CHAPTER I ‘THE PROBLEM AND ITS BACKGROUND. Introduction | Introduction must focus on the subject being discussed, 2, Present topics from genoral to particular or from specific to genoral, Cite first the universal scenario reganiing the proposed study. 3. Make use of pertinent liveratures laws, policies, rules, and regulations as bases in conducting the study. Discuss the timeliness ofthe study and rationalize the purpose of the study Introduction should leae to the specifie problem that the researchers want to answer. It showld be not more than three pages (double spaced). * Citations may he included to enrich discussion, Background of the study , 1. Personal experience, readings or general perspective should be incluiied in the background. This may include relevant statistics and personal reason why the researchers chose their topic of interest. i. Incluge the research locale, the respondents and especially the objectives of the study. May end the background with the topic by restating it : Conceptual Framework/Theoretieat Framework (for Quantitative research) 1. It must include the theory, concept or model which can be used as a foundation of the study. Variables used in the study must be reflected in the conceptual framework. (e.g. if researchers aimed to determine the effectiveness of a teaching strategy in terms of knowledge, skills and attitude, the theory or model that can measure Bloom's ‘Taxonomy of Learning. Theories other than nursing theories could be used as long as it relevant to the study). Frameworks should be presented in narrative form. > Discuss the theory or the source of concept where the concept of the study is anchored Provide discussions on the contribution of the theory to the field of specialization being, undertaken, Discuss also. the use relative to the proposed study. Focus on the discussion of the theory itself. 4. After presenting the conceptual framework and explaining how these concepts were used in the study, research paradigm should follow. i 5, Research paradigm is illustrated by using geometrical figures uniformly. presented containing profile and variables, Styling of the boxes and arrows should be made plain and simple, Avoid using two/three-dimenstonal presentations. The label of paradigm should be found below the actual figure, It should be single spaced. Not: ‘research paradigm is nol synonymous with conceptual/theoretical framework : 6. Explain the contents of the research paradigm, specifying the sources of the rofile and - variables. (e.g. gender, status ete, should be explained why are those concepts re utilized in the study and should be supported with existing literature. Prosent literature in a brief and concise manner.) 7. After the diagram, a portion will be allotted for its discussion, Discuss the corjcept of the study based on the statement of the problem, the variables of the study, extent of the study; purpose of the study particularly the relationships of he variables. ji | w 1g Framework (for qualitative paper, instead of Theoretieal’Conceptual Framaivork) 1. The substance of discussion is similar with the conceptual framework except that no variables were needed to exr'ain the study. 2, The theoretical foundation of the study should bo explained in terms of how it was employed in the study. : B8 3. The guiding framework could be illustrated by using figures and symbols. 4. ‘The guiding framevork will eventually evolve into a conceptual framework as the experiences are being discovered and digested. The conceptual framework. will be presented as part of he synthecis. 5. No need for a research paradigm. Statement of the problem (for Quantitative Research) 1. Statement ofthe problem should be reflective ofthe title, 2. Statement of the problem should reflect the research objective, the research locate and the respondents. ! 3. The general problem formulated should be in statement form while the specific problems in the question form. Example: i Statement of the Problem | ‘The study aimed to determine the perceived effectiveness of retum demorstration as a teaching strategy in Related Learning Experience (RLE) of BSN I students of Manila Tytana Colleges. , | Specifically, the following research queries were answered: 1. What is the profile of the respondents in terms of: Ml Gender, a 12. Student Status, 13, RLF Grade? i 2. What is the perceived effectiveness of return demonstration as a teaching strategy in RLE classes in terms of i 2.1. Cognitive, 22. Psychomotor, 23. Affective domains? i 3. Is thore a significant difference in the perceived effectiveness of return deménstration as a teaching strategy in RLE classes when they are grouped according to their profile? Statemeni.a¢ Purpose (for qualitative research, instead of Statement ofthe Problem) 1. The statement of the purpose for qualitative research must be able to coverjthe general perspective and aim of the paper but should not include the themes of the Budy being discovered, Hypothesis is not necessary especially if phenomenological study. 2, Statement of the purpose should inelude the grand tour question of they study. See example below. \ “The study described the lived experivsces of a mother with an autism-diagnosed child. Specifically the following are the grand tour questions that were wied to guide the researchers in scare for significant theres fhe expres. ' ; she eat ree ved experiences of a mother before the child was diagnosed wth autism? 2) What are her experiences on taking care ofan nutism-diagnosed child? 3, What are her visions for her autism-diagnosed child? : Hypothesis . . : + "1. The hypothesis should begin with an introductory sentence. ' 42. The hypothesis should! be formulated in deglarative form and must use the present form of the verb. 3. It should be in congruence with the. specific problem testing the difference and relationships of the variables 4, State the null hypothesis only. See example below. 16 Hypothesis v Based from the problem of the study, the rebearch hypothesis was formulated and tested at the level of significance of 0.05: ‘There is no significant difference differunce in the perceived effectiveness of return demonstration as a teaching strategy in RLE when they are grouped according to their gender, student status and RLE grade. Significance of the study 1. Be specific with the recipients of the study dnd the benefits that they will be derived based from the objectives of the study. Preférably the study should have a contribution to the profession and to Manila Tytana Colleges. Identify the beneficiaries of the study and arrange them from the most benefited to the least, 3. State how the groups will be benefited by, the outcomes of the study and in what way they, will be benefites Mention predominantly the specific benefits the benefi study, Discuss the exzent of the benefits they will be receiving. Limit discussions to two pages 5 6 7. Maintain the use of future tenses. 8. Use the acronym SMART in the formulation. of the significance of the study. It should be Specific, Measurable, Attainable, Realistic and Time-bound, ies will be able to get from the Scope and Delimitation of the Study 1. Scope and delimitation of the study is actually.the reflection of the method and procedure in Chapter 3 It must have the research objectives as its introductory statement with the research locale and the respondents. ‘After the introductory paragraph which may contain the main objective of the study, it should be followed by first, the scope of the study which should include the variables of, the study, indicators or measures, population’ and respondents of the study, processes to be considered in gathering the data of the study, venue, period wherein the study will take place, Discuss the succeeding paragraph the limitation of the swdy 4, Provide justifications on the choice of the scope. Discuss the variables and i will not be considered in the conduct of the study and justify its limitation icators that Definition of Terns 1, Present this with an introductory statement, , ; 2. Present alphabetically. It can be presented thematically but still should be in alphabetical order. The researchers may present the definitions conceptually and operationally, ssion “as used in the study” when defining the terms, but 3. Avoid the use of the expr should define terms operationally. 4 4. All terms used in the title, satenient of the problem and research paradigm shold be defined except for gende and other which would need no defining 5. Highlight the term to be defined, Don’t underline or italicize the term. 6. Implied parameters (e.g. Gender etc,) don't need to be defined unless used in the research in a more than the usual manner.Chapter Ui, I, IV and ¥ for Quantitative papers te at CHAPTER It REVIEW OF RELATED LITERATURE AND STUDIES |. Present it with un introductory statement describing the chapter and its contents. State directly the concepts in the study presented in the related li erature. . The review of related literature contains the following components and should be presented not thematically (with subheadings) but according to the following flow: ‘a. Lecal Literature be Foreign Literature +e. Local Studies td. Foreign Studies e. Relevance to the Present Study 3. Literature and Studies should be presented coherentiy and logical. Development of paragraph should be observed. The development of the ides shall lead to the, birth of the next paragraph. Use proper transitional devices to achieve coherence in the presentation of the discussion, Arrange resources frem general to particular according to the topics been presented. Highlight significant points in establishing arguments. Use the findings of relfted studies to strengthen the arguments and so with the literatures that are found to have bearing with the present study being conducted. Related means that studies previously conducted have bearing with the present study in terms of concept, subjects, methodology, instrumentation, etc. ing presented are updated (from year 2000 7, Make sure that the literature and studies jowever, theories and conceptual models formulated way back 2000 can still ae onwards). ~ be utilized in the study. 8. A minimum of five (5) related studies and literature for both local and foreign should be included in Chapter 2 but it can exceed the minimum requirement to facilitate thorough discussion of the topics including all the variables considered in the Statement of the Problem 9. The relevance to the present study should include the gist and summary of the entire Chapter 2. It will compile all similar researchers and literature, present inconsistencies " and limitations of the literature reviewed and relate to the variables/concepts included in the study. It must end with the research objective with the variables considered in the study. Remember: The most important part of Chapter 2 is the reluvance to the present study. 10, Please refer below for the APA format for accurate in-text citation. ‘The American Psychological Association (APA) style is widely accepted in the social sciences and other fields, such as education, business, and nursing. The APA format is the form science and social science classes, such of parenthetical or end note documentation most used as nursing,’ psychology, sociology, education, and business. For a more complete treatment of this topic, please see the Publication Manual of the American Psychological Assoaiation, Sixth Edition, \ ‘The APA citation format requires parenthetical citations within the text rather than endnotes or footnates. Citations in the text provide brief information, usually the ‘name of the author and thé date of publication, to lead the reader to the source of information in the reference list at the end of the paper. Handling Quotes in the Text Short quotations (fewer than 40 words) are incorporated into the text and jenclosed by doublé quotation marks (‘“"). 1 Long quotations (more than 40 words) are typed in a double-spaced block with no quotation marks. Indent five spaces and type the entire quotation on the indented margin . 5without the usual opening paragraph indéntation. Give citation information in parentheses (afer last sentence in block quotation, with no punctuation following parditheses. If you have a qitote within a short quote, enclose it in single quotation marks ( Ifyou have @ quote within a block quotation, enclose it in double quotation marks (""). points (...) are used to indicate material omitted from the body of a quotation, but should not be used at the beginning or end of a quotation, IN-TEXT CITATION Citations within the text of your paper refer the reader to-an alphabetical reference list at the end of the paper, APA format uses the author-date method of citation, The author's last name and the publication date are inserted at the appropriate point in the text, following the material cited, Suffixes such as PhD. or Jr. are not included. Works by a single author © If the author is mentioned in the paper, provide the year of publication in ( ) just after the Ex: Hacking (2008) covers material on public record about chronic fatigue syndrome. «Ifthe author is not mentioned in the paper, at the end of the quote or paraphrase use the author's last name and the year, separated by a comma: Ex: The article covers material. on public record about chronic fatigue syndrome (Hacking, 2008). + If both the author and the date are mentioned in the text, a parenthetical reference is not needed Ex: In a 2003 article, Gould explains Darwin's most successful theory. + Forexact quotations, cite specific page numbers following the year. Ex: Emily Bronte “expressed increasing hostility for the world of human relationships, whether sexual or social” (Taylor, 1988, p. 11). . + For paraphrased passages, page numbers are encouraged, but not required. The year is required. For an onlline source with no pagination If page numbers are not provided on an electronic source, use the abbreviation “para.” to indicate the paragraph location of direct quotes. \ In exchange for that cooperation, authorities have recommended a sentence of 15 years in prison (Hayes, 2009, para. 4). Works by two authors: a Provide the last names of both authors. Use the word “and” to separate the games in the sentence, and use an & to separate their names in the parenthetical citation. wy Ex: As Sullivan and Thomas (2008) point out... 7 Ex: The turmeil in she Middle East is the result of politics (Sullivan & Thomas, 2008). Works by more than two authors i ; Use the last names of all authors in the first citation. Then, in all following citations, include only the last name of the first author followed by “et : Ex: Writing becomes “etter asthe child matares (Britton, Thomas, é Miller,2006). Ex: According to Britton et al, (2006), a child’s writing improves over time. Works with no author identified . When a work has no author identified, cite the first two or three words of the reference list entry followed by the year. The first entry is usually the title, Htalicize the title of a periodical oF BOOK; use double quotation marks around the title of an article or chapter. ‘én: tn the OooK Language Use (2001), --anguage use (“World languages,” 2003). Secondary Resosves When @ wérk tientions another, previously published work, ecknowledge the original author in your text. but wive the source you are using in the reference list, Use the phrase "as cited in" for your in-text reference. . Ex: As Villa points out, “Perhaps the conflict seems so strong because the, sikes are so low" (as cited in Affleck, Allen, & Della, 2006), Personal Communication (Including letters, e-mail, and interviews) ‘ Do not add this information to your reference list. You should cite the information in text only. Give the initials as well as the sumame of the communicator. and provide an exact date: Ex: LJ, Smith (personal communication, September 20, 20109), Ex: (ANN, Jones, personal communication, March 18, 2009). aCHAPTER IIL ; METHOD AND PROCEDURE. ! 1. Present ‘t »ith an introductory statentent summarizing the content of the entire chapter. 2. The following, are the components of Chapter III. Research Design ‘ 1, The research design should be directly stated by the researchers and should not be book- based. The researcher must completely relate the design and method to the variables of the study. Discussion of the procedure based from books is highly discouraged. uss the design and method of the atudy i.e. experimental, case study, descriptive, descriptive-evaluative, action research, developmental, ethnography, etc 3. Justify the use or the design and methodology that will be sised 4. Limit the Giscr-ssion to one page. Sample and Samyling Technique . 1. Include in vhe sample and sampling technique the research locale, the population where the sample respondents) hes been derived and thei ceracerses, and the manner that ey are chosen, Discuss the respondents of the study with emphasis on the manner of selecting the respondents ive. parametric or non-parametric, Use respondents of thé study; in case of pure qualitative method citing the key informants or key interviewees will be used ‘ Specify the actual the number of poptlation (if data is available) and samples being considered in the sti dy. It is better if the researchers were able to present how.were the samples wre derived from the population and what sampling technique was used. 5. If purposive sampling was used, make sure that the inclusion criteria are stated in ~ paragraph form, i Research Instrument and Technique : i. The research instrument should be presented with its basis. It should expjain how the researchers created the instrument. Include in the discussion if the questionnaire is adopted or self-made. It should highlight the source. l 2. After explaining the Lasis of the instrument and hovr it can answer the research problem, the researchers must explain the parts of the instrument and how the statements in the questionnaire are are able to correspond with the variables included in the study. The mechanics of answering the question should also be presented with the above stated contents Discuss the process on how the validation @f the instrument was conducted Mention the author if the instrument was adopted from another research i -cun process if there is an , Os ey ae ions of expe ifthe instrument was subjected to validation and relate items that were suggested 8. Aside from the above fried components, the researcher must be able to allt snoter subheading for the validity test and reliability test of research instrament. should be labeled as Validation of the Instrument and Test for Reliability of the Tusttuinen. 9. Validation of the instrument requires the researcher to include the type of walidar tt the validators who reviewed the instrument. lt fs not necessary to name the : however, thy researcher should state their credibility of validating tfe Instumen sere 10, Test for relisility must include the type of reliability test done and how Se TN chtained, Majority of nursing researchers uses Cronbach-alpha as thet tig this light, the rescarchers must present the actual results of the instrument qualified as a reliable research tool.jathering procedu B present data gathering procedure from the day the pilot test was administerud down to the actual tabulation and interpretation of data. Discuss the process on how the research was undertaken. Start the discussion from asking perm processing, analysis, and interpretation: hers may include the submission of consent and cominunication letters to different institutions as the resvarch local Data gathering procedure is more appreciated if it is presented with a flow chart. nto conduct the study from the venue to det Statistical Treatment of Data Present this prt with an introductory statement. Statistical twsls should be presented logically with the formula (but should be removed Ghoring the Jinol paper) and based on the statement of the problem. For the Research proposal, there ‘s a need to include the formula The researchers must be able to explain how they used the statistical tool in the study. The Likert Seale should be presented: with the weighted meun and should follow the prescribed format. See example below. . Tame] Pott Range | nueeteat” ] tatrpretation 7F50=A00, | Strongly Agree | Highly Satisfied =3.50 Satisfied | =2.50 Not Satisfied ' ‘Not Highly tf ta0-150 | Satisfied Discuss the statistical treatments that will be used in the conduct of the study Justify the use und purpose ‘of each tool (¢.g. weighted meant, frequency, ranking, etc.) Justi aMioal teatinent will be ended with the decisson eriteria for she level of significance set by the researchers.CHAPTER IV : PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 1. A general introductory statement will be presented with the contents ofthe entire chapter. State the resvarch objective and then proceod with the specific problem. ‘As a subheading, the specific research questions should be presented thematically not in question form (e.g, Profile of the respondents not What is the profile of the respondents in terms 0°) 3, Be guided with the following examp! 1, Profile of the Respondents Lt Age “Table | illustrates the frequency and percentage of the respondents’ profile in terms of age. Table 1 Frequency and Percentage Distribution of the Respondents? Profile ‘According to Age Frequen Percentage (%) * Tables should be introduced first with a statement. The title of the table should be single spaced and must be highlighted (bold letters). Percents with decimals should be rounded off in the tenth place. A Table should never be cut. The above table shows that nwenty eight (28) of the respondents or twenty five percent (25%) belongs to 20-25 age group. While... ‘The said findings are an expected distribution of population in the nursing profession. According to Leocadio (2011), young adults, aging from :tiventy to twenty five years old, are most likely... Thus, most of the people who are-hospitalized are young adults. 1.2 Gender Table 2 shows the frequency andl percentage of the respondents’ according to their gender. Table 2 Frequeney and Percentage Distribution of the Respondents? Profile ‘According to Age Gender Frequency () Percentage (%) Male 10 118 Female 75 88.2 |_ Total 85 100 * * Table numbering will not be according to the research problems" numerical placement but it in continuity with the other tables. 2. Level of Satisfaction of Respondents on the Care Rendered by Manila Tytana Colleges Students 2.1. Physical SatisfactionTable 3. shows the mean, standard deviation, interpre description ofthe level of satisfaction of respondents en the care rand ‘Tytane Colleges Studens 1d adjectival 'd by Manila Tabled Level of Physical Satisfaction of Respondents on the Cure Rendered by Manila Tytana Colleges Students Physical Satisfaction “‘Adjectival —~ _tndlestors —__| Mean | SD | pescription_| Interpretation T. The student nurse a eee ie 32s | 0.54] Agree Satisfied wee ma} ‘Composite Mean 3530.60 | “Agree Satisfied Taped PST Ve Nene F STATO Safed 1ST 30 Re Said 1 0-H F Wa ied : ‘Table 3 has shown the level of satisfaction of .. (present fable entries with their means and adjectival description)... ‘As shown in the table, the highest ... On the contrary. the lowest However, the over-all response manifested in the composite mean is... The said findings are also true with the study of Leocadio (2009) stating that the . In sumufiary, the respondents are physically satisfied on the cafe rendered * by Manila Tytana Colleges Students. 4. The researchers must be able to explain that the profile of the respondents still needs @ related literature to explain the findings. The following can serve as an example: 5. In presentation, analysis and interpretation of data, the researchers are prompted to present with a minimum of three paragraphs to include analysis, interpretation of data and related literature, Specifically, these are'as follows: ‘a. First paragraph — present the table, All table entries should be italicized in the narrative presentation of data. It can be done in different manner but should be consistent in the entire research? b. Second paragreph — analyze the findings. ‘The researchers: must present the highest, the lowest and the over-all (composit: mean) responses of the respondents, The said findings should be explained «nd be related to the existing literature or study presented in Chapter Ul, Explain why such kinds of phenomena/findings are evident'in the respondents. ' c. Third paragraph - conclude, The researchers must be able to state the conclusion and the implications of the findings a 6. ‘Tables should have a legend (located below the table) containing the range and adjectival description. It should have smaller font size. . 7, If indicators, domains or sub-concepts were identified in the study, the vesearchers should present another table that will summarize the said findings. Table 4 e Level of Competency of Emergency Room Nurses in Managing Major Thermal Burn Patients - Standard ; Competeni Mean Deviate Interpretation Knowledge 3.20 023 High Skills 3.00 0.25 “iat Attitude 3.70 0.27 — Yeti ‘Overall 3.30 0.25 ig wi % TST Fahy Wot Sviied ee ET Ti Tap Sage TST 0 Saad TEPER Se LATS HAY Sone uld be as follows: 8. Forthe test of difference and relationship the title of the tabli Example of ttest of difference results: , 2Table S Differences in the Level of Competency of Emergency Room Nurses in Managing Major Thermal Burn Patients when Grouped According to Gender Competencies Mean | sD. | tvaiue | sig | P&I | toterpretation Knowledge FIs [OAS] OTT | 0.04 | Rejected | Significant | 3.23 | 0.36 ‘Skis 297 | 041 | 0.524 | 001 | Rejected [~ Significant 3.15 | 0.40 3.47 | 0.57, | 0.864 | 0.02 | Rejected | Significant 3.89 | 0.77 a 3.21 [031] 0.146 | 0.03 | Rejected | Significant Female [3.42 | 0.29) | Attitude” ‘Over-ail AOA Level Significance Example of Analysis of Varianee (ANOVA) results: Table 6 1 Differences in the Level of Competency of Emergency Room Nurses in Managing ‘Major Thermal Byrn Patietts When They are Grouped According to Years of Worl Experience am 1 Years of FT on] Decision | Tnterpretaci Experience | Mee" | SP _| vaiue | $8 | on He on Knowledge | Below I year [3.22 | 052 3.14 1037 | 9.719] 0. ea aed 3 BST | 0 02} Rejected | Significant [ Competencies 1 Below tyear [328] O38 | (_ESyears [3.25 [0.31 [Syearsand [3.43 | 0.49 0.524 | 0.04 | Rejected | Significant — aren iver [a7 Le Siena OFF | O88 | 085 | A seca ‘eine a 0.31 2 | EES 233 | 0,430 | 0.06 | Accepted Sener [Se __L__asove ABS Level of Signfcon Example of Pearson's » (test for relationships) results: ‘Table7 Relationship Between the Observed Administrative Skills of Top Administrators and the Quatity of their Performance in the Four Academic Functions ,.~ [ Obese Adilnitrotve ‘Suills in| Computed Decision a ion to: me Sig | Ono | Interpfetation | ity for Education “040.03 | Rejected [Significant nity Relation 0.04 0.36 | Accepted | Not Significant 0.06 0.02 | Rejected | Significant -0,03 | €.55 | Accepted | Not Significant =0.02 | 0.73 | Accepied [ Notsignificant AUOS Level of SignaExample of Regression (prediction test) result Table 8 Predictors of Commitment of Community Health Workers in Barangay X fevered ty | Bea | Sie Decision | interpretation | Rank SeifEMency _—_|_ 0,02 | Rejected 1 Attainment Value 0,03 | Rejected 2 Positive Experiences 0.01 | Rejected ae) Negative Experiences | 119 [0.30 | Accepted | Not Significant [3 FUB.AS Level of Significance 9. If the researchers were able to find out that there is a significant difference on the findings based from the ANOVA computation, a follow-up test should be made to further analyze the data. This should be presented with the foliowing example title: | Table 8 : Follow-up Test on the Differences in the Level of Competency of Emergency Room Nurses in Managing Major Burn Patient When Grouped According to Years of : Work Experience Personal |" Vea oF Baiowi | a vome | 8 vearvand Development | Work Mean Year above |___Needs Experience 3.22 ‘xa 3.32 Knowledge [Below | year | 3.22 a 7 . TS years | 3.14 |S years and aaa above % 328. 325 3.43 ‘Skills | Below | year [3.28 saa 1-5 years 3.25 = 5 years and % : above a = 24CHAPTER V SUMMAY OF FINDINGS, CONCLUSION AND RECOMMENDATION + 1, Start the chaptor with an introductory statement explaining the contents of the chapter, 2, Omthe second paragraph, the researchers will present the research objective, the summary ofthe datn gathering procedure and data analysis andthe statement of the problem. . Summary of Findings 1. Introduce «i: section with a narrative statement, fi 2. The summary nf Findings will be presented according to statement of the problem. However, should not be in question form but presented thematically. - 3, ‘The staicicat figures will be evidently seen in tis section but should not contain i explanations, related literature nor citations. " 1. Te must have anajos or general statement that will unswer directly the research problem stated. 2. Specific or minor conclusions should be presented according to statement of the problem. a ope sa Iiterature explaining the conchusion should be found inthis section, iia fg no significant difference” should net be found in this section, This mmary of findings. 5. mas niust betbased only from the findings of the study Recommendations 1 1 The recommendations must be able to satisfy each conclusion statements ofithe study. 2, The recommendations must have an addressee and should be measurable and attainable. ~ To the future researchers, recommendations recommendations recommendations, recommeditions... . ‘To the nursing community, recommendations recommendations recommendations, recommendations...Chapters 1 10 IV for Qualitative Paper CHAPTER I METHOD AND PROCEDURE, Present it with an introductory statement summarizing the content of the entire chapter. The following are the components of Chapter Il, Principles oy quentitative research are also applied in qualitative research. Research Tradition 1. Instead of placing research design as a section subheadi title research tradition. 2, See other pointers for quantitative research qualitative researches use the Informants’ Profile 1. it should include comprehensive description of the informant in terms of their ‘qualifications for being the chosen subject of the study. 2. The informant’s profile should justify the fact that they vepresent the population being studied, It-can also include ths dernographie profile of the informants. ‘Theoretical Sampling 1 Take nate of items | to 5 above for quantitative paper in terms of Semple and Sampling Technique. 2, The selection of the informants depends on the adequacy and appropriateness. It is adequate if itis sufficient and able to support the quality of data that the researchers want to yield. It is appropriate when it can identify the best result and, the informants can = supply the best information according to the conceptual requirements, | Research Instrument 1. Since there is variety of research tools, it should be compreinensively discussed and actual Fesults should be part of the exhibits in the list of appendices. There is no need for validation and reliability testing at this point, Data Gathering Procedure I. Data gathering procedure section will be divided into preparatory, implementation and reporting phase. : «Preparatory phase ~ must cover the period when research topic was gonceived, he Selection of the respondents, the contents of the “informed consent” as applied in the research and their approval, the stages of gaining entry to the research sevting ind hindrances that the informants and researchers faced during this phase. b. implementation phase ~ must contain the data-gathering process including the aoevtigction method and tools, difficulties encountered during the phase and issues or concerns raised by the informants and researchers. ce. Reporting phase - musi have.the transription and translation procedures, the validation ofthe data that has been guthered and the manner of reporting. 2. The researchers must exhaustively explain and illustrate the details of dara gathering. + The sesearchers must also provide explanations on how the different field notes were utilized, The notes should be included as part of the appendices. : se heoretical Notes ~ include memos that the researchers use as they code and discover of categories, concepts and themes, The notes should show the rich and reflective analysis of the transcriptions. | b. Observational Notes include empirical scrutiny of the setting, the purpose, the social behavior, ond the frequency and duration of phenomena analyzed. This will include all the happenings and events during the interview. A detailed account of etrions. mannerisins and reactions of the informants should be taken into . vyREFERENCES, In titles of bouks in the reference list, capitalize only the first word of the title, the first Word after a colon, and proper nouns. “BOOKS ; " Books by one author Author's name, (publication date). Title, City and state of publication: Publisher. Ex: Alvarez, M. (2009). The irip ithin. New York, NY: Random House.’ In-text citation: (Alvarez, 2009). Books by two to seven authors Authors’ names in the order in which they appear. (dat). Title of‘ publication. City and state: Publisher Ex: Strunk Wo, Jrg Jones, T., & White, E.B, (1979). The elements of syle (3rd ed), New York, NY: Macmillan, In-text citation: (Strunk, Jones, & White, 1979). i Books with 8 or more authors Wietthe fst st authors, the insert tre ellipsis points, und add the last suthor’s name Ex: Engberg, M., Dugan. J. P., Haworth, J.. Williams, T., Kelly, B.. Johnson, W. Stewart, 8. (2009). Navigating the complexity of higher education in prepan program administration. San Francisco, CA: Jossey-Bass. rration First in-text citation: (Engberg, Dugan, Haworth, Williams, Kelly, Johnson, Smith, & Stewart, 2009), ‘Subsequent in-text citations: (Engberg, et al., 2009). Books by a group, institutional, or corporate authors: ‘Alphabetize group authors by the frst significant word of the name. (date). Title. Publisher (When the author and publisher are the same, use the word “Author” ias the name of the publisher). pringhousé Corporativn, (2002). Assessment made incredibly easy. Springhause, E PA: Author. In-text citation: (Springhouse Corporation, 2002) Books with Editors : Fora book with an editor bul no author, begin with the name of the editor (or editors) followed by the ubbreviation “Ed.” (or “Eds.” for more than one editor) in parentheses. Ex: Duncan, Cid. & Brooks-Gunr, J. (Eds.). (2007). Consequences of growing up poor. . = New York, NY: Russell Sage Foundation. i In-text citation: (Duncan & Brooks-Gunn, 2007). : ARTICLES e book itle of reference book. ‘Article or entry in # referenc 's Title of chapter or entry. In Editors (Eds.), 7 Author's name. (date). (Vol. #, pp.). Location: Publisher. : Jeld, T, (2002). Child abuse and neglect, In A. Kazdin (Ed.), Encyclopedia of psychology. D.C: Oxford. i In-text citation: (Field, 2002). Ex: (Vol. 2, pp. 61-65). Washington, ; tREFERENCES In titles of bouks in the reference lis it word afer colon, and propernouns, "BOOKS Books by one auttor ‘ i Author's name, (publication date) Title, City and state af publication: Publisher, Ex: Alvarez, M, (2009). The irip within. New York, NY: Random House.’ 4. Intext citation: (Alvarez, 2009) Books by two to seven authors Authors’ names i der in which they »). Title of publi it ster pAMNON PES in the order in Which they appear, (at). Title of publication. City and Ex: Strunk, W.. Jr., Jones, T., & White, E,B. (1979). The elements of style (3rd ed.). New York, NY: Macmillan In-text citation: (Serunk, Jones, & White, 1979). ; Books with 8 or more authors : List the first six authors, then insert three ellipsis points, and add the last author's name. i Ex: Engberg, M., Dugan. J. P., Haworth, J., Williams, T., Kelly, B., Johnson, W. Stewart, S. (2009). Navigating the complexity of higher education tn preparation program administration, San Francisco, CA: Jossey-Bass. First in-text citation: (Engberg, Dugan, Haworth, Williams, Kelly, Johnson, Smith, & & ‘Stewart, 2009), ‘Subsequent in-text citations: (Engberg, et al., 2009): ; Books by a group, institutional, or corporate authors Alphabetize group authors by the first significant word of the name. (dafe). Title. City: Publisher (When the author end publisher are the same, use the word “Author” las the name of the publisher). :x: Springhouse Corporatiun. (2002), Assessment made incredibly easy. Springhouse, PA: Author. In-text citation: (Springhouse Corporation, 2002) Books with Editors . For a book with an editor but no author, begin with the name of the editor (or editors) followed by the ubbreviation “Ed.” (or “Eds.” for more than one editor) in parentheses. ; & Brooks-Gunn, J. (Eds.). (2007). Consequences of growing up poor. Ex: Duncan, ( “New York, NY: Russell Sage Foundation. i Inctext citation: (Duncan & Brooks-Gunn, 2007). ARTICLES cle: try it ference book . . ee ors name. (date) chapter or entry. In Editors (Eds.), Title of reference book. Author's name, (date). Title of (Vol. #, pp.tt). Location: Publisher. : Ex: Field, T, (2002). Child abuse and neglect, In A. Kazdin (Ee), Eneyelopedia of psychology. (Vol. 2, pp. 61-65). Washington, D.C: Oxford. i jeld, 2002). ee In-text citation:Ex: Sehivophronia, (1983). In A. Kazdin (Ed). The encyclopedia of psychology. (Vol. 10. js, 14), New York, NY: Wiley. In-text citation: (Schizophrenia, 1983). Articles in seliolasly journals and periodicals paginated by volume Scholarly journals are often published by volume, and page numbers may continue throughout the year instead of beginning each issue with page 1. ARer the italicized title of the journal, give the volume number (also italicized, but do not use Vol.) followed by the page Thumbers at the end of the citation (do not use pp.) Author(s). (date) Title of article. Title of Perio | or Journal, volume M, page Hs Ex: Spitch. M.1.., Vergy, H.N,, & Wilkie, D.M. (2003). Subjective shortening: A model of Pigean's memory for event duration, Journal of Experimental Psychology: Animal Behavior Processes, 9. 14-66. oN In-text citasion: (Spiteh, Verzy, & Wilkie, 2003). Articles in journals paginated by issues, ‘When each issue of a journal begins with page 1, include the issue number in parentheses after the volume number. Italicize the volume number but not the issue number. (Do not use vol. or pp.) . Author, (iste). Titis of article, Title of Journal, volume # (issue #), page fis. Ex: Scruton, I, (2C06), The eclipse of listening. The New Criterion, 15(3), 5-13. In-text citation: (Scruton, 2006). Articles in magazines News magazines are usually published weekly or monthly. Note the month (and date, if the yea!. Remember to include volume and issue numbers if available, given), along Ex: Cortese, A. (2008, January 26), There's mare than one way to play monopoly. Business Wek, 3562(1), 36. Inctext citation: (Ce rtese, 2008). Articles in newspapers Begin with the narre of the euthor, if ont is given, followed by the year, month, and «sy of publication. Page numbers are introduced with."p.” (or “pp.” for multiple pages). Ex: Haney, D.Q. (2008, February 20). Fisiding eats at mystery of appetite. The Oregonian. pp. Al, 17. In-text citatiow: (Haney, 2008). ELECTRONIC SOURCES electronic books, and other library "databases. ‘The at the digital object identifier number (DO!) is a unique alphanumeric string assigned by # Tdeation on the Electronic sources include web sites, updated guidelines for electronic sources state, must be included ‘f one is assigned, “A DOT n registration agency 10 identify content and provide a persistent link to Internet” (American Psychological Asscciation, 2010, 189). Ifa DOL is available, use it at the end of a citation, the web site from which:the information was retrieved, Retrieval aus are on! information wi ifficult to find again due to revision (ex. Wikis). i . “Til ot ease ot tes ‘are not fn tales ms only the first word is capitalized. Titles of journals and other periodicals are in italics and all major words are capitalized. Titles 0 web sites are capitalized but not in italics. If it is not available, use the URL of ly necessary if the 2Web site (Not a periodical articte) Author(s). (Owe of Publication). Tite of document, Retrieved fom electrsinke address “* Bx: Shiltz, 7. (2002), inavegies for prevention and early intervention of male eating disorders, Retrieved from Iny/Znationalentingdisordors.org/p.asp? WebPage, |O=2864:Profile_ID=41172 {n text citation: (Shite, 2002), Ex: Butler, Heidi, (2009, November 19). Pennsylvania professor of the yar. Retrieved from htip://www.northampton.eéu/Northampton-NOW!/What-an-Honor.htm {mn text citation: When referring to a specife piece of information, include paragraph numbers in the reference. Use “para.” Example: (Butler, 2003, paras. 2~ Articles from an online journal Author(s). (Year of Publication). Title of article, Journal Title, Volume Number (Issue Number), pages if available, Retrieved from électronic address Ex: Royce, W.S.. Gebelt, .L., & Duff, R.W. (2003). Female athletes: Being both athletic anc! feminine, Athletic Insight, 5(1), 56-62. Retrieved from , hap:/www.athleticinsight.com/VOLSIssi/FeminineAthietes.htm ! In text citation: (Royte, Gebelt, & Dyff, 2003). i Ex: Weiss, M., & Murray, C. (2003). Assessment and management of attention-defieit ‘hyperactivity disorder in adults, Canadian Medical Asscciation Journal, 168(6). 715-722, Retrieved from htep:/iwww.ncbi.alm.nih.gov Intext citation: (Weiss & Murray, 2003), Ex: Frame, K, (2003). Empowering preadolescents with ADHD: Demons or delights (Accession No. 2003096143), Advances in Nursing Science 26(2), 131-139. Retrieved from search.ebscohost.com i In-text citation: (Frame, 2003) i Articles tm an oniine magazine i Author(s). (Date of Publication), Title of article. Title of Magazine, Volume Number (it given) (Issue Number), page(s). Retrieved from electronic address, ; ,° Ex: Rauch, J. (2002, May). The marrying kind. ‘The Aclantic Online, 289(5). Retrieved from http://www theatlantic.com/issues/2002/0S/rauch.him In text citation: (Rauch, 2002), Anjonline video ; Ex: Norton, &. (2006, November 4). How to train a cat to operate a light switch [Video ile). Retrieved from http:/ww'v.youtube.com/watch?v=Vja83KLQXZs In-text citation: (Norton, 2006). 1 Online Book (E-Book) . A Author(s). (Year of publication). Title [information about format or version if available). doi or website that document was retrieved from. : Ex: Thompson, Art. (1997). The stompbax, Retrieved from http://www.netlibrary.com/ {In text citation: (Thompson, 1997). Ex: Schinraidi, G.R. (2001), The post-iraumatie stress disor.fer sourcebook: A guide to healing, recovery, and growth [Adobe Digital Editions version). doi! 10.1036/0071393722 ayn 20In text citation: (Schinraldi, 2001), A blog post Ex: Grohl, J.M, (2009, November 17). The psychology of terrorism (Web’log message). Rovieved from. __hitpi//psycheentrat.com/blog/archives/2009/11/1 7th paychology-ofterrorism/ i Instext citetion: (Grohol, 2009), i MEDIA . I Single episode from television series Ex: Astrof, J. & Otte: en, P. (Writers), & Burrows, J. (Director). (1994). The one with the blackout [Television series episode]. In K. Brig't, M. Kauffman, & D. Crane (Executive producers), Friends..Burbank, CA: Warner Bros. Entertainment Inc, In-text citation: (Astrof, Ottesen, & Burrows, 1994). i Video i Ex: Thomas, J, & McLaren, M. (Producers), & Linklater, R. (Director). (2906), Fast Food Nation [DVD'. Beverly Hills, CA: Twentieth Century Fox Home Entertainment, Inetext citation: (Thoinas, MeLaren, & 1.inklater, 2006). Including: Britannica Onlfie, Credo Reference, and Gale Virtual Reference Library Ex. Child care, (200%). In World of Sociology. Gale, Retrieved from utp:/iwww.cr sloreference.com Im text citation: (“Chi d care," 2001). : Ex. Steinberg, Laurence. (2001), Parent-chjld relationships. In B. Strickland (Ed.), The - Gale encyclorédia of psychology (2nd ed., pp. 473-477). Retrieved fron: http://go.galegroup:com i In text citation: (Steinberg, 2001) i