ELEMENTARY EDUCATION PROGRAM

COURSE SPECIFICATION
First Semester, AY 2016-2017
VISION
A globally recognized institution of higher learning that develops competent and morally
upright citizens who are active participants in nation building and responsive to the challenges
of 21st century
MISSION
Batangas State University is committed to the holistic development of productive citizens
by providing a conducive learning environment for the generation, dissemination and utilization
of knowledge through innovative education, multidisciplinary research collaborations, and
community partnership that would nurture the spirit of nationhood and help fuel national
economy for sustainable development.
CORE VALUES
Faith
Patriotism
Human dignity

Integrity
Mutual respect
Excellence

COURSE TITLE: SCIENTIFIC RESEARCH WRITING WITH INTRO TO RESEARCH

COURSE CODE:
ENG 108
INSTRUCTOR:
Richard M. Baez, MAT
PREREQUISITE:
ENG 103
CONTACT NUMBER: (043)778-2170
CREDIT UNIT:
3
EMAIL ADDRESS:
chadbanez25@gmail.com
REVISION NUMBER: 01
SCHEDULE:
M,W,F 1:00 2:00
ISSUED DATE:
August 5, 2016
ROOM:
CTE 201
PROGRAM EDUCATIONAL OBJECTIVES
The graduates have the ability to:
1. Demonstrate in-depth understanding of the development of elementary learners.
2. Exhibit comprehensive knowledge of various learning areas in the elementary
curriculum.
3. Create and utilize teaching methodologies and materials appropriate to the elementary
level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure learning outcomes
in the elementary level.
5. Communicate effectively in oral and in writing using both English and Filipino.
6. Act in recognition of professional, social, and ethical responsibility.
7. Pursue lifelong learning for personal and professional growth
1. PHILOSOPHY
One of the fundamental agenda of the Philippine Educational System is anchored on
educational reforms to make education relevant and responsive to the goals of national
development. To achieve these goals, research is viewed as one of the primary functions of
any higher educational institution of learning and should be given priority.
This course will enlighten the minds of the students regarding the importance of
conducting researches and how it would benefit mankind. It will also acquaint studentresearchers to the format and to the various steps and mechanics of thesis writing in
preparation for their research proposals.
2. AUDIENCE
The course is intended for third year Bachelor in Elementary Education and Bachelor in
Secondary Education students.

3. STUDENT OUTCOMES
The following are the skills that teacher education graduates are expected to acquire
upon the completion of their program. These skills are essential in performing their various tasks
as educators.
a. Identify and design lessons according to the stages of learners growth and
development.
b. Utilize the potentials and uniqueness of individual learners in teaching.
c. Discuss and share insights on the subject areas learning goals, instructional
procedures and content in the elementary/secondary curriculum.
d. Use appropriate teaching-learning strategies to sustain interest in learning.
e. Select, develop or adapt updated technology in support of instruction.
f. Use traditional and non-traditional assessment techniques and use assessment data
to improve teaching and learning.
g. Behave in accordance with the Code of Ethics for Professional Teachers.
h. Plan and carry out personal and professional advancement.
4. INTENDED LEARNING OUTCOMES
By the end of the course, the students must be able to:
ILO 1. identify the importance of research in education;
ILO 2. describe different models and approaches in research;
ILO 3. determine research problems and develop research questions; and
ILO 4. generate and evaluate research proposals.
The following table maps the intended learning outcomes with the student outcomes.
This also illustrates the relationship of the intended learning outcomes (ILOs) with the student
outcomes (SOs).
Intended Learning Outcome
ILO 1
ILO 2
ILO 3
ILO 4

Applicable Student Outcomes

a
d
e
a
d
e
a
d
e
a
d
e

5. SPECIFIC OBJECTIVES
Upon completing the course, students should be able to exhibit the following objectives
congruent with each topic outlined in the course.
Topics and Objectives
A. INTRODUCTION TO RESEARCH
a. Determine the importance of research in
education.
b. Classify educational researches as to purpose
and design.
c. Adapt scientific inquiry in identifying research
problem from possible sources.
d. Reflect on the characteristics of good
researchers.
e. Devise preventive schemes or measures to the
common problems encountered in research.
f. Reflect and apply the steps in thesis writing.
B. WRITING CHAPTER I : THE PROBLEM AND ITS
SETTING
a. Compose an adequate introductory discussion
of the problem.
b. Determine problems which are relevant to the
field of specialization.
c. Discuss the factors that led to the research
problem.
d. Determine primary beneficiaries of the research
by expounding the significance of the result of
the study to each identified beneficiary.
e. Specify the parameters and the scopes of the
study comprehensively.

Intended Learning Outcomes

ILO 1
ILO 2
ILO 3
ILO 4
+

C. WRITING CHAPTER II : THE REVIEW OF

RELATED LITERATURE AND STUDIES
a. Cite adequate and recent literature and studies
relevant to the research problem.
b. Synthesize the reviewed literature and studies
in logical and well-organized paragraphs.
c. Support the main problem by providing clear
and logical theoretical framework.
d. Compose both conceptual and contextual
definitions of the essential terminologies used
in the study.
D. WRITING CHAPTER III : THE RESEARCH
METHODOLOGY
a. Justify research design appropriate for the
study.
b. Characterize the participants of the study in
terms of profile, size and sampling technique
applied in specifying the number of target
respondents or subjects.
c. Discuss the content, validity and reliability of
the research instrument comprehensively.
d. Narrate in detail the procedure and technique
that will be used in gathering the needed data
in the study.
e. Specify and justify the appropriateness of the
statistical tools that will be applied in treating
the gathered data.

6. TEACHING-LEARNING STRATEGIES AND ASSESSMENT METHODS

Teaching and Learning Strategies
A. Active Learning. This is includes question-posing, inquiry, and self-directed
learning.
B. Cooperative Learning. This allows students to work in groups and be
responsible for each others learning, and each accountable for their own
learning.
C. Critical Thinking. This approach to thinking emphasizes stating original claims
or opinions and supporting them with reasons. Critical thinking is used
expressively when students make interpretations and support them verbally or in
writing. Critical thinking is used receptively when students critique other peoples
arguments.
D. Directed Reading Activity. This is a building-knowledge strategy for guiding the
silent reading of students with comprehension-level questions; often associated
with reading with stops or chunking.
E. Writing Workshop. A writing activity usually used in the consolidation phase of a
lesson in which students consider four elements: role, audience, format and
topic.
F. Reading and Questioning. A cooperative learning and study activity in which
pairs of students read a text and write questions about the text and answers to
those questions. Later they may use the questions and answers as study aids.
Assessment and Evaluation Methods
A. Formative and Summative Assessments. Formative assessment covers
activities that generate information on how well students are engaged in
classroom interactions such as recitations and discussions. On the other hand,
summative assessment includes major examinations that describe and measure
students learning outcomes.
B. Performance-Based Assessment. Instructor observes and make judgements
about students demonstration of skills and competencies in creating a product,
constructing a response and the like in line with the criteria communicated by the
instructor through rubrics and other assessment organizers.
C. Affective Assessment. Students affective traits and dispositions are recorded
through instructors observation, student self-report, and peer ratings.
7. COURSE REQUIREMENTS

A. Oral Defense. This is a major requirement in the course. Applying the concepts
that they have learned from the course in defending their research proposals, the
students will present their manuscripts to a panel of examiners for evaluation and
approval. They will prepare multimedia presentations of their research proposals
and discuss the essential parts. Failure to comply with this on the time specified
by the research instructor means a grade of 4.0 and 4.0/3.0 if able to comply
after the target time.
B. Research Manuscript. This is a prerequisite for oral defense. The students
should have submitted their research manuscripts composed of the title page,
chapters 1 to 3, and bibliography following the APA format. They also need to
include a draft copy of their research instrument which will be subjected for
content and face validations, and reliability testing upon approval of the panel of
examiners after the oral defense. Students will not be allowed to have their oral
defense unless they are able to submit their research manuscripts complete with
their research instruments to their instructor on at least a week before the target
schedule for defense. Monitoring of each chapter accomplished by the students
will be done by the instructor by specifying a target date when each chapter will
be submitted. Each chapter will be evaluated and graded by the instructor in
consonance with the criteria enumerated in REPD Form 5A. The result of the
evaluated chapters will serve as the grades for Prelim, Midterm, and Semi-Final
exams while the evaluation made by the panel of examiners on oral defense will
be the grade in Final exam.
C. Title Defense. Before able to work with their research manuscripts, students
should have presented their proposed titles to a panel of examiners composed of
the Program Chair and the research instructor for critiquing and approval. This
should be composed of at least three sets of research title with its corresponding
statement of the problem. Students who will fail to defend their proposed titles on
the date specified by the research instructor will be advised to immediately drop
the course and be removed from the list of student-researchers on the current
academic year.
D. Proposed Research Titles. This is a prerequisite for title defense. Students
should prepare at least three sets of research title with its corresponding
statement of the problem and should have been submitted a day before the
scheduled title defense.
E. Homework and Seatwork. Homework and seatwork are integral part of the
course. This may come in various task such as group work, individual activity,
research work, extended reading and the like. This will provide opportunities for
the students to transfer the concepts they have learned in class to a more
concrete situation and to equally participate in class discussion
F. Class Engagement. Students are expected to actively participate in the various
activities prepared by the instructor. To be part of the learning community,
students are required to accomplish various tasks required in the course while
adhering to the set standards prescribed by the instructors.
8. COURSE POLICIES
A. Refer to the University Student Handbook for the policies on Attendance,
Dropping of Subject, Grading System and on Scholastic Delinquency.
B. Academic Misconduct. Academic misconduct will be subject to disciplinary
action. Any act of dishonesty in academic work constitutes academic misconduct.
This includes plagiarism, changing or falsifying any academic documents or
materials, cheating, and giving or receiving unauthorized aid in tests,
examinations, or other assigned school works. Punishment for academic
misconduct will vary according to the seriousness of the offense. Punishment for
such offenses includes expulsion, suspension, non-credit of examination and the
like.
C. Regulations and Restrictions in the Classroom
The students should be completely aware of their behaviour and attitude
inside the class. They must avoid interrupting or distracting the class on any
level. The following must be strictly observed during the class.
a. The orderliness and cleanliness of the classroom must be maintained
before, during and after the class.
b. Any material or gadget irrelevant to the subject must be turned off and
kept.
c. Chatting or talking with the seatmates is prohibited unless required in the
classroom activity.
d. Going in and out of the room without permission from the instructor.

e. Being excused by friends or peers from the class for any reason is not
allowed except for emergency cases concerning family problems or
administrative reasons.
9. ACADEMIC INFRASTRUCTURE
A. Textbook:
Salmorin, M. E. (2006). Methods of research. Manila: Mindshapers Co. Inc.
Zulueta, F. M. (2008). Methods of research, thesis writing and applied statistics.
Mandaluyong City: National Bookstore.
B. References:
Adanza, E. G., Bermudo, P. V. & Rasonabe, M. B. (2009). Research methods:
principles and applications. Quezon City: Rex Printing Company, Inc.
Aquino, G. V. (2011). Fundamentals of research. Manila: National Book Store,
Inc.
Ardales, V. B. (2012). Basic concepts and methods in educational research.
Quezon City: Great Books Trading.
Best, J. W. & Kahn, J. V. (2013). Research in education. Singapore: Pearson
Education, Inc.
Borg, W. & Gall, M. D. (2012). Educational research: An introduction. New York:
David McKay, Inc.
Calderon, J. F. & Gonzales, E. C. (2012). Method of research and thesis writing.
Manila: National Book Store, Inc.
Calmorin, L. P. & Calmorin, M. A. (2007). Research methods and thesis writing:
second edition. Quezon City: Rex Book Store Inc.
McMillan, J. H. & Wergin, J. F. (2012). Understanding and evaluating educational
research. Ohio: Merill Prentice Hall.
Padua, R. N. & Santos, R. D. (2013). Fundamentals of educational research and
data analysis. Quezon City: Katha Publishing Company, Inc.
Rice University (2016). Writing research papers. Retrieved August 8, 2016, from:
http://www.ruf.rice.edu/~bioslabs/tools/report/reportform.html
Sanchez, C. A. (2012). Methods and techniques of research. Quezon City: Rex
Printing Company, Inc.
Sevilla, C. G., Ochave, J. A., Punsalan, T. G., Regala, B. P. & Uriarte, G. G.
(2006). Research methods: Revised edition. Quezon City: Rex Book
Store Inc.
The Writing Center (2014). Writing a research paper. Retrieved August 8, 2016,
from: http://writing.wisc.edu/Handbook/PlanResearchPaper.html
Vega, V. A. (2008). Fundamentals of educational research. Makati City
Philippines: Grandwater Publications.
10. COURSE CALENDAR
The following is the list of topics and required readings for the course. However, the
instructor has the right to alter the outline any time due to inevitable circumstances or presence
of other resources which he deems essential for the class.
Week

Topics
INTRODUCTION TO RESEARCH
a. Importance of Research
b. Meaning of Research
c. Kinds of Research According to Purpose
d. Scientific Method of Research
e. Forming Research Group
f. Characteristics of a Good Researcher
g. Common Problems Encountered in Research
h. Steps in Thesis Writing
i. Parts of Thesis Paper
j. Formulation of Good Research Problem
k. Possible Sources of Research Problem
TITLE DEFENSE
I.
WRITING CHAPTER I :
THE PROBLEM AND ITS SETTING
a. Contents of Chapter I
b. Introduction
c. Statement of the Problem
d. Significance of the Study

Required Readings

I.

3
4

Salmorin: pp. 1 - 29

Salmorin: pp. 1 - 29

Salmorin: pp. 31 - 54
Salmorin: pp. 31 - 54

e. Scope and Limitations

SUBMISSION OF CHAPTER 1
PRELIMINARY EXAMINATION
II.
WRITING CHAPTER II :
THE REVIEW OF RELATED LITERATURE AND
STUDIES
a. Contents and Sources of Chapter II
5
b. Importance of the Review of Related Literature
and Studies
c. Initial Steps in Conducting a Literature Search
d. Certain Considerations in Selecting Related
Literature and Studies
e. Guidelines in Writing and Presenting Materials in
Chapter II
f. The Synthesis
6
g. Theoretical Framework
h. Conceptual Framework
i. Hypothesis
j. Definition of Terms
III.
WRITING CHAPTER III :
THE RESEARCH METHODOLOGY
7
a. Contents of Chapter III
b. Research Design
c. Three Basic Research Design
d. Respondents of the Study
e. Research Locale
f. Instrumentation
g. Data Gathering Procedure
8
h. Statistical Treatment of Data
SUBMISSION OF CHAPTER 2 & 3 WITH RESEARCH
INSTRUMENT
MIDTERM EXAMINATION
9
Consultation and Preparation of Research Proposal
Consultation and Preparation of Research Proposal
10
SCHEDULING OF THE RESEARCH PROPOSAL
Oral Defense of the Research Proposal
11
SEMI-FINAL EXAMINATION
12
13
Oral Defense of the Research Proposal
14
Oral Defense of the Research Proposal
15
Oral Defense of the Research Proposal
16
Oral Defense of the Research Proposal
FINAL EXAMINATION
17 - 18
Submission of all requirements

Salmorin: pp. 57 - 71

Salmorin: pp. 57 - 71

Salmorin: pp. 73 - 93

Salmorin: pp. 73 - 93

Prepared by:
Mr. RICHARD M. BAEZ
Instructor III
Checked and Verified by:

Recommending Approval:

Miss RACHELLE M. QUINCO

Program Chair, CTE

Dr. RUBILYN M. LATIDO

Associate Dean, CTE
Approved:
Dr. AMADO C. GEQUINTO
Dean of Colleges