BASICS OF

RESEARCH
AND
STATISTICAL
TOOLS

DR. ROMEO M.
DALIGDIG
HEAD, RESEARCH
OFFICE
LYCEUM OF ILIGAN
FOUNDATION

Research
comprises creative work
-

undertaken on a systematic
basis either qualitative,
quantitative, descriptive, or
experimental in order to
increase the stock of
knowledge, including
knowledge of man, culture
and society, and the use of
this stock of knowledge to

Basic Parts of
Research
Chapter I- The
Problem and Its
Background

Table of
Contents
Title Page
Abstract
Approval
Sheet
Acknowledgm
ent
Table of
Contents
List of Tables

-Rationale
-Research
Framework
-Statement of the
Problem
-Hypothesis
-Significance of
the Study
-Scope and
Limitations of the
Study
-Definition of
Terms
Chapter II

Chapter IIIResearch
Chapter
IIIMethodology
Research
-Research
Design
Methodology
- Respondents
of
-Research
Design
the Study of
- Respondents
-the
Research
Study
Instrument
- Research
- Data
Gathering
Instrument
Procedure
- Data
Gathering
-Statistical
Procedure
Treatment
-Statistical
Chapter
IV
Treatment
Presentation,
Analysis and
Interpretation of
Data
Chapter VSummary,
Conclusion and
Recommendation

LIF encourages
Collaborative Research- a team
of 3 or 4 members

Basic Parts of
Research
CHAPTER I

1.1.
Rationale

-Presents the problem and

the reason or reasons why it
is necessary to conduct the
study.
Example. One of the thrusts of LIF

is to strengthen the culture of

research. It is important to conduct
this inquiry to find ways on how to
do it.

Basic Parts of
Research
CHAPTER I

1.2. Research
Framework

Theoretica
l
Framewor
k.
Conceptu

al
Framewor

-Relating to or
having the
characteristic of the
theory established
and proven by
authors which are
very useful to the
present study.

- Consisting of the
researchers own
position on a
problem after his
exposure to all
theories that have
bearing on the
problem.

Basic Parts of
Research
CHAPTER I

Research
Paradigm

1.2. Research
Framework
Input

Independ
ent
Variables

Process

Moderatin
g/Interven
ing
Variables

Output

Dependen
t
Variables

Basic Parts of
Research
CHAPTER I

1.3. Statement of the

Problem

There should be a
general statement of
the whole problem
followed by the
specific questions or
sub-problems into
which the general
problem is broken

Basic Parts of
Research
CHAPTER I

1.3. Statement of the

Problem

Example. The
researcher wants to
investigate on how to
strengthen the
research culture in
LIF. Specifically, it
aims to seek answers
to the following sub-

Basic Parts of
Research
CHAPTER I

1.4. Research
Hypothesis

-scientific assumption.
Only
experimental/inferential
study needs expressly
research
hypothesis.
Example. There is no
significant
difference/relationship

Basic Parts of
Research

CHAPTER I
1.5. Scope and
Limitations of the
Study

General
Purpose
Subject
Matter

Topics studied
Population

To strengthen
research culture in
LIF

The research
culture

Research Culture,
Capability Building, Cost,
Benefits and Incentives

All Faculty and

Students

Basic Parts of
Research
CHAPTER I

1.6. Significance of
the Study

-includes benefits and

beneficiaries, contribution to the
fund of knowledge, and possible
implications.
Example. Administration,
Faculty, Students, Parents, and
Future Researchers

Basic Parts of
Research
CHAPTER I

1.7. Definition of
Terms

- Only terms, key words or

phrases which have special or
unique meaning in the study are
defined.
Example. Conceptual or
operational definition

Basic Parts of
Research

Chapter II
Review of
Related
Literature

Basic Parts of
Research
CHAPTER II

REVIEW OF RELATED
LITERATURE
The materials must be
as much as possible:
1.
2. objective
recent
and unbiased
4. minimum of
3. relevant
10 sources

Basic Parts of
Research
Chapter III- Research

Methodology
-Research Design
- Respondents of the
Study
- Research Instrument
- Data Gathering
Procedure
-Statistical Treatment

Basic Parts of
Research

CHAPTER III- Research

Methodology

3.1. Research
Design
- historical, descriptive or

experimental
3.2 . Respondents of the
Study
-includes sampling and sampling
Slovins formula:
design n= N/ (1 +
Ne2 )
where: n= sample size,
N=population,

Basic Parts of
Research
- Describes
the tool
used to
measure
the
CHAPTER III

3.3. Research
Instrument

Basic Parts of
Research
CHAPTER III

3.4. Data Gathering

Procedure

- The method of

collecting the data

and the development
of the instrument for
the gathering of data
must be explained

Basic Parts of
Research
CHAPTER III

3.5. Statistical
-The kind of
Treatment of Data

statistical
treatment
depends upon the
nature of the
problem (subproblems) and the
specific data

Why
statistics?
1. Is
indispensable
2. To have
valid and
reliable
data
3. To give

meaning and
interpretation

uidelines in
Guidelines
inthe
the
tion and
ction
andApplication
Application
atistical
atisticalProcedures
Procedures
The
Thedata
datashould
shouldbe
be
anized using
ganized
usingany
anyor
or
ll of
all
ofthe
thefollowing
following
ending upon
pending
uponwhat
whatis
is
ired to
sired
tobe
beknown
knownor
or
t is
at
isto
tobe
becomputed.
computed.

Guidelines in the
Selection and Application
of Statistical Procedures
1.1. Talligram
(tabulation
table)
1.2. Score or
frequency
distribution
1.3. Scattergram

Guidelines in the
Selection and Applicatio
of Statistical
Procedure
2. When
certain

proportions of th
population based
certain variables su
as age, height,
income are desired

Guidelines in the
Selection and Applicatio
of Statistical Procedure
2. 1. frequency counts
and percents are to be
used
2. 1.1. textual2. 1.2. tabula
2. 1.1.
diagramatic/graphic

Guidelines in the
Selection and Applicati
of Statistical Procedur

3. When the typic

normal or average
desired to be known
mean is to be used

Guidelines in the
Selection and Applicati
of Statistical
Procedur
4. When the
variable

being studied are abst

or continuous such a
adequacy, efficiency
excellence, extent,
seriousness (problem
weighted mean is to
used.

Guidelines in the
Selection and Applicati
of Statistical Procedur

5. When the variabi

of the population is
be known, the stand
deviation is to be us

Guidelines in the
Selection and Applicati
of Statistical Procedur
6. When the relativ
placements of scores
positions are to be kno
ranking, quartile devia
or percentile rank sha
used.

Guidelines in the
Selection and Applicatio
of
Statistical
Procedure
7. When significance o

trend of responses
persons as a group tow
certain issue, situati
value or thing, the c
square is to be used

Guidelines in the
Selection and Applicati
of Statistical Procedur
8. When the significan
of the difference
between the respons
of two distinct group
the chi-square of tw
group is to be used.

Guidelines in the
Selection and Applicat
of Statistical Procedur

9. To determine how
variable varies with o
another, the correlat
coefficient is compute

Guidelines in the
Selection and Applicati
of Statistical Procedur

10. If the significance

the difference betwee
the perceptions of tw
groups about a certa
situation, t-test.

Guidelines in the
Selection and Applicatio
To determine
the rela
of11.
Statistical
Procedure

effectiveness of the diffe

ways of doing things to w
randomized groups ar
respectively exposed to
only a post test is given t
different groups, ANOVA
be used.

Guidelines in the
Selection and Applicatio
of Statistical Procedure

12. To determine the eff

of some variables upo
single variable to which
are related, partial an
multiple correlations ar
be used.

Guidelines in the
Selection and Applicati
of Statistical Procedur
13. To determine th
association between t
independent variables
chi-square of independe
chi-square of multiplica
may be used.

SUMMARY
1. Basic Tools
2. Over all
Performance of
the Group
3. Homogeneity
and
Heterogeneity
4. Significant
Difference
5. Relationship or
Association

1. Frequency,
Percentage,
Weighted Mean, Ranking

2. Mean or
Average
3. Standard
Deviation

4. t-test or z-test,
ANOVA
5.
Chi-square,
Correlation,
Regression

Basic Research
Proposal
Chapter IV
Presentation,
Analysis and
Interpretation
of Data

Techniques in
Organizing, and
Presenting the Data

1.
Talligra
m

Table 4
Frequency Distribution of the Respondents as to Faculty Development Program
A. Faculty
Development
Program

Not a
Factor
(1)

A Minor
Factor
(2)

A
Moderately
Factor
(3)

A
Serious
Factor
(4)

A
Very Serious
Factor
(5)

1.Having access to a
variety of opportunities

II

II

2.Enhancing
ability

II

II

II

3.Availing
of
faculty
development based on
merit

II

II

II

4.Enabling to attend offcampus

professional
and educational meeting

III

II

III

II

II

teaching

5.Conducting
faculty
consultation
regarding
priority
faculty
development program

Raw Data
A. Faculty
Development
Program

Not a
Factor
(1)

A Minor
Factor
(2)

A
Moderately
Factor
(3)

A
Serious
Factor
(4)

A
Very Serious
Factor
(5)

1.Having access to a
variety of opportunities

2.Enhancing
ability

12
Total

6
6

teaching

3.Availing of faculty
development based on
merit
4.Enabling to attend offcampus
professional
and
educational
meeting
5.Conducting
faculty
consultation regarding
priority
faculty
development program

Total

6
6

30

Techniques in
Organizing, and
Presenting the Data

2. Frequenc
and
Percentage

Frequency Distribution as to
Respondents Age

Frequency Percentage
(f)
(%)

Age
16-17

18-19

24

20- 21

10
22
above
Total

and

15
50

Percentage
Percentage =
= (f/
(f/ N)
N) x
x
100
100

Where f =
frequency
N= total number
of respondents
Ex.

Percentage
of Age 1819:
P= 24/50=
0.48 x 100
= 48%

Frequency Distribution as to
Respondents Age

Frequency Percentage
(f)
(%)

Age
16-17

18-19

24

20- 21

10
22
above
Total

and

15
50

Percentage
Percentage =
= (f/
(f/ N)
N) x
x
100
100

Where f =
frequency
N= total number
of respondents
Ex.

Percentage
of Age 1819:
P= 24/50=
0.48 x 100
= 48%

Frequency Distribution as to
Respondents Age

Frequency Percentage
(f)
(%)

Age
16-17
18-19

24

48

20- 21

10
22
above
Total

and

15
50

Percentage
Percentage =
= (f/
(f/ N)
N) x
x
100
100

Where f =
frequency
N= total number
of respondents
Ex.

Percentage
of Age 1819:
P= 24/50=
0.48 x 100
= 48%

Frequency Distribution as to
Respondents Age

Frequency Percentage
(f)
(%)

Age
16-17
18-19

24

48

20- 21

10
22
above
Total

and

15
50

20

Percentage
Percentage =
= (f/
(f/ N)
N) x
x
100
100

Where f =
frequency
N= total number
of respondents
Ex.

Percentage
of Age 1819:
P= 24/50=
0.48 x 100
= 48%

Frequency Distribution as to
Respondents Age

Frequency Percentage
(f)
(%)

Age
16-17
18-19

24

48

20- 21

22
above
Total

and

10

20

15

30

50

Percentage
Percentage =
= (f/
(f/ N)
N) x
x
100
100

Where f =
frequency
N= total number
of respondents
Ex.

Percentage
of Age 1819:
P= 24/50=
0.48 x 100
= 48%

Frequency Distribution as to
Respondents Age

Frequency Percentage
(f)
(%)

Age
16-17
18-19

24

48

20- 21

22
above
Total

and

10

20

15

30

50

100

Percentage
Percentage =
= (f/
(f/ N)
N) x
x
100
100

Where f =
frequency
N= total number
of respondents
Ex.

Percentage
of Age 1819:
P= 24/50=
0.48 x 100
= 48%

16-17 yrs.old
22 yrs. Old & above

Age

18-19 yrs. Old

20-21 yrs.old

2%

30%
48%
20%

Figure 3
Percentage Distribution of the Respondents Age

Table 2.Frequency Distribution of the Respondents as to Educational Qualification

A. Educational
Qualification

1.A graduate
Crim or its
discipline

of BS
related

2.
Licensure
Examination
of
Criminologist Passer
3.Satisfied
CHED
minimum requirements
to teach in higher
education
4.Enrolled in Graduate
Education
5.Engaged
in
Continuing Professional
Education
Over-all
mean

weighted

Not a
Factor
(1)

A Minor
Factor
(2)

A
Moderately
Factor
(3)

A
Serious
Factor
(4)

A
Very Serious
Factor
(5)

Weighted
Mean
(WM)

4.5

4.3

4.0

3.8

4.0

4.12

Table 2
Frequency Distribution of the Respondents as to Educational Qualification
A. Educational
Qualification

1.A graduate of BS Crim

or its related discipline

Not a
Factor
(1)

A Minor
Factor
(2)

0 (1)

0(2)

A
A
Moderately Serious
Factor
Factor
(3)
(4)

0(3)

3(4)

A
Very Serious
Factor
(5)

3(5)

Weighted
Mean
(WM)

4.5

Weighted Mean =
[w(x1) + w(x2) +w(x3)+ w(x4) + w(x5)] / n
where :
w= weighted value assigned to the frequency
Xi = is the frequency corresponding to the
assigned weight
N= the total number of respondents

Interval

Scale

4.2 -5.0

A very serious
factor

3.4 4.1

A serious factor

2.6 3.3

A moderately
serious factor

1.8 2.5

A minor factor

1.0 - 1.7

Not a factor

Interval =
[Highest
Scale Value
Lowest
Scale
Value]/
Number of
Point
Scales

Interval =
[5-1]/5 =

0.8

A.

Educational
Qualification

Not a
Factor
(1)

A Minor
Factor
(2)

1.A graduate of BS
Crim or its related
discipline

2.
Licensure
Examination
of
Criminologist Passer

3.Satisfied
CHED
minimum requirements
to teach in higher
education
4.Enrolled in Graduate
Education
5.Engaged
in
Continuing
Professional Education

Over-all
mean

weighted

A
A
Moderately Serious
Factor
Factor
(3)
(4)

A
Very Serious
Factor
(5)

Weighted
Mean
X

Interpretation

A.

Educational
Qualification

Not a
Factor
(1)

A Minor
Factor
(2)

1.A graduate of BS
Crim or its related
discipline

2.
Licensure
Examination
of
Criminologist Passer

3.Satisfied
CHED
minimum requirements
to teach in higher
education
4.Enrolled in Graduate
Education
5.Engaged
in
Continuing
Professional Education

Over-all
mean

weighted

A
A
Moderately Serious
Factor
Factor
(3)
(4)

A
Very Serious
Factor
(5)

Weighted
Mean
X

Interpretation

4.5

A very serious
factor

A.

Educational
Qualification

Not a
Factor
(1)

A Minor
Factor
(2)

1.A graduate of BS
Crim or its related
discipline

2.
Licensure
Examination
of
Criminologist Passer

3.Satisfied
CHED
minimum requirements
to teach in higher
education
4.Enrolled in Graduate
Education
5.Engaged
in
Continuing
Professional Education

Over-all
mean

weighted

A
A
Moderately Serious
Factor
Factor
(3)
(4)

A
Very Serious
Factor
(5)

Weighted
Mean
X

Interpretation

4.5

A very serious
factor

4.3

A very
serious factor

A.

Educational
Qualification

Not a
Factor
(1)

A Minor
Factor
(2)

1.A graduate of BS
Crim or its related
discipline

2.
Licensure
Examination
of
Criminologist Passer

3.Satisfied
CHED
minimum requirements
to teach in higher
education
4.Enrolled in Graduate
Education
5.Engaged
in
Continuing
Professional Education

Over-all
mean

weighted

A
A
Moderately Serious
Factor
Factor
(3)
(4)

A
Very Serious
Factor
(5)

Weighted
Mean
X

Interpretation

4.5

A very serious
factor

4.3

A very
serious factor

4.0

A serious
factor

A.

Educational
Qualification

Not a
Factor
(1)

A Minor
Factor
(2)

1.A graduate of BS
Crim or its related
discipline

2.
Licensure
Examination
of
Criminologist Passer

3.Satisfied
CHED
minimum requirements
to teach in higher
education
4.Enrolled in Graduate
Education
5.Engaged
in
Continuing
Professional Education

Over-all
mean

weighted

A
A
Moderately Serious
Factor
Factor
(3)
(4)

A
Very Serious
Factor
(5)

Weighted
Mean
X

Interpretation

4.5

A very serious
factor

4.3

A very
serious factor

4.0

A serious
factor

3.8

A serious
factor

A.

Educational
Qualification

Not a
Factor
(1)

A Minor
Factor
(2)

1.A graduate of BS
Crim or its related
discipline

2.
Licensure
Examination
of
Criminologist Passer

3.Satisfied
CHED
minimum requirements
to teach in higher
education
4.Enrolled in Graduate
Education
5.Engaged
in
Continuing
Professional Education

Over-all
mean

weighted

A
A
Moderately Serious
Factor
Factor
(3)
(4)

A
Very Serious
Factor
(5)

Weighted
Mean
X

Interpretation

4.5

A very serious
factor

4.3

A very
serious factor

4.0

A serious
factor

3.8

A serious
factor

4.0

A very
serious factor

A.

Educational
Qualification

Not a
Factor
(1)

A Minor
Factor
(2)

1.A graduate of BS
Crim or its related
discipline

2.
Licensure
Examination
of
Criminologist Passer

3.Satisfied
CHED
minimum requirements
to teach in higher
education
4.Enrolled in Graduate
Education
5.Engaged
in
Continuing
Professional Education

Over-all
mean

weighted

A
A
Moderately Serious
Factor
Factor
(3)
(4)

A
Very Serious
Factor
(5)

Weighted
Mean
X

Interpretation

4.5

A very serious
factor

4.3

A very
serious factor

4.0

A serious
factor

3.8

A serious
factor

4.0

A very
serious factor

4.12

A serious
factor

A.

Educational
Qualification

Not a
Factor
(1)

A Minor
Factor
(2)

1.A graduate of BS
Crim or its related
discipline

2.
Licensure
Examination
of
Criminologist Passer

3.Satisfied
CHED
minimum requirements
to teach in higher
education
4.Enrolled in Graduate
Education
5.Engaged
in
Continuing
Professional Education

Over-all
mean

weighted

A
A
Moderately Serious
Factor
Factor
(3)
(4)

A
Very Serious
Factor
(5)

Weighted
Mean
X

Interpretation

4.5

A very serious
factor

4.3

A very
serious factor

4.0

A serious
factor

3.8

A serious
factor

4.0

A very
serious factor

4.12

A serious
factor

Interval

Scale

4.2 -5.0

A very serious
factor

3.4 4.1

A serious factor

2.6 3.3

A moderately
serious factor

1.8 2.5

A minor factor

1.0 - 1.7

Not a factor

Interval =
[Highest
Scale Value
Lowest
Scale
Value]/
Number of
Point
Scales

Interval =
[5-1]/5 =

0.8

Techniques in
Organizing, and
Presenting the Data

3. Ranking

Frequency
Variables

rank
domina

YES

NO

yes

no

26

94

NO

8th

1st

2. Does your school have a teacher(s) who

specializes in ICT education?

66

54

YES

5th

4th

3. Are the teachers given opportunities to

learn to integrate computers into their
classroom practice?

85

35

YES

3rd

6th

4. Alternatively, is ICT education at your

school implemented at the discretion of the
teachers?

68

52

YES

4th

5th

5. Has your school introduced a remote

education system via WWW (e-learning)?

41

79

NO

6th

3rd

6. Has your school introduced Computer

Assisted Instruction (CAI)?

37

83

NO

7th

2nd

98

22

YES

2nd

7th

112

yes

1. Is there any Personal Digital

Assistance?

7. People say that information gap exist

between those who use ICT and those who
dont and that an inequality result. Do you
perceive such a gap around ?
8. Do you think the ICT education at school
helps to overcome the digital divide?

nt

1st

8th

Techniques in
Organizing, and
Presenting the Data

4.
Scattergra
m

Presenting the Data

1. Textual
Presentation

The figure above shows the percentage

distribution of the respondents age. It shows that
out of fifty respondents, forty eight percent (48%)
were 18-19 years old, thirty percent (30%) were 22
years old and above, twenty percent (20%) were 2021 years old and only two percent (2%) were 16-17
years old. The figure implies that most of the
Criminology students are teen agers and are
relatively young.

Presenting the Data

2. Tabular
Presentation
Table 1. Frequency Distribution as to Respondents Age
Age
16-17
18-19

Frequency
(f)

Percentage
(%)

24

48

10

20

15

30

50

100

20- 21

22 and above
Total

Presenting the Data

3. Graphical
Presentation

Figure 1. Percentage Distribution as to Respondents Age

Age

16-17 yrs.old

18-19 yrs. Old

30%
20%

2%

48%

20-21 yrs.old

Testing the
significant
difference
1. t-test

Testing the
significant
difference
2. z-test

Testing the
significant
difference
3. ANOVA

significant
relationship or
association
1. chi-square

significant
relationship or
association
2.
correlation

significant
relationship or
association
2.
correlation

significant
relationship or
association
2.
correlation

significant
relationship or
association
2.
correlation

significant
relationship or
2.
Regression
association
analysis

Just Remember!
In Statistics, dont
lie.

But lies do statistics

Basic Research
Proposal
Chapter IV
Presentation,
Analysis and
Interpretation
of Data

Guidelines in the
Presentation of Data

eepresentation
presentationshould
should
eemade
madeone
oneby
byone
one
rding to
ording
tothe
thecontent
content
ddorder
orderof
of the
thesubsubproblems.
problems.
should be textual
. There
nd tabular presentations
of data.

Guidelines in the
Presentation of Data

3.Make
3.Makeaalabel
labelor
ortitle
title
of
ofthe
thetable
tablein
ingraph.
graph.

Ifpossible
possibledont
dontbreak
breakthe
the
.The
Thereaders
readersmay
maynot
noteasily
easily
rstand the
erstand
theoverall
overallfindings
findings
the
thestudy
studywhen
whendata
dataare
are
oken
rokenand
anddistributed
distributedin
in
different
differentpages.
pages.

Guidelines in the
Presentation
of Data
5.Textual
presentation
may
come before or after the
tabular data whichever is
possible so as not to break
4. If possible dont break the
the
graph
or
table.
data. The readers may not easily
understand the overall findings
of the study when data are
broken and distributed in
different pages.

Example:
Age

4 5
22-14
1 19
4
19-21
3 46
7
18 and
2 31
below
5
Figure 1/Table
1
25 and
above

Rank

a. AGE

4%
20%

31%

Age
25 and
above
22-24
19-21
18 and below

46%

exhibits that majority of the respondents

100from 19 21 which was 46%, followed by
were
80aged
respondents aged 18 and below which was 31%, then aged
22-24 which was19% and finally, 25 and above which was 4%
TOTAL

This implies that most of the responses are coming from the
young age which is 19-21 years old.

ANALYSIS AND
INTERPRETATION OF
DATA

nalysis is
Analysis
isaaprocess
processof
of
nalyzing statements.
analyzing
statements.
terpretation is
nterpretation
isan
anact
act
or
orinstance
instanceof
of
interpreting
interpretingan
an
explanation.
explanation.

Analysis and
Interpretation of Data
Types of Research
Analysis
1.

Univariate Problem
2.Bivariate Problem
3.Multivariate

Problem

Analysis and
Interpretation of Data
Types of Research
Analysis
1. Univariate Problem
Example 1. What is the extent
of awareness of LIF Maritime
Students on research writing?

Analysis and
Interpretation of Data
Types of Research
Analysis
1. Bivariate Problem

Example:
Example:To
Towhat
whatextent
extentare
are
the
thefollowing
followingproductivity
productivity
variables
variablesrelated:
related:
a.
research
and
instruction;
a. research and instruction;
b.
b. Research
Researchand
andextension;
extension;
and
and

Analysis and
Interpretation of Data
Types of Research
Analysis
1. Multivariate
Problem

Example: Is there a significant

difference between the extent
of productivity of Maritime
faculty members along
instruction, research and
extension?

Data

Levels of Interpretation of
Data

1. Table Reading. The contents o

the table are to be presented
numerically and descriptively.
2. Implications or meaning of th
data. Focus on the meaning.
3. Cross-referencing or
corroboration. To compare to
existing knowledge or finishe
studies.

Example:
Age

25 and
above

22-14

14

19-21

37

18 and
below

25

TOTAL

80

Rank

Example:
Age

4 5
22-14
1 19
4
19-21
3 46
7
18 and
2 31
below
Figure 1/Table
1
5
25 and
above

Rank

a. AGE

4%
20%

31%

Age
25 and
above
22-24
19-21
18 and below

46%

exhibits that majority of the respondents

TOTAL were aged from 19 21 which was 46%, followed by
80 100
respondents aged 18 and below which was 31%, then aged
22-24 which was19% and finally, 25 and above which was 4%
This implies that most of the responses are coming from the
young age which is 19-21 years old.
This is in consonance with the study of Yap (2010) that mos
of the students in the college were relatively young.

use:

e
l
b
a
h
e
d
t
r
n
p
o
a
g
p
w
t

n
i
a
s
s
t
s
i
n
r
n
It tha de t It ntio lai
e
n
a
p
m
u
h
x
t
e
s

i
s
s
y
i
t
h
I
d
w
h
e
o
w
T
c
u
h

s
r
a

d
e
d
be t
d
e
n ha
t
a
t
c
c
t
I
pe

x
e

t
s ha
i
t
It

t
t
I ha d
t ut e

b
i
r
t ct
t
a
s e fa
i
s th
i
Th to

Basic Research
Proposal
Chapter VSummary,
Conclusion and
Recommendatio
n

* From Chapter IV, the findings

chapter 5 shall only contain th
specific results both quantitati
and qualitative without any
explanations or reasons.
* They are presented as they
were organized and categorize
in the sub-problems.
*Findings must be stated and writt

the past tense with no irrelevant, in

or unnecessary findings. Use descr
and qualitative findings as necess

Sample
resources
was very
much in educational
qualifications, while
much along
professional
performance,
workload, rank and
tenure and faculty
development. The
average mean value

Conclusions

* Conclusions must be written in the

present tense. They are stated based on
the findings of the study. Carefully stated
not to appear as findings or
recommendations. They are made in
general statement which reflects the
results of the study.

* May or may not be stated

separately and can be lumped in
one conclusion if applicable.
*Conclusions should not contain
numerals. They should be
formulated concisely and briefly
stated but must convey necessary
sense from the findings.

Finding:
TheFinding
status of human
the
resources was very much in
educational qualifications, while
much along professional
performance, workload, rank and
tenure and faculty development.
The average
mean value
was 3.32
Conclusion:
Human
described
much.
resources
areasacademically

qualified and professionally

performed in an acceptable
manner. They are also
qualified as to workload,
rank and tenure and faculty

*The
the

recommendations of
study are based on
the findings and
* The recommendations
conclusions. must
be specific,
implementable, and point
out the direct agency or
people involved like
administrators, teachers,
students, parents, and
researchers for possible

Recommendations
Forms of
Recommendations

1. Narrative
form

2. Enumeration or Outlin
form

educational attainment; and 1.2.

Findings: 1.1.
Majority of thestatus?
potential investors
socioeconomic
were college graduates; however, there were
some postgraduate degree holders. The
greatest number of these potential investors
had occupations related to professional work.
1.b. Majority of them had an average monthly
income of P10,000 P19,000. Majority of these
investors
had 1 to
3 dependents
3 of them
Conclusion:
The
potential but
investors
had more than 10 dependents.

possess a substantial background

knowledge and professional experience;
hence, given the necessary training, they
can be motivated to venture into
entrepreneurship.
Recommendation:
The proposed training
program should be implemented to
prepare potential investors for
entrepreneurship ventures.

The greatest
challenge that
a greater
student can
overcome is to
unlock his
great potential

1.Stimula
te
learning.
2.Make a
differenc
e!
Thank you and
God bless!