PARTS OF

THE
RESEARCH
PAPER
Structure of a Research Paper
Title
Abstract
Introduction
Literature Review
Methods
Results
Discussion/Conclusion
References/Bibliography
Structure of a Research Paper
Should:
Title Be specific
Indicate the problem the research project
Abstract addresses using keywords
Introduction
Example:
Literature Review The Effects of Emoji in Sentiment
Analysis
Methods
Results
Discussion/Conclusion
References/Bibliography
Structure of a Research Paper
Title Should:
Abstract Provide a complete synopsis of the research
paper
Introduction Introduce the topic and the specific research
question
Literature Review Provide a statement regarding methodology
Methods Provide a general statement about the results
and the findings
Results
Discussion/Conclusion
References/Bibliography
Sample Abstract:

This study investigates the usage of Emoji characters on social

networks and the effects of Emoji in text mining and sentiment analysis.
As it provides live access to text based public opinions, we chose
Twitter as our information source in our analysis. We collected text data
for some global positive and negative events to analyze the impact of
Emoji characters in sentiment analysis. In our analysis, we noticed that
the utilization of Emoji characters in sentiment analysis results in higher
sentiment scores. Furthermore, we observed that the usage of Emoji
characters in sentiment analysis appeared to have higher impact on
overall sentiments of the positive opinions in comparison to the negative
opinions.

Key words: Emoji, opinion mining, sentiment analysis, twitter

Structure of a Research Paper
Title
Abstract
Introduction Chapter 1

Literature Review Chapter 2

Methods Chapter 3

Results Chapter 4
Discussion/Conclusion Chapter 5
References/Bibliography
 FIVE CHAPTERS
I. Introduction
II.Review of Related Literature and Studies
III.
Research Methodology and Procedures
IV.Presentation, Analysis and Interpretation of
Data
V. Summary of Findings, Conclusions and Rec
ommendations
CHAPTER I: Introduction
Rationale
Statement of the Problem
Significance of the Study
Definition of Terms
Chapter I: Introduction
Rationale
It renders an exposition of the
situation that has made the study
necessary.
The first paragraph of the
introduction is the most important
part of the paper. It provides a
“narrative hook” to the reader.
Chapter I: Introduction
Rationale
The next paragraphs are readings to
support the first paragraph.
The rationale main purpose is to
present the justification of the study.
Chapter I: Introduction
Rationale
The last paragraph of the rationale
is the purpose statement.
The rationale should be two to four
pages only.
Chapter I: Introduction
Statement of the Problem
The Problem Statement renders a
statement of the central problem of the
study. This is a general statement of the
problem.
A recommended wording of the Problem Statement:
The (purpose, aim, intent, objective/s) of the
study is to (experimental – test, compare or
evaluate; comparative – compare; correlational –
examine or assess; simple survey – determine;
phenomenology – explore or describe;
ethnography - explore, describe, analyze or
conduct an in-depth analysis; grounded theory -
understand, discover, develop, or generate) the
(quantitative –identify the variables of study and
its possible relationship; grounded theory –
processes, social structures, social interaction;
phenomenology – experience, lived experience,
lived-in experience, meaning or essence;
ethnography – culture, roles, lifeways or cultural
behavior).
Chapter I: Introduction
Statement of the Problem
The researcher analyzes the central
problem by presenting each segment as
sub problem in which broad dimensions
are divided into factors.
Chapter I: Introduction
Statement of the Problem
The problems must jive with the paradigm,
conceptual framework, hypothesis, and
methodology and research instrument. This
should be presented interrogatively.
The subject of the study, what are to be
measured, the time-frame and location are
also being identified.
Example:
The purpose of this study is to analyze the culture-based health
care practices among well and ill Cebuanos. This study will be
conducted in the Province of Cebu for the year 2008.
Specifically, the study attempts to answer the following
questions:
1.How are the lived experiences of Cebuanos in the use of culture-
based health care practiced in the;
1. urban area; and
2. rural area?
2.How are the culture-based health care practices provided by the
Tambalans in the:
1. urban area; and
2. rural area?
Chapter I: Introduction
Significance of the Study
This segment renders a detailed
exposition of the importance of the study
to various sectors such as the management
, the workforce, the clients, suppliers, and
the general public.
Chapter I: Introduction
Significance of the Study
The researchers:
need to identify those who are to benefit
from the study: people, institutions, and
agencies.
need to cite how they will be benefited
from the findings of the research.
should not fail to include the other
researchers as beneficiaries and what they
are expected to benefit.
 Example:
Nurses as rational being, constantly search for
answers to satisfy inquisitiveness. Faced with the
challenge of nursing practice in diverse cultural settings
and folk health care differences, nurses learn to appreciate
the importance of conducting studies in addressing
problems they encounter.
The findings of the study are beneficial to the
following:
Cebuanos. The Cebuanos will benefit from the
culture-based nursing care plan that will be implemented.
The traditional health care practices and culture of
Cebuanos are preserved and maintained, accommodated or
negotiated, and when harmful to health repatterned or
restructured.
Chapter I: Introduction
Definition of Terms
The first step is to determine the key
terms or phrases used in the study.
Significant terms/variables in the title and
in the specific problems should be defined.
The researchers need to determine first
its conceptual definition before defining
them operationally.
After determining its conceptual
definition, the researchers define the key
terms and phrases operationally.
Chapter I: Introduction
Definition of Terms
Conceptual definitions are taken from
books, encyclopedias, periodicals,
magazine and journals.
Operational definition is how these key
terms or phrases are: (1) taken to mean in
the study; (2) used in the study; or
(3) measured in the study. Terms to be
defined should be arranged alphabetically.
 Example:
Cebuanos refer to the individuals who speaks Visayan
dialect rooted from Astro-Malayan language and who
performs a specific culture-based health care practice. This
refers to the informants of the study.
Mathematics achievement is the measure of students’
learning in algebra. In this study, mathematics
achievement refers to the score of a student in the thirty-
item teacher-made test on polynomials.
CHAPTER II: Review of Related
Literature and Studies
Related Literature
Related Studies
Overall Summary of the Review
Chapter II: Literature Review
The purpose of the literature review is to
describe past important research and relate
it specifically to the research problem.
It should be a synthesis of the previous
literature and the new idea being
researched.
The review should examine the major
theories related to the topic to date and
their contributors.
It should include all relevant findings
from credible sources, such as academic
books and peer-reviewed journal articles.
Related Literature Related Studies
An introductory statement An introductory statement shou
should be made before presenti ld be made before presenting t
ng the Related Literature. he Related Studies.

Related literature cited should b This should be taken from publi

e taken from books, news paper shed or unpublished thesis, jour
s or magazines. nals and other research study m
aterials.
This must be arranged logically This must be arranged logically
by variables or by phenomenon by variables or by phenomenon
. .
Related Literature Related Studies
Statements copied verbatim from orig There is a need to cite those studies w
inal sources should be typed single sp hich are relevant to the study. In prese
ace inset. nting the related studies, the research
ers need to cite the methodology, the
participants, the data analysis proced
ure, and the major findings.

It is advised that long citations should There is a need to use the researchers
be paraphrased. In this case, the resea own words in presenting the review.
rchers should restate the author’s tho
ughts in his or her own words.
 Related Literature Related Studies
Citations should be documented prop Citations should be documented prop
erly following the APA format. erly following the APA format.

The researchers must provide a critiqu
e for every abstracted literature. This s
hould focus on the quality of the data
and not based on personal opinion.
The researchers must provide a critiqu
e for every abstracted related study. T
his should focus on the quality of the
data, quality of the used methodology
and not based on personal opinion.

Literature can also be presented in se The arrangement should be based on

quence from the oldest to the most re the paradigm.
cent or vice versa.
Guide to find out the relevance of
the literature or studies:
Topic relevance: Is the literature on the same
topic as your proposed study?
Individual and site relevance: Does the
literature examine the same individuals and sites
you want to study?
Problem relevance: Does the literature examine
the same research problem as you propose in your
study?
Chapter II: Literature Review
Overall Summary of the Review
The researchers need to cite first the
similarities of the related literature and
study with the researchers own study.
Then, cite the aspects where they differ.
After which, cite the aspects that make
the study original or novel. Similarities and
differences should be compared even to
their minor details.
CHAPTER III: Research
Methodology and Procedures
Methods
Environment/Locale
Participants
Instruments
Date Gathering Procedure
Data Analysis
Chapter III: Methodology
Methods
 A research method refers to the design
for data collection and data analysis.
 The major research approach is
quantitative and qualitative study or
mixed method. It should be discussed or
presented on how the approach helps in
data gathering.
 The specific design features must be
presented
 For Quantitative Study:
Non-experimental
• Descriptive Correlational
• Univariate Descriptive
• Retrospective
• Prospective Nonexperimental
• Natural Experiment
• Path Analytic Study
• Comparative
Experimental
• True Experiment
(post-test only, pretest-posttest,
factorial, randomized block, crossover,
wait-list)
• Quasi-Experiment
(nonequivalent control group before-
after, time series, time series
nonequivalent control group design,
time series with multiple institutions
of treatment, time series with
intensified treatment, time series with
withdrawn and reinstituted treatment)
• Pre-Experiment
(nonequivalent control group after-
only, one group before-after)
Chapter III: Methodology
Environment/Locale
 Research environment
 Presents a profile, historical account,
vision-mission, and the feature of the
participants being studied
 Present the practices, lifeways,
educational statistics, health statistics, as
the case may be.
 The research locale only refers to the
place or locale of the study
Chapter III: Methodology
Environment/Locale
 If the study is qualitative or non
experimental, the research environment
should be presented with its locale.
 If the study is experimental, we only
present the research locale without the
research environment.
Chapter III: Methodology
Participants
 Subjects/respondents/informants
• This presents the study participants
 Appropriate terminology:
 Informants – qualitative researchers
 Respondents – those who answer the
questionnaire
 Subjects – those being acted upon by
the study
Chapter III: Methodology
Participants
 Sampling Technique
• This presents the sampling technique and
how the samples were selected
 For quantitative study, probability
sampling designs are recommended, but
may use nonprobability sampling
designs.
 Qualitative study will only use
nonprobability technique.
 Sampling Design Sampling Technique
Quantitative consult a statistician for
appropriate
recommendations.
Ethnography starts with “big-net”
approach conveniently, and
25 to 50 informants
purposively chosen. From
the 25 to 50 informants, 5
key informants are
purposively chosen.
Another set of informants
may be purposively chosen
for focused group
discussions.
 Sampling Design Sampling Technique
Phenomenology • five to ten informants are
chosen utilizing criterion
sampling method, a
specific type of purposive
sampling design.
• All participants must
have experienced the
phenomenon and must
be able to articulate what
is like to have lived that
experience.
 Sampling Design Sampling Technique
Grounded Theory Research is typically done w
ith samples of about 20 to
30 people, using theoretical
sampling. The goal is to sel
ect informants who can bes
t contribute to the evolving
theory. Sampling, data colle
ction, data analysis, and the
ory construction occur conc
urrently, and so study partic
ipants are selected serially a
nd contingently; contingent
on the emerging conceptua
lization.
Chapter III: Methodology
Instruments
 The researchers need to decide on the
type of research instrument that will best
to gather the data and information
needed in the study.
 The most common research instruments
are tests, review of documents,
observation checklist or guide,
participant observation field notes,
interview schedule or guide, self-made
questionnaire, scales, narrative accounts,
and focus group discussion issues.
Chapter III: Methodology
Instruments
 Indicate also instructions for
accomplishing, checking, scoring and
interpreting the instrument. Make sure
the instructions are clear and explicit.
Erroneous instructions will affect the
respondent’s responses and likewise the
data.
Chapter III: Methodology
Instruments
 Justify its characteristics if it possesses a
good research instrument.
 Acknowledge the author or from where
it is adopted if questionnaire is
borrowed
 There is also a need to mention the
source or author of the scoring pattern
being adopted.
Chapter III: Methodology
Instruments
 Describe the scoring or point system for
every variable. The data quantification
should help in the statistical analysis.
 Explain also how the data will be
interpreted.
Chapter III: Methodology
Instruments
 Discuss validation of the instrument, its
validity and reliability and/or the need
for revalidation.
 Discuss triangulation strategies.
Chapter III: Methodology
Instruments
 Research instruments, which have been
adopted from previous studies more
often than not, do not need to be
revalidated.
 When changes or revisions have been
made to suit the needs of the study,
there is a need for revalidation.
Chapter III: Methodology
Instruments
 Instruments used from published studies
that are not culture free needs validation
and item analysis.
 Instruments used in unpublished studies
that are not rigorously validated and
item analyzed need validation and item
analysis.
Chapter III: Methodology
Instruments
 Quantitative researcher-made instrument
s need to be validated.
 Discuss content validation (at least 3
experts) and face validation (pre-testing).
 There is also a need to frame item
analysis through three reliability tests.
Cite the justification why there is no
need for validation.
Chapter III: Methodology
Data Gathering Procedure
 Dry Run Procedures
• This segment renders an exposition of the
dry run procedures for establishing the
functionality and reliability of the data
collection instruments.
Chapter III: Methodology
Data Gathering Procedure
 Data Collection
• This segment describes and narrates the
step-by-step process, courses of action
or sequence of events in the
administration of the instruments and
the retrieval of accomplished
instruments.
• This includes what the researchers
actually intend to do and the individuals
who will act as research aid.
Chapter III: Methodology
Data Analysis
 This segment discusses in detail the
treatment of data.
 This presents the statistical tests used in
the processing of the data. Describe the
statistical tools used and for what
purpose it is used.
 Indicate also at what level of significance
the interpretations will be based.
Chapter III: Methodology
Data Analysis
 For qualitative research, discuss in
details the specific data analysis
procedure.
 Discuss procedures on transcription,
development of category schemes or
themes and coding qualitative data.
 For ethnography, phenomenology and
grounded theory, please utilize specific a
nalysis techniques.
Chapter III: Methodology
Data Analysis
 For descriptive qualitative studies not
based on specific traditions, utilize
qualitative content analysis technique.
 Specific data analysis procedures for
focus group data and triangulated data
should be discussed in full details.
CHAPTER IV: Presentation,
Analysis and Interpretation of
Data
The chapter is organized and divided into
topics according to the sub-problems.
The researchers present only relevant data.
In reporting qualitative data:
Present the findings according to themes or
schemes
Since qualitative data is narrative and extensive,
one theme should be presented in one chapter and
subthemes are emphasized with a header.
Analyze the basic data and interpret them in the
light of the related literature.
If opinions would substantiate the findings then it
should be supported with related literatures.
In reporting quantitative data:
Summarize the results through tables or chart
presentation or graphs.
In the presentation of results, include statistical
tests of significance, computed value of the test,
degree of freedom, probability level, and the
direction of the effect.
The analysis of data should be objective and
logical.
In reporting quantitative data:
Interpret the results in a narrative form after the
table. Textual presentation should supplement or
expand the contents of tables and charts, rather
than duplicate them.
Present facts as much as possible. If opinions
would substantiate the findings then it should be s
upported with related literatures.
Example:

Difference in Student Teachers’ Characteristics by Teac

her Education Institutions

It was hypothesized that the learning institution of the s

tudents had a bearing on their characteristics. The ANOVA

table (Table 2) shows that the student teachers showed vari

ations in their attitude towards teaching, core values and int

erpersonal skills when classified according to institutions.

Table 2. ANOVA Table of Student Teachers’ Characteristics by TEIs

EXAMPLE
 As shown in the table, the type of TEI has made a variance in
student teachers’ values, interpersonal skills and attitude towards
teaching. Student teachers from TEIs of higher accredited status
(School C and D) have better attitude towards teaching, give more
importance to work interactions and work core values. They love
and were more satisfied with their student teaching experiences.
They were more concern on how they would teach and that
students learned from their teaching. Most importantly, they value
their being teachers in the future, and are excited looking forward
to the day they will become real teachers with their own students.

EXAMPLE
 The following are the utterances of some student teachers.
My perception about teaching has changed. I
consider teaching as the noblest profession because it
really needs patience and perseverance. If you do not
have this, you will not survive in teaching (School C)

Regarding my students, I gave them my best in

teaching and see that they all learned and observed them
in my evaluations (School C).

EXAMPLE
 With faith in God as their shield, the student teachers believed
that the Almighty Lord would always be there to protect them.
They value honesty, respect and integrity. Hardwork, patience
and commitment are their secret weapons to achieve their goals-
getting high grades and involvement in intensive teacher training.
However, the different TEIs were comparable in providing the
student teachers’ learning environment and providing
opportunities or activities to develop their social and cognitive
skills.

EXAMPLE
Chapter IV: Presentation, Analysis
and Interpretation of Data
Limitations
 Limitations are possible shortcomings or
influences that either cannot be
controlled or are the result of the
restrictions imposed by the researcher.
 In here, discuss how the researchers are
going to handle them so that they do
not become the bottlenecks of the
investigation.
CHAPTER V: Summary of
Findings, Conclusions and
Recommendations
Summary
Findings
Conclusions
Recommendations
Chapter IV: Summary of Findings,
Conclusions and Recommendations
Summary
 The summary is the recapitulation of the
problems and the methodology.
 Present briefly on how the research was
conducted including the summary of the
problem in declarative form, type of
research, methodology employed,
participants and place of study.
Chapter IV: Summary of Findings,
Conclusions and Recommendations
Findings
 Present in outline form the main
findings without giving any
interpretation.
 The order should follow the sequences
of the topics previously based on the
sub-problems.
Chapter IV: Summary of Findings,
Conclusions and Recommendations
Conclusions
 Conclusion is the formulation of
generalizations based on collected data.
 This presents broad statements or
generalizations based on the findings of
the study with the purpose of answering
the main problems. Broad generalization
s not supported by data or findings
should be avoided.
 The statements should be based from
the theory or concepts used.
Chapter IV: Summary of Findings,
Conclusions and Recommendations
Recommendations
 Recommendations are suggestions for
the improvement of practices, policies,
and implementing strategies relative to
the research.
 Recommendations are divided into
specific and general recommendations.
Structure of a Research Paper
Title
Abstract
Introduction
Literature Review  This section should be an alphabetized
Methods list of all the academic sources of
information utilized in the paper.
Results  The format of the references will match
the format and style used in the paper.
Discussion/Conclusion
References/Bibliography
Example:
Rowling, J.K. (2001). Harry Potter and the sorcerer's stone. London:
Bloomsburg Children's.
 General Guidelines
1. Never use personal pronouns like: I, me, we, are, us
and you.
2. Always use: the researcher(s)
3. Acknowledgement of all sources.
4. Observe confidentiality.
5. Table should be in one page. If impossible, break it
into two tables.
6. Number 1-9 (whole word); 10-up in figures.
7. Paging before chapter 1, use the lower case letters.
(i, ii, iii, etc.)
 General Guidelines
8. Foreign words, dialects must be italics.
9. Never use abbreviations or symbols.
10.Page number should be written at the upper right corner of
the page.
11.Do not transcribe the page numbers in every start of a
chapter and on pages where schematic diagram were
transcribed.
12. Define major terms as presented in title and subproblems
of the study.
13. Borders should be measured one and one-half inches
from left side while measuring 1 inch from right side, top
and bottom.
14.Everything should be in double space except for direct
paragraph/long quotations which is presented in
single-space, inset with half tab in both sides.
Resources:
• https://cirt.gcu.edu/research/developmentresources/tut
orials/researchpaper
• https://joelalfarero.files.wordpress.com/2015/10/parts-o
f-research-paper.doc