Move 1: The Educators are continuously challenge to innovate their pedagogy to engage
Situation students particularly in a distance learning setting. Such mode of learning is
considered to be one of the reliable ways to continue education in the advent
of another Pandemics. In a Distance Learning setting, students experience
Move 2: The difficulties in communicating with their teachers and classmates, submitting
Problem their tasks, not actively engaged and become frustrated learners. If these are
not addressed, students will have potential risk of having severe
psychological problems. Adaptive Learning system (AeLS) is a potential
classroom model as a process in an Online Distance Learning which when
use effectively would improve the student outcome through the socio-
Move 3: The emotional skills. Hence, this research targets the enhancement of the socio-
Solution emotional skills integrated in the lesson with the varied learning pathways of
the AeLS.
RESEARCH RESEARCH METHOD
DESIGNS
Data Collection Data Gathering Technique
Mixed
Method: Socioemotional skills PDSA Cycle
of Science Students
Convergent Questionnaire
Mixed Method
Conceptual
Understanding of
DINA & Genetics
Pre-flection and
Reflection Open Ended
Questions
FROM RESEARCH QUESTIONS TO RESEARCH METHOD
Data Collection Tools Artifacts / Participants
How do the modules adhere to the Adaptive e-Learning
System in terms of the Construction of Learning Review of Documents and Modules framed after AeLS
Outcomes; b. Accuracy of the Contents; c. Language Checklists
Used; d. Presentation of the lesson and e. Usefulness?
Teachers
How do the students manifest their understanding of the Pre-flection and Reflection Open Parents
DNA and Genetics in the Adaptive e-Learning Pathways? Ended Questions Students
Prior to the use of the Adaptive e-Learning System, what
are the Student’s levels of Socioemotional Skills and
Conceptual Understanding of DNA and Genetics? Socioemotional skills of Science
Students (Grade 9)
Students Questionnaire
Is there a significant relationship between Students’
Socioemotional Skills and Conception on DNA and
Genetics? Conceptual Understanding of
Students (Grade 9)
DNA & Genetics
After the use of the Adaptive e-Learning System, is there
a significant change in Students’ Socioemotional Skills?
and conceptual understanding of DNA and Genetics?
How should the Adaptive e-Learning System be used to
enhance the Students’ Socioemotional Skills and Learning GRAND SYNTHESIS
outcome?
FROM RESEARCH QUESTIONS TO RESEARCH METHOD
Data Collection Tools Data Analysis
How do the modules adhere to the Adaptive e-Learning
System in terms of the Construction of Learning Review of Documents and Documentary Analysis
Outcomes; b. Accuracy of the Contents; c. Language Checklists
Used; d. Presentation of the lesson and e. Usefulness?
How do the students manifest their understanding of the Pre-flection and Reflection Open Content Analysis Protocol
DNA and Genetics in the Adaptive e-Learning Pathways? Ended Questions
Descriptive Statistics –
Prior to the use of the Adaptive e-Learning System, what
Weighted Mean, Frequency and
are the Student’s levels of Socioemotional Skills and
deviation
Conceptual Understanding of DNA and Genetics?
Socioemotional skills of Science
Students Questionnaire and
Is there a significant relationship between Students’
Conceptual Understanding of DNA
Socioemotional Skills and Conception on DNA and Pearson R Correlation
& Genetics
Genetics?
After the use of the Adaptive e-Learning System, is there Paired t-test
a significant change in Students’ Socioemotional Skills?
and conceptual understanding of DNA and Genetics?
How should the Adaptive e-Learning System be used to
Side-by-Side Strategy in
enhance the Students’ Socioemotional Skills and Learning
merging the two database
outcome?
FROM RESEARCH QUESTIONS TO RESEARCH METHOD
Data Collection Tools Data Analysis Data Gathering Technique
Review of Documents and Documentary Analysis
Checklists Plan, Do, Study, Act (PDSA Cycle)
Pre-flection and Reflection Open Content Analysis Protocol
Ended Questions
Descriptive Statistics –
Weighted Mean, Frequency and
deviation
Socioemotional skills of Science
Students Questionnaire and
Conceptual Understanding of DNA
Pearson R Correlation
& Genetics
Paired t-test
Side-by-Side Strategy in
merging the two database
THEORETICAL FRAMEWORK
THEORETICAL FRAMEWORK
Quantitative Research
§ In Quantitative Research, theoretical framework is an interrelated
set of constructs (or variables) formed into propositions, or
hypothesis, that specify the relationship among variables
(typically in terns of magnitude and direction).
§ A theory might appear in a research study as an argument, a
discussion, a figure, a rationale, or a conceptual framework
helping explaining the phenomena in the world.
§ This should be deductively presented in the research proposal
(Creswell & Creswell, 2018) with reference to the macro, meso
and micro levels.
THEORY USE IN QUALITATIVE RESEARCH
In Qualitative Research, theory can be used in two ways:
1. a broad explanation for attitude and behavior and it
maybe complete with variables, constructs and
hypotheses.
2. a theoretical lens or perspective which shape the
type of question asked, informs how data are collected
and analyzed and provides a call for action or change.
THEORY USE IN MIXED METHOD
Social Science Participatory-Social
Theory Use Justice Theory Use
Theory may be presented Theory use as a transformative
as a literature review, as a framework recognizing the non-
conceptual model or as a neutrality of knowledge and the
theory that help explain pervasive influebce of human
what a researcher seeks interests and issues such as power
to find in the study. and social relationships
THEORETICAL FRAMEWORK
JOB CHARACTERISTIC THEORY
In developing the theoretical (Hackman & Oldham, 1976)
framework,
q first, identify the key concepts
from the theory;
q second, evaluate and explain
the theories, and
q third, show how your research
fits into the theories.
CONCEPTUAL FRAMEWORK
Conceptual framework is something you can develop yourself based
on this theory. You may use all or some concepts that this theory
operates with.
§ It is the researcher’s idea on how the research problem will be
explored.
§ It shows what you expect to find through in the research
§ It defines the relevant variables for your study and maps out how they
might relate to each other.
§ You should construct a conceptual framework before collecting data.
§ It is often represented in a visual format.
The Conceptual Framework outlines the input,
process and output of the whole investigation. The
conceptual framework is also called the research
paradigm.
CONCEPTUAL FRAMEWORK
(Arevalo, 2020)
At this point, you are now
ready to compose a title of
your research
Handy List of DON’TS in Writing Research Title
1. The period has no place in the title even they are stated in declarative phrase
2. Avoid question marks (this tends to decrease citations, but posing a question
is useful in economics and philosophy papers or when the results are not so
clear-cut as hoped for)
3. Uncommon words (a few are okay, but too many can influence altmetric
scoring)
4. Obvious or non-specific openings with a conjunction: e.g., “Report on”, “A
Study of”, “Results of”, “An Experimental Investigation of”, etc. (these don’t
contribute meaning!)
5. Keep it short not more than 12 words. Aim for 50 to 100 characters, but not
more (shorter titles are cited more often) or less than 13 words
RESEARCH PROPOSAL ABSTRACT PROPOSED TITLE
Educators are continuously challenge to innovate their
pedagogy to engage students particularly in a distance
learning setting. Such mode of learning is considered to
Socio-Emotional
be one of the reliable ways to continue education in the Skills and Learning
advent of another Pandemics. In a Distance Learning
setting, students experience difficulties in communicating Pathways of Grade
with their teachers and classmates, submitting their tasks,
not actively engaged and become frustrated learners. If 10 Students in
these are not addressed, students will have potential risk
of having severe psychological problems. Adaptive
Genetics using
Learning system (AeLS) is a potential classroom model
as a process in an Online Distance Learning which when
Adaptive e-
use effectively would improve the student outcome Learning System
through the socio-emotional skills. Hence, this research
targets the enhancement of the socio-emotional skills (AeLS)
integrated in the lesson with the varied learning pathways
of the AeLS.
PROPOSED TITLE Title should contain the variables under
study while the dependent usually but not
often is prioritize over the intervention.
Socio-Emotional
Skills and Learning Make the title short and direct -
Pathways of Grade sophiticated.
10 Students in
Genetics using The Altmetric Attention Score is a
weighted count of the attention that a
Adaptive e- scholarly article has received. It is
Learning System derived from three main factors: Volume
(the score for an article rises as more
(AeLS) people mention it. It only counts one
mention per source.)
How do your final research
proposal should look like
for the purpose of this
subject requirement?
RESEARCH PROPOSAL
Socio-Emotional Skills and Learning Pathways of
Grade 10 Students in Genetics using Adaptive e-
Learning System (AeLS)
Name of Author
Month/ Date/ Year
RESEARCH PROPOSAL ABSTRACT
Educators are continuously challenge to innovate their pedagogy to engage students particularly in
a distance learning setting. Such mode of learning is considered to be one of the reliable ways to
continue education in the advent of another Pandemics. In a Distance Learning setting, students
experience difficulties in communicating with their teachers and classmates, submitting their tasks,
not actively engaged and become frustrated learners. If these are not addressed, students will have
potential risk of having severe psychological problems. Adaptive Learning system (AeLS) is a
potential classroom model as a process in an Online Distance Learning which when use effectively
would improve the student outcome through the socio-emotional skills. Hence, this research targets
the enhancement of the socio-emotional skills integrated in the lesson with the varied learning
pathways of the AeLS. This study involved purposive sampling of 192 Grade 10 students from 6
intact classes. Furthermore, this study employs convergent method in the context of Technical
Action research focusing on the students' socioemotional skills and genetic conception
improvements after implementing AeLS as an intervention.
RESEARCH MATRIX
Research Research Questions Title Sampling Research Tools Research Design / Data
Objectives Technique and Analysis
Sample Size
This study aims to 1. How do the modules adhere to the Adaptive e- Socio- Purposive Sampling 1. Review of Mixed Method
improve student Learning System in terms of the Construction of Emotional Skills with a target of 192 Documents and 1. Documentary analysis
outcome through the Learning Outcomes; b. Accuracy of the Contents; and Learning samples for 6 intact Checklists for for Q1
students' c. Language Used; d. Presentation of the lesson Pathways of classes fo the Q1 2. Content Analysis
socioemotional skills and e. Usefulness? Grade 10 selected Public 2. Pre-reflection protocol for Q2
using the Adaptive 2. How do the students manifest their understanding Students in School and reflection 3. Descriptive Statistics –
eLearning System as of the DNA and Genetics in the Adaptive e- Genetics using open-ended weighted mean,
a process through Learning Pathways? Adaptive e- questions for Q2 frequency and deviation
varied learning 3. Prior to the use of the Adaptive e-Learning System, Learning 3. Socioemotional for Q3
pathways. what are the Student’s levels of Socioemotional System (AeLS) skills of Science 4. Person R correlation for
Skills and Conceptual Understanding of DNA and Studnets Q4
Genetics? Questionnaire 5. Paired T-test for Q5
4. Is there a significant relationship between for Q3, Q4 & Q5 6. Side-by-side strategy in
Students’ Socioemotional Skills and Conception on 4. Conceptual merging two database
DNA and Genetics? Understanding for Q6
5. After the use of the Adaptive e-Learning System, is of the DNA
there a significant change in Students’ amnd Genetics
Socioemotional Skills? and conceptual for Q3, Q4 & Q5
understanding of DNA and Genetics?
6. How should the Adaptive e-Learning System be
used to enhance the Students’ Socioemotional
Skills and Learning outcome?
CONCEPTUAL FRAMEWORK
REVIEWED ARTICLES
Author/s Research Journals/ Research Findings and Conclusions
Topic Publications, Year Methodology Used
Pelayo, R., Alovera, Educational Academy of Educational Mixed Method: Research findings revealed that that access to
R.N., Borbon, J.M.S., Situation in Leadership Journal, 2021 Exploratory Sequential resources and digital infrastructures, and the
Calizo, A.B., the Technique promotion of a collaborative environment are
Filomeno, B., et al. Philippines identified as opportunities viewed that prepare
(2021) teacher for the future of schooling. However,
promotion of authentic need-based education,
promotion of safety in the use of the internet, and
lastly phenomenizing the curriculum are factors that
are considered as antecedents to the future of
schooling. Researchers suggest that teachers'
education and training be intensified by enhancing
teachers’ competencies in digitalization and e-safety;
and strengthening collaboration
Note: At least 10 articles
ETHICAL
CONSIDERATIONS
Where in the Process of
Research the Ethical Issue Type of Ethical Issue How to Address the Issue
Occurs
Prior to conducting the • Examine professional association standards • Consult the code of thics for porfesional
study • Seek college/university approval on campus association in your area.
the an institutional review board (IRB) • Submit proposal to IRB approval.
• Gain local permission from site and • Identify and go through local approvals; find
participants gatekeeprs or key personnel to help
• Secelct a site withgout a vested insterest in • Select sites that will not raise power issues
outcome of study with researchers
• Negotiate authorship for publication • Give credit to work done on the porject; decide
on author order in future prublication
Beginning the Study • Identify a research problem ythat will benefit • Conduct a needs assessment or informa;l
participants conversation with participants about their
• Disclose purpose of ythe study needs
• Do not pressure participants into signing • Contact participants, and inform them of the
consent forms general purpose of the study
• Respect norms and charters of indigenous • Tell participants that they do not have to sign
societies the form
• Be sensitive to needs of vulnerable • Find out about cultural, religious, gender and
populations (e.g. children) other differences that needs to be respected
• Obtain appropriate consent (e.g. parents, as
well as children)
Next Steps
q Complete Assign 2 with 10 Articles
q Start conceptualizing your Research Proposal Draft using the
pre-empirical and empirical elements
q Our next focus for the next session of synchronous is about the
Research Method – A critical view from the perspective of
Creswell and Creswell (2015) and the preparation of the
Research Matrix.
PARTS OF THE PROPOSAL
The Manuscript
The PDSA Cycle and Model for Improvement
Part A. Preliminary Pages
q Title Page
q Approval Sheet Font Style Times New Roman or Arial
Font size 12
q Certification of English
Spacing Double spaced
Editor Margin Default Margin
q Table of Contents
Part B. Proposal Proper
Chapter 1: The Plan Chapter 2: Do
1. Introduction 1. Research Design
2. Literature Review 2. Research Instruments
3. Theoretical Underpinnings 3. Research Locale and
4. Conceptual Framework Participants
5. Statement of the Problem 4. Data Gathering Techniques
6. Scope and Limitations 5. Statistical Tools
7. Significance of the Study 6. Researcher’s reflection
8. Definition of Terms
Part C. Last Section
q References (APA 7th Ed.)
q Appendices
Survey/interview questionnaire
q Timetable for Research
q Budgetary Requirements
q Curriculum Vitae(brief) with recent photo