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VISION: A globally recognized Catholic university that nurtures faith, builds passion for excellence
and develops lifelong learners with compassion for service that impacts transformation in a fast-
changing society.

MISSION: We commit ourselves to:

1. provide an excellent educational experience to students to help them become globally competitive
and adaptive to change;
2. inculcate among students the values of serving others with humility and love, working for justice,
promoting peace, and preserving the integrity of creation;
3. engage in research activities in collaboration with local, regional, national and international
partners;
4. uphold the dignity of the persons especially the poor;
5. promote and strengthen our Filipino culture and values; and
6. administer the university following Catholic doctrine.

GOALS
The University of the Immaculate Conception is a Catholic School that is an instrumentality of
the Congregation of the Religious of the Virgin Mary that aims to provide within its community of
students and personnel Catholic values. Its goal is to provide an educational program and
environment animated by Catholic doctrine, beliefs, teachings, traditions, and practices, the exercise
of which is protected by, among others, Article III, Section 5 of the 1987 Philippine Constitution.
In order for us to approximate our vision and live our mission, we dedicate all our human
resources to transform the members of the UIC family to become enlightened, empowered, pro-
active and liberated Christian leaders living in a humane and harmonious community for love of God,
country, and the world.

GRADUATE SCHOOL GOALS AND OUTCOMES

The Graduate School aims to produce graduates who manifest attitudes and values firmly
rooted in Ignacian Marian education respecting the dignity of persons and God’s creation in the
development and progress of themselves, the nation and the world. It is committed to providing
opportunities for continuing professional growth and development of scholars, teachers and potential
leaders in various disciplines.

Specifically, the UIC Graduate School aims to produce graduates who:

1. Analyzes facts, views, and opinions related to professional activities considering moral, ethical,
and intellectual dimensions as a basis in making wise and fair decisions for the common good;
2. Fosters utilization of appropriate technology and become technology-savvy, increasing
effectiveness and economic productivity of the community;
3. Nurtures intellectual creativity and innovativeness in responding to needs of the industry and the
workplace;
4. Proficiently communicate information in various fields that can impact the profession, community,
and the world;
5. Collaborates harmoniously with other discipline and industries in achieving a common goal of
uplifting the quality of life of all;
6. Articulates high level of ethics and truth in dealing with issues, inquiries, and problems that besets
PREPARED BY: REVIEWED BY APPROVED BY:

DR. AVEE JOY B. DAYAGANON

FACULTY COORDINATOR DEAN, GRADUATE SCHOOL

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the
DATE OFworkplace and
EFFECTIVITY society;: AUG. 1, 2020
7. Continuously search for intellectual inquiries for professional growth and development of scholars,
teachers, and leaders in various disciplines responding to the changing landscapes in the
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academe
uncontrolled copy.and industry.

PROGRAM OUTCOMES
The MA in Educational Management Program aims to produce a graduate who:
1. articulates a vision of learning by using relevant knowledge and theories that promote the success
of all students;
2. uses and critiques the varied data types such as student performance, teacher and community
survey and international, national and or local reports for school improvement;
3. applies knowledge of in-depth review of the literature relevant to effective organizational
change and analysis as a foundation for the development of change strategies and for effective
administration and supervision of schools;
4. applies best practices to student learning by understanding the variety of instructional research
methodologies and by analyzing the comparable strengths and weaknesses of each method in
order to improve instructional programs; and
5. designs effective instructional programs that improve curricular materials and pedagogy that will
enhance student learning and solve problems that arise from culture, politics, economy,
technology and globalization.

Course Code : EDUC 202

Course Title : Methods of Research
Course Description : A study of fundamental of research designs, analysis and
interpretation of data, project feasibility studies, and qualitative
and quantitative research techniques.
Pre-requisite : None
Co-requisite : None
Credit : 3 Units
Class/Lab Schedule : 54 hours per semester (30 hours synchronous classes and 24
hours for asynchronous class activities)

COURSE OUTCOMES

CO 1. Demonstrate understanding of the concepts and pedagogy of research as an important

tool in conducting a systematic and evaluative screening and collection of information;
involving systematic and careful data analysis and report writing

CO 2. Design a research proposal for their thesis that is based on their identified problematic
issue from a topic of their interest that is within the scope of the research agenda of their
respective program clearly stating the research gap/s, social value and relevance, bringing
together appropriate research designs and methodology congruent to their chosen
personal worldview which addressed the different ethical issues involved in the proposed
study following the appropriate UIC- format

CO 3. Defend orally their crafted research proposal for their thesis to panel members based on
clarity of ideas (15%), mastery of topic (15%), style of presentation (10%), and the
research quality will be evaluated on its substance (50%), and mechanics/format (10%)

ALIGNMENT OF COURSE OUTCOMES TO PROGRAM OUTCOMES

PROGRA
APPLICABLE PERFORMANCE COURSE
M LEVEL ASSESSMENT TASK
INDICATORS OUTCOME
OUTCOME
PO3 apply knowledge of in-depth P CO1 AT 1: Write a reflective
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review of
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: AUG. 1,relevant
2020 commentary on the overview
to effective organizational on the topics: Research and
change and analysis as a Types of Research
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foundation for the development
uncontrolled copy.
of change strategies and for AT2: Identify a Problematic
effective administration and Issue in a Topic
supervision of schools;
AT3: write the research
questions based on the
downloaded research
instrument to measure the
identified variables to
address the problematic
issue with indicators or
domains

AT4: Conduct an evaluation

of related literature from
peer reviewed journals
according to theory,
variables, methods, and
population studied using a
matrix

AT 5: Select appropriate
Research Designs and
Approaches (Quantitative,
Qualitative, and Mixed
Methods) through
clarification of the personal
worldview and objective/s of
the research inquiry

apply best practices to student

learning by understanding the
variety of instructional research
methodologies and by analyzing AT6: Craft the background
the comparable strengths and of the study to establish the
PO4 weaknesses of each method to P CO1, CO2 problematic issue, research
improve instructional programs; gap/s, social value and
urgency

PO5 Craft a research proposal L CO1, CO2, AT7: Write Chapter 1:

intended to solve a problematic CO3 Introduction of the research
issue that arise from culture, proposal
politics, education, economy,
technology, and globalization
Follow the UIC- Research
Publication and Innovation
Committee guidelines in:

AT 8: crafting an Ethical

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the necessary ethical
considerations in conducting
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uncontrolled copy. the proposed study

AT 9: write Chapter 2:
Methodology of the research
proposal that includes the
relevant ethical
considerations

AT 10: present orally the

proposed research

AT11: edit chapter 1 and 2

of the Research Proposal
based on the
recommendations of the
member of the panel during
the oral defense

ASSESSMENT TASKS
CONTINUOUS
COURSE ASSESSMENT TASK
STANDARD QUALITY
OUTCOME (AT)
IMPROVEMENT (CQI)
CO1 AT 1: Write a reflective At least 90% of the students  CQI must be done at
commentary Research will get an equivalent rating of the end of every
and Types of Research at least 85% based from the semester.
scoring guide.
AT2: Write the  The results of the
Problematic Issue in a evaluation, i.e. the
selected topic students’ level of
attainment of the
AT3: write research COs, will be the basis
questions based on the of the CQI.
downloaded instrument
with indicators to  At the end of the
measure the identified CQI, the subject
variables involved to instructor must draft
address the problematic possible solutions in
issue and the order to improve the
students’ level of
AT4: Conduct an attainment of the
evaluation of the related COs.
literature from peer
reviewed journals
according to: theory,
variables, methods, and
population studied using
a matrix

AT 5: Select appropriate
Research Designs and
Approaches

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(Quantitative, : AUG. 1, 2020
DATE OF EFFECTIVITY
Qualitative, and Mixed
Methods) through
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uncontrolled copy. clarification of the
personal worldview and
objective/s of the
research inquiry

AT6: Craft the

background of the Study
establishing the
problematic Issue,
research gap/s, social
value and urgency

At least 90% of the students

CO1, and AT7: Write the complete
will get an average rating of at
CO2 sections of Chapter 1 of
least 85% in the laboratory
the research proposal
report

AT 8: craft an Ethical
Research Plan that
covers the necessary
ethical considerations in
conducting the proposed
study

CO1, CO2, AT 9: Write all the At least 90% of the students

CO3 sections of Chapter 2 of will get an average rating of at
the Research Proposal least 85%

AT 10: present orally

the proposed research

AT11. Edit Chapter 1

and 2 of the Research
Proposal

MAJOR COURSE REQUIREMENTS (MCR)

As evidence of attaining the above learning outcomes, the student is required to do and submit the
following during the indicated dates of the term:

Course Outcomes Requirements Due Date

CO1 Reflective Commentary on Overview Week 2
of Research and Types of Research

The Selected Topic and Problematic Week 4

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: AUG. to
1, 2020 be addressed in the
proposal and the research variables
the Problematic Issue
This is a controlled document. Photocopying or printing of this document, without the controlled mark, shall make this document
uncontrolled copy. The research questions based on Week 5
the downloaded instrument with
indicators to measure the identified
variables involved in the proposal to
address the problematic issue and
research questions

Worldview and Theoretical lens

An evaluation of the related Week 6
literature from peer reviewed
journals according to: theory,
variables, methods, and population
studied using a matrix

The background of the Study Week 8

establishing the problematic Issue,
research gap/s, social value,
urgency, and dessimination plan
Complete Sections of Chapter 1 Week 9
Midterm Examination Week 10
CO1, and CO2
Ethical Research Plan that covers Week 13
the necessary ethical considerations
in conducting the proposed study
The Chapter 2 of the Research Week 15
Proposal
Proposal Defense Week 17
CO1, CO2, & CO3
Final Edited Research Proposal Week 18

OTHER COURSE REQUIREMENTS AND ASSESSMENTS

The course has the following requirements on top of the five MCRs identified above:
1. Online Classroom Activities (class participation, peer critiquing, reflection paper, and
presentations)
2. Examinations

CORE AND RELATED VALUES

Faith : Strong Faith in God, Nationalism, Justice, Communion

Service : Stewardship, Humility, Charity, Courage, Preferential Love for the Poor
Excellence : Competence, Resourcefulness, Discipline, Self-Reliance

COURSE EVALUATION

Assessment Task Maximum Percentage

Class Participation 15%
Oral Defense 30%
Course Paper 35%
Examination 20%

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uncontrolled copy.

To earn credit for this course, the student should accumulate at least 85% of the total assessment
points:

LEARNING PLAN
Course Topics and Readings Schedule Teaching and Learning Activities
Outcomes
Vision, Mission, Goals, Orientation Orientation Activities on:
Graduate School 1. Familiarize withVMGO of the Graduate
Objectives School Program; the course description,
Course Description, requirements, grading system,
Requirements, Grading attendance policy as reflected in the
System, Attendance syllabus.
Policy
Reflective Activity1: Answer in
paragraph form the given question using
google document in your google
classroom account.

1. In what ways can an educational leader

like you apply the Ignacian Marian values?
, CO1 Topics. Week 1 Focus of Discussion: Overview of Research
 Overview of and Basic Terms in Research
Research
Required Reading:
 Research (kinds, characteristics and
 Research purposes) from
Agenda of UIC https://www.slideshare.net/draizelle
_sexon/research-kinds-
characteristics-and-purposes

 Types of Research
https://www.slideshare.net/Aaashishsahu/type
s-of-research-31972722

 Research Agenda of UIC by cluster

Virtual Face to face Interactive lecture using

google meet
 Teacher-made interactive Powerpoint
Presentation

Guide Questions:
1. What is research?
2. What are examples of “formal”
research?
3. What Is the main difference between

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4. Why are research skills increasingly
This is a controlled document. expected
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mark, shall makeworldwide?
this document
uncontrolled copy. 5. What types of research projects are
you familiar with?
6. What are the purposes of research?

Presentation of the Research Agenda of UIC

by cluster

Exit Pass. Answer in paragraph form the

given question using google document in
your google classroom account.

1. In what ways is the course, Methods of

Research, relevant in the practice of
your profession ?
2. Among the topics in the research
agenda relevant to your program, which
one interests you most to pursue in your
research proposal? Explain why.
Topic. The Three Types Week 2 Required Reading:
of Research
Approaches 1)The Selection of a Research Design, p. 3-
21 of the book Research Design 4th Edition
by John W. Creswell.

2) Research and Research Methods

(powerpoint discussion)

AT 1: Writing a reflective commentary on

the three types of research approaches
Refer to the guide questions that you need
to focus for the reflective commentary.
CO1 Topic. Selection of a Week 3 Interactive Presentation/Discussion:
Research Topic Selection of research topic

Focus Self-reflective questions for the

discussions:

1. Where can I start to find a good

research topic?
2. How do I narrow down my research
topic?
3. What research topic is appropriate
for me?
4. How do I know the topic I selected
is a “good topic”?

AT2. Based on the UIC research agenda

of your program that you have to
choose the topmost interested topic to
pursue for your research proposal based

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synchronous class discussion.
Afterwhich, you have to write the
This is a controlled document. Photocopying or printing of this document, without the controlled mark, shall make this document
uncontrolled copy. problematic issue (Arial 12, single
space), that you would like to address in
the chosen topic for your research
proposal.
Topic. Searching for Week 4 Required Readings:
Information Using a Search Engine Better | Search
Engine Tips from
https://www.youtube.com/watch?v=huhAqS
PsGz8

Essential Google Search Tricks for Research

from
https://www.youtube.com/watch?v=s9XZk9
CLxK4

“How to access remotely the UIC Library

resources training” by UIC Library Resource
Facilitator
CO1
AT3. Write the research questions based on
the downloaded research instrument with
indicators to measure the identified variables
involved in the research proposal. (Be sure
to include the source, the name of the
instrument developer and year it was
developed).

Assignment for next synchronous meeting:

Be sure to have in your laptop or computer
a copy of the downloaded one quantitative,
one qualitative, and mixed methods research
abstracts relevant to your chosen topic for
research proposal. You need them for
Activity 5.1.
CO1 Topics. Week 5 Synchronous Interactive Virtual Face to Face
 Reviewing the Discussion through google meet.
Literature
 Writing Focus Questions for group discussions:
1. Why do you need a literature review
Citations and
for your research?
References 2. How do you sort your literature?
3. How do you read literature and take
notes?
4. How do you evaluate and synthesize
your reviewed literature?
5. How do you write a literature review
for your research proposal/
6. How to write APA citations and
references?

Activity 5.1 Using the Reading the Literature

and Taking Notes template to be accessed in

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guide questions in relation to the three types
of research abstracts that you had
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uncontrolled copy. downloaded.

Asynchronous Activity: Required reading:

APA Format Citation Guide from
https://www.mendeley.com/guides/apa-
citation-guide

Using Transitions to Improve Clarity and

Logical FlowUsing Transitions to Improve
Clarity and Logical Flow
https://getitwriteonline.com/articles/coheren
ce-transition-words/

Research Writing: Reporting verbs

https://www.lib.rmit.edu.au/assignment/files
/Reporting_verbs.pdf
Topic. Using Week 6 Required Reading: Chapter 3: Review of
computerized Related Literature. Research Design 4th
databases available for Edition by John W. Creswell pp. 57-69
reviewing the literature
Using ProQuest and other available UIC
remote access library materials, you

AT 4: conduct an evaluation of related

literature for your researchable topic from
peer reviewed journals (ProQuest and other
available UIC remote access library materials
according to variables and corresponding
indicators using the template given in the
assigned classwork in your google classroom
account.

Directions: Have at least three citations for

the independent variable, and dependent
variable, and also three citations for each
indicator of your independent and
dependent variable. Be sure that citations
are taken from studies published online from
2010 onwards and statements must really
be relevant to your research proposal.
Submit using google document in your
google classroom account.

Peer Feedback Activity on the literature

review of a peer following the feedback
criteria given in the google classroom.

CO1 Topics. Week 7 Be sure to read the two required readings

prior to virtual class.
1.) Research and Research Methods
The Use of Theory in
Research/The Selection

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of Research
DATE OF EFFECTIVITY Design
: AUG. 1, 2020 2.) The Use of Theory from
https://www.slideshare.net/estrayer/cre
swell-on-theory
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uncontrolledcopy. UIC Formats for
3.) The Selection of Research Approach
Quantitative,
https://in.sagepub.com/sites/default/files/up
Qualitative and Mixed
m-
Methods Research
binaries/55588_Chapter_1_Sample_Creswell
Designs
_Research_Design_4e.pdf

Class Discussion of the topic: The use of

Theory in Research and the Selection of
Research Design

Presentation of the different formats of

Quantitative, Qualitative and Mixed Methods
Research Designs Formats of UIC

Assessment Activity will be done in the

google classroom.

AT 5: Select appropriate Research Designs

and Approaches (Quantitative, Qualitative,
and Mixed Methods) through clarification of
the personal worldview and objective/s for
your chosen research proposal topic.
Make a schematic diagram similar to Figure
1.1 of the material provided in your google
classroom. Below the diagram, be sure to to
identify whether this would be quantitative,
qualitative, or mixed methods research.
Discuss your personal worldview and the
theoretical lens that you will use in your
research study.

CO1, and Crafting the Week 8 AT6: Crafting the background of the study
CO2 Background of the
Research Proposal Direction: Write the background of your
proposed study to establish the problematic
issue, research gap/s, social value, urgency,
and dessimination plan (2-3 pages Arial 12
double space)

CO1, and Chapter 1 of Research Week 9 Discussion on the different sections of

CO2 Proposal Chapter 1 with illustrative examples

Writeshop: Different Sections of Chapter 1

AT7: Write the complete sections of Chapter

1 of the research proposal

CO1, and Midterm Week 10 Take the midterm examination with speed
CO2 Examination and accuracy.

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CO1, and Presentation and Week 11 Virtual Presentation/Critiquing of Chapter 1
CO2 Critiquing of Chapter 1
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uncontrolled copy.

Topics. Quantitative, Week 12 Required Reading:

and Qualitative
Research Methods 1.) Fundamentals of Survey Research
Methodologyfrom
https://www.mitre.org/sites/default/
files/pdf/05_0638.pdf

4.) Qualitative Research Methods Overview

from
https://course.ccs.neu.edu/is4800sp12/r
esources/qualmethods.pdf

Quantitative Research Design (Survey

Research) Interactive Powerpoint
Presentation/Discussions:

Focus questions for discussions:

1. What are the independent variable
and dependent variables in your
study?
2. How will you select a sample to
study from your target populations?
3. What is an acceptable sample size
for survey research?
4. How do you establish the validity
and reliability of your survey
questionnaire?
5. What are levels of measurement
and why do they matter?

Qualitative Research Design

Focus questions for discussions:
1. How do you construct interview
questions?
2. How do you select people for interview?
3. What should you do to have productive
interviews?
4. What other qualitative data collection
methods can you consider?

CO1, CO2, Topic: Ethical Week 13 Discussion on the different components of

& CO3 Considerations ethical considerations.
RESEARCH ETHICS POWER POINT from
https://www.researchgate.net/publication/33557

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National Ethical Guidelines for Health and

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uncontrolled copy.
Health-Related Research , p. 11-20 from
National%20Ethical%20Guidelines%20for%
20Health%20and%20Health-
Related%20Research%202017%20(1).pdf

Comprehension Check-up Activity will be

done in the google classroom.

Week 14 AT 8: Craft an Ethical Research Plan that

covers the necessary ethical considerations
in conducting the proposed study based on
UIC-REC list of ethical considerations.

Topic. Week 15 Discussion about the different sections in

 Different Chapter 2
Sections of
Chapter 2 in a AT 9: Write the different sections of Chapter
Quantitative, 2 of the research proposal
Qualitative, and
Mixed Methods

Week 16 Editing of Chapter2

Required readings:

How to Convert your Paper into a

Presentation from
https://twp.duke.edu/sites/twp.duke.edu/file
s/file-attachments/paper-to-talk.original.pdf

8 Tips for presenting a paper at an academic

conference accessed from
https://www.editage.com/insights/8-tips-for-
presenting-a-paper-at-an-academic-
conference?refer=scroll-to-1-article&refer-
type=article

Proposal Defense Week 17 Presentation and Critiquing of Chapter 2 of

the Research Proposal

AT 10: present orally and defend the

proposed research

Final Examination Week 18 Answer the final exam with speed and
accuracy.
CO1, CO2,
& CO3 AT11. Submit the google document of the
edited Chapter 1 and 2 of the Research
Proposal

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uncontrolled copy.

Printed References:

A Comprehensive Guide to APA Citations and Format. Retrieved from http://www.citationmachine.net/apa/cite-a

- November 4, 2017

APA (2009). Publication Manual of the American Psychological Association. Washington, DC: American
Psychological Association.

Creswell, John W. (2013). Qualitative Inquiry & Research Design: Choosing Among Five Approaches 3rd Edition.
Los Angelis: Sage Publication, Inc.

Creswell, John W. (2014). Research Design: Qualitative, Quantitative, and Mixed Method Approaches 4th Edition.
Thousand Oaks, CA: sage Publication, Inc.

Monette, Duane R., Sullivan, Thomas J. and Dejong, Cornell R. (2008). Applied Social Research: A Tool for the
Human Servies 7th Edition. Thomas Brooks/Cole: Wadsworth.

Sapsford, Roger (2007). Survey Research 2nd Edition. London: Sage Publication, Inc.

On-line Sources:

APA Citation Guide; Mendeley 101: An Introduction to Citation Management from the following on-
line sources; Mendeley 102: Advanced Techniques for Researchers Available at:
https://www.mendeley.com/guides/apa-citation-guide
https://www.youtube.com/watch?v=1mKZ3y0ZCSc
https://www.youtube.com/watch?v=ClLkG9rl-i0

How to Prepare and Deliver a Presentation. Available at:

http://mi.eng.cam.ac.uk/~cipolla/archive/Presentations/MakingPresentations.pdf

Qualitative Data Collection and Sampling Strategies at

https://www.youtube.com/watch?v=2oFnSAG576c

Methodology Probability and Nonprobability Sampling at

https://www.youtube.com/watch?v=saO1yLxd1p8

Survey Best Practices for Social Science Researchers. Available at

https://sites.tufts.edu/.../12/Survey-Best-Practices-for-Social-Science-Researchers.

Tips for presenting a paper at an academic conference from

https://www.editage.com/insights/8-tips-for-presenting-a-paper-at-an-academic-conference

RUBRICS FOR GRADING

A. Reflections
0 1 2 3 4
Student is unable Student is able to Student is able Student not Student elicits the
to elicit the ideas elicit the ideas to elicit the only elicits the correct ideas and
and concepts and concepts ideas and correct ideas concepts from the
from the from the readings concepts from and concepts readings and video
readings and and video but the readings from the shows evidence of
video indicating shows erroneous and video and readings and internalizing these,
that s/he has not understanding of shows correct video but also and consistently
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read
DATE the
OF EFFECTIVITY these understanding
: AUG. 1, 2020 shows contributes additional
prescribed of these evidence of thoughts to the Core
reading or internalizing idea
This is a controlled document. Photocopying or printing of this document, without the controlled mark, shall make this document
watched thecopy.
uncontrolled these points
video

B. Research Proposal
Area to
be 15% 12% 9% 6%
Rated
1)Clarity Generally, contents are Most of the Some of the Few of the contents
sharp, clear, intelligent contents are sharp, contents are sharp, are sharp, clear,
and easy to understand; clear, intelligent and clear, intelligent and intelligent and easy
ideas flow smoothly from easy to understand; easy to understand; to understand while
one sentence to the next, most ideas flow some ideas flow most are vague
and from one paragraph smoothly from one smoothly from one which require
to another using sentence to the sentence to the next, explanation; few
appropriate transitional next, or from one or from one ideas have smooth
devices; ideas/claims are paragraph to paragraph to flow from sentence
supported with proofs and another using another using to the next, and from
appropriate in-text transitional devices; transitional devices; paragraph to another
citations; the vocabulary/ most ideas/ claims some ideas/ claims using few transitional
words used are are supported with have proofs with devices; ideas/
contextually correct. proofs and inappropriate in-text claims have no
appropriate in-text citations; and proofs and have no
citations; most vocabulary/ words in-text citations.
vocabulary/ words used are difficult to
used are understand.
contextually correct.
Area to
be 15% 12% 9% 6%
Rated
2) The presenter exhibits The presenter The presenter The presenter
Mastery exceptional knowledge on exhibits superior exhibits adequate exhibits insufficient
of the topic/ subject matter; knowledge on the knowledge on the knowledge on the
Topic all responses are topic/ subject topic/subject matter; topic/ subject matter;
eloquent; all arguments matter; most some responses are only few responses
are skillfully presented; responses are eloquent; some are eloquent and few
displays mastery of topic eloquent; most arguments are arguments are
by spontaneously arguments are skillfully presented. skillfully presented.
articulating what is to be skillfully presented. The presenter looks The presenter reads
said. The presenter at the copy most the texts all
occasionally glances often to explain the throughout the
at the power point content. defense.
aid to get the ideas
across to the panel.

Area to be 10% 8% 6% 4%
Rated
3) Style of The presentation is The presentation is Minimal effort is The texts in the
Presentation superior. The main significantly done to make slides slides are difficult
points are clear and appealing. Main appealing. Main to read; too much
well-developed; points are points in the information had
information is well organized however, presentation are been copied onto
organized and is many information sporadic and are the slides; no
QMR-FO-001 linked to the topic; are placed on two difficult to read; too visual appeal.ISO FORM
visual tools are clear or more Page
slides
____and much information is
and easy to read sometimes linked to included on three or
which enhance the the topic. more
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effectiveness of: the
DATE OF EFFECTIVITY AUG. 1, 2020
presentation.
Area to be
45%-50%
This is a controlled document. 40%-44%
Photocopying or printing 35%-39%
of this document, without 34%-30%
the controlled mark, shall make this document
Rated
uncontrolled copy.
4) The introduction Introduction clearly Introduction partly Introduction
Substance very clearly articulates the mentions the vaguely articulates
articulates the problem to be problem to be the problem to be
problem of the addressed; the addressed; the addressed; the
study; the theory theory explains the theory partly theory does not
significantly explains approach to be explains the explain the
the approach to used/ was used to approach to be approach to be
address the address the used/ was used in used/was used in
problem; literature problem; literature addressing the addressing the
review obviously review incorporates problem; literature problem; literature
incorporates a current summary review rarely review does not
current summary and analysis of incorporates current incorporate
and analysis of literature/ studies; summary and current summary
literature/ studies; methods provide analysis of and analysis of
methods provide description related literature/ studies; literature/ studies;
adequate description to addressing the methods partly methods does not
related to addressing problem provide description provide adequate
the problem related to description related
addressing the to addressing the
problem. problem.
Area to be 10% 8% 6% 4%
Rated
5)Mechanics Thesis/ Dissertation Thesis/ Dissertation Thesis/ Dissertation Thesis/
/Format shows diction, suffers minor flaws has considerable Dissertation
spelling and in diction, flaws in diction, presents serious
punctuation which punctuation, and punctuation, and flaws in diction,
are perfect/ nearly spelling; shows spelling; shows spelling and
perfect; follows the acceptable format slight digression punctuation which
format prescribed by reflecting the parts from the format affect clarity and
the university which includes prescribed by the meaning.
reflecting all the correct margin, university like Minimally
parts in specific indention and improper margin, accomplishes the
order which includes spacing. margin and spacing. format prescribed
correct margin, by the university.
correct indention
and spacing.

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