Research Manual

Basic Research
Proposal Template
Chapter I
Chapter II
Chapter
III
Chapter
IV
Chapter V
Chapter
V. a
Chapter
V. b
Chapter
V. c
Chapter
V. d
Chapter
VI
Chapter
VII
Chapter
VIII
Chapter
IX
Preliminary Page
Approval
Sheet
Proposal
Application
Title Page
Decl.
Absence
conflict
Decl. Anti-
Plagiarism
Action Research
Proposal Template
Chapter I
Chapter II
Chapter
III
Chapter
IV
Chapter
IV. a
Chapter
IV. b
Chapter
IV. c
Chapter V
Chapter
VI
Chapter
VII
Preliminary Page
Approval
Sheet
Proposal
Application
Title Page
Decl.
Absence
conflict
Decl. Anti-
Plagiarism
Budget
Acceptance
Sheet
Acceptance
Sheet
Chapter
VIII
Themes
Objectives
Research
Tool

Discuss comprehensively the nature
and important features of research
topic that might interest to the
reader. Provide a variety of research
setting and research findings that
can support the extent of the study.
Show in-depth analysis of the
situation by elaborating the
benefits, implications and
limitations of the study.
I. Introduction and
Rationale

Related literatures are discussions of
different viewpoints underlying issues that
directly aligned to the context of the study.
In writing RRL, do not directly copy the
citation gathered from the different sources.
Instead, paraphrase the sentence to avoid
plagiarism. Use the APA 6th edition format.
Furthermore, researcher should identify
inconsistencies in educational policy,
evaluates contrasting ideas in the
implementation of programs or describes a
phenomenon from the experiences of the
personnel of any organization.
II. Use of Related
Literature and Proper
Citation

Research questions are logically
arranged to the context of the
study. Questions are formulated
to show relationships of
variables, perspective of inquiry
and limitations of concept or
theory.
III. Research
Questions

Discuss the magnitude of the study and
its boundaries and how the result of
this study can contribute or cannot
contribute to the academe in general.
Explain the extent by how this study
will undertake. Include in the
discussion the sampling procedure that
the researcher undertakes and the
possibility of the study to be subjective
if not properly conducted and the
participants are not properly selected.
IV. Scope and
Limitation

This chapter presents the sampling
technique employ by the researcher,
data collection procedure use by
researcher, ethical consideration
which needs to be address by the
researcher and data analysis plan on
how the researcher interprets the
data gathered.
V. Research
methodology

In selecting participants, provide
criteria or details on how the
participants be selected from a
number of population, why the
researcher select them and what are
the reasons why they are selected
or not selected from a population.
Sampling

Explains how the data gathering
methods suits to the nature of the study,
make sure it aligned to the research
questions. Provide detailed information
on how to develop the research
instrument and how it is validated. Also,
discuss the appropriateness of this
instrument in obtaining desired data.
Example: Checklist for tick and shade,
Interview guide questionnaire for in-
depth Interview and focused group
discussion
Data Collection

Discuss the step by step process in conducting
the study; the proper protocol followed by the
researcher in conducting his/her study. First,
secure letter of endorsement from the proper
authority which the study will extend. Second,
send a letter of consent to possible
participants/beneficiaries/ respondents
indicating the principle of free and voluntary.
Third, safeguard the personal information by
not revealing their personality or use code,
tag, or pseudonym as their name
representation. Remember that the important
duty of the researcher is to take responsibility
to the confidentiality and anonymity of his/her
respondents or participants.
Ethical Consideration

Discuss on how methods for
data analysis suits in
interpreting the data. Make
sure that the data analysis tool
is appropriate to the nature of
the data gathered and it
addresses the research
questions.
Data Analysis Plan
(applicable ONLY for proposal)

Presents a detailed timetable
covering when the study begin and
how long will it take to complete.
Timelines are realistic method to
show progress in research and
concretize the study. Use Gantt
chart to manage the time and
realize the work plan. (6 months for
school level, 1 year for national,
regional and division level)
VI. Timetable

Present a detailed estimated-cost
plan with a breakdown of
corresponding cost of operation. It
is highly advised to follow the
tranche of BERF guidelines in
developing estimated-cost plan. As a
reminder, researcher must be held
accountable to the specific cost
furnished from BERF based to
her/his estimated-cost plan, include
this in the ethical consideration.
VII. Cost Estimates

Discuss on how the result of the study
can be a basis for change/or influence
a policy. Also, includes on how it will
assess current practices, concepts or
theories in the academe. In addition,
includes the accessibility of study
result as might other group of
researchers interested to share with
the result of the study. (Ex. Scholars,
policymakers, curriculum designer,
teacher, researcher etc.)
VIII. Plans for
Dissemination and
Advocacy

In writing references, use the APA
6th Edition format for in-text and
reference list. Internet sources, book
and journal must be formally cited.
List of authors must be organized
alphabetically by surname of the
first author.
IX. References

Discuss comprehensively the setting
of the study (nature, extent,
important features). State different
aspect of action research setting
that supports the depth of
perspective that the reader might
interest. Explain how the result of
this study be utilized in solving
problem or action planning.
I. Context and
Rationale

The research question logically
proceeds from the context of
inquiry (finding answer to a
certain problem). It clearly
relates to the identified
problem or issue, and conveys
the desired change or
improvement.
II. Action Research
Questions

Discuss in details the purpose, extent,
and limitation of the plan intervention,
innovation or strategy that can
effectively eradicate or solve a
phenomenological problem. Explain
the acceptability of the plan
intervention as a way to address a
problem or provide solution to an
issue. Permits other researcher,
community, organization and individual
to utilize and enhance the plan
intervention in solving their problem.
III. Proposed
Innovation,
Intervention and
Strategy

In this section, the researcher
presents the sampling technique
employed and data collection
procedure used by a researcher. A
detailed discussion of the data
analysis plan on how the researcher
interprets the data gathered is also
presented in this section.
IV. Action Research
Methods

Explain the details about desired
participants (ex. How many
participants does the study need?
What are the characteristics of the
participants? What sampling procedure
will the study utilize?). Provide clear
criteria for the inclusion and exclusion
of respondents/participants. Discuss
comprehensively on how to source out
the other important data and
information from the
respondents/participants.
Participants and
other Sources of Data
and Information

This explains why the selected data
gathering methods is suited to the
nature and rationale of the action
research (ex. In-depth Interview,
Focused-group discussion). The data
gathering methods is aligned with the
research questions. Research
instruments, if any, are appropriate for
obtaining the desired data or
information. (ex. Checklist using Likert
scale, interview guide questionnaire,
list of open-ended questions).
Data Gathering
Methods

The selected method of
data analysis is shown to be
appropriate to the nature of
data/information to be
gathered and for addressing
the research questions.
Data Analysis Plan
(applicable ONLY for
proposal)

Presents a detailed action plan
covering when the project begins
and how long will it takes to
complete. (6 months for school
level, 1 year for national, regional
and division level). Use timelines to
assess progress in the research and
concretize the action plan. Use
matrix or Gantt chart to manage the
time and to realize the action plan.
V. Action Research
Work Plan and
Timelines

Present a detailed estimated-cost
plan with a breakdown of the
corresponding cost of operation. It
is highly advised to follow the
tranche of BERF guidelines in
developing the estimated-cost plan.
As a reminder, researcher must be
held accountable to the specific cost
furnished from BERF based to
her/his estimated-cost plan.
VI. Cost Estimates

Discuss on how the result of the
study be utilized in the community
learning center or how it will
contribute to the academe in
general. Also, includes the
accessibility of study result as might
other group of researchers
interested to share the result of the
study. (Ex. Scholars, policymakers,
curriculum designer, teacher, etc.)
VII. Plans for
Dissemination and
Utilization

In writing references, use the
APA 6th Edition format for in-
text and reference list. Internet
sources, book and journal must
be formally cited. List of
authors must be organized
alphabetically by surname of
the first author.
VIII. References

I. Introduction and Rationale
The aim of K-12 basic education program is to produce globally competitive
lifelong learner equipped with 21st
century skills that are prepared for higher education
and employment ready. This curriculum is carried out by Senior High School (SHS) or
Grade 11 and Grade 12. These additional two years of high school education is
specialized high school program in which students are given the chance to choose
his/her career track. The students‟ choice of career track” will define the content of
subjects they will have to take which will fall under either the core curriculum or specific
tracks (SEAMEO INNOTECH, 2015).

II. Use of Related Literature and Proper Citation
As cited by Johnson (2012) concluded that both Dewey and Piaget suggested
that motivation for the construction of knowledge often comes from an experience of
cognitive conflict or puzzlement. A group of secondary school students were surveyed
on their learning preferences (Kinchin, 2004). The survey results showed an
overwhelming preference for the constructivist environment. The few students who
preferred the objectivist methods fell into two categories based upon their responses.
Either they perceived it to be “easier” or they did not see adequate exam 7 preparation.
Comments such as “I would rather listen than explain” and “I don‘t have to talk to the
teacher” possibly reveal fear about revealing their weaknesses to their teacher or peers
(Kinchin, 2004).

III. Research Questions
The aimed of this study is to explore personal experiences of senior high school
teachers in instructional planning, monitoring and evaluating, and communicating and
reporting of student’s grade. The result of this study become a basis in providing
instruction to students’ learning needs, address students who are at risk of not learning
a competency, and indicates level of assessment in which prepares senior high
students for college assessment and employment readiness. Specifically, the study aim
to find answers on the following questions:
A. Quantitative
1. What are the respondents’ profile in terms of:
a. Sex
b. Age
c. Teaching Position
d. Civil Status
e. Educational Attainment
f. Civil Service Eligibility
g. Strands or Specialization
h. Number of years in teaching
2. What is the level of planning did senior high school teacher in developing and
utilizing instructional plan to students’ learning needs?
3. What is the level of assessing did senior high school teacher in monitoring and
evaluating students who are at risk of not learning a competency?

IV. Scope and Limitation
The study was limited to 16 senior high teachers as participants in quantitative
design answering the Likert questionnaire. During the in-depth interview, there were
only 12 senior high school teachers who qualified as participants in qualitative design
using validated in-depth interview questionnaire. The criteria are number of years in
service from 3 years and above, position in service relating to teaching specific subject,
and the capacity to provide necessary information about senior high school curriculum.
This study employed mixed qualitative and qualitative research design using
phenomenological approach. The data gathered from in-depth interview which recorded
through audio recorder (cellphone) transcribe verbatim, that is the languages used by
participants are encoded word for word and submitted to the data analyst for thematic
analysis.

a. Sampling
The study employed purposive sampling procedure in identifying the participants.
This simply means that participants in qualitative design are purposively selected
through the following criteria: number of years in service, position and the capacity to
provide necessary information about teaching in senior high school. Hence, in
quantitative design all senior high school teachers became respondents.
The researcher certifies that selected participant can provide necessary
information to specific research questions. As cited by Frost, (2011), it refers to a
method of selecting participants because by particular features or characteristics that
will enable detailed exploration of the phenomena being studied.
These respondents came from different Municipality of Agusan del Sur and
assigned in Trento National High School as full time senior high school teacher. Trento
National High School is the biggest high school in Agusan del Sur offering senior high
school with a complete strands offered. These are GAS, HUMSS, ABM and STEM with
a TVL track of Electronics NCII, Horticulture NCII and Cookery NCII. There were 16
senior high teachers as participants in Quantitative design answering the Likert
questionnaire. During the in-depth interview, there were only 12 senior high school
teachers who qualified as participants in qualitative design using validated in-depth
interview questionnaire.

a. Data Collection
The researcher embarks on the following procedure in conducting his study.
First, he asked permission from the schools division superintendent to conduct his study
to senior high teachers in Trento. Second, he identified participants and sends two sets
of questionnaire, for quantitative and qualitative, with a letter of invitation. Third, he set
date and time for an in-depth interview depending on the availability of participants. And
lastly, the researcher personally conducted his in-depth interview and distribution of
questionnaire to any available participants. The interview started with a broad question
and was followed by more specific one. The interview was recorded and transcribed
verbatim (Nollaig, 2011).The researcher concealed personal identity of participants to
protect them from misunderstanding.

a. Ethical Consideration
The researcher bears in mind the responsibility and sensitivity of qualitative and
quantitative research. The following are proper protocols and procedures which the
researcher followed in his study. First; he asked permission from schools division
superintendent to conduct his study “A Phenomenological Study of Senior High School”
informing that this study was a great help for senior high school teacher in performing
their duties. Then, the researcher gave letter of invitation to selected participants
informing that this study is free and voluntary. The personal identities of participants
were concealed in order to protect them from misunderstanding. After the research
participants agreed, the survey questionnaire was distributed to 16 senior high school
teacher. Then, it was followed by an in-depth interview to 12 senior high school teacher
who qualified iin the criteria set by the researcher.
The researcher observed proper protocols and procedures; like, concealing the
personal identity of the repondents to protect them from misunderstanding and
maintaining the anonymity of their reponses to protect them from the sensitive answers
they give in the in-depth interview.

a. Data Analysis Plan
This study employed triangulation approach. It is the notion of using more than
one method to find out more about a phenomenon. The researcher used questionnaire
to every participants and conducted one in-depth interview to reduce assumptions and
limitations brought by research process and by allowing researcher to see the
phenomenon in more dimensions than employing a single-method approach (Frost,
2011).
The data gathered from in-depth interview which recorded through audio
recorder (cellphone) transcribe verbatim, that is the languages used by participants are
encoded word for word and submitted to data analyst for thematic analysis.

VI. Timetable
Use Gantt Chart.

VIII. Plans for Dissemination and Advocacy
The result of this study become basis in providing instruction to students’ learning
needs, address students who are at risk of not learning a competency, and indicates
level of assessment in which it prepares senior high school students for college
assessment and employment readiness.
School Administrators. This study will become a guide of their full
implementation of “Senior High School” for a more effective and efficient curriculum.
Teachers. The findings of this study will provide valuable information to teachers
to become an effective learning facilitator and classroom manager of 21st
century
learning environment.
Parents. This study will enlighten the parents on what are the strengths and
weaknesses of Senior High School curriculum and realize that this K-12 curriculum will
not thrive without their full support. This will also encourage them to cooperate in
providing the need of the school as one of the important institution of the community.
Local Government Unit and Community Leaders. This study will become a
basis of them on how to provide educational assistance and physical facilities to every
school in the community that will accompanies improvement to the lives of the
constituents.
Students. This study will give an opportunity of the students to open-up issues
and concerns that are beneficial to their study. Hopefully, school administration will
provide solution to this problem.
Other Researchers. This study will become a basis of future researcher who
wants to embark a study about Senior High School.

Afflerbach, P., & Cho, B. Y. (2009). Identifying and describing constructively responsive
comprehension strategies in new and traditional forms of reading. Handbook of
research on reading comprehension, 69-90.
Aina, J. K. (2013). Effective teaching and learning in science education through
Information and Communication Technology [ICT]. IOSR Journal of Research
and Method in Education, 2(5), 43-47.
Allensworth, E. M., & Easton, J. Q. (2007). What Matters for Staying On-Track and
Graduating in Chicago Public Highs Schools: A Close Look at Course Grades,
Failures, and Attendance in the Freshman Year. Research Report. Consortium
on Chicago School Research.
Altbach, P. G. (2002). Centers and peripheries in the academic profession: The special
challenges of developing countries. The decline of the guru: The academic
profession in developing and middle-income countries, 1-22.
Amirrachman, R. A. (2012). Peace education in the Moluccas, Indonesia: between
global models and local interests.
Assembly, U. G. (2005). World summit outcome. Sixtieth session.
Balfanz, R., & Byrnes, V. (2012). Chronic absenteeism: Summarizing what we know
from nationally available data. Baltimore: Johns Hopkins University Center for
Social Organization of Schools, 1-46.
Barak, M., & Shakhman, L. (2008). Fostering higher‐order thinking in science class:
teachers’ reflections. Teachers and Teaching: theory and practice, 14(3), 191
208.
Barrot, J. S. (2016). Using Facebook-based e-portfolio in ESL writing classrooms:
impact and challenges. Language, Culture and Curriculum, 29(3), 286-301.
Belbase, S. (2010). Images, Anxieties and Attitudes toward Mathematics. Online
Submission.
IX. References

Budget of Basic Research and Action Research
(D.O. 16, s. 2017)

III. Proposed Innovation, Intervention and Strategy
This “Research Manual for Basic Research and Action Research” is an initiative
of the proponent to showcase the different part of Basic Research and Action Research.
The book serve as guidelines in writing a basic research and action research in any field
of specialization. In writing research, one needs a compass and a map; researcher
needs a guide in creating his/her masterpiece.
By patience and humility, this book envisioned to help the beginner to write a
research in his/her field of specialization by following the suggested procedure in
creating the different chapters of the research. Hence, the proponent adds some
concrete example to every part of the research.
“Innovation is necessity; Research is a technology for progress to become a
compulsory”.

II. Action Research Questions
1. What are the challenges of secondary school teacher in developing basic
research and action research?
2. How do secondary school teacher cope up the challenges in developing basic
research and action research?
3. What are the insights can be share from challenges of secondary school teacher
in developing basic research and action research in the academe in general?

SCHOOLS DIVISION OF AGUSAN DEL SUR
<District>
<School>
1 space
CERTIFICATE OF ACCEPTANCE
This research proposal entitled “TEACHERS’ RESEARCH
COMPETENCIES AND ATTITUDES: BASIS FOR CREATING RESEARCH
MANUAL”, prepared and submitted by JOSELITO G. LOQUINARIO, was
evaluated by the Committee and recommended for acceptance.
------------------------------------------------------------------------------------------------------------
SCHOOLS DIVISION RESEARCH COMMITTEE
GEMMA A. DE PAZ
Assistant Schools Division Superintendent
Chairman
LORNA P. GAYOL
Chief Education Supervisor
Curriculum and Implementation
Division
Member
ORLANDO F. GAMIL, Ed.D.
School Governance and Operations
Division
Member
------------------------------------------------------------------------------------------------------------
2 spaces
Accepted on ________________________.
LORENZO O. MACASOCOL, Ph.D., CESE
Officer-In-Charge
Schools Division Superintendent
2 spaces
2 spaces
2 spaces
2 spaces

SCHOOLS DIVISION OF AGUSAN DEL SUR
<District>
<School>
1 space
CERTIFICATE OF APPROVAL
This research proposal entitled “TEACHERS’ RESEARCH
COMPETENCIES AND ATTITUDES: BASIS FOR CREATING RESEARCH
MANUAL”, prepared and submitted by JOSELITO G. LOQUINARIO, was
evaluated by the Committee and recommended for approval.
------------------------------------------------------------------------------------------------------------
SCHOOLS DIVISION RESEARCH COMMITTEE
GEMMA A. DE PAZ
Assistant Schools Division Superintendent
Chairman
LORNA P. GAYOL
Curriculum and Implementation
Division
Member
ORLANDO F. GAMIL,Ed.D.
School Governance and Operations
Division
Member
------------------------------------------------------------------------------------------------------------
2 spaces
Accepted on ________________________.
LORENZO O. MACASOCOL, Ph.D., CESE
Officer-In-Charge
Schools Division Superintendent
2 spaces
2 spaces
2 spaces
2 spaces

APPENDIX 4
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
(Annex 3 of DO No. 16, s. 2017)
1. I, __________________________________, understand that conflict of interest refers to
situations in which financial or other personal considerations may compromise my
judgment in evaluating, conducting, or reporting research.
2. I hereby declare that I do not have any personal conflict of interest that may arise from
my application and submission of my research proposal. I understand that my research
proposal may be returned to me if found out that there is conflict of interest during the
initial screening as per DO No. 16, s. 2017.
3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my research, I will duly report it to the
research committee for immediate action.
4. I understand that I may be held accountable by the Department of Education and (insert
grant mechanism) for any conflict of interest which I have intentionally concealed.
Proponent: _________________________________
Signature:__________________________________
Date:______________________________________
Proponent: _________________________________
Signature:__________________________________
Date:______________________________________
Proponent: _________________________________
Signature:__________________________________
Date:______________________________________

DECLARATION OF ANTI-PLAGIARISM
(Annex 3 of DO No. 16, s. 2017)
1. I, __________________________________, understand that plagiarism is the act of
taking and using another’s ideas and works and passing them off as one’s own. This
includes explicitly copying the whole work of another person and/or using some parts of
their work without proper acknowledgment and referencing.
2. I hereby attest to the originality of this research proposal and has cited properly all the
references used. I further commit tht all deliverables and the final research study
emanating from this proposal shall be of original content. I shall use appropriate citations
in referencing other works from various sources.
3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and
(insert grant mechanism).
Proponent: _________________________________
Signature:__________________________________
Date:______________________________________
Proponent: _________________________________
Signature:__________________________________
Date:______________________________________
Proponent: _________________________________
Signature:__________________________________
Date:______________________________________

1. The Plight of Teachers on One Time Monthly Salary Release: Financial Literacy
and Survival
2. Looking Through the Lens of Differently-Abled Teachers in Antipolo City:
Experiences, Challenges, Aspirations
3. Ang Epekto ng Paggamit ng Cellphone ng mga Mag-aaral ng Baitang 10 sa
Mataas na Paaralang Pambansa ng Trento (revised)
4. Exploring the School-based Management (SBM) Implementation in the Schools
Division of Agusan del Sur: Basis for Policy Recommendation
5. Relationship between reading Comprehension Skills and Problem Solving
Example of Basic Research Title

1. Improving Mathematics Performance Through the Use of Differentiated
Instruction of Grade 8 Mercury in Trento National High School (revised)
2. Teachers' Research Competencies and Attitudes: A Basis for Capability Building
Program for Teachers in Trento National High School (revised)
3. Development of Strategic Intervention Material (SIM) in Science 7 Using Braille
Method and Tactile Graphics for Visually Impaired Learners
4. Integration of Interactive games in teaching students With Autism
5. The Use of short stem Questions in Araling Panlipunan Quarterly Evaluation Test
for the MPS Increment
Example of Action Research Title

Objectives
At the end of the seminar-workshop, the
participants are able to:
1. To identify the parts of basic research and
action research which are requisite in
writing proposal-ready research ;
2. To write a complete basic research and
action research ready for action planning
or problem solving; and
3. To apply the fundamental knowledge of
basic research and action research for
personal utilization or public dissemination.

– Based Teacher Standards (NCBTS) Toolkit) No revision is made.
Code for Proficiency Level Interpretation
4- High This is my strength, may not be my
priority for professional development, but
I should continue to enhance this
strength.
3- Satisfactory I would benefit for further training and
professional development.
2- Fair I need further training and professional
development as my priority.
1- Low I urgently need training, assistance and
professional development.
Code for Proficiency Level: 4- High 3- Satisfactory 2- Fair 1- Low
Direction: Please write a check mark (√) in the column of the code for the proficiency
level that best represents your self-assessment in each item.
A.) Teacher develops and utilizes creative and appropriate instructional plan.
A.1) Shows proofs of instructional planning.
At what level do I… 4 3 2 1
1. Know the elements and process of developing an
instructional plan (e.g. daily, weekly, quarterly, yearly)?
2. Arrange sequentially the learning units with reasonable time
allotment?
3. Identify appropriate learning objectives, strategies, and
accompanying materials in the plan?
4. Identify appropriate and varied assessment procedures?
5. Show enthusiasm in sourcing materials (e.g. lesson plan
packages) as guides for instructional planning?
A.2) Implements instructional plan.
6. Know the factors for successful implementation of the
instructional plan?
7. Adjust the instructional plan to ensure attainment of
objectives?
8. Appreciate the value of instructional planning?
A.3) Demonstrate ability to cope with varied teaching milieu.
9. Know the different teaching-learning situations that could
affect the implementation of the instructional plans?
10
.
Cope with varied situations and conditions in teaching?
11
.
Manifest openness to make necessary adjustments to
improve the instructional plan appropriate for the teaching
condition?
Research Questionnaire

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