You are on page 1of 28

Title Page Abstract Introduction Method Results Discussion Conclusion References Relevant Appendices

Title page should contain the title of the study, the author’s name and institutional affiliation (if

Title page should contain the title of the study, the author’s name and institutional affiliation (if applicable). The title should be concise and should identify the actual variables or theoretical issues under investigation and the relationships between them.

An abstract is a brief, comprehensive summary of the contents of the paper and should not

An abstract is a brief, comprehensive summary of the contents of the paper and should not exceed 120 words.

A good abstract is Accurate Self- contained Concise and specific Non-evaluative Coherent and readable

  The introduction is not labeled The introduction contains the following:
The introduction is not labeled
The introduction contains the following:
  • 1. Over-all goal or direction of the study and a discussion of the central issue or problem to include a discussion of specific goals (overview of CF).

2. significance of the study

3. Elaboration of the different constructs via an integrated RRL to include conceptual and operational definitions
  • 3. Elaboration of the different constructs via an integrated RRL to include conceptual and operational definitions of terms.

  • 4. The closing paragraphs of the introduction should reiterate the goals of the study and the CF. The introduction ends with the formal statement of the problems.

Take note of alignment of in-text citation and references

 Research Design  Participants  Sources of Data and Data Analysis There should be subheadings

Research Design

Participants

Sources of Data and Data Analysis

There should be subheadings based on the constructs of the CF

Procedures. Some examples are:

  • 1. Procedure in constructing a computer program

  • 2. Procedures in developing an instructional module

  • 3. Procedures on how to implement a teaching strategy (cooperative learning, etc.)

 What applicable statistical tools will be employed in treating the data (t-test, Pearson’s r or

What applicable statistical tools will be employed in treating the data (t-test, Pearson’s r or ANOVA)?

Will descriptive statistics suffice or are you using inferential statistics?

Are you describing categorical data or comparing groups against an identified grouping variable?

If you are reporting mean ratings, what is the meaning associated with this mean rating? How did you arrive at this interpretation?



How did you interpret or transform your field notes or transcriptions into comprehensible accounts of the constructs you are investigating?

How will you make sense of the results of your observations or interview data? Will you employ a data matrix to simplify the volume of quantitative data you collected?

Will triangulation be used? How did you triangulate your data?

If you are doing a case study, what are the elements or units of analysis within a case? And across cases?

 The results section summarizes the data collected in the most efficient manner possible.  Report

The results section summarizes the data collected in the most efficient manner possible.

Report data in sufficient detail to justify the conclusions.

Do not include individual scores or raw data with the exception of case studies.

Reporting results in tables and figures can present data clearly and economically.

Refer to all tables as tables and to all graphs, pictures, or drawing as figures

Table 3. Mean Ratings on Traditional and Inquiry Items Sample Items on Traditional Mathematics Teaching Mean

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 ..

 

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

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

Table 1. Summary of Metacognitive Activities in Chemistry Metacognitive Activity Description Nature, Purpose and Significance of

Table 1. Summary of Metacognitive Activities in Chemistry

Metacognitive Activity

Description

Nature, Purpose and Significance of Chemistry

The activity was designed for students to deduce the rationale and purpose of studying Chemistry from a critical analysis of labels of consumer products.

Fundamental

Students asked questions on the four fundamental

Quantities

quantities (length, mass, time, and temperature) in a round-robin way. An example for length was “how deep is the deepest part of the ”. In the process of asking questions on the four quantities, students deduced ideas on these quantities in a constructivist fashion.



The discussion presents the analysis, interpretation and inferences drawn from the results which includes the following:

  • 1. Review of the major findings of the study and how the research questions were answered

  • 2. Reflections of the researcher about the meaning of the data;

  • 3. View of the researcher compared or contrasted with the literature;

  • 4. Limitations of the study and its implications and /or suggestions for future research.

 The conclusion is a statement on the extent of how the goals of the study

The conclusion is a statement on the extent of how the goals of the study have been attained.

The conclusion is a condensed reiteration of the findings of the study as you present data-based answers to your posed research questions.

The last paragraph of the conclusions are suggestions (recommendations) for future research

 The reference list at the end of the article (manuscript) documents the article and provides

The reference list at the end of the article (manuscript) documents the article and provides the information necessary to identify and retrieve each source.

All citations in the manuscript must appear in the reference list in alphabetical order, and all references must be cited in the text.

Journal Article Klimoski, R., & Palmer, S. (1993). The ADA and the hiring process in organizations.

Journal Article

Klimoski, R., & Palmer, S. (1993). The ADA and the hiring process in organizations. Consulting Psychology Journal:Practice and Research, 45 (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

Bjork, R.A. (1989). Retrieval inhibition as an adaptive mechanism in

edited book

human memory. In H. L.

Roediger III & F. I. M. Craik (Eds).

Varieties of memory & consciousness (pp. 309-330).

Hillsdale, NJ: Erlbaum.

Doctoral Dissertation and Master’s Theses

Wilfley, D. E. (1989). Interpersonal analyses of bulimia: Normal- weight and obese. Unpublished doctoral dissertation, University of Missouri, Columbia.

Report from the Mead, J.V. (1992). Looking at old photographs: Educational Investigating the Resources teacher taleshttp://www.ilt.columbia.edu/publications/papers/newwine 1 html " id="pdf-obj-16-2" src="pdf-obj-16-2.jpg">

Report from the

Mead, J.V. (1992). Looking at old photographs:

Educational

Investigating the

Resources

teacher tales that novice teachers bring with them

Information Center (ERIC)

(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. Retrieved August 24, 2000, from Columbia University, Institute for Learning Technologies Web Site:

   
An appendix is helpful if the detailed description of certain material is distracting in or inappropriate

An appendix is helpful if the detailed description of certain material is distracting in or inappropriate to the 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

Criteria Points Adherence to APA Format (5 Edition) 10 INTRODUCTION 20 METHOD 15 RESULTS 15 DISCUSSION

Criteria

Points

Adherence to APA Format (5 th Edition)

10

INTRODUCTION

20

METHOD

15

RESULTS

15

DISCUSSION

20

CONCLUSION

10

CLARITY OF IDEAS AND EXPRESSION

10

TOTAL

100

Range ETS Equivalent 49 and below 3 50 – 69 6 70 - 100 9

Range

ETS Equivalent

49 and below

3

50 – 69

6

70 - 100

9

 The final paper contains all the parts adhering to the APA referencing style (5 th

The final paper contains all the parts adhering to the APA referencing style (5 th edition). The manuscript contains an abstract, a table of contents, introduction, etc.

There is a list of “References” that list all works cited in the final paper. In-text citation is consistent with APA referencing style (5 th edition).

The format of the final paper adheres to the recommended APA format (levels of heading, presenting data in a table, appendices, etc.).

 The introduction established the rationale, context and general direction of the study linked to the

The introduction established the rationale, context and general direction of the study linked to the relevant literature. The overall goal and sub goals are clear and linked to the relevant literature. The variables or constructs under investigation are operationally and conceptually defined linking to the relevant literature.

The conceptual framework captured the rationale, context and over-all direction of the study. The linking of the different variables in the CF is well articulated and supported by literature.

The introduction ends with a formal statement of the problems. The posed research questions stemmed logically from the rationale, context, over-all direction of the study and the conceptual framework.

 The different parts of the method section are accounted for (research design, participants, and sources

The different parts of the method section are accounted for (research design, participants, and sources of data or research instruments, data analysis and relevant appendices).

The research design is sound and defensible and is appropriate in obtaining data to answer the posed research problems.

The sampling typology employed in the study is appropriate and suited to the research design.

The different sources of data and research instruments are well described to include administration, and scoring. Validity and reliability (for quantitative instruments) and credibility (for qualitative) considerations are reported and substantiated by relevant literature (instruments are appended if applicable).

Analysis of the data culled from the administration of the various instruments are well explained and explicitly described. Frameworks or its equivalent adapted in the analysis of data are well explained substantiated by literature.

 Data are reported in sufficient detail to justify the conclusions. Relevant results to include those

Data are reported in sufficient detail to justify the conclusions. Relevant results to include those that run counter to what is expected are reported. Individual results or raw data (except for case studies) are appropriately appended. Data are complete to account for all posed research questions.

Results are condensed or summarized, when applicable, in appropriate tables or figures adhering to the APA (5 th edition) format.

 The discussion presented the analysis, interpretation and inferences drawn from the results. The author was

The discussion presented the analysis, interpretation and inferences drawn from the results. The author was able to draw the theoretical consequences of the results and the validity of conclusions.

Reflections and insights of the author compared or contrasted with the literature are well articulated.

Limitations and weaknesses of the research design and its implications to the results are reported as well as suggestions for future research (establishing the recommendations).

 The conclusions are validly drawn from the results of the study. The conclusion answers the

The conclusions are validly drawn from the results of the study. The conclusion answers the posed research questions of the study. The conclusion ends with a reporting of the limitations and weaknesses of the study as well as suggestions for future research (recommendations).

 All parts of the paper are coherently written. The author demonstrates in his or her

All parts of the paper are coherently written. The author demonstrates in his or her writing, fluidity of thought and logical thinking. Scholarly, formal and academic language is consistently used. The paper has very few grammatical errors.

Thank you very much Good luck in your research