Department of Education

Region III

Division Training on the PREPARATION OF

RESEARCH PROPOSALS AND RESEARCH
FINAL OUTPUTS

The Research Process:

Conceptualization Phase
Prepared by Dr. Rodger De Padua

1
Major Sections in an APA-Style
Research Report
 INTRODUCTION
◦ What did you do? Why did you do it?
 METHOD
◦ How did you do it?
 RESULTS
◦ What did you find?
 DISCUSSION
◦ What does it mean?

2
Outline of Final Research Output
for Applied/Action Research
 Title Page
 Table of Contents
 List of Tables
 Abstract
 Introduction and Review of Related
Literatures
◦ Conceptual Framework
◦ Statement of the Problem
◦ Hypothesis
◦ Significance of the Study
◦ Scope and Limitations 3
Outline of Final Research Output
for Applied/Action Research
 Method
◦ Type of Research
◦ Respondents and Sampling Method
◦ Instruments
◦ Data Collection Procedure and Ethical
Considerations
◦ Data Analysis
 Results and Discussion
◦ Conclusion
◦ Recommendations
 References
4
Outline of Final Research Output
for Applied/Action Research
 Appendices
Applied Research Action Research
A. Letter of Request A. Letter of Requests
B. Instruments B. Instruments
C. Gantt Charts C. Workplan
D. Cost Estimates D. Cost Estimates
E. Plan for E. Action Plan
Dissemination/Advocacy

5
KNOWING THE RESEARCH PROCESS

6
Begin with a
TOPIC in
mind
7
 The Research Process
• CONCEPTUALIZATION PHASE
1

• DESIGN PHASE
2

• EMPIRICAL PHASE
3

• ANALYTICAL PHASE
4

• DISSEMINATION PHASE
5
8
 The Research Process
Conceptualization Phase
1.Topic/Problem Identification
2.Review of Literature
3.Hypotheses/Proposition Development
4.Framework Development
5.Objective Formulation

Dissemination Phase
Design Phase
10. Communicating and Utilizing
6.Research Plan Formulation
the Findings

Analytical Phase
Empirical Phase
8.Data Analysis & Interpretation
7.Data Gathering/Collection
9.Conclusion 9
TOPIC

Relevant
Significant
Feasible
10
 Alternative Alternative Indigenous
Delivery Learning Peoples
Modes System Education

Special
Programs ACCESS

DEPED
DEPED’S •VISION
QUALITY
THEMATIC •MISSION
AREAS •CORE VALUES

Curriculum
Management GOVERNANCE
(K to 12)

School-Based Monitoring Policy Supervision School–

Management and Formulation & of Instruction Community
Evaluation Reformulation Partnership
11
 Examples of Topics
1. Scheduling 12.English as a Second
2. Team teaching Language program
3. Evaluation of learning, 13.Teaching Approaches
reporting to parents 14.Placement programs
4. Student regulation 15.Audiovisual programs
5. Learning styles 16.Health services
6. Peer Tutoring 17.Guidance-counseling
7. Instructional programs
Supervision 18.Teacher morale:
8. Field trips annoyances and
9. School facilities satisfactions
10.Extracurricular 19.Teacher welfare:
programs salaries, merit rating,
11.Uses of ICT in retirement, tenure
Instruction 20.Sex education
12. Stress management 21.Administrative
Leadership
12
Key Questions:
a.What do I know about the
topic?
b.What should I know about the
topic?
c.What do previous studies say
about my chosen topic?
13
Example 1
Field of Study Educational Management
Major Courses Taken Politics of Education, Qualitative Research
Methods, Administrative Behavior in
Educational Management, Management of
School and School System, Human
Resource Management in Education,
Educational Psychology, Trends, Problems
and Issues in Basic Education, Values and
Value System in Education
Area of Interest Human Resource Management in Education
Major Concepts Encountered Teacher Attrition, Teacher Burn out,
Teacher Turnover, Teacher Recruitment,
Teacher Induction, Performance Appraisal,
Job Analysis, Compensation Process,
Teacher Morale, Organizational Climate,
Stress Management
How well do I understand the concepts in E ( ) VG ( ) G ( ) F ( ) P ( )
the chosen area of interest?
Field of Practice Higher Education
Review of Literature a. Conceptual Literature (10%)
b. Research Literature (90%)
c. Gray Literature (x) 14
Example 2
Field of Study Teacher Education
Major Courses Taken Child and Adolescent Development,
Facilitating Learning, Social Dimensions of
Learning, Principles of Teaching,
Educational Technology, Assessment of
Learning, Developmental Reading, The
Teaching Profession, Special Topics in
Education
Area of Interest Assessment of Learning

Major Concepts Encountered Formative assessment, Summative

How well do I understand the concepts in
the chosen area of interest?
Field of Practice
assessment, Diagnostic assessment,
Placement assessment, Ipsative
assessment, Performance-based
assessment, Test development, Reliability
and Validity of Assessment Tools,
Assessment Instruments, Portfolio
Assessment, Data measurement, Grading
system, Student achievement
E ( ) VG ( ) G ( ) F ( ) P ( )
Higher /Basic Education

Review of Literature a. Conceptual Literature (10%)

b. Research Literature (90%)
c. Gray Literature (x) 15
Example 4
Target Areas 1. Faculty Development Program
2. National Achievement Test
3. School Accreditation
4. Satisfaction on Services
5. Tracer Study
6. Environment
7. Stress Management
8. Teaching and Learning
9. Indigenous students/PWD
10. Program Monitoring and Evaluation

How well do I understand E ( ) VG ( ) G ( ) F ( ) P ( )

the concepts in the chosen
area of interest?
Field of Practice Higher and Basic Education
Review of Literature a. Conceptual Literature (10%)
b. Research Literature (90%)
c. Gray Literature (x)
16
STEP 1a: Literature Review: The Research Powerhouse

A literature review is an account of what has

been published on a topic by accredited
scholars and researchers
• Good research is good because it advances our collective
understanding. To advance our collective understanding, a
researcher or scholar needs to understand what has been
done before, the strengths and weaknesses of existing
studies, and what they might mean.

•To be useful and meaningful, education research must

build on and learn from prior research and scholarship on
the topic. 17
Consider the following entries:

Burke, K. (2005). Teacher certification exams: What are the predictors of success?.
College Student Journal, 39(4), 784-793.

Chambers, S., Munday, R., Sienty, S., & Justice, M. (1999). Predictors of success on the
Texas state certification tests for secondary teaching. College Student Journal, 33,
10-15.

Crane, P., Wright, C. R., & Michael, W. B. (1987). School-related variables as predictors
of achievement on the National Council Licensure Examination (NCLEX-RN) for a
sample of 418 students enrolled in a diploma nursing program. Educational and
psychological measurement, 47(4), 1055-1069.

Developing an Evaluation Framework for Teacher Licensure Tests ." Testing teacher
candidates: The role of licensure tests in improving teacher quality . Washington,
DC: The National Academies Press, 2001 .

Romeo, E. M. (2013). The predictive ability of critical thinking, Nursing GPA, and SAT
scores on first-time NCLEX-RN performance. Nursing education perspectives, 34(4),
248-253.

Zeidner, M., Kremer‐Hayon, L., & Laskov, D. (1990). Scholastic aptitude, matriculation
grades, and group interview as predictors of performance in nursing
school. Assessment and Evaluation in Higher Education, 15(1), 45-59. 18
Electronic Resources

19
 List of academic databases & search engines

Name Discipline(s) Access Cost Provider(s)

African Journals
OnLine (AJOL)
BASE: Bielefeld Academic
Search Engine
BDD: Diacronia Bibliometric
Database
Directory of Open Access
Journals
ERIC: Educational Resource
Information Center
Free abstracts;
Multidisciplinary Subscription full-text African Journals OnLine[5]
Free
Multidisciplinary Bielefeld University[23]
Free abstracts;
Linguistics, Subscription full-text and
philology references Revista Diacronia[24]
Free
Journals Lund University[49]
Produced by the United
States Department of
Free Education.[55] Also
available by subscription
Education fromOCLC, CSA.

FreeFullPDF Multidisciplinary Free FreeFulPDF[56]

Google Scholar Multidisciplinary Free Google[66]

Multidisciplinary Index Copernicus
Free
Index Copernicus science International[71]

20
 List of academic databases & search engines

Links to journal's
home page and
publishers
JournalSeek Multidisciplinary JournalSeek[79]

JSTOR: Journal Free and Subscription

Storage Multidisciplinary JSTOR[80]

Free Abstract;
Subscription full-text
Lesson Planet Education (K-12) Lesson Planet[82]

Free
Mendeley Multidisciplinary Mendeley[87]

Microsoft Academic Free

Search Multidisciplinary Microsoft

Free
OAIster Multidisciplinary OCLC[97]
21
 List of academic databases & search engines

Based at York
Psychology's Feminist Free University, Toronto,
Voices Psychology Canada.[105]
Leibniz Institute for
Free Psychology
PubPsych Psychology Information
re:search Multidisciplanary Free re:search[112]
ScienceOpen Multidisciplinary Free ScienceOpen[122]
Scopus Multidisciplinary Subscription Elsevier[126]
SearchTeam Multidisciplinary Free Zakta[127]
Allen Institute for
Free Artificial
Semantic Scholar Computer science Intelligence[128]
European Centre for
Social Free the Development of
VET-Bib Science,Education Vocational Training[136]
Web of Science Multidisciplinary Subscription Thomson Reuters[137]
WorldCat Multidisciplinary Free & Subscription OCLC[138] 22
 Electronic Resources
http://scholar.google.com
http://journals.cambridge.org
http://muse.jhu.edu./journals/index.html
http://information.net/rm/
www.doaj.org
www.sciencedirect.com
http://journalseek.net/
www.ssrn.com
http://www3.interscience.wiley.com
http://www.eric.ed.gov/
www.e-journals,.org
http://www.eduref.org
http://aera-cr.asu.edu/ejournals
http://www.proquest.com
http://infomine.ucr/edu/
http://www.scienceresearch.com/search/
http://www.search.com/
www.dogpile.com
23
Step 2: Topic Intellectualization:

Key Phases:
a. Organizing the literature
b. Identifying concepts/variables
c. Defining concepts/variables

Step 2A: Organizing the literature

24
 LITERATURE (TABULAR)
Cases for Research on Licensure Examination
Researchers Major Objectives Delineated Factors Locus Key findings

Romeo, E. Examine the predictive Pennsylvan GPA was found to be

M. (2013) ability of critical ia, USA the strongest predictor
thinking, Nursing GPA, Critical thinking; of NCLEX-RN; Critical
and SAT scores on first- scholastic aptitude; thinking skills were
time NCLEX-RN GPA; predictors also significant
performance. predictors of NCLEX
RN outcomes.

Burke, K. To determine the data Predictors of success, Texas, USA Scores in the LAST
(2005) that are possible knowledge and skills in and the ATS-W
predictors the liberal arts and categories of the
of success on teacher sciences (the LAST), in Certification
certification exams. teaching theory and Examinations were
practice (the ATS-W), found to be mostly
and in the content area associated with SAT,
of the candidate's field followed by CGPA.
of certification (the HSGPA was not a
CST) predictor of future
success on a teacher
certification exam 25
Researcher Major Objectives Delineated Factors Locus Key findings

Justice, M., Examine GPA, EXCET Scores, gender, Texas, USA The undergraduate
& Hardy, J. characteristics of ethnicity, reading scores GPA was a
C. (2001) minority teacher significant but weak
education students predictor of
taking the professional performance on the
development section ExCET. Acquisition
of the Examination for of test taking
the Certification of strategies and
Educators in Texas participating in
(ExCET) . practice sessions
contributed to a
positive outcome as
indicated by most
of the students.
Zeidner, Explore the Israel Only aptitude test
M., relationships and scores correlated
Kremer‐Ha relative contributions moderately with the
Scholastic aptitude;
yon, L., & of scholastic aptitude, certification exam
matriculation grade;
Laskov, D. matriculation grades, scores
group interview
(1990) and group interview in
student performance
in nursing school.

26
Literature (Textual)
 Justice and Hardy (2001) examined the
relationship of undergraduate GPA, gender,
ethnicity, and reading scores to the performance
of 39 minority teacher education students who
took the professional development section of the
Examination for the Certification of Educators in
Texas (ExCET). Using a multiple regression
procedure, undergraduate GPA and reading
scores were examined as predictors of ExCET
test scores. It was further revealed that the
undergraduate GPA was a significant but weak
predictor of performance on the ExCET.

27
Literature (Textual)
 Papastergiou (2008) assessed the learning
effectiveness and motivational appeal of a
computer game for learning computer memory
concepts as compared to a similar application,
encompassing identical learning objectives and
content but lacking the gaming aspect to a
sample of 88 students using the quasi-
experimental research design. Data analyses
showed that the gaming approach was both
more effective in promoting students’ knowledge
of computer memory concepts and more
motivational than the non-gaming approach.
28
 STEP 2b: Identifying Research
Conceptual Tags (CTs)/Variables

Scholastic Aptitude

GPA

Intelligence Quotient

Critical Thinking Skills

Academic Performance

Self-Efficacy of Teachers
29
STEP 2b: Identifying Research Conceptual
Tags (CTs)/Variables

Reading Comprehension Skills

Learning Styles

Leadership Styles

Organizational Culture

Innovation Strategies

Teacher Morale
30
 STEP 2b: Identifying Research Conceptual Tags (CTs)

Key Question: Which among the identified conceptual

tags/variables/are considered important and controversial?

Conceptual Tags Literature Is the CT still Is the CT still Order of Priority

Source important? controversial?
(Authors, Year)

Scholastic
aptitude
GPA

Critical Research Problem Indicators:

thinking When there is an absence of information resulting in a gap in our
knowledge
IQ When there are contradictory results
When a fact exists and you intend to make your study explain it
/ = Yes x = No
31
 STEP 2c: Defining Research Conceptual Tags (CTs)

Conceptual Lexical Definition Operational

Tags/Variables ( according to definition
authoritative (how the term
sources) is/will be used in
the paper)

Scholastic
aptitude
GPA

Critical thinking

IQ
32
Defining the concepts/variables
Concepts/Variables Definition

Scholastic aptitude Refers to the score obtained in the

Scholastic Aptitude Test to assess
competitiveness and likelihood to succeed
in the education course
GPA Refers to the total amount of grade
points earned by the education students
divided by the total amount of credit hours

Critical thinking It is the ability to think clearly and

rationally about what to do or what to
believe. It includes the ability to engage in
reflective and independent thinking (Lau
& Chan, 2016)
IQ Refers to the total score derived from
Raven’s Progressive Matrices Test to
assess intelligence. 33
Step 3: Develop the Research Arguments
and Identify the Research Framework

What do you want to argue about?

RELATIONSHIP
EFFECT
DIFFERENCE
IMPACT
34
Step 3: Develop the Research Arguments
and Identify the Research Framework

Hypothesis/Proposition Development

Directional
H1 (+/-) Hypothesis

Non-Directional
H 0 / H1 Hypothesis

35
 What do you want to argue about?

Job Satisfaction
H1 (+) Work
OR
Productivity

Can we hypothesize?
36
 Can we hypothesize?

Job Satisfaction H1 Work

OR Productivity

H1: There is a significant relationship between job satisfaction and

work productivity

Ho: There is no significant relationship between job satisfaction and

work productivity

H1[+]: High level of job satisfaction leads to a high level of work

productivity
37
 What do you want to argue about?

ICT-based H1 (+) Student

Instruction OR
Achievement

38
What do you want to argue about?

Concept H1 (+) Pupil’s

Mapping OR
Mastery

39
 What do you want to argue about?

School-Based
Feeding
H1/Ho Student
OR
Program Performance

40
What do you want to argue about?

Gender
H1 /Ho Reading
OR
Habits

41
Let us Review!!! Parts of the Research
Proposal
Conceptualization Phase
1. Topic/Problem Introduction and Review of
Identification Related Literature and
2. Review of Literature Studies
3. Hypotheses/ Conceptual Framework
Proposition Statement of the Problem
Development Hypothesis
4. Framework Significance of Study
Development Scope and Limitations
5. Objective
Formulation Method

42
 STEP 3a-c: Developing the Research
Model/Conceptual Framework

TYPOLOGIES OF
Model

Physical Mathematical Conceptual

43
44
 120,000

ARIMA (2,1,0)
Number of Nurses

100,000
Ŷt = 8721.14 + 0.732AR t-2 – 0.137e t-2
80,000

60,000
103,870 nursing board passers by 2010
40,000

20,000

0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31
2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32

Observed
Date Forecast
45
 A ‘flow chart’ of innovation
decision making
PRIOR CONDITIONS
1. Previous practice
2. Felt needs/problems
3. Innovativeness
4. Norms of the social COMMUNICATION CHANNELS
system

1. KNOWLEDGE 2. PERSUASION 3. DECISION 4. IMPLEMENTATION 5. CONFIRMATION

Observations of the Perceived characteristics

decision making unit of innovation
1. Adoption Confirmed Adoption
1. Socio-economic 1. Relative advantage
Later Adoption
characteristics
2. Compatibility
Discontinuance
2. Personality
3. Complexity 2. Rejection
variables Continued Rejection
4. Trialability
3. Communication
behaviour 5. Observability
46

Rogers 2003
 Customers

Changing Product
customers expectations

Experience Values Lifestyles Demographics Price Purchasing Information

Quality

Range Knowledge Priorities Health Access

Physical Service

Currency

Value Image
Loss of
Individuality Expectations Variety
loyalty

Age
composition
Ease Flexibility Security

A ‘tree chart’ of changing consumer

behaviour
47
A ‘triangle’ of needs

Self actualisation

Esteem

Affiliation

Security

Physiological

Maslow 1954
48
 Travel

Why not
mass tourism

SOCIAL CONTINGENCY
THEORY
Who ge ts to go?
He ge mony class Adv antage s Disadv antage s
Type s of Indiv idual not part of mass
tourists/
trav e lle rs

POST STRUCTURALISM
Type s of Foucault - fre e dom and control Cruise r impacts
tourism Knowle dge - powe rs

POST M ODERNISM
Baudsilard - Hype s re ality

Culture/
places
Goffman - frontstage /

Environment
Backstage authe nticity

People
Are cruise rs
tourists or not?

What type of impact

and
what type of tourist?

A mind map of cruise travel and

impacts
Jennings 2001 49
Soft systems framework of tourism
business activity

2 3
1 Process Institutional Business
Environment Environment
Content
4 5
6 Output Behaviour Motivation
7 Outcome

50
 STEP 3a-c: Developing the Research
Model/Conceptual Framework

Key Activities

a. Intellectual/Conceptual Binning

51
b. Graphical Hypothesizing (Relationship, Effect, Difference or the
RED Principle)

Study Habits

Reading
Positive Comprehension
attitude

Student
Academic
Performance

Good Effectiveness
of Teaching
classroom
management
Academic
Preparedness

52
Another way of graphical hypothesizing

53
b. Graphical Hypothesizing (Relationship, Effect, Difference or the
RED Principle)

Study Habits

Reading
Comprehension

Student
Academic
Performance

54
c. Conceptual Hypothesizing (Relationship, Effect, Difference)

H1 Students’ study habits are positively associated with

student academic performance

OR

H1There is a significant relationship between students’ study

habits and their academic performance

H2 Reading comprehension is positively associated with

student academic performance

OR

H2 There is a significant relationship between students’

reading comprehension and their academic performance
55
TASK 3: Translating conceptual hypotheses into a research model

 H1There is a significant relationship between students’

study habits and their academic performance.

 H2 There is a significant relationship between students’

reading comprehension and their academic performance.

Research Title

56
 The Role of a Research Simulacrum

Function 1: WRITING THE RESEARCH TITLE

Basic Questions Asked (De Guzman, 2012):
Does the title describe what the study is all about?
Does the title contain high specificity level?
Is the title academically phrased and is not verbose?
Is the title within the 12 substantive word requirement of the
American Psychological Association (APA)?

Reading
Comprehension
Academic
Performance
Study Habits

57
Workload H1 (+) Research
Profile OR Productivity

58
Workload H1 (+) Research
Profile Productivity

59
 Research H1 (+)
Skills
Research
Productivity

Workload H2 (+)
Profile

Proposed Working Title

Central Question

60
Sample Titles of Research
 Impact of a school-based
interdisciplinary intervention on diet and
physical activity among urban primary school
children: Eat well and keep moving

 Enhancing student performance through

cooperative learning in physical sciences

 Enhancing student performance and

retention in the sciences through peer-
facilitated discussion
61
 An Intensive ICT-Integrated
Environmental Learning Strategy
for Enhancing Student Performance.

 The effectiveness
of educational technology applications
for enhancing mathematics achievement
in K-12 classrooms

 Digital storytelling for enhancing

student academic achievement, critical
thinking, and learning motivation
62
 A Factorial Analysis of the Evaluation of
Scholastic Compositions in the Mother
Tongue

 The role of mother tongue literacy in third

language learning

 Providing access to students with

disabilities in online distance education

 Assistive technology in the classroom:

Enhancing the school experiences
of students with disabilities 63
 Positive self-identity for Indigenous
students and its relationship to school
outcomes

 Determining Faculty Effectiveness:

Assessing Teaching, Research, and
Service for Personnel Decisions and
Improvement.

Sample Titles of Research

64
Function 2: FORMULATING THE RESEARCH OBJECTIVES

Typologies of Quantitative Questions

1. Description
 Involves observation, description and classification
and is geared toward new information.
 Is concerned with the following questions:
o How prevalent is the phenomenon?
o What are the characteristics of the phenomenon?
o What is the process by which the phenomenon is
experienced?

Research Objective
65
 Research H1 (+)
Skills
Research
Productivity

Workload H2 (+)
Profile

Proposed Working Title

Central Question

66
2. Explanation
 It attempts to offer understanding of the
underlying causes of phenomena.
 Is concerned with the following questions:
o What is the underlying cause?
o What does the occurrence of the phenomenon
mean?
o Why does the phenomenon exist?
o Why are two phenomena related?

Research Objective
67
 Research H1 (+)
Skills
Research
Productivity

Workload H2 (+)
Profile

Proposed Working Title

Central Question

68
3 Prediction and Control
 Isconcerned with the following questions:
o If phenomenon X occurs, will phenomenon
Y follow?
o Can the occurrence of the phenomenon be
controlled?
o Does the intervention result in the
intended effect?

Research Objective
69
 Research H1 (+)
Skills
Research
Productivity

Workload H2 (+)
Profile

Proposed Working Title

Research Skills and Workload Profile of Teachers
in Relation to their Research Productivity

Central Question

70
Statement of the Problem:
1. How may the teaching workload of the
participants be described in terms of:
2.1. Hours of Works
2.2. Teaching Preparations

2. To what level have the participants

assessed their research skills based on
the following indicators?
2.1. Technical skills
2.2. Conceptualizing a Research Problem
2.4. Designing the Research Plan
2.5. Research Data Processing
2.6. Writing the Research Paper 71
3. How may the research productivity of
the participants be described in terms of:
3.1. Research Output
3.2. Review Articles

4. Is there any significant relationship

between research productivity of
participants and their
4.1. Workload
4.2. Research skills

72
The researchers hypothesized that:
 H1 Participants’ workload is significantly
correlated to their research
productivity.
 H2 Participants’ research skills is
significantly correlated to their
research productivity.

Alternative Hypotheses

73
 This study is significant to both school
administrators and faculty members as they
will gain knowledge and understanding about
the teachers’ strengths and weaknesses
along the skills that determine their
capability in doing research. Findings may
have implications on enhancing the faculty
development program that is focused on
strengthening research capability and
research productivity and in promoting
research environment that dwells on research
policies and guidelines, working conditions,
research facilities, and research benefits and
incentives.

Significance of the Study

74
 Thisstudy is deemed significant
to the following:
◦ Students.
◦ Teachers.
◦ School Administrators.
◦ Curriculum Planner.
◦ Parents.
◦ Community

Significance of the Study

75
 The Scope is determined by
◦ Respondents/Sample used
◦ Variables/Factors
◦The Limitations give the weak points of the
study
Example: The study is limited in that
the emergent model will not be
implemented or applied in a particular
organizational setting to test if it will bring
the expected advantages as seen in the
participating institutions.
◦
Scope and Limitations
76
77
 THE D.E.P. Questions
x 1. Descriptive
x y 2. Explanatory or Analytical
x y 3. Predictive

78
 Statements of Research
Objectives
Statements of Purpose (causal or non-causal)

Describe research management practices observed in respondent

schools.

Identify existing student government policies being implemented in

colleges and universities in the country.

Determine how student reading comprehension differed significantly

when grouped according to gender.

Identify the demographic characteristics of student and parent

respondents.
Establish significant relationship between self-efficacy beliefs and
productivity towards research.
Ascertain how campus speech zones, and campus safety measures
relate to students’ life in the university. 79
 Let’s have more exercises!

Exercise 1

Intellectualize the following given topics then formulate questions

NAT
Performance

80
 Let’s have more exercises!

Exercise 1

Intellectualize the following given topics then formulate a series of D.E.E.P

Faculty
development
program

81
 Let’s have more exercises!

Exercise 2

Intellectualize the following given topics then formulate a series of D.E.E.P

Work
Performance

82
 Let’s have more exercises!

Exercise 3

Intellectualize the following given topics then formulate a series of D.E.E.P

Teaching
Effectiveness

83
 Let’s have more exercises!

Exercise 4

Intellectualize the following given topics then formulate a series of D.E.E.P

Student
Behavior

84
REFERENCES:
 De Guzman, A.B. Writing for international
publication. Presented in a seminar-
workshop 2012
 Polit, D. F and Beck, C. T. (2006).
Essentials of nursing research, methods,
appraisal, and utilization (sixth edition).
Lippincoot Willians & Wilkins, pages 54 –
58.
 Best, J. W. & Kahn, J. V. (1998). Research
in education. Singapore: Prentice Hall Intl.

85