Department of Education

Division of Taguig City and Pateros

UPPER BICUTAN NATIONAL HIGH SCHOOL
General Santos Avenue, Central Bicutan, Taguig City
SENIOR HIGH SCHOOL DEPARTMENT

Unraveling the Consequences:

Exploring the Impact of Rejecting Research Proposals on
Researchers’ Contribution to Knowledge Generation

Researchers:
Amado, Rizalyn F.
Apolonio, Jasmine Claire G.
Baludoya, Jhazmine H.
Barnedo, Mary Devine D.
Dollantas, Cristal E.
Benitez, Benedict C.
Ebona, Angelo L.
Gagatam, Russell L.

Submitted to:
Engr. Julius Gene Bueno

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I. Dedication

The research study was given to the parent of the student researcher, who gave

encouragement, support, and reassurance throughout the study. The researchers were

motivated to overcome barriers by their parents' belief in their children's potential.

Their persistent love and support established a safe space for investigation and critical

thought, for which the researchers will be eternally thankful.

We, the student researchers, dedicated this to research teachers. We are thankful

for their hard work to gain more knowledge to teach us and their efforts to support us

and the environment of investigation, creativity, and critical thinking. They acknowledge

the impact of their guidance on students and focus on the success of those students they

taught, who have made significant contributions to academics.

We the student researchers dedicated this to the student researchers who keep

learning of discovery turning with their curiosity and decision to learn more. We are

impressed by your Dedication to understanding the problems of the subjects you have

selected. We hope your path will be steady and be good and well academically.

Lastly, we, the student researchers, dedicated this research paper to present our

heartfelt gratitude to God for his divine guidance throughout the investigation, from its

beginning to its accomplished end, and we are forever grateful for His blessings and

guidance in exposing the truth and gaining equal treatment.

II. Acknowledgment

A Measurable acknowledgment and appreciation to those who support and help

the researchers during the research that they conducting and also the researchers

would like to thank the following who accompanied and guided them and would like to

express their gratitude to the following

First, student researchers would like to thank God for giving them knowledge

and for guiding them while doing the research that they conducting and sourcing their

strengths for their everyday lives.

To the student researchers’ parents, I would like to express their gratitude for

their undying love and support Especially, their guidance to the researchers giving

motivation the researchers

To Sir. Julius Gene Bueno the researchers would like to thank Sir Gene for

continuously supporting the researchers and also for allowing them to conduct this kind

of research. Also, for inspiring the researchers to know the meaning of hard work and

encouragement, a joyful thanks. May the blessing of his holiness come in all your

presence. Also to all who participated in answering the questions during the interview,

the researchers would like to express their gratitude for giving them time. Lastly, the

researchers would like to thank themselves. For holding on and doing their best from

the start-up to the omega or end of the research.

III. Abstract

This paper explored the significant implications of research proposal rejection on

researchers' contribution to knowledge generation. And its impact on their ability to

develop the following proposals. We observed that facing rejection made it challenging

for researchers to either revise and resubmit the same proposal or create a new one.

Thereby, blocking their research progress. This study aims to investigate the reasons

behind research proposal rejections and identify specific challenges researchers

encounter during the proposal-making process. To achieve this, we applied random

sampling and conducted interviews with a maximum of ten college students in different

programs and years. The objective of the interviews was to gain insights into their

experiences with research proposal rejections and gather their perspectives on the

difficulties encountered in this aspect of research. The results of the study provide

clarification on researchers' understanding of the reasons for rejection and their

comprehension of the issues affecting the accomplishment development of research

proposals. Additionally, this research contributed to expanding awareness and providing

insights, especially for researchers facing difficulties in crafting successful proposals. It

aids in understanding the aspects of rejection and offers valuable information on how to

improve the quality of research proposals, ultimately assisting researchers in

overcoming challenges and increasing the likelihood of proposal acceptance.

 Table of Contents

Dedication I

Acknowledgment II

Abstract III

Table of Contents IV - VI

Chapter 1

Background of the Study 1-2

Statement of the Problem 2

Significance of the Study 3

Scope and Delimitation 4

Conceptual Framework 4-6

Theoretical Framework 6-7

Chapter 2

Introduction 8

Foreign Review of related-literature 8-9

Local studies related literature 10-11

Synthesis 11-13

Relationship of the Previous Studies to the Present Study 14

Chapter 3

Introduction 15

Research Strategy and Design 15

 Research Approach 16

Data Collection Methods and Tools 16-17

Sample Selection 17

Research Process 18

Data Analysis 18

Ethical Consideration 19

Chapter 4

Introduction 20

Descriptive Analysis 20-21

Table 1 Respondent Profile 21-22

Table 2 Rating of feedback from Respondents 22

Presentation of Data 23

Theme 1 23-27

Theme 2 27-30

Theme 3 30-34

Chapter 5

Introduction 35

Summary of Findings 35-37

Conclusion 37

Recommendation 38

References 39-43
Appendices

Appendix A 44-45

Appendix B 46-53

Appendix C 54-62

Appendix D 63
 Chapter I

The Problem and Its Background

Background of the Study

The rejection of research proposals is a common occurrence in the academic

world, and it can have significant consequences for researchers' contribution to

knowledge generation. When a research proposal is rejected, it can impact researchers

in various ways, including their confidence, motivation, and opportunities for

advancement. Venketasubramanian, N. and Hennerici, M, (2013). The experience of

rejection and criticism has an impact on their emotional regulation, awareness, and

expression of emotions, as well as their emotional functioning in academics. But

somehow, in research, we can encounter rejection (Chan, Mazzuccchaeli, & Rees

2020).

Understanding the consequences of rejecting research proposals is crucial for

both researchers and the scientific community. It helps researchers navigate the

challenges and setbacks they may face and provides insights on how to improve the

quality and relevance of their research proposals. Additionally, understanding the

impact of rejection on knowledge generation allows for a better understanding of the

gaps and limitations in current research.

This study aims to unravel the consequences of rejecting research proposals on

researchers' contribution to knowledge generation. By examining the experiences and

perspectives of researchers who have faced rejection, the study seeks to identify the

specific challenges and opportunities that arise from this process. It will explore the

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Significance of the Study

The study on the impact of rejecting research proposals on researchers' career

development and contribution to knowledge generation holds significant importance in

several roles.

To the higher-level student: These results will help them to have valuable

insights into doing research and to know why their research proposal is being rejected,

which will help them to create a much better proposal and reduce the possibility of

rejection.

To future researchers: The significance of the study can serve as the basis for

future research purposes. As well as they can also use it to gather information and

investigate this phenomenon to make informed decisions that can lead them to expand

their knowledge and understanding regarding this case. Taking into account the

potential objections associated with proposal acceptance and rejection.

To the parents: This finding can offer parents insights regarding the potential

impact of rejection on their children's well-being, facilitating more informed and

supportive parenting practices. and the study can contribute to enhancing family

communication and support systems, enabling parents to understand better and

address their children's experiences of rejection.

To the research teachers: This finding will benefit them by providing additional

guidance and support to student researchers, assisting them in preparing stronger

research proposals and managing the emotional and professional impacts of rejection.

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Scope and Delimitation

This study is focused on the impact of rejection of research proposals and will be

able to gather some information about the effects of rejection of research proposals that

they experienced. and to address whatever they are doing wrong that is causing them to

experience rejection. The researchers aim to gain new insights and accomplish the

objectives of the study.

The study is limited only to the college students at Taguig City University for the

current academic school year 2023-2024. This study only focuses on the participants'

perceptions regarding the impact of rejecting research proposals.

Conceptual Framework

The headquarters of this study is rejection theory. It is necessary to comprehend

the study to have fewer misconceptions as well as to conduct a good possible outcome in

the future. (Aristotelian-Scholastic Mosaic, 17th century). This theory provides three

categories, which are: negative perception, low self-esteem, and negative self-adequacy.

This study influenced the variables that play an important role in providing a

clear explanation within the study. As the researchers struggle to analyze, select, and

comprehend this study, the dependent variable, “Impact of rejecting research proposals

on researchers' knowledge generation, is operationalized as a measurement. That

captures the essence of it as well as allows for meaningful analysis of its relationship

with the independent variables. The “rejection of research proposal” stands as the

independent variable that aims to provide a comprehensive understanding of the factors

that contribute to the impact of the rejection of research proposals on researchers’

contribution to knowledge generation (Martin Klarmann and Sven Feurer, 2018).

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 The impact of the rejection of research proposals on researchers is still being

explored because it has a wide range of major implications for researchers' knowledge

generation, such as turning researchers' perceptions into negative ones since they are

struggling to grab new opportunities after rejection. At the same time, their mind is

taking stock on one side, which can make them feel empty. Second, there is a lack of self-

esteem. As researchers' perceptions become unsuitable and unstable, they lose

confidence and gain a great deal of fear. Researchers may feel incapable of doing

something or cannot afford the accomplishment of researching since they only see flaws

in themselves.

Researchers, on the other hand, may become overly competent and sensitive to

criticism. The last result of rejecting a research proposal is negative self-adequacy, in

which researchers believe their knowledge is insufficient to contribute and gain new

insights regarding the study (Christina Zweig Niehues., 2017).

Taking everything into consideration. Researchers found the causes and effects

that influenced the study. Hence, researchers must be accountable for their actions and

be aware of research norms, to determine the goal of this research. When a researcher

misinterprets things while doing a study or has difficulty adhering to the criteria, the

outcome will be inappropriate. Furthermore, studying this situation will require a

rigorous examination to manage the possible consequences.

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6
Theoretical Review

The journey that the researchers took is referred to as theory rejection, which

involved understanding the research process. It occurs when a researcher fails to

present enough evidence or support for their hypothesis. However, rejection is part of

academic life, which means that it is always bound to happen at any time (Jad Reyes,

2018). The outcome is not necessarily biased because it helps researchers make

improvements in dealing with research. Furthermore, this theory requires an

explanation of how it can be rejected in any form. Its goal is to conduct a thorough

examination and validation. The reflections of its researchers can be viewed in two

ways: the positive and the negative.

This content is essential for researchers. Everyone can benefit from studying this

research content. For example, it helps researchers be aware of research guidelines that

will help them overcome difficulties. We can also contribute knowledge regarding the

researchers’ strategies that they will use to employ improvement in this specific field.

Future researchers can gain a better understanding of the impact of rejection of

research proposals and their implications by investigating these. By investigating the

consequences of rejecting a research proposal, researchers can develop good

communication skills and reduce the low quality of decision-making. Researchers may

provide brief information on how to deal with research rejection, as well as how to

combine multiple findings within this study with cooperation and openness for

addressing opportunities step by step (Janna Bray, 2021).

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combine multiple findings within this study with cooperation and openness for

addressing opportunities step by step (Janna Bray, 2021).

Studying the rejection of research proposals addresses a lack of comprehensive

review regarding the impact of rejecting research proposals on researchers’ knowledge

generation in the context of college students. Existing studies related to the content have

provided valuable insights, but there is still a need to investigate this relationship and

identify the potential factors that influence the rejection of research proposals.

Chapter II

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 Review of Related Literature

I. Introduction

The literature and studies conducted by different researchers regarding the

rejection of Research proposals in the process of generating knowledge are examined in

this chapter. This process can also be seen as a means of identifying any gaps in the body

of research and validating the current study. The literature review showed how

important it was to address the phenomenon in the current study and offered a

complete explanation of the reasons behind rejection. Through the examination of

previous studies, researchers can gain significant understanding and expand beyond the

present body of knowledge, enhancing the accuracy and legitimacy of researchers'

research proposal

II. Foreign review-related literature

According to Souhail Adib and Vahid Nimehchisalem (2021). They emphasized

the significance of scientific research publication as a criterion for graduation or

promotion. Many authors avoid writing their manuscripts because they are afraid of

being rejected. Between 2018 and 2020, they examined the preview and review

comments on 100 rejected articles in the International Journal of Education and

Literacy Studies (IJELS). Furthermore, they considered that problems with creativity,

poor language, length, structure, and organization were the primary causes for rejection

during the preview stage. The key reasons for the review stage were methodology,

organization, language, insignificance, and literature review. Other less common reasons

were a lack of clear results reporting, in-depth discussions, lengthy conclusions, and

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references that were relevant, modern, and effective. They also stated that these errors

are fixable and that future writers could use this work as a guideline to enhance

manuscript quality and raise their chances of acceptance.

As demonstrated by the research of Brown & Davis, 2018 and Williams, 2019.

Rejection of research ideas affects not just individual researchers but can also help

researchers generate larger suggestions for the generation of new knowledge. When

proposals are rejected, they may make mistakes that lead to potentially useful research

ideas and findings going undiscovered, restricting knowledge growth in specific

disciplines (Williams, 2019). This can lead to wasted opportunities for scientific

discoveries and hinder progress in addressing societal issues. Furthermore, the

rejection of proposals may discourage researchers from pursuing creative and

challenging research ideas. As a result, there is a shift in research focus and a lack of

variety in knowledge development.

In the words of (Clark, 2017), rejection of a research proposal may result in

views of despair, frustration, and self-doubt. Individuals involved. Especially

researchers may begin to doubt their skills and knowledge, leading to a loss of self-

confidence and willingness to continue with their research (Smith & Johnson, 2018).

These emotional barriers may harm one's career advancement and ability to generate

new information. Furthermore, they assured researchers that, in the face of initial

rejection, overcoming these mental difficulties is crucial for researchers to regain

confidence, stay motivated, and continue making valuable contributions to their field.

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III. Local study-related literature

The 2019 study by Santos, Hernandez, and Alba. Examined rejected health

sciences research proposals submitted to a Philippine institution. The authors cited

various grounds for rejection, including poor methodology, missing or incomplete parts,

and a lack of clarity in research aims. These difficulties highlight the importance of an

in-depth investigation strategy and attention to detail. The survey also highlighted the

challenges that researchers face in writing proposals, such as understanding university

formatting regulations, a lack of help and mentor-ship, and limited proposal

development resources. As a result, we, the researchers, suggest enhancing the research

design, seeking peer feedback, and following the formatting guidelines provided to

increase the likelihood of proposal approval. Overall, the study provides important

insights into the difficulties that researchers face during the proposal writing process in

the health sciences.

Millanes and Molina's. (2020) The findings of their study on research proposal

rejection at Philippine higher education institutions identified similar reasons for

rejection. Key issues highlighted were a poor research plan, the practicality of planned

investigations, and consistency with the institution's research aims. Further,

Researchers should concentrate on developing an effective study design, ensuring the

long-term sustainability of their investigations, and aligning their proposals with the

aims of the institution. Researchers should learn more about study design, assess

feasibility, and align with the institution's aims to improve their proposal writing skills.

Workshops, training sessions, and mentorship programs may also be advantageous.

This approach might improve the likelihood of applications being approved.

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 Reyes et al. (2018) investigated the causes of research proposal rejections in the

Philippines, focusing on variables such as poor research design, insufficient

methodology, lack of alignment with agency objectives, and limited societal impact.

According to the findings, academics should link their ideas and proposals with the aims

of funding agencies, including a clear discussion of the social impact. Paying attention to

research design and procedures can assist researchers in completing study objectives

and ensuring the research's trustworthiness. Understanding the funding agencies'

evaluation criteria is critical to submitting strong proposals. When creating a proposal,

researchers should examine the individual aims, priorities, and criteria of each

organization. Furthermore, the studies also implied that many of these problems are

fixable and encourage future researchers to utilize the findings as a guideline to enhance

manuscript quality. Addressing frequent difficulties can help to boost acceptance and

promote scientific research. The study's goal is to offer authors useful information to

help them navigate the submission process effectively and increase their chances of

accomplishment.

IV. Synthesis

The 2021 study, conducted by Souhail Adib and Vahid Nimehchisalem, examined

100 rejected submissions to the International Journal of Education and Literacy Studies

(IJELS) between 2018 and 2020. The study discovered frequent reasons for rejection

during the preview stage, such as concerns with originality, poor language, scope,

structure, and organization. At the review stage, the most common reasons for rejection

were linked to methodology, organization, language, insignificance, and literature

review. Less frequently, manuscript rejections were caused by a lack of clear result

reports, in-depth discussions, noteworthy conclusions, and relevant references. The

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study underlined that many of these flaws are easily remedied and advised future

researchers to use the findings as a guideline to enhance article quality.

The rejection of research proposals impacted not just the researchers themselves

but also the development of new information. It can leave essential research ideas

unexplored for student researchers, restricting knowledge growth in specific disciplines

and potentially leading to missed possibilities for scientific discoveries and ethical

issues. Furthermore, rejection might discourage student researchers from exploring

innovative and more adventurous research ideas, resulting in a restriction of study

emphasis and a lack of diversity in knowledge development. Williams (2019) and

Brown and Davis (2018) emphasized that proposal rejection could impede knowledge

advancement by leaving valuable research ideas unexplored, resulting in missed

possibilities for scientific discoveries and a lack of diversity in knowledge generation. As

a result, the rejection of research proposals could have a significant influence on the

development of new knowledge since it limits the study of innovative concepts and

limits the diversity of research activities.

According to Clark (2017), study proposal rejection may have a major impact on

researchers' psychological and emotional well-being, leading to feelings of

disappointment, discomfort, and self-doubt. Based on studies, this can harm student

researchers' self-confidence and motivate them to continue their research pursuits.

Furthermore, Smith and Johnson (2018) stated that emotional issues could hinder

career progression and knowledge development. Student researchers may doubt their

abilities, resulting in a loss of self-confidence and motivation to pursue their research

objectives. These difficulties can worsen the negative consequences on career

progression and knowledge generation.

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 Santos, Hernandez, and Alba (2019) conducted a study to illustrate the

difficulties faced by health professional researchers at a Philippine university in

overcoming research proposal rejection. To boost the odds of applications being

accepted. It proposed addressing causes for rejection, such as refining techniques,

guaranteeing completeness, and clarifying research objectives. The report also

underlines the necessity of giving support and assistance to researchers, such as

mentorship programs and workshops.

Millanes and Molina's (2020) study emphasized the importance of Philippine

higher education institutions addressing variables that contribute to research proposal

rejection. It suggested that researchers may enhance the likelihood of proposal approval

by enhancing study design, ensuring practicality, and corresponding proposals with

institutional priorities. The study also highlighted the necessity of capacity-building

programs for researchers to further enhance student researchers' proposal writing

abilities and quality.

The investigation carried out by Reyes, Gomez, and Abad (2018) underlined the

need for researchers in the Philippines to consider funding agency expectations when

submitting research proposals. Addressing typical grounds for rejection, such as proper

research design, clear methodology, and societal impact, might improve the likelihood of

a proposal being accepted. Understanding the viewpoints of respondents and balancing

study seeks could have helped to maximize the effect of research on student

researchers.

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IV. Relation of Previous Study to Present Study

Previous studies have discussed the common mistakes that researchers make

when conducting research, which brings us to the present study on research proposal

rejections. If the researcher's generation of knowledge is affected by the rejection, they

investigate this. if there is a way to resolve this issue or if it is causing our mental

actions. Overcoming a common academic issue has been the target of this research ever

since. Rejection is a phenomenon that researchers aim to decrease. To accomplish this,

the current study will examine all of the variables that lead to research proposal

rejection and will provide practical ways to reduce these factors. Researchers can

enhance the quality of their proposals and make accurate decision-making by

comprehending the key factors behind rejections. This study will also look into the

psychological effects of rejection on researchers and how it influences their future

studies. In the end, this study's conclusions will offer insightful information and also

about the previous study that emphasized the mistakes made by researchers if this is

not done again it will result in successful research proposals furthermore this will guide

researchers through their educational experiences and maximize their chances of

progress.

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 Chapter III

Research Methodology and Design

I. Introduction

The research explored the impact of rejection on researchers, focusing on

research design, approach, sample selection, data collection, analysis, research process,

and ethical considerations. The study looked at how rejection affected researchers,

aiming to understand its impact on their knowledge development. Additionally, it

searched for potential experiences that researchers might have when their work is

rejected and offered strategies for overcoming rejection by examining various points of

the investigation process.

II. Research Strategies and Design

The research used the qualitative research design method. Qualitative data could

be gathered through in-depth interviews with student researchers who had been

affected by rejection. They were unable to get acknowledged for the failures they

caused, exploring the emotional and efficient consequences of the research rejection.

Losing the chance to provide new knowledge to society would provide insights into how

rejection shapes researchers’ resilience. This research was qualitative because it

investigated and determined the different experiences and perspectives of the impact of

rejecting research proposals on researchers’ contribution to knowledge generation. This

study attempted to shed light on the elements that contributed to researchers’ resilience

in the face of failure. By comprehending the emotional and professional ramifications of

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research rejection. Furthermore, examining the impact of rejection on researchers’

capacity to generate valuable insights.

III. Research Approach

Case studies were one sort of qualitative study that the researchers used. One

popular methodology used in the social sciences is the case study. There were benefits

and disadvantages to this research methodology; often, case study researchers are taken

aback by what they discover at times (Dumez, pp. 15–15, 2015). The study utilized

quantitative research methods, with qualitative data collected through a closed-ended

questionnaire. This allowed for a comprehensive examination of the research issue,

incorporating both quantitative and qualitative data. The incorporation of qualitative

data provided valuable insights into the causes of quantitative trends, enhancing the

validity and dependability of the study’s findings. The student researchers used the case

study as a research approach to get an in-depth understanding and exploration of a

phenomenon. They could use data collection methods like question-and-answer

interviews to get a deep understanding of the experiences of the respondents.

IV. Data Collection Methods and Tools

An open-ended questionnaire would be the primary investigation tool used in

this study to collect data regarding the effects of research proposal rejections on student

researchers. Reading academic papers about research proposal rejections will help

create the questionnaire. Methods such as surveys, interviews, or content analysis can

be used to evaluate the effects of rejecting a research proposal. Interviews offer

comprehensive perspectives, surveys evaluate student researchers' experiences, and

content analysis could reveal common problems. Effective data collection and analysis

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can be enhanced by tools such as interview guides, survey platforms, and tools for

qualitative analysis.

Data may be analyzed afterward to acquire a better understanding of the

psychological and emotional effects of these rejections on researchers. Surveys and

interviews could be used to investigate the feelings of disappointment, and self-doubt

experienced by researchers; content analysis can be used to identify patterns of

common concepts, such as the influence on career advancement or the general

motivation to carry out research. Effective use of these resources would offer valuable

knowledge about the impact of research proposal rejection. And maybe it helped

develop approaches for assisting researchers in overcoming these obstacles.

V. Sample Selection

In sampling selection, student researchers had criteria for choosing their

participants. Therefore, they used purposive sampling as their type of sampling for their

study. The criteria used by student researchers to identify participants were as follows:

participants must have had their research proposals rejected; participants must have

been actively involved in research activities; participants must have been willing to

participate in the study and give consent. They asked at least ten (10) college students of

any program and year. Student researchers believed that by engaging college students in

their research, they could present a complete picture of the consequences of proposal

rejection. Furthermore, by including college students who had already completed their

undergraduate education, they investigated the ongoing impact of rejection on their

research proposal and career path. To make sure that respondents' experiences with

proposal rejection were relevant to their research question. It was necessary that all

participants actively participate in research proposals as part of their study.

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Additionally, gaining the participants' consent was essential to ensuring their

willingness to contribute to the study and share their experiences.

VI. Research Process

The researchers obtained the consent of the participants to participate before they

conducted the process of data gathering. All the participants were taken on a one-on-

one interview with open-ended questions for them to be able to express their thoughts

during the research. The researchers also used an online platform such as Google Forms

for a more convenient way of gathering data. After the interview, the researchers

documented the responses during the interview, either by note-taking, audio recording,

or a combination of both, to ensure the accuracy and completeness of the data gathered.

The researchers carefully examined the acquired data, discovering connections,

patterns, outliers, and differences with data analysis and numerous software

applications. This thorough procedure provided useful insights and findings to support

their study objectives.

VII. Data Analysis

Thematic analysis was used to analyze the data. First, a thorough evaluation of the

surveys’ textual content was conducted to confirm that the data had become familiar. To

avoid misunderstandings during the interviews, participants also had to be aware of the

material. Researchers and participants were able to establish strong communication,

trust, and other relationships without interfering with one another because of research

ethics. Subsequently, significant themes and patterns were discerned from the data and

employed to tackle the situation. Thirdly, until a thorough grasp of the effects of having a

research proposal denied on career advancement and knowledge generation was

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attained, the data had to be arranged into themes and sub-themes. Finally, to analyze the

data, researchers had to concentrate.

VIII. Ethical Consideration

The researcher would follow ethical norms such as obtaining individuals’ complete

consent, protecting their privacy, and honoring their voluntary involvement. They

guaranteed proper data handling, eliminated misleading material, and conducted

thoughtful talks with student researchers and participants. All participants provided

informed consent, and any conflicts of interest would be disclosed and managed

accordingly. By using transformed data and securely storing it, confidentiality would be

maintained. Participants were notified that their data would be used just for research

purposes and would not be shared with third parties. Researchers used rigorous

analytical techniques and disclosed all limitations and potential biases in their findings.

This ethical approach was intended to protect participants’ rights while also

contributing to the ethical and responsible improvement of knowledge.

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 Chapter IV

Data Analysis and Findings

I. Introduction

This research chapter investigates college students' involvement as student

researchers, concentrating on their experiences and perspectives in the Rejection of

Research Proposals. The study used a qualitative research design, with ten respondents

answering open-ended questions through Google Forms. The data provided vital

insights into their experiences and perspectives on the subject, allowing for a detailed

understanding of the subject. The direct and indirect information gained from

respondents was essential for descriptive analysis and findings presentation, providing

an extensive examination of their viewpoints as they developed.

II. Descriptive Analysis

No. Name of the Age Gender Educational

Respondent Attainment

1 Francisco Acebuque 23 years old Male 2nd-year college

2 Liezl Prologo 23 years old Female 3rd-year college

3 John Mark Salac 18 years old Male 1st-year college

4 Tyrone Binuya 21 years old Male 3rd-year college

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 5 Charles Matthew Atilano 24 years old Male 4th-year college

6 Che Cabarles Arevalo 21 years old Female 1st-year college

7 Zeth Justin Laborada 19 years old Male 1st-year college

8 Shena Mae Arcega 25 years old Female 5th-year college

9 Pia Lumba 23 years old Female 3rd-year student

10 Ralph Laurence 21 years old Male 1st-year college

Vallestero

Table 1

Respondent Profile

Table 1 Shows respondent profiles which indicate the age, gender, and educational

attainment. The respondent's age ranges from 21 to 25 years old. Most of the

respondents were 23 years old. Followed by the gender analysis, which showed the

frequency and percentage of the male and female respondents. From the higher-level

students in different college years. There were four (4) female and six (6) male

respondents, for a total of ten (10) respondents. Male respondents comprised a larger

percentage (60%) compared to females (40%). As a result, some of the girls examined

by student researchers agreed that this investigation was a little intimidating.

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 Rejection Experienced
20%

50%

30%

Hard Medium Light

Table 2

Rating of feedback from respondents.

Table 2 The feedback from respondents has greatly benefited student researchers in

strengthening future study perspectives, finding areas for development, and

understanding audience expectations. The rejection of proposals has created

opportunities for growth and learning, resulting in more meaningful research.

As stated in the survey, all respondents, including 50% of college students, had

their research proposals rejected. For future studies, the researchers were instructed to

acknowledge that rejection is an important part of the learning process. However, 30%

of respondents were unwilling to share their personal experiences since it would create

a burden on them. Surprisingly, 20% had no prior experience. The observed changes

were not primarily the result of personal experiences but rather the lessons acquired

from rejection.

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III. Presentation of Data

At the beginning of the research questionnaires, the participants were asked if

the researchers could request some time and permission from them for the interview.

When they shared the experience and the feedback that led them to change, gladly, all

the participants took part and gave the researchers consent to support the study.

Theme 1: The impact of enhancing the chances that their research proposals will

be approved

Sub-theme 1.1: Improvement speculation

Rejection of a study proposal could have a big effect on researchers' work; it

made researchers rethink their strategy, find their weaknesses, and get better at what

they did. While some respondents took rejection as a chance for personal development,

others were devastated by peer pressure and had self-doubt. Knowledge generation

requires learning new skills and overcoming rejection (Charlie Rapple, 2019). On the

other hand, persistent rejection could lower confidence and motivation, which made it

more difficult to pursue new ideas or carry out ongoing tasks. Researchers needed to

strike a balance between retaining their enthusiasm and self-belief and learning from

rejection. Received encouragement from fellow student-researchers or instructors could

help individuals overcome these obstacles and maintain their motivation to learn.

“Rejection of a research proposal could provide valuable insights for

improvement. Analyzed feedback, identified weaknesses, refined your methodology, and

addressed any concerns raised. Used the experience to strengthen your proposal, made

it more compelling, and addressed potential concerns preemptively.” (R1) Accepting

24
rejection positively could lead to personal growth and advancement in research. By

learning from mistakes, fostering a culture of continuous improvement, and embracing

constructive criticism, researchers could develop resilience and determination. This

mindset from this participant not only be an individual researcher but also contributes

to the overall progress and advancement of the scientific community. By viewing

rejection as a learning opportunity, researchers could refine their methodologies and

enhance the quality of their work.

Sub-theme 1.2: Exploring the Limitation

Student researchers faced challenges in overcoming negative results, but their

efforts were crucial. The limiting contribution of knowledge generation influenced the

interpretation of findings, leading to the rejection of the research proposal. Student

researchers highlighted the importance of ethical considerations in data interpretation.

All studies had limitations due to a lack of preparation and research. Encouraging

student researchers to observe everything and accept suggestions from teachers could

help reduce negative thinking. Encouraging student researchers to observe and improve

their work was essential for a successful research study. Research teachers suggested an

openness to student researchers. Rejection of their proposals could help student

researchers make changes, address limitations, and understand the impact of research

weaknesses. Being honest and detailing these limitations would impress student

researchers and reviewers. (Wordvice HJ., 2023). Maintaining focus throughout the

research process was crucial for effective generalization and enhancing the overall

impact of student researchers' work. It made a significant contribution to their field of

study.

25
 "The rejection of research proposals did not directly limit my contribution to the

development of knowledge, nor did it discourage me from exploring certain research

areas. I did not possess personal motivations or emotions. Thus, the rejection has not

affected my ability to provide unbiased assistance in building knowledge.” (R2). Some

students thought that rejecting a study proposal was a typical part of the research

process and that as long as a suggestion was provided, it was okay. However, not

everyone agreed, since some may take rejection personally, leaving them disappointed

and disappointed. These student-researchers perceived rejection as a reflection of their

abilities and potential as researchers, which might discourage their enthusiasm to

continue additional research. Student researchers and mentors gave assistance and

direction to help these student researchers understand that rejection was a regular part

of the research process and did not define their worth as researchers.

“Of course here, it was really discouraging. You would think of a research title or

research proposal and then say, "This was ugly" or something like that, "You were doing

it wrong.” Of course, at first, that was discouraging. But for once, they were not the only

research professors; they did not just reject it was over. They would reject it and then

they had given you suggestions. So, it was not really that discouraging because, of

course, after being rejected they had given another suggestion. So, you would think of

the next title or proposal.” (R4). This respondent acknowledged that rejection of

research proposals was especially difficult for first-time student researchers.

Respondent 4 also claimed that negative thinking might be decreased by changing

rejection into a good chance for growth and learning. They thought that researchers

required time to recover and comprehend the significance of rejection. Student

researchers could develop more resilient and more prepared to deal with future

failures. If they would accept rejection as a chance for learning and progress. Instead of

26
being discouraged by rejection. Student researchers should use it to strengthen their

research skills and proposals. This approach could help researchers grow and handle

future setbacks more effectively. Rejection could be a valuable lesson for student

researchers, fostering perseverance and determination.

Sub-theme 1.3: Key of Improvement

Research teachers provided valuable feedback to improve student researchers'

work, particularly in the process of creating a research proposal. The journey involved a

focus on settled plans and a lack of organization of data and concrete concepts. However,

research was a journey where student researchers were obliged to investigate their

chosen field. Research teachers advised providing a better understanding of the concept

that the proposal was the opposite of the cause. Mind mapping was incorporated into

the research process, allowing the student researchers to visualize connections between

different ideas and concepts. This learning model helped organize thoughts, generate

new insights, identify gaps in knowledge, and generate new strategies. With a solid

understanding of the concept, students could apply their newfound knowledge to

develop innovative solutions and contribute to the field's advancement. The fine

concepts gained through thorough investigations would pave the way for significant

improvements in the chosen field. (Doni Samaya & Edi Soyadi., 2020)

“Researchers must clarify and comprehend the situation for the research

proposal to be accepted. Analyzing the concept would help you to understand the

situation better and had a high chance that the proposal would be accepted.” (R3).

Respondent number three's statement emphasized the significance of student

researchers' research studies, which not only increased their abilities but also

contributed to their knowledge. The rejection of research might be viewed as an

27
opportunity for students to critically examine their work and make any necessary

changes for future investigations. It was also an enjoyable experience for learning

because it required student researchers to reflect on their methodology, question

assumptions, and examine alternate ways. This self-evaluation process helped them

gain a more critical and analytical mindset, as well as the ability to adapt to and

overcome barriers in the research process.

Theme 2: Factors for Research Proposal Rejections

Sub-theme 2.1: Preparation for the Impact

The study's rejection was influenced by its impact, but it also guided

improvement. The guidance encouraged student researchers to be open to criticism and

provided evidence to contribute to broader understanding. Factors that influenced

research proposal rejection included specificity, discipline, and adherence to ethical

guidelines. The study's specificity made it easier to develop targeted outputs. Discipline

was crucial to staying focused and committed to the research process, setting specific

goals and timelines, and adhering to rigorous methodology. A combination of discipline,

awareness, and openness was needed to successfully shape the practice and generate

valuable knowledge. (Clare Downing., 2019)

“The lack of preparation for the proposal is a common angle for that scenario. No

matter how solid your proposal was, it lacked the necessary preparation to back it up. It

would end up in rejection. ´ (R7). Respondent 7 examined the student researchers' lack

of preparation for their research work while recognizing their enthusiasm and

knowledge. The student researchers' comprehensive mastery of this problem helped

28
them conquer complications and successfully communicate their findings. The

dedication of student researchers to their research and their interest in putting in effort

ensured a smooth delivery and high-quality results. Their adaptability, instantaneous

problem-solving, and perseverance demonstrated their enthusiasm for their respective

fields, as well as their critical and creative thinking. Because of their commitment, they

were able to complete their research tasks.

Sub-theme 2.2: Strategy that Influenced Mastery

Mastery of content was a crucial instructional method that encouraged student

researchers to stay focused, develop a special interest, and improve performance. It was

a powerful instructional method that supported the panelists' understanding of the

study and allowed for adjustments to the process. Mastery learning sequences

instructional materials, building on previous mastery until overall learning objectives

are mastered. Research teachers used formative assessment to monitor student-

researchers progress, providing timely feedback and identifying areas for additional

support. This helped guide student researchers toward achieving learning goals and

improving performance. Formative assessment also helped identify gaps in

understanding and address them promptly. Overall, mastery of content ensures student

researchers stay focused, develop a special interest, and achieve better results.

(Guinness, K., Detrich, R., Keyworth, R. & States, J..2021)

“I was not able to share it's a bad memory. Yes, mastery is important, because, in

the Q&A portion, everything revolves around it”. (R9). The statement highlighted the

critical role that mastery plays, especially in the Q&A section where it became extremely

important. The refusal to communicate because of a bad experience showed how painful

29
and discouraging it was to be rejected. To the point, some student researchers refuse to

explain what happened during that traumatic event.

“I had no personal experiences. However, in general, mastery of content was

crucial. And other factors like clear communication, robust methodology, and addressing

potential limitations also play pivotal roles in the performance of a research proposal. A

well-rounded approach was typically more effective in gaining approval.” (R10). This

statement suggested that, although the speaker may not have personal experiences, they

believe that success in a research proposal goes beyond just mastering the content.

Clear communication, a strong methodology, and addressing potential limitations are

also important factors for approvals. In addition, the importance of having a well-

rounded perspective on the factors that affected the accomplishment of a research

proposal. It correctly emphasized the significance of mastering the content and

highlighted the equal importance of clear communication, a strong methodology, and

addressing potential limitations. (Costello., 2023)

Sub-theme 2.3: Developing mistakes

Rejection of research proposals was a common problem in academic publishing,

resulting in bad learning experiences. Late submission, failure to follow criteria,

insufficient proposals, poorly prepared literature reviews, and the proposal's

capabilities are all reasons. Students ought to construct daily research plans, follow

requirements, and have a strong business case to avoid rejection. Starting early and

completely addressing all aspects could aid in identifying faults, improving literature

reviews, and increasing the capability of the proposal. Obtaining advice from co-student

researchers, interacting with peers, and completing thorough literature reviews

could all help to improve the quality of the proposal. Students could boost their chances

30
of acceptance and great learning experiences by addressing these difficulties and

guaranteeing a well-planned proposal.

“Researchers could utilize the insights gained from proposal rejections by

meticulously addressing the feedback provided. This involved improving the research

design, strengthening the literature review, clarifying the research goals, and ensuring

that the proposal aligns with the interests and priorities of the funding body.

Networking with colleagues and mentors for advice and peer review could also increase

the proposal's acceptance probability.” (R5). The statement highlighted how proposal

rejections might be useful to research. It suggested that researchers could improve their

proposals in several ways, including the research design and literature evaluation and

using the feedback student researchers received from rejections. It was required to

consult with colleagues for advice given the cooperative process of improving proposals.

Theme 3: Researchers' ability to overcome the rejection of research proposals

Sub-theme 3.1: The Process Journey

To overcome barriers and broaden their perspectives after rejection, students

must acquire resilience, rethink approaches, and seek mentorship. Learning is recursive,

students must learn, settle, and study during difficult situations for them to fully

comprehend their lessons. Moving forward with confidence in the integration of

knowledge and ideas would assist in overcoming barriers and preparing for future

study. Students could build adaptability and resilience by embracing the cyclical nature

of learning, which were necessary skills for managing hurdles in their future studies.

This approach allows student researchers to view barriers as growth opportunities

rather than hurdles. (Balume Mburao , 2022)

31
 “Moving forward after rejection involved resilience, re-assessing methodologies,

and seeking mentorship.” (R6). Moving forward, as stated in the response, could help

student researchers overcome decisions and preserve knowledge generation. This

method could be used in a variety of situations, including academics. It encouraged

student researchers to keep track of their commitment, learning system, and

concentration. However, rejection could limit one's ability to conduct the study. Support

from family, friends, and mentors can assist student researchers in dealing with

rejection. This technique also enabled students to seek assistance as necessary. Seeking

help from friends and mentors was critical for students c who had been rejected.

Students were encouraged to persevere and continue their research despite setbacks by

tracking dedication, learning system, and focus. As students share their knowledge and

experiences, this approach stimulates growth and collaboration.

“Find someone who could teach them and strengthen their proposals even more”

(R8). Researchers should look for mentors or professionals to help them improve their

research endeavors. This method provides useful insights, constructive comments, and

successful idea transmission. It improves proposal quality and encourages continual

growth. Learning from a mentor can bring new perspectives, highlight possible risks,

and improve research initiatives, all while fostering teamwork that encourages continual

growth.

Sub-theme 3.2: Learning on the process

Rejection of research proposals could have a big impact on the students after

getting rejected. They might feel disappointed and also experience having a hard time to

still get back on track. Suggesting that developed resilience can be a helpful strategy

(Chan et al.,2020). This stated being resilience can help them to handle rejection. They

32
also need to remember after getting rejected try to rethink and not stop they need to

remember that they need to appreciate the art of process to create a good, better

proposal. Some of the participants see rejection as a new opportunity to learn from the

mistakes that they made and move forward to create better research proposals.

“Facing rejection in the academic or research context can be challenging.

Individuals need to view rejection as an opportunity for improvement rather than a

reflection of their worth. Constructive feedback, perseverance, and a commitment to

continuous learning can contribute to overcoming setbacks and maintaining motivation

in the pursuit of research goals.” (R10) Moreover the respondents take rejection as an

opportunity to grow not to stop them the participants want to convey that they

shouldn't give up just because their research proposal was rejected but view it as a good

opportunity to grab and create a better impact research proposal. Learned from the

mistakes that you had made and also enjoyed the process of learning. Just because they

experienced rejection doesn't mean they can't recover or create a better research

proposal view rejection as a chance to create.

Sub-theme 3.3: Feedback rises

The literature study revealed a lack of knowledge regarding the impact of

academic rejection on individuals, with student researchers frequently blamed. Expert

researchers advocated for changing publishing acceptance policies and viewed rejection

as a chance for personal growth. They offered practical guidelines for measuring

academic achievement to improve the academic environment and foster mental health

assistance. Researchers emphasized the importance of a complete approach to

evaluating a student researcher's performance that considered both quantitative and

qualitative features. Further, they advocated for the creation of a friendly and inclusive

33
academic atmosphere, the provision of mental health resources, and the prioritization of

diversity and inclusion in recruitment and working processes. And combining

experiential learning opportunities, such as work experience or community engagement

assignments to assist students' researchers progress academically and prepare for

future work. (Allen, K.-A., Donoghue, G. M., Pahlevan-Sharif, S., Jimerson, S., & Hattie, J.,

2020).

"I advised that rejection was part of our life. It was challenging, but I never gave

up. By the end of the day, you would claim the sweetie price after those hard days." (R2).

The statement suggested that researchers should not give up easily. It acknowledged the

inevitability of facing rejection, emphasizing the challenges it brought. The

encouragement not to give up suggested a resilient attitude, and the phrase "sweetie

price" implied that perseverance through difficult times would eventually lead to a

rewarding outcome. Respondent number two, encouraged optimism, resilience, and the

belief in a brighter future despite initial hardships.

“In facing rejection, I would advise fellow student researchers to embrace it as an

opportunity for growth. Take the feedback constructively, analyze it meticulously, and

use it to refine your work. Remember, content mastery is crucial, but effective

communication and adaptation are equally vital. Seek collaboration, remain resilient,

and view rejection not as a setback but as a chance to sculpt your research into a more

formidable contribution to the pursuit of knowledge” (R1). The statement suggested

that researchers should have seen rejection as a chance to grow. It advised taking

feedback constructively, analyzing it carefully, and refining work. Emphasis was placed

on mastering content, effective communication, and adaptation. Collaboration and

34
resilience were encouraged, framing rejection as an opportunity to improve and

contribute more significantly to knowledge.

35
 Chapter V

Conclusion and Recommendations

Introduction

The concluding chapter of this study focuses on the impact of rejecting research

proposals on researchers, specifically those who are first-time researchers. We aim to

understand why these rejections occur and gather insights to determine the primary

reasons. To investigate this, we employed qualitative data collection methods,

conducting in-depth interviews and utilizing questionnaires/forms. Through these, we

sought to uncover the main reasons behind the rejection of research proposals.

Additionally, a consent form was employed to ensure an agreement between researchers

and respondents, providing evidence of participation in the study. The findings

presented in this chapter remain relevant to the overall significance of how rejecting

research proposals affects researchers.

Summary of Findings

The study examined the factors that contributed to the rejection of a research

proposal and how they affected the researcher's knowledge development. To

conduct data analysis, the researchers chose ten respondents from various college years.

The rejection was affected heavily by factors such as unclear research topics, poor

literature review, and insufficient methodology. As a result, the researcher was unable to

collect the necessary evidence to support their hypothesis. The study emphasized the

need for careful analysis and comprehensive preparation in the research process,

emphasizing the need for researchers to address these variables for their proposals to

be accomplished.

36
 Student researchers frequently utilize rejections to improve their work and

make necessary improvements. Rejections provided essential knowledge and views,

allowing for resilience and adaptation in future study projects. The majority of

responders see rejection as an opportunity to improve their work. Uncertain objectives,

a lack of methodology, an insufficient literature study, an inability to address potential

problems, a lack of practical evidence or support, a lack of preparation, and an

insufficient collaboration are all examples of common mistaken assumptions. Three out

of ten respondents did not share their rejection experience because they saw research

as a burden, potentially affecting their knowledge development.

Based on the findings, some researchers may not completely understand the

significance of rigorous preparation and collaboration when performing a study

addressing probable issues and completing a thorough literature review. Addressing

potential issues, having passed a thorough literature review, and clearly emphasizing

objectives are all critical elements in assuring the success and credibility of their work.

Researchers can improve their knowledge generation process and raise their likelihood

of success in their profession by recognizing these common mistakes and actively

working to avoid them.

Lastly, respondents emphasized the necessity of supporting family, friends,

teammates, and mentors in assisting students in developing and improving their

research skills. The provided assistance structure assisted future researchers in

overcoming their fear of rejection and gaining the confidence to express themselves

honestly, promoting a good learning environment and encouraging creativity and

cooperation. The overall goal of the initiative aimed to foster a more inclusive and

supportive research community in which individuals feel empowered to share their

37
experiences and contribute to knowledge growth. This could assist future researchers in

overcoming their fear of rejection and achieving greater accomplishment in their future

research investigations.

Conclusion

In this conclusion, the researchers would discuss what are the factors that

contributed to the rejection of a research proposal, and how could a rejection of

research proposals could impact the researchers. based on the findings of the study and

the suggestions or advice of the participants on how to handle the rejection and what to

do to reduce the chance of getting the proposals rejected.

The student's researcher's tried to enhance their work by applying the lessons

that they learned from their research teachers after experiencing rejection, furthermore,

the findings emphasize the importance of knowing your goals for their work and

mastering the topic that they chose, therefore some of the researcher's also got

disappointed after they got rejected on their research proposals and felt frustrated. to

sum up, researchers still view the rejection as a new opportunity to grow and make a

change. Rejection is a word that couldn't stop the researcher's goals but rather help

them to be better. Also, the respondents recommended that mastery of their chosen

topic is one of the reasons that the research proposals got rejected, so if they wanted to

research a certain topic they should have at least some knowledge about the topic. Also,

the respondents advised that they should enjoy doing research instead of just stressing

out, while it is surely going to be difficult we should try to enjoy the journey of doing the

research that way we can produce a much better research proposal.

38
Recommendations

The research gave significant insights into the topic, however, more suggestions

for the long-term consequences of embraced approaches are required, as the study's

findings emphasized the need for additional research:

1. We suggest to accept the rejection as a necessary part of the study process. Consider

comments as a chance to improve your ideas and gain new insights that will help you

become a better writer.

2. We suggest to review the literature in detail. Show that you have a careful

understanding of the literature and focus attention on the importance of your study

with respect.

3. Create a strong way of thinking. Recognize that rejection is a typical part of the

research process and that it is more appropriate to see it as a chance for professional

and personal development.

4. Seek advice from friends and mentors to develop a mindset encouraging cooperation.

Accept different viewpoints to make your research better and to create a place where

everyone can develop and improve.

5. Create a study and find other ways to also help other researchers and fill the holes

that this research hasn't been able to fill.

39
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44
 Appendices
Appendix A

Definition of Terms:

• Rejection: Refusing an idea or a proposal not accepting receiving or considering

• Unravel: A complicated topic or subject and making it known or understood; It also

becomes understood

• Knowledge generation: A process of creating new knowledge with the basis of

previous studies to develop a new concept.

• Collaboration: Action that influences interaction with researchers and participants

to establish a new notion.

• Critical thinking: Refers to solving problems objectively and systematically,

communicating, your ideas, having the ability to evaluate information, and being aware

of biases or assumptions.

• Distressing events: Refer to situations that might occur in the future.

• Phenomenon: A phenomenon is just a fancy word for something interesting that

happens, like a cool event or a natural occurrence that researchers want to learn more

about.

45
• Potential objection: A potential objection is like thinking ahead and imagining the

possible problems or disagreements people might have with your research, so you can

be ready for them.

• Implications: Is the result of something Implied things That can be resultative in a

negative way to someone else, aka a problem, or it could be neutral or positive

• Time-consuming: Link to estimated time that the Researchers release in making

Research content.

• Research ethics: Research ethics means playing by the rules of fairness and honesty

when doing experiments or studies

46
 Appendix B
Parents’ Consent Form
December 14, 2023

Mrs. Thelma Fabillar Amado,

Greetings!

We, the Upper Bicutan National High School students, are currently enrolled in
Practical Research I in the Senior High School curriculum. One of the requirements for
this subject is to conduct a research study.

In connection with this, we would like to ask for your approval to allow us to
include your child, Rizalyn F. Amado, as one of our participants. By giving your
permission, you let us gather responses from her through a survey questionnaire about
the difficulties that Grade 11 students in UBNHS encounter during their academic
careers in the new learning environment.

We appreciate your time and help in this academic exercise. Thank you very
much—more power.

Respectfully,

Rizalyn Amado
Group Representative

Noted:

Julius Gene B. Bueno

Research Adviser

Approved:

Thelma Fabillar Amado

47
Parent

December 14, 2023

Sir Clemen Apolonio,

Greetings!

We, the Upper Bicutan National High School students, are currently enrolled in
Practical Research I in the Senior High School curriculum. One of the requirements for
this subject is to conduct a research study.

In connection with this, we would like to ask for your approval to allow us to
include your child, Jasmine Claire G. Apolonio, as one of our participants. By giving your
permission, you let us gather responses from her through a survey questionnaire about
the difficulties that Grade 11 students in UBNHS encounter during their academic
careers in the new learning environment.

We appreciate your time and help in this academic exercise. Thank you very
much—more power.

Respectfully,

Rizalyn Amado
Group Representative

Noted:

Julius Gene B. Bueno

Research Adviser

Approved:

Clemen Apolonio
Parent

48
December 14, 2023

Mrs. Lorna Benitez,

Greetings!

We, the Upper Bicutan National High School students, are currently enrolled in
Practical Research I in the Senior High School curriculum. One of the requirements for
this subject is to conduct a research study.

In connection with this, we would like to ask for your approval to allow us to
include your child, Benedict C. Benitez, as one of our participants. By giving your
permission, you let us gather responses from her through a survey questionnaire about
the difficulties that Grade 11 students in UBNHS encounter during their academic
careers in the new learning environment.

We appreciate your time and help in this academic exercise. Thank you very
much—more power.

Respectfully,

Rizalyn Amado
Group Representative

Noted:

Julius Gene B. Bueno

Research Adviser

Approved:

Lorna Benitez
Parent

49
December 14, 2023

Mrs. Marissa Dejuco,

Greetings!

We, the Upper Bicutan National High School students, are currently enrolled in
Practical Research I in the Senior High School curriculum. One of the requirements for
this subject is to conduct a research study.

In connection with this, we would like to ask for your approval to allow us to
include your child, Mary Devine D. Barnedo, as one of our participants. By giving your
permission, you let us gather responses from her through a survey questionnaire about
the difficulties that Grade 11 students in UBNHS encounter during their academic
careers in the new learning environment.

We appreciate your time and help in this academic exercise. Thank you very
much—more power.

Respectfully,

Rizalyn Amado
Group Representative

Noted:

Julius Gene B. Bueno

Research Adviser

Approved:

Marissa Dejuco
Parent

50
December 14, 2023

Mr. Roger Gagatam,

Greetings!

We, the Upper Bicutan National High School students, are currently enrolled in
Practical Research I in the Senior High School curriculum. One of the requirements for
this subject is to conduct a research study.

In connection with this, we would like to ask for your approval to allow us to
include your child, Russell L. Gagatam, as one of our participants. By giving your
permission, you let us gather responses from her through a survey questionnaire about
the difficulties that Grade 11 students in UBNHS encounter during their academic
careers in the new learning environment.

We appreciate your time and help in this academic exercise. Thank you very
much—more power.

Respectfully,

Rizalyn Amado
Group Representative

Noted:

Julius Gene B. Bueno

Research Adviser

Approved:

Roger Gagatam
Parent

51
December 14, 2023

Mrs. Maria Luz C. Erro,

Greetings!

We, the Upper Bicutan National High School students, are currently enrolled in
Practical Research I in the Senior High School curriculum. One of the requirements for
this subject is to conduct a research study.

In connection with this, we would like to ask for your approval to allow us to
include your child, Cristal E. Dollantas, as one of our participants. By giving your
permission, you let us gather responses from her through a survey questionnaire about
the difficulties that Grade 11 students in UBNHS encounter during their academic
careers in the new learning environment.

We appreciate your time and help in this academic exercise. Thank you very
much—more power.

Respectfully,

Rizalyn Amado
Group Representative

Noted:

Julius Gene B. Bueno

Research Adviser

Approved:

Maria Luz C. Erro

Parent

52
December 14, 20213

Mrs. Josephine Villar Hallig,

Greetings!

We, the Upper Bicutan National High School students, are currently enrolled in
Practical Research I in the Senior High School curriculum. One of the requirements for
this subject is to conduct a research study.

In connection with this, we would like to ask for your approval to allow us to
include your child, Jhazmine H. Baludoya, as one of our participants. By giving your
permission, you let us gather responses from her through a survey questionnaire about
the difficulties that Grade 11 students in UBNHS encounter during their academic
careers in the new learning environment.

We appreciate your time and help in this academic exercise. Thank you very
much—more power.

Respectfully,

Rizalyn Amado
Group Representative

Noted:

Julius Gene B. Bueno

Research Adviser

Approved:

Josephine Villar Hallig

Parent

53
December 14, 2023

Mrs. Marisa Eboña,

Greetings!

We, the Upper Bicutan National High School students, are currently enrolled in
Practical Research I in the Senior High School curriculum. One of the requirements for
this subject is to conduct a research study.

In connection with this, we would like to ask for your approval to allow us to
include your child, Angelo L. Eboñ a, as one of our participants. By giving your
permission, you let us gather responses from her through a survey questionnaire about
the difficulties that Grade 11 students in UBNHS encounter during their academic
careers in the new learning environment.

We appreciate your time and help in this academic exercise. Thank you very
much—more power.

Respectfully,

Rizalyn Amado
Group Representative

Noted:

Julius Gene B. Bueno

Research Adviser

Approved:

Marisa Eboñ a
Parent

54
 Appendix C
Consent Form for Interview
Consent for Participation in Research Interview

“Unraveling the Consequences: Exploring the Impact of rejecting research

proposal in Researchers’ contribution to knowledge Generation”

I, Tyrone A. Binuya. Agree to participate in a research study led by Rizalyn F. Amado

from 11 ABM-2 of Upper Bicutan National High School on Dec. 15, 2023, at Taguig City
University. The purpose of this document is to specify the terms of my participation in
the project through being interviewed.

1. I have given sufficient information about this research study. The purpose of my
participation as an interviewee has been explained to me and is clear.
2. My participation as an interviewee in this research study is voluntary. There is no
explicit or implicit coercion whatsoever to participate.
3. Participation involves being interviewed by the researchers from the students of
UBNHS. The interview will last approximately 20 minutes. I allow the researcher(s)to
take written notes during the interview. I also may allow the interviewee's recording (by
audio/videotape). It is clear that if I do not want the interview to be taped, I am at any
point fully entitled to withdraw from participation.
4. I have the right not to answer any of the questions. If I feel uncomfortable in any way
during the interview session, I have the right to withdraw from the interview.
5. I have given explicit guarantees that, if I wish to do so, the researchers will not
identify me by name or function in any reports using information obtained from this
interview, and that my confidentiality as a participant in this study will remain secure.
In all cases subsequent uses of records and data will be subject to standard data use
policies in the Data Protection Policy.

________________________________ ________________________________
Dec. 15, 2023
Participant’s Signature Date:

Dec. 15, 2023

55
 ________________________________ ________________________________
Researcher’s Signature Date:

Consent for Participation in Research Interview

“Unraveling the Consequences: Exploring the Impact of rejecting research

proposal in Researchers’ contribution to knowledge Generation”

I, Charles Matthew Atilano. Agree to participate in a research study led by Rizalyn F.

Amado from 11 ABM-2 of Upper Bicutan National High School on Dec.18, 2023. Through
messenger. The purpose of this document is to specify the terms of my participation in
the project through being interviewed.

1. I have given sufficient information about this research study. The purpose of my
participation as an interviewee has been explained to me and is clear.
2. My participation as an interviewee in this research study is voluntary. There is no
explicit or implicit coercion whatsoever to participate.
3. Participation involves being interviewed by the researchers from the students of
UBNHS. The interview will last approximately 20 minutes. I allow the researcher(s)to
take written notes during the interview. I also may allow the interviewee's recording (by
audio/videotape). It is clear that if I do not want the interview to be taped, I am at any
point fully entitled to withdraw from participation.
4. I have the right not to answer any of the questions. If I feel uncomfortable in any way
during the interview session, I have the right to withdraw from the interview.
5. I have given explicit guarantees that, if I wish to do so, the researchers will not
identify me by name or function in any reports using information obtained from this
interview, and that my confidentiality as a participant in this study will remain secure.
In all cases subsequent uses of records and data will be subject to standard data use
policies in the Data Protection Policy.

________________________________ Dec. 18, 2023

________________________________
Participant’s Signature: Date:

________________________________ Dec. 18, 2023

________________________________

56