Capability building on Action

and Applied Research

Formulation

April 27 & 29, 2020 | 1:30-2:30pm

Prepared by:
Janice T. Forbes, PhD
City of Balanga, Bataan

1
 General Objective:
The Webinar aims to provide assistance in the
formulation of Action and Applied Research.
 Specific Objectives:
 1. Capacitate participants on the components of
crafting an Applied Research;
 2. Demonstrate skills in familiarizing parts of
research;
 3. Develop a working title, research questions,
and a research framework;
 4. Prepare work plan in implementing the Applied
Research; and
 5. Demonstrate enthusiasm in the completion of
Applied Research.
2
 Department of Education
Region III

REGIONAL CONFERENCE WORKSHOP on the

PREPARATION OF RESEARCH PROPOSALS
AND RESEARCH FINAL OUTPUTS

The Research Process:

Conceptualization Phase
Credit to: Dr. Gloria B. Abrazado

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Major Sections in an APA-Style
Research Report
INTRODUCTION
◦ What did you do? Why did you do it?
METHOD
◦ How did you do it?
RESULTS
◦ What did you find?
DISCUSSION
◦ What does it mean?

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Outline of Final Research Output for
Applied/Action Research
 Title Page
 Table of Contents
 List of Tables
 Abstract
Introduction and Review of Related
Literatures
◦ Conceptual Framework
◦ Statement of the Problem
◦ Hypothesis
◦ Significance of the Study
◦ Scope and Limitations
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Outline of Final Research Output for
Applied/Action Research
Method
◦ Type of Research
◦ Respondents and Sampling Method
◦ Instruments
◦ Data Collection Procedure and Ethical
Considerations
◦ Data Analysis
Results and Discussion
◦ Conclusion
◦ Recommendations
References
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Outline of Final Research Output for
Applied/Action Research
Appendices

Applied Research Action Research

A. Letter of Request A. Letter of Requests
B. Instruments B. Instruments
C. Gantt Charts C. Work plan
D. Cost Estimates D. Cost Estimates
E. Plan for E. Action Plan
Dissemination/Advocacy

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 DepEd Region III Outline of
Applied/Action Research Proposal
Applied Research Action Research
• Introduction and Rationale• Context and Rationale
• Literature Review • Action Research Questions
• Research Questions • Proposed Innovations,
• Scope and Limitation Intervention and Strategy
• Research Methodology • Action Research Methods
a. Respondents & a. Participants and/or
Sampling Method other Sources of Data
b. Instruments and information
c. Data Collection b. Data Gathering Methods
d. Ethical Issues c. Data Analysis Plan
e. Plan for Data Analysis• Action Research Work Plan
and Timeliness
• Timetable/Gantt Chart • Cost Estimates
• Cost Estimates • Plans for Dissemination and
• Plans for Dissemination and Utilization 8
Advocacy • Reference
KNOWING THE RESEARCH PROCESS

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Begin with a
TOPIC in
mind
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 The Research Process
• CONCEPTUALIZATION PHASE
1

• DESIGN PHASE
2

• EMPIRICAL PHASE
3

• ANALYTICAL PHASE
4

• DISSEMINATION PHASE
5
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 The Research Process
Conceptualization Phase
1. Topic/Problem Identification
2. Review of Literature
3. Hypotheses/Proposition Development
4. Framework Development
5. Objective Formulation

Dissemination Phase
Design Phase
10. Communicating and Utilizing the
6. Research Plan Formulation
Findings

Analytical Phase
Empirical Phase
8. Data Analysis & Interpretation
7. Data Gathering/Collection
9. Conclusion 12
TOPIC

Relevant
Significant
Feasible
13
 Alternative Alternative Indigenous
Delivery Learning Peoples
Modes System Education

Special ACCESS
Programs

DEPED
DEPED’S •VISION
QUALITY
THEMATIC •MISSION
AREAS •CORE VALUES

Curriculum
Management GOVERNANCE
(K to 12)

School-Based Monitoring Policy Supervision School–

Management and Formulation & of Instruction Community
Evaluation Reformulation Partnership
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 Examples of Topics
1. Scheduling 12.English as a Second
2. Team teaching Language program
3. Evaluation of learning, 13.Teaching Approaches
reporting to parents 14.Placement programs
4. Student regulation 15.Audiovisual programs
5. Learning styles 16.Health services
6. Peer Tutoring 17.Guidance-counseling
7. Instructional programs
Supervision 18.Teacher morale:
8. Field trips annoyances and
9. School facilities satisfactions
10.Extracurricular 19.Teacher welfare:
programs salaries, merit rating,
11.Uses of ICT in retirement, tenure
Instruction 20.Sex education
12. Stress management 21.Administrative
Leadership 15
STEP 1: Topic Identification
Key Questions:
a.What do I know about the topic?
b.What should I know about the
topic?
c.What do previous studies say about
my chosen topic?

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Example
Target Areas 1. Faculty Development Program
2. National Achievement Test
3. School Accreditation
4. Satisfaction on Services
5. Tracer Study
6. Environment
7. Stress Management
8. Teaching and Learning
9. Indigenous students/PWD
10. Program Monitoring and Evaluation
How well do I understand E ( ) VG ( ) G ( ) F ( ) P ( )
the concepts in the
chosen area of interest?
Field of Practice Higher and Basic Education
Review of Literature a. Conceptual Literature (10%)
b. Research Literature (90%)
c. Gray Literature (x)

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STEP 1a: Literature Review: The Research Powerhouse

A literature review is an account of what has

been published on a topic by accredited
scholars and researchers

*A literature review can be a precursor in

the introduction of a research paper

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Electronic Resources

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 Electronic Resources
http://scholar.google.com http://www.eric.ed.gov/
http://journals.cambridge.org www.e-journals,.org
http://muse.jhu.edu./journals/index.ht http://www.eduref.org
ml
http://information.net/rm/ http://aera-cr.asu.edu/ejournals
www.doaj.org http://www.proquest.com
www.sciencedirect.com http://infomine.ucr/edu/

http://journalseek.net/ http://www.scienceresearch.com/sea
rch/
www.ssrn.com http://www.search.com/
http://www3.interscience.wiley.com www.dogpile.com

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 Step 2: Topic Intellectualization
Key Phases:
a. Organizing the literature
b. Identifying concepts/variables
c. Defining concepts/variables

Step 2a: Organizing the literature

 Tabular
 Textual

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 LITERATURE (TABULAR)
Ex: Cases for Research on Licensure Examination
Researchers Major Objectives Delineated Factors Locus Key findings
Romeo, E. M. Examine the Pennsylvania, GPA was found to
(2013) predictive ability of USA be the strongest
critical thinking, predictor of NCLEX-
Critical thinking;
Nursing GPA, and RN; Critical thinking
scholastic aptitude;
SAT scores on first- skills were also
GPA; predictors
time NCLEX-RN significant predictors
performance. of NCLEX RN
outcomes.
Burke, K. To determine the Predictors of success, Texas, USA Scores in the LAST
(2005) data that are knowledge and skills and the ATS-W
possible predictors in the liberal arts and categories of the
of success on teache sciences (the LAST), Certification
r certification exams. in teaching theory and Examinations were
practice (the ATS-W), found to be mostly
and in the content associated with SAT,
area of the candidate's followed by CGPA.
field HSGPA was not a
of certification (the predictor of future
CST) success on a teacher
certification exam.

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 Researcher Major Objectives Delineated Factors Locus Key findings
Justice, M., & Examine GPA, EXCET Scores, Texas, The undergraduate
Hardy, J. C. characteristics of gender, ethnicity, USA GPA was a
(2001) minority teacher reading scores significant but
education students weak predictor of
taking the performance on
professional the ExCET.
development section Acquisition of test
of the Examination taking strategies
for the Certification and participating in
of Educators in practice sessions
Texas (ExCET) . contributed to a
positive outcome
as indicated by
most of the
students.
Zeidner, M., Explore the Israel Only aptitude test
Kremer‐ relationships and scores correlated
Hayon, L., & relative contributions moderately with
Laskov, D. of scholastic the certification
Scholastic aptitude;
(1990) aptitude, exam scores
matriculation grade;
matriculation grades,
group interview
and group interview
in student
performance in
nursing school.
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Literature (Textual)
 Justice and Hardy (2001) examined the
relationship of undergraduate GPA, gender,
ethnicity, and reading scores to the performance
of 39 minority teacher education students who
took the professional development section of the
Examination for the Certification of Educators in
Texas (ExCET). Using a multiple regression
procedure, undergraduate GPA and reading
scores were examined as predictors of ExCET
test scores. It was further revealed that the
undergraduate GPA was a significant but weak
predictor of performance on the ExCET.

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 STEP 2b: Identifying Research
Conceptual Tags (CTs)/Variables

Scholastic Aptitude
GPA
Intelligence Quotient
Critical Thinking Skills
Academic Performance
Self-Efficacy of Teachers

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STEP 2b: Identifying Research Conceptual
Tags (CTs)/Variables

Reading Comprehension Skills

Learning Styles
Leadership Styles
Organizational Culture

Innovation Strategies
Teacher Morale

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 STEP 2b: Identifying Research Conceptual
Tags (CTs)
Key Question:
Which among the identified conceptual tags/variables/are
considered important and controversial?
Conceptual Tags Literature Is the CT still Is the CT still Order of Priority
Source important? controversial?
(Authors, Year)

Scholastic
aptitude
GPA

Critical
thinking Research Problem Indicators:

IQ  When there is an absence of information resulting in a gap in

our knowledge
 When there are contradictory results
/ = Yes x = No
 When a fact exists and you intend to make your study explain it 27
 STEP 2c: Defining Research Conceptual Tags (CTs)

Conceptual Lexical definition Operational definition

Tags/Variables (according to (how the term is/will
authoritative be used in the paper)
sources)

Scholastic
aptitude
GPA
Critical
thinking
IQ

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 Defining the concepts/variables
Concepts/Variables Definition
Scholastic aptitude Refers to the score obtained in the
Scholastic Aptitude Test to assess
competitiveness and likelihood to succeed
in the education course
GPA Refers to the total amount of grade
points earned by the education students
divided by the total amount of credit hours
Critical thinking It is the ability to think clearly and
rationally about what to do or what to
believe. It includes the ability to engage in
reflective and independent thinking  (Lau &
Chan, 2016)
IQ Refers to the total score derived from
Raven’s Progressive Matrices Test to assess
intelligence.
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Step 3: Develop the Research Arguments
and Identify the Research Framework

What do you want to argue about?

RELATIONSHIP
EFFECT
DIFFERENCE
IMPACT
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Step 3: Develop the Research Arguments
and Identify the Research Framework

Hypothesis/Proposition Development

Directional
H1 (+/-) Hypothesis

Non-Directional
H0 / H1 Hypothesis

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 What do you want to argue about?

H1 (+) or H1 (-)
Job Work
Satisfaction Productivity
H1 or Ho

Can we hypothesize?

32
 Can we hypothesize?

H1 (+) or H1 (-)
Job Work
Satisfaction Productivity
H1 or Ho
H1: There is a significant relationship between job satisfaction and
work productivity
Ho: There is no significant relationship between job satisfaction and
work productivity
H1[+]: High level of job satisfaction leads to a high level of work
productivity
H1[-]: Low level of job satisfaction leads to a low level of work
productivity 33
 STEP 3a-c: Developing the Research
Model/Conceptual Framework

TYPOLOGIES OF
Model

Physical Mathematical Conceptual

34
 A ‘flow chart’ of innovation
decision making
PRIOR CONDITIONS
1. Previous practice
2. Felt needs/problems
3. Innovativeness
4. Norms of the social COMMUNICATION CHANNELS
system

1. KNOWLEDGE 2. PERSUASION 3. DECISION 4. IMPLEMENTATION 5. CONFIRMATION

Observations of the Perceived characteristics

decision making unit of innovation
1. Adoption Confirmed Adoption
1. Socio-economic 1. Relative advantage
Later Adoption
characteristics
2. Compatibility
Discontinuance
2. Personality
3. Complexity
variables 2. Rejection Continued Rejection
4. Trialability
3. Communication
behaviour 5. Observability
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Rogers 2003
 Customers

Changing Product
customers ex pectations

Experience Values Li festyles Demographics Price Purchasing Information

Quality

Range Knowledge Priorities Health Access

Physical Service

Currency

Value Image
Loss of
Individuality Expectations Variety
loyalty

Age
composition
Ease Flexibility Security

A ‘tree chart’ of changing consumer

behaviour
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A ‘triangle’ of needs

Self actualisation

Esteem

Affiliation

Security

Physiological

Maslow 1954
37
 T ra v e l

W h y n o t
m a s s t o u r is m

S O C IA L C O N T IN G E N C Y
TH E O R Y
W h o g e ts to g o ?
H e g e m o n y c la s s A d v a n ta g e s D is a d v a n t a g e s
Typ e s o f In d iv id u a l n o t p a r t o f m a ss
to u r is ts /
tr a v e lle r s

P O S T S T R U C T U R A L IS M
Typ e s o f F o u c a u lt - fr e e d o m a n d c o n tr o l C r u is e r im p a c ts
to u r is m K n o w le d g e - p o w e r s

P O S T M O D E R N IS M
B a u d s ila r d - H y p e s r e a lity

C u l tu r e /
G o ffm a n - fro n ts ta g e /

p la c e s
B a c k s ta g e a u th e n tic ity

E n v iro n m e n t
P e o p le
A r e c r u is e r s
t o u r is t s o r n o t ?

W h a t ty p e o f im p a c t
an d
w h a t ty p e o f t o u r is t?

A mind map of cruise travel and

impacts
Jennings 2001 38
Soft systems framework of tourism
business activity

2 3
1 Process Institutional Business
Environment Environment
Content
4 5
6 Output Behaviour Motivation
7 Outcome

39
 STEP 3a-c: Developing the Research
Model/Conceptual Framework

Key Activities

a. Intellectual/Conceptual Binning

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b. Graphical Hypothesizing (Relationship, Effect, Difference or the
RED Principle)

Study Habits

Reading
Positive Comprehension
attitude

Student
Academic
Performance

Good Effectiveness
of Teaching
Classroom
Management
Academic
Preparedness

41
b. Graphical Hypothesizing (Relationship, Effect, Difference or the
RED Principle)

Study Habits

Reading
Comprehension

Student Academic
Performance

42
c. Conceptual Hypothesizing (Relationship, Effect, Difference)

H1: Student’s study habits are positively associated with

their academic performance

OR

H1: There is a significant relationship between student’s

study habits and their academic performance

H2: Reading comprehension is positively associated with

student academic performance

OR

H2: There is a significant relationship between student’s

reading comprehension and their academic performance
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 The Role of a Research Simulacrum

Function 1: WRITING THE RESEARCH TITLE

Basic Questions Asked (De Guzman, 2012):
Does the title describe what the study is all about?
Does the title contain high specificity level?
Is the title academically phrased and is not verbose?
Is the title within the 12 substantive word requirement of the
American Psychological Association (APA)?

Reading
Comprehension
Students
Academic
Study Habits Performance
Research Title:
Relationship of the Reading Comprehension and Study Habits to the
Students Academic Performance
or
Reading Comprehension and Study Habits in relation to the Students
Academic Performance 44
Sample Titles of Research
Providing access to students with
disabilities in online distance education

Determining Faculty Effectiveness:

Assessing Teaching, Research, and
Service for Personnel Decisions and
Improvement.

DigitalStorytelling for Enhancing
Student Academic Achievement, Critical
Thinking, and Learning Motivation
45
Approved Research Output
 Effectivity
of the Schematic Illustration as
Pedagogy in developing the Metacognitive Skill of
Student in Solving Chemistry Problems (2013)

 Increasing the Performance of Students through

the Utilization of SYMDAMA Game in Learning the
Periodic Table of Elements (2015)

 Strengtheningthe Inquiry-based Learning to

Develop the Students’ Inquiry Skills through
Problem-based Activities (2015)

46
 Teachers’ Stress Health Related Factor vis-a-vis
Research Methodology among Academic Staff at City
of Balanga National High School (2016)

 Work Immersion Experience of the Senior High School

Students at the Division of City of Balanga:
Implications to their Career Path Orientation (2017)

 Beliefs, Contexts and Practices of Teaching Chemistry

in the Public Senior High Schools at the Division of
City of Balanga (2019)

 Scope of Stimulus among Millennial Science Teachers:

Relationship to their Resilience in Work and
Significant Viewpoint (2019)
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Function 2: FORMULATING THE RESEARCH OBJECTIVES

Typologies of Quantitative Questions

1. Description
Involves observation, description and classification
and is geared toward new information.
Is concerned with the following questions:
o How prevalent is the phenomenon?
o What are the characteristics of the phenomenon?
o What is the process by which the phenomenon is
experienced?

Research Objective
48
2. Explanation
It attempts to offer understanding of the
underlying causes of phenomena.
Is concerned with the following questions:
o What is the underlying cause?
o What does the occurrence of the phenomenon
mean?
o Why does the phenomenon exist?
o Why are two phenomena related?

Research Objective
49
3. Prediction and Control
Is concerned with the following questions:
o If phenomenon X occurs, will phenomenon
Y follow?
o Can the occurrence of the phenomenon be
controlled?
o Does the intervention result in the
intended effect?

Research Objective
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 Work Immersion Career Path
Experience Orientation

Hypotheses
1. The experience of senior high school students about
the work immersion does not orient them to their
career path choice.
2. The work immersion experience of senior high school
students has no significant implications for their
career path orientation.

Research Title:
Work Immersion Experience of the Senior High School
Students at the Division of City of Balanga: Implications
to their Career Path Orientation 51
Sample Research Questions
The main purpose of the study is to determine
the implications of the work immersion
experience to senior high school students’ career
path orientation.
OR
This is a descriptive qualitative-narrative type
of research aimed to determine the implications
of the work immersion experience to senior high
school students’ career path orientation for the
S.Y. 2017-2018 to improve the policy guidelines
of the work immersion program.
52
Specifically, it pursues to answer the following questions:

1. What is the profile of the Senior High School

Student in terms of:
1.1. age;
1.2. sex; &
1.3. track/strand?
2. What is the profile of the Work Immersion Teacher
in terms of:
2.1. age;
2.2. sex;
2.3. field of specialization; &
2.4. number of relevant trainings attended?

53
3. What is the profile of the Work Immersion Partner
Institution Supervisor in terms of:
3.1. age;
3.2. sex;
3.3. work designation; &
3.4. length of service?
4. What are the students’ perceptions about how the
work immersion experience orients them for career path
choices?
5. What are a teacher and supervisor-mentors’
perceptions about the post immersion experience of
these senior students, as well as their own?
6. What are the implications of the results of this study?
7. What are the recommendations to further improve
the work immersion program in SHS?
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Research Framework
Input Process Output

Research Paradigm 55
 DepEd Region III Outline of
Applied/Action Research Final Output
Applied Research

• Introduction and Review • Results and Discussion

Literature and Studies Conclusion
Conceptual Framework Recommendation
Research Questions
Hypothesis • References
Significance of the Study
Scope and Limitation • Appendices
• Research Methodology Letter of Request
Respondents & Instruments
Sampling Method Gantt Charts/Time Table
Instruments Cost Estimates
Data Collection Plan for Dissemination/
Ethical Issues Advocacy
Data Analysis 56
 Writing the Introduction
(The TIOC Approach)

Pointers: The TIOC Approach

• Highlight the trend/s in the field
• Pinpoint the issues underlying the trend/s
• State the overall objective/intent of the paper in
the light of the gap identified
• Discuss the possible contribution of the research
attempt to advancing/improving disciplinal theory,
research, practice and policy (cross-reference to
strengthen claims)

Source: De Guzamn (2012). Writing for Intl Publication

 Writing the Theoretical Background
(The SEC Approach)

Rule 1: State the theory

Suggested Sentence Stems

The theoretical basis of this paper is _________________.

This paper is theoretically anchored on_______________.
This paper is premised on _________________________.
The theory of ______ underpins this study ____________.
We draw on ___________ to (state the objective of the paper).

Rule 2: Explain the theory

Rule 3: Contextualize the theory

LITERATURE REVIEW
Type of Study

This study will employ a true experimental design, specifically a two-

group pre-test, post-test study design.

Participants

The participants in this study will be ___ (indicate number) ___

(indicate grade / year level) pupils / students in _______________
(indicate name of school), ___ (indicate number) of which were randomly
assigned to the experimental group and ____ (indicate number) to the
control group.

The experimental group will be ... (describe the intervention to be

used – how will the intervention be done? for how long? etc) while the
control group will be taught using the traditional method of teaching.

59
Data Collection

Initially, a pre-test will be done to determine the baseline level of the

study participants on the ________ (dependent variable). The pre-test
scores of the participants from the control and experimental groups will
then be compared using appropriate statistical procedures to ensure
baseline comparability.

The intervention will then be applied to the experimental group while

the control group will be taught using the usual method of teaching. After
_____ (how long the intervention will be done), a post-test will be
conducted.

Instruments

For the pre-test and post-test, a (choose one from the following:
teacher-made test / standardized test from the DepEd Division /
Regional / National Office will be used (Appendix D).
60
Data Analysis

The pre-test scores (or grades from previous grading periods) of the
randomly selected control and experimental groups will be compared using
independent t test (if the data are normally distributed) or Mann Whitney test (if
the data are not normally distributed). Moreover, if the pre-test scores are
normally distributed, a variance ratio test will be performed to determine
whether t test for groups with equal or unequal variance will be used.

If the pretest scores of the two randomly selected groups turn out to be
significantly different, another group of pupils/students will have to be selected
and the pre-test scores will again be compared. The final control and experimental
groups should be comparable at baseline in terms of ____ (the dependent
variable).

After the intervention, the post-test scores will also be compared following
the same procedures mentioned for the pre-test scores.

P-values less than 0.05 will be considered statistically significant. Statistical

computations will be performed using Stata.
61
 Writing of Conclusion and Recommendation
will be based on the Research Question
Example:
Research Question
4. What are the students’ perceptions about how the
work immersion experience orients them for career path
choices?

Conclusion: A very few number of students are not

exposed to the right work place since they were just given
the tasks as secretaries or assistants to the school where
they are enrolled.

Recommendation: Conduct or have the students

profiled based on the students’ track/strand. Or Choose
the right venue for the work immersion students based on
the students’ track/strand.
62
 General Objective:
 The Webinar aims to provide assistance in the
formulation of Action and Applied Research.
 Specific Objectives:
 1. Capacitate participants on the components of
crafting an Applied Research;
 2. Demonstrate skills in familiarizing parts of
research;
3. Develop a working title, research
questions, and a research framework;

4. Prepare work plan in implementing the

Applied Research; and
 5. Demonstrate enthusiasm in the completion of
Applied Research.
63
REFERENCES:
De Guzman, A.B. Writing for international
publication. Presented in a seminar-
workshop 2012
Polit, D. F and Beck, C. T. (2006).
Essentials of nursing research, methods,
appraisal, and utilization (sixth edition).
Lippincoot Willians & Wilkins, pages 54 –
58.
Best, J. W. & Kahn, J. V. (1998). Research
in education. Singapore: Prentice Hall Intl.

64