MELJUN CORTES Format the Research Reports

8/10/2019 MELJUN CORTES Format the Research Reports

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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.

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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/newwine


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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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