Title Title Title Title Title Title Title Title Title

Name of Primary Author

Name of Primary Author
Grade 12, STEM
Senior High School Program
FEU Alabang, Filinvest, Muntinlupa City
youremail@gmail.com

Abstract
A concise and factual abstract is required which should contain the purpose,
theoretical underpinning, research design, data analysis, major findings and
conclusions and recommendations. References are normally not cited here. Non-
standard or uncommon abbreviations should be avoided, but if essential they
must be defined at their first mention in the abstract itself. Non-standard or
uncommon abbreviations should be avoided, but if essential they must be defined
at their first mention in the abstract itself. Non-standard or uncommon
abbreviations should be avoided, but if necessary, they must be defined at their
first mention in the abstract itself (max. 250 words). It should be typed single-
spaced.

Keywords: word1; word2; word3; word4; word5

1. INTRODUCTION
The first paragraph should be able to
introduce the background of the study. You
need to begin discussing the study
conducted in its global context down to how
it can be applied.
The second paragraph should present
the “niche” of the literature gap.
This paragraph may serve also as an
introduction   may   include   case   examples,
personal   narratives,   vignettes,   or   other
illustrative material.  applicable   literature   to   identify   key
Review, critique, and synthesize the
applicable   literature   to   identify   key
issues/debates/ theoretical frameworks in the
relevant   literature   to   clarify   barriers,
knowledge gaps, or practical needs.  applicable   literature   to   identify   key
Review, critique, and synthesize the
applicable   literature   to   identify   key
issues/debates/ theoretical frameworks in the
relevant   literature   to   clarify   barriers,
knowledge gaps, or practical needs. 
Review,   critique,   and   synthesize   the
applicable   literature   to   identify   key
issues/debates/ theoretical frameworks in the
relevant   literature   to   clarify   barriers,
knowledge gaps, or practical needs. 
Review, critique, and synthesize the
issues/debates/ theoretical frameworks in the
relevant   literature   to   clarify   barriers,
knowledge gaps, or practical needs. 
Review, critique, and synthesize the

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issues/debates/ theoretical frameworks in the
relevant   literature   to   clarify   barriers,
knowledge gaps, or practical needs. 

Review, critique, and synthesize the
applicable   literature   to   identify   key
issues/debates/ theoretical frameworks in the
relevant   literature   to   clarify   barriers, Figure 1. Conceptual Framework
knowledge gaps, or practical needs. 
Materials and Method
This   part   should   provide   a   clear
Summarize   the   research   design,
general statement of the problem and should
including   data­collection   strategies,   data­
include sufficient background information to
analytic   strategies,   and,   if   illuminating,
set   the   work   in   context  and   provide
approaches   to   inquiry   (e.g.,   descriptive,
discussion of related literature.
interpretive,   feminist,   psychoanalytic,
postpositivist,   critical,   postmodern,
2. METHODOLOGY
constructivist, or pragmatic approaches). 
Objectives of the Study
Provide the rationale  for the design
This sentence provides the general selected. Method sections can be written in a
statement of your research problem. chronological or narrative format. 
Specifically, the following were given
emphases on this study: Although authors  provide a method
1. state the objective of the study here; description that other investigators should be
2. state the objective of the study here; able to follow, it is not required that other
3. state the objective of the study here;
and investigators arrive at the same conclusions
4. state the objective of the study here. but rather that the method description leads
other   investigators   to   conclusions   with   a
This paper presents and discusses similar degree of methodological integrity. 
the …….
At times, elements  may be relevant
This paper will only look into the
to   multiple   sections   and   authors   need   to
data gathered through observation,
immersion and face-to-face interview with organize what belongs in each subsection in
…….. order to describe the method coherently and
reduce   redundancy.   For   instance,   the
Significantly, ….. discuss here the overview and the objectives statement may
significance of the research study.
be presented in one section. 
The framework of the study is shown
Processes of qualitative research are
in the schematic diagram presented below.
often   iterative   versus   linear,   may   evolve

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through the inquiry process, and may move Data Collection Procedure
between   data   collection   and   analysis   in
multiple formats. As a result, data collection State the form of data collected (e.g.,
and analysis sections might be combined.  interviews,   questionnaires,   media,
observation).  Describe   the   origins   or
For   the   reasons   above   and   because evolution   of   the   data­collection   protocol.
qualitative   methods   often   are   adapted   and Describe   any   alterations   of   data­collection
combined   creatively,   requiring   detailed strategy in response to the evolving findings
description   and   rationale,   an   average or   the   study   rationale.  Describe   the   data­
qualitative   Method   section   typically   is selection   or   data­collection   process   (e.g.,
longer than an average quantitative Method were   others   present   when   data   were
section.  collected,   number   of   times   data   were
collected,   duration   of   collection,   context).
Convey   the   extensiveness   of   engagement
Participants (e.g.,   depth   of   engagement,   time
Provide   the   numbers   of intensiveness   of   data   collection).  For
participants/documents/events analyzed.  interview   and   written   studies,   indicate   the
mean and range of the time duration in the
Describe   the   demographics/cultural data­collection   process   (e.g.,   interviews
information, perspectives of participants, or  were held for 75 to 110 min, with an average
characteristics   of   data   sources   that   might
influence the data collected.  interview   time   of   90   min).•   Describe   the
management   or   use   of   reflexivity   in   the
Describe   existing   data   sources,   if data­collection process, as it illuminates the
relevant (e.g., newspapers, internet, archive). study.  Describe   questions   asked   in   data
Provide   data   repository   information   for collection: content of central questions, form
openly shared data, if applicable.  Describe of questions (e.g., open vs. closed). 
archival searches or process of locating data
for analyses, if applicable.  Data Analysis Procedure and Strategies

Researcher–Participant Relationship  Describe the methods and procedures
used and for what purpose/goal. Explicate in
Describe   the   relationships   and detail   the   process   of   analysis,   including
interactions   between   researchers   and some   discussion   of   the   procedures   (e.g.,
participants relevant to the research process coding,   thematic   analysis)   following   a
and any impact on the research process (e.g., principle of transparency. Describe coders or
was there a relationship prior to research, are analysts   and   their   training,   if   not   already
there any ethical considerations  relevant to described   in   the   researcher   description
prior relationships).  section  (e.g.,  coder   selection,  collaboration
groups). Identify whether coding categories

3
emerged   from   the   analyses   or   were
developed a priori. Identify units of analysis
(e.g.,   entire   transcript,   unit,   text)   and   how
units   were   formed,   if   applicable.   Describe
the   process   of   arriving   at   an   analytic
scheme,   if   applicable   (e.g.,   if   one   was   supplemental checks that can strengthen the
developed before or during the analysis or
was   emergent   throughout).   Provide
illustrations and descriptions of the analytic
scheme   development,   if   relevant.   Indicate
software, if used.  investigators,   checks   on   the   interview
Demonstrate   that   findings   are
grounded in the evidence (e.g., using quotes,
excerpts,   or   descriptions   of   researchers’
engagement in data collection). Demonstrate
that   the   contributions   are  insightful  and
meaningful  (e.g.,   in   relation   to   the   current
literature   and   the   study   goal).   Provide
relevant  contextual  information for findings
(e.g.,   setting   of   study,   information   about
participants,   interview   question   asked   is
presented before excerpt as needed). Present
findings   in   a  coherent  manner   that   makes
sense   of   contradictions   or   disconfirming
evidence   in   the   data   (e.g.,   reconcile
discrepancies, describe why a conflict might
exist in the findings).  topics.
Demonstrate consistency with regard
to the analytic processes (e.g., analysts may
use   demonstrations   of   analyses   to   support
consistency, describe their development of a
stable   perspective,   interrater   reliability,
consensus)   or   describe   responses   to
inconsistencies,   as   relevant   (e.g.,   coders
switching   midway   through   analysis,   an
interruption   in   the   analytic   process).   If
alterations in methodological integrity were
made   for   ethical   reasons,   explicate   those
reasons and the adjustments made. 
Describe how support for claims was
supplemented   by   any   checks   added   to   the
qualitative   analysis.   Examples   of
research   may   include,   transcripts/data
collected   returned   to   participants   for
feedback,   triangulation   across   multiple
sources   of   information,   findings,   or
thoroughness   or   interviewer   demands,
consensus   or   auditing   process,   member
checks or participant feedback on findings,
data   displays/matrices,   in­depth   thick
description, case examples, or illustrations ,
structured methods of researcher reflexivity
(e.g.,   sending   memos,   field   notes,   diary,
logbooks,   journals,   bracketing),   checks   on
the utility of findings in responding to the
study   problem   (e.g.,   an   evaluation   of
whether a solution worked). 
3. RESULTS AND DISCUSSION
In this section we will present in a
sectional approach to each of the main
The authors conducted ……. to the
participants to be able to generate the
information for this research and reviewed
existing literature.
Results and Discussion for Objective 1
Describe   research   findings   (e.g.,
themes,   categories,   narratives)   and   the
meaning   and   understandings   that   the
researcher   has   derived   from   the   data
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analysis.  disciplinary   understandings.   Describe   the
Demonstrate the analytic process of
reaching  findings  (e.g., quotes, excerpts  of
data). Present research findings in a way that
is compatible with the study design. Present
synthesizing   illustrations   (e.g.,   diagrams,
tables, models), if useful in organizing and
conveying findings. Photographs or links to
videos can be used.  Identify the study’s strengths and limitations
Findings   presented   in   an   artistic
manner   (e.g.,   a   link   to   a   dramatic
presentation of findings) should also include
information   in   the   reporting   standards   to
support the research presentation. 
Use   quotes   or   excerpts   to   augment
data   description   (e.g.,   thick,   evocative
description,   field   notes,   text   excerpts),   but
these should not replace the description of
the findings of the analysis.
types   of   contributions   made   by   findings
(e.g.,   challenging,   elaborating   on,   and
supporting   prior   research   or   theory   in   the
literature describing the relevance) and how
findings   can   be   best   utilized.   Identify
similarities   and   differences   from   prior
theories   and   research   findings.   Reflect   on
any alternative explanations of the findings. 
(e.g.,   consider   how   the   quality,   source,   or
types  of the data or the  analytic  processes
might support or weaken its methodological
integrity). Describe the limits of the scope of
transferability   (e.g.,   what   should   readers
bear   in   mind   when   using   findings   across
contexts).   Revisit   any   ethical   dilemmas   or
challenges   that   were   encountered,   and
provide   related   suggestions   for   future
researchers.   Consider   the   implications   for
future research, policy, or practice. 

The   findings   section   tends   to   be Accounts   could   lead   to   multiple

longer than in quantitative papers because of solutions   rather   than   a   single   one.   Many
the demonstrative rhetoric needed to permit qualitative  approaches  hold  that   there  may
the evaluation of the analytic procedure.  be   more   than   one   valid   and   useful   set   of
findings from a given data set. 
Depending   on   the   approach   to
inquiry,   findings   and   discussion   may   be Results   should   be   presented   in   a
combined or a personalized discursive style logical   sequence.   Tables,   graphs,
might   be   used   to   portray   the   researchers’ illustrations and photographs may be used to
involvement in the analysis.  improve   clarity.   Discuss   the   results   to
provide   descriptions   and   explanations   of
Findings   may   or   may   not   include observed   phenomena,   trends,   optimized
quantified information, depending upon the values  and other information  that  illustrate
study’s goals, approach to inquiry, and study how   these   results   relate   to   findings   of
characteristics.  previous works.

Describe   the   central   contributions

4. CONCLUSIONS
and   their   significance   in   advancing

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 This study was able to conclude that
……….

Present   in   the   conclusion   the

generalizations  and important  contributions
of the work.

From the analysis of the different

data….. state the general results here.

This study further recommends the

following:
1. what can you recommend which
have been part of the limitation of
your study;
2. Conduct a further study in….; and
3. this can be replicated, but include
here what can be improved.

5. ACKNOWLEDGMENT

This study was supervised by Andy

Nestor Ryan Pazon, LPT, MAT, PhD
(Candidate) of FEU Alabang, Senior High
School Program.

We would like to thank also the

participants of this said research.

6. REFERENCES

Use APA Format.

Follow the sixth (6th) edition of the

American Psychological Association (APA)
Style Manual. List all works cited in the
manuscript in the reference section.