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Title Page Abstract Introduction Method Results Discussion Conclusion
References Relevant Appendices
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Title page should contain the title of the study,the authors name and institutional affiliation(if applicable). The title should be conciseand should identify the actual variables or
theoretical issues under investigation and therelationships between them.
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Title - include all important concepts studied in10-12 words
Authors name and institutional affiliation(Department, College, JRU)
Running head shortened version of title, max 50characters
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An abstract is a brief, comprehensivesummary of the contents of the paper andshould not exceed 120 words.
A good abstract is Accurate Self- contained Concise and specific
Non-evaluative Coherent and readable
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Describe the study in 100-120 words What was the focus of the study? What areas
were explored? What are the significantfindings? What conclusion was derived?
Keywords - List of most essentialvariables/aspects of your study
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The introduction contains the following:
1. Over-all goal or direction of the study and
a discussion of the central issue orproblem to include a discussion of specificgoals (overview of CF).
2. significance of the study
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3. Elaboration of the different constructs via anintegrated RRL to include conceptual andoperational definitions of terms.
4. The closing paragraphs of the introductionshould reiterate the goals of the study and theCF. The introduction ends with the formalstatement of the problems.
The introduction is not labeled
Take note of alignment of in-text citation andreferences
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Research Design
Participants
Sources of Data and
Data AnalysisThere should besubheadings based onthe constructs of theCF
Procedures. Someexamples are:
1. Procedure inconstructing acomputer program
2. Procedures indeveloping aninstructional module
3. Procedures on how toimplement a teachingstrategy (cooperativelearning, etc.)
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What applicable statistical tools were employed intreating the data (t-test, Pearsons r or ANOVA)?
Will descriptive statistics suffice or are you usinginferential statistics?
Are you describing categorical data or comparinggroups against an identified grouping variable?
If you are reporting mean ratings, what is the
meaning associated with this mean rating? Howdid you arrive at this interpretation?
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How did you interpret or transform your fieldnotes or transcriptions into comprehensible
accounts of the constructs you areinvestigating?
How did you make sense of the results ofyour observations or interview data? Do you
have a data matrix to simplify the volume ofquantitative data you collected?
Was triangulation used? How did youtriangulate your data?
If you are doing a case study, what are theelements or units of analysis within a case?And across cases?
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The results section summarizes the data
collected in the most efficient mannerpossible.
Report data in sufficient detail to justify theconclusions.
Do not include individual scores or raw datawith the exception of case studies.
Reporting results in tables and figures can
present data clearly and economically.
Refer to all tables as tablesand to all graphs,pictures, or drawing as figures
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Table 3. Mean Ratings on Traditional and Inquiry Items
Sample Items on
Traditional Mathematics Teaching
Mean Sample Items on
Inquiry Mathematics Teaching
Mean
Goals of Mathematics Teaching: At the end
of a mathematics class, students should be
able to..
master mathematical facts, principles,
and algorithms. Perform computations with speed and
accuracy
develop the ability to follow procedural
instructions to obtain correct answers.
4.36
Goals of Mathematics Teaching: At
the end of a mathematics class,
students should be able to..
generate his/her own solutions to
problems. apply problem solutions they
learned to novel problems.
Develop awareness of the
importance of mathematics in
everyday life.
4.50
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Table 1. Summary of Metacognitive Activities in Chemistry
Metacognitive Activity Description
Nature, Purpose andSignificance ofChemistry
The activity was designed for students to deduce therationale and purpose of studying Chemistry from acritical analysis of labels of consumer products.
Fundamental Quantities Students asked questions on the four fundamentalquantities (length, mass, time, and temperature) in around-robin way. An example for length was howdeep is the deepest part of the . In the process ofasking questions on the four quantities, studentsdeduced ideas on these quantities in a constructivistfashion.
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The discussion presents the analysis, interpretation and
inferences drawn from the results which includes thefollowing:
1. Review of the major findings of the study and how theresearch questions were answered
2. Reflections of the researcher about the meaning of thedata;
3. View of the researcher compared or contrasted with theliterature;
4. Limitations of the study and its implications and /orsuggestions for future research.
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The conclusion is a statement on the
extent of how the goals of the studyhave been attained.
The conclusion is a condensed
reiteration of the findings of the studyas you present data-based answers toyour posed research questions.
The last paragraph of the conclusionsare suggestions (recommendations) forfuture research
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The reference list at the end of the article(manuscript) documents the article andprovides the information necessary toidentify and retrieve each source.
All citations in the manuscript must appearin the reference list in alphabetical order,
and all references must be cited in the text.
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Journal Article Klimoski, R., Palmer, S. (1993). The ADA and the
hiring process in organizations.
Consulting
Psychology Journal:Practice and Research, 5(2)
10-36.
Magazine Article Kandel, E.R., & Squire, L.R. (2000, November 10).Neuroscience: Breaking down scientific barriers
to the study of brain and mind. Science, 290, 1113-1120.
Article or chapter in
an edited bookBjork, R.A. (1989). Retrieval inhibition as an adaptive mechanism in
human memory. In H. L. Roediger III & F. I. M. Craik (Eds). Varietiesof memory & consciousness (pp. 309-330).Hillsdale, NJ: Erlbaum.
Doctoral
Dissertation and
asters Theses
Wilfley, D. E. (1989). Interpersonal analyses of bulimia: Normal-weightand obese. Unpublished doctoral dissertation, University ofMissouri, Columbia.
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Report from the
Educational Resources
Information Center
(ERIC)
Mead, J.V. (1992).
Looking at old photographs: Investigating the
teacher tales that novice teachers bring with them
(report No.
NCRTL-RR-92-4). East Lansing, MI: National Center for
Research on Teacher learning. (ERIC Document Reproduction
Service No. ED346082)
Internet Sources Chou, L. McClintock, R., Moretti, F., & Nix, D. H. (1993).
Technology and education: New wine and new bottles:Choosing pasts and imagining educational futures. RetrievedAugust 24, 2000, from Columbia University, Institute forLearning Technologies Web Site:http://www.ilt.columbia.edu/publications/papers/newwine1html
http://www.ilt.columbia.edu/publications/papers/newwinehttp://www.ilt.columbia.edu/publications/papers/newwinehttp://www.ilt.columbia.edu/publications/papers/newwine8/10/2019 MELJUN CORTES Format the Research Reports
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An appendix is helpful if the detailed description ofcertain material is distracting in or inappropriate tothe body of the paper.
A new computer program designed specifically for
your research and unavailable elsewhere; An unpublished test and its validation; A complicated mathematical proof; A detailed description of a complex piece of
equipment;
Excerpts of transcriptions of interview data; Excerpts of field notes; and/or Excerpts of observational data
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All parts of the paper should be coherently
written. The author demonstrates in his orher writing, fluidity of thought and logicalthinking. Scholarly, formal and academiclanguage is consistently used. The paper hasvery few grammatical errors.
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