Research and Development Center

PERFORMANCE TASK #1 IN PRACTICAL RESEARCH 2 (SECOND QUARTER)

Group #:
Section:
Names of members:

TOPIC: Research Proposal

Goal: To write a research proposal which includes a comprehensive introduction and methodology.
Role: The students will be the researchers of their chosen field of specialization.
Audience: The teacher will serve as the audience for the researchers.
Situation: Writing of Research Proposal
Product, Performance, or Purpose: Research Proposal
STANDARDS 4 3 2 1 Rating Weight Score
Introduction Well formulated Fairly well Introduction is not Lacks a proper
introduction based on formulated well constructed introduction. There
facts that are introduction that and provides a few is no substantive
supported with 5 or has some (less than 5) sources evidence to support
x2
more strong sources evidence to of weak evidence to the topic.
of evidence specific to support the topic support the topic.
the topic. but the evidence
is a mixture of
strong and weak
sources.
Review of the Comprehensive Comprehensive Superficial review Superficial review
Literature review of the review of the of the literature of the literature
literature using literature using that does not that is poorly
quality evidence quality evidence describe the organized and
and specifically but does not research findings; lacks credibility x2
analyzes the adequately relies heavily on a based on the level
research conducted analyze the few studies and of evidence and
by describing the research uses poor quality resources
individual studies findings; simply resources for presented. Less
and findings that reports on the information than 5 references
support the thesis literature. A gathering Less included.
and focused minimum of 8 than 8 quality
problem. A quality references
minimum of 10 references included.
quality references included.
included.
Methodology Clear explanation of A good Some explanation Little if any
the choice of explanation of provided for the explanation
methodology and the choice of choice of provided for the
its links to the methodology methodology and choice of
inquiry / research and its links to its links to the methodology and
question; the inquiry / inquiry / research few links made to X2
Full description and research question; Some the inquiry /
explanation of question is description and research
participants; Type provided; A explanation of question; Little if
of measurement is good description participants; Type any description
clearly identified; and explanation of measurement and explanation
quality approach is of participants; is somewhat of participants;
clearly explained as Type of identified; some Little if any
it relates to measurement is explanation on information on
quantitative identified; the quality Type of
research quality approach is measurement is
approach is explained as it identified; little if
explained as it relates to any mention of a
relates to quantitative quality approach
quantitative research is explained as it
research relates to
quantitative
research

Comprehensive The paper was written The paper is well Most parts of the The paper was
comprehensively. All written but few paper should be poorly written.
parts were explained parts are not well elaborated and X3
and elaborated well. elaborated. justified.

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In text citation More than 5 current 5 current sources, Fewer than 5 Fewer than 5
and Reference sources, of which 3 are cites most data current sources, current sources, of
peer reviewed journals obtained from cites some data fewer than 2 or 5
or scholarly books. other sources. obtained from other are peer reviewed
Cites all data obtained APA citation style sources. Citation journals or scholarly
from other sources. is used in both style is either books. Does not cite
x3
APA citation style is text and reference. inconsistent or sources.
used in both text and incorrect.
reference.

Mechanics Information is very Information is Information is not Information is not

organized. No organized. Almost that organized. organized and there
grammatical, spelling, no grammatical, There are few is unacceptable
or punctuation errors spelling, or grammatical, number of grammar,
x3
punctuation spelling, or spelling, and
errors. punctuation errors. punctuation errors.
Collaboration Always listen to, shares Almost always Usually listens to, Often listens to,
with Peers with, and supports the listen to, shares shares with, and shares with, and
efforts of others in the with, and supports supports the efforts supports the efforts
group. Helps the leader the efforts of of others in the of others in the
x2
to keep people working others in the group. Does not group but
together group. Tries to cause waves in the sometimes is not a
keep people group good team member
working together.
Time Frame Submission - Day of Defense Total:
68+2

R&DC RESEARCH PROPOSAL FORMAT

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BASIC INFORMATION
Research/Project Title:
Project Duration ( in months): August 2024 – April 2025
PROPONENT (GROUP 6)
Leader: ABBAS, Nhoryan O.
Assistant Leader: MALABARBAS, Trisha Anne
Secretary: SIBONGA, Viviene Ann A.
Reporter: REYES, Angelo Joshua J.
File Manager: MERCADO, Brian Chris A.
DETAILS OF RESEARCH PROPOSAL
Please present your research proposal based on the following guidelines. Proposal should not exceed
20-single spaced pages.
RESEARCH PROBLEM AND RATIONALE:

Old rust stains, commonly found on metal objects that result of prolonged exposure to iron-rich
water. On the other hand, white cotton clothes often used by many, such as, students wearing school
uniforms, agents working in a company or guests in a wedding ceremony. Moreover, the main
problem is, white cotton shirt is vulnerable of getting stained, especially, from the old rust stain. Old
rust stains are not easy to remove, as what many people expect that simply using a commercial rust
remover will be enough to eliminate old rust stains.

Lemon (scientifically known as Citrus Limon) is a round or oval-shaped, with a smooth, bright
yellow rind, are among the “world’s most popular citrus fruits” (Bjarnadottir, 2023). Lemon is
known for its sour taste and aroma that is rich in vitamins and minerals, such as, Potassium, Vitamin
C and B6, also it “contain plant compounds that provide various health benefits. These compounds
include citric acid, hesperidin, diosmin, eriocitrin, and d-limonene” (Bjarnadottir, 2023).

Kamias (scientifically known as Averrhoa Bilimbi) is an oblong-shaped, with a thin, green skin, and
it is a native fruit found in many countries of Southeast Asia, especially, the “Philippines” (Lau et
al., 2019). Similar to lemon, kamias is known for its tangy taste as well, however, it also composed
of different vitamins and minerals, such as, “vitamins B and C, calcium, phosphorus, iron and fiber”
(Merano, 2018). Moreover, kamias serves as a medicinal plant that can provide health benefits to
humans.

The two mentioned fruit (lemon and kamias) does not only beneficial to human health, in addition,
these fruits also contains high acidity, both citric (lemon) and oxalic (kamias). Unlike commercial
rust remover, lemon and kamias could provide natural and strong acid to break down the old rust in
white cotton clothes. This group is going to create a product in regards to experiment of combination
of lemon and kamias as natural and organic solution for old rust stain in white cotton clothes.

This research aims to explore effective solutions for removing old rust stains from white cotton
clothing, specifically the potential of lemon and kamias as natural alternatives to commercial rust
removers.

OBJECTIVES:
The study specifically aims:

1. To determine the chemical properties of Citrus Limon (lemon) and Averrhoa Bilimbi
(kamias) that contribute to their effectiveness in old rust stain removal.

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2. To investigate the effectiveness of lemon and kamias in removing old rust stain on white
cotton clothes according to its:
2.1 Application method
2.2 Duration of the process
2.3 Physical appearance
3.
EXPECTED OUTPUTS:
• This part should explain the implications, or outcomes that your research aims to have.

SIGNIFICANCE:
• The importance of the study should be elaborated for each: For the industry your study is
involved, For school and school administrators, For students, For teachers, For parents,
For community and For future researchers (should be written in paragraph form)
REVIEW OF LITERATURE:

• There should be an introduction for RRL.

• The articles should be categorized through its parts or topics or variables not by titles.
• The article should only present important summary of the topic.
• Articles should be scholarly and not from blogs and newspapers.
• Observe proper citation.
• Include the synthesis (summary and gap) and the word synthesis as heading.
THEORETICAL/CONCEPTUAL FRAMEWORK OF THE STUDY:
.
For the Theoretical Framework:
• Introduce the theory with the proponent.
• Explain why the theory was being used.
• Explain the important factors of the theory in summarized paragraph form.

For the Conceptual Framework:

• Make sure the diagram is organized.
• Explain the framework in one paragraph.

METHODOLOGY:

Research Site.
• Don’t describe the place, explain why you choose it. Don’t just focus on the accessibility,
focus on the population.
Respondents of the Study.
• Total number of participants, sample size, sampling technique and characteristics of
participants should be elaborated.

Research Design and Data Collection.

• Explain the design used and if it is Quali or Quanti.
• Step by step data collection procedure should be discussed in this section.

Data Analysis.
• Explain how the data will be analysed.

Research Instrument.
• Describe the questionnaire (researcher-made or adapted)

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Major Activities. Use a Gantt Chart (don’t change this anymore)

Month/Duration
Activities
1 2 3 4 5 6 7 8 9 10 11 12
1.Proposal preparation
2. Research preparation
3. Data Collection
4. Data Analysis
5. Paper writing
6. Paper Dissemination

BUDGETARY REQUIREMENT: (leave this blank)

Item Estimated Cost

Personnel
Major equipment
Supplies and Materials
Transportation, Communication and Representation
Miscellaneous
Total estimated expenses

BIBLIOGRAPHY/LITERATURE CITED:

• All authors cited above be included in this section.

• Authors should be listed alphabetically.
• Use APA style.
• Remove hyperlink (no blue and underline URL)
• Follow indention as suggested by APA format
O’ Malley, J., & Chamot, A. (1990). Learning strategies in second language acquisition.
Cambridge University Press. (SAMPLE)

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SAMPLE R&DC RESEARCH PROPOSAL

BASIC INFORMATION
Research/Project Title: Students’ Attitude and Apprehensions towards Research: Exploring the
Significance of Research in the Senior High School Curriculum
Project Duration ( in months): June 2018- November 2018
PROPONENT
Name:
Cell phone number:
Email address:
Home address:
DETAILS OF RESEARCH PROPOSAL
Please present your research proposal based on the following guidelines. Proposal should not exceed
20-single spaced pages.
RESEARCH PROBLEM AND RATIONALE:
Research has created opportunities for development in different fields of expertise. With the help of
research, all inventions and technological advancements in all these fields have been possible.
Humans have been able to find the cure for the flu, polio and many other diseases that have been
fatal in the past. Aside from the field of medicine, research has transformed how technology became
an important part of one’s daily life. For example, talking to long distance relatives is the outcome of
research in technology (Gross, 2001). On the other hand, research also deals with a deeper
understanding of culture and humanities for one to understand the world and its characteristics.
Humanistic and social scientific research have contributed to the advancement of society including
how one understands and evaluates social norms (Czarniawska, 2004; Soriano & Cao, 2016;
Peterson, 2001). These kinds of scholarly contributions have affected and impacted a range of
specializations such as Business, Political Science, Humanities, Literature, and more particularly, the
field of Education.

In Education, much research is notable for contributing to the improvement of the significant aspects
of classroom teaching around the world, such as teaching approaches (e.g. Richards & Rodgers,
2014; Richards & Renandya, 2002), teaching of macro skills (e.g. Calkins, 1986; Badger & White,
2000), blended learning (Garrison & Kanuka, 2004; Graham, 2006), classroom discourse
(Kumaravadivelu, 1999; Hyland, 2011), and student learning (Oxford, 1990; 1994).
Correspondingly, research has increasingly become an important element in the field of education,
especially with the different curriculum reforms in both the secondary and tertiary levels. In the
academic context, research is the methodical processing of information to increase or expand our
current knowledge about a certain phenomenon (Leedy & Ormrod, 2005). Fishbein and Ajzen
(1975) even stated that research gives rewarding learning experiences for students, producing
graduates capable of high personal and professional achievement. Accordingly, educational
institutions have a huge role in defining what research is as schools, colleges, and universities deal
with transmission and generation of knowledge. Educational institutions engage in teaching and
research to push the boundaries of knowledge
OBJECTIVES:
The study specifically aims:
a. to find out to what extent do students consider the knowledge of research to be valuable
b. to determine the attitudes of senior high school students towards research;
c. to identify the apprehensions of senior high school students towards research;
d. to recognize the ways in which these attitudes and apprehensions inform the SHS curriculum

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EXPECTED OUTPUTS:
The research will shed light to efficient and effective teaching practices. It will serve as a provision
of teaching strategies to empower teachers in their teaching approaches; setting a true and definitive
standard to produce better results, particularly in the subject of Practical Research. The study is also
going to add to the lacking pool of knowledge concerning senior high school students in the
Philippines due to the contemporary nature of the K-12 system.
SIGNIFICANCE:
Results of the study could lead to an opportunity to recognize the significance of one’s attitude and
outlook of a task or subject to one‘s success or failure. This research can also understand the
concerns and difficulties faced by research teachers and students in an environment where research
is starting to be cultivated. Therefore, this research can help school administrators and policymakers
in crafting better policies on teaching research which are emphatic towards these difficulties. By
understanding these dynamics, administrators and teachers can find solutions on how to address
issues on research by crafting lessons and activities that are responsive to the concerns of both
teachers and students.
REVIEW OF LITERATURE:
One prominent scale attempted to understand and to analyze the students; perceptions towards
research is Papanastasiou’s ―Attitudes towards Research‖ (ATR) scale. Papanastasiou’s (2005;
2014) study of students in the collegiate level tried to develop the ATR scale and verify the
dimensions of students’ attitudes toward research. Based on the findings, five factors of student
attitudes toward research were identified: usefulness of research, anxiety, affect indicating positive
feelings about research, life relevancy of research to the students; daily lives, and difficulty of
research.
In the study done by Belgrave and Jules (2015) in the University of the West Indies, they analyzed
the linguistic undergraduates’ attitudes towards research to further enhance the teaching practices of
course works with research activities. Through an action research design, the authors 22 gathered
both qualitative data, using a questionnaire and a focus group discussion to provide a description of
students’ prior knowledge of research and their perceptions of the extent of the significance of
research their lives, and quantitative data using the ATR scale. As a result, the paper found out
students’ perceptions of the functionality of research and its meaningful application to real-life
situations result in a positive attitude towards research. However, the participants said they did not
enjoy learning about research nor did they possess knowledge of how to apply it in life. Hence,
findings suggest improvement and emphasis on student-centered principles would enhance the worth
and usefulness of research.
Another research that employed the ATR scale is the study of Shaukat, Siddiquah, Abiodullah and
Akbar (2014) of postgraduate students of teacher education programs from public and private
universities of Pakistan. The study explored the effects of demographic variables on the students’
attitudes towards the research. It was found that the male students perceived research relevance to
the life significantly better compare to the female students. Furthermore, male students held more
positive attitude towards research. It is worth mentioning the students enrolled in private universities
perceived research usefulness to life significantly more than those students who were enrolled in the
public-sector universities. Generally, results indicated that the males had significantly positive
attitudes towards research than the females. Significant results were also found on age, different
programs of study, and types of university.
In another Asian context, the paper of Yapalak and Ilgaz (2013) adapted the ATR scale to the
Turkish culture. The study formulated a Turkish form of the scale which was applied to groups of
students coming from Faculties of Education. The adapted scale was put through Confirmatory
Factor Analysis (CFA) for examination. Based on the findings, there was a meaningful relation
between the structures composing the scales. According to the CFA and item 23 analysis, it was
revealed that the factor structure of the original scale was conserved in the Turkish form.
Another study on the topic by Oguan, Bernal and Pinca (2014) used the same ATR scale that

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investigated the attitudes and anxiety level of students towards research and its influence on their
academic achievement in the Philippine context. In the analysis of undergraduate students’ attitudes,
the students have a positive attitude towards research though most of them display a negative
attitude on the difficulty of research as parallel in the study of Belgrave and Jules (2015). Similar to
the study of Shaukat et al. (2014), the findings showed male students have more positive attitude
than females. Findings also showed students with high academic grade display a high positive
attitude towards research. However, a no correlation was obtained between the students’ academic
achievement and usefulness of research to profession and usefulness of research and positive
attitudes.
Majority of the published articles regarding students’ attitudes towards research have used
Papanastasiou’s ATR scale. These studies showed that students positively perceived the
functionality and the meaningfulness of research in their academic and professional lives. The
functionality of research as perceived by students has led to the discussions of these papers on why
research skills should be taught. Moreover, it was revealed that male students have more positive
attitudes towards research compare to female students. However, students perceived the learning of
research unappealing and difficult; hence, together with lack of knowledge affect the application of
research in their lives. Based on these findings, it is only necessary to consider student’s attitude
towards research and its implications for pedagogical improvement.
CONCEPTUAL FRAMEWORK OF THE STUDY:
The study has worked with the concepts discussed in Papanastasiou’s ATR scale, for it encompasses
the different factors may influence the attitudes and beliefs of students towards research. To
understand and to analyze the complete implementation and learning environment of the research
courses in the senior high school, the different factors in the scale will be considered and adapted.
Further, the diagram presents how the identification of students’ attitude towards research might
inform any modification to the learning and teaching process of the research courses in the SHS.
Hence, this will create any positive reform to the implementation of the SHS in the university. The
following illustration is a visual representation of the identified attitudes and beliefs towards
research of both students that will be explored in the study.

Value of Research
Challenges with
Research
Improvement
in the Learning
and Teaching
Students’ Attitudes
Process
andPositive of
Attitude
Apprehensions
Research in the
towardsResearch
towards Research
SHS
Curriculum
Research Anxiety

Usefulness of
Research
Figure 1. Conceptual Framework on Identifying Students’ Attitudes towards Research
METHODOLOGY:
This section should explain how each specific objective will be achieved in the most rigorous way
possible. The methodology should discuss the following details as appropriate:

Research Site.
This study was conducted in a university in Bacoor, Cavite. With the implementation of the K to12
program, the university has added the senior high school to accommodate more enrollees for the
academic year of 2017-2018.

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Respondents of the Study.

The data collection in the present study will be obtained from the senior high school department.
Eight sections from the academic track, two sections from STEM, ABM, HUMSS and GAS, will be
selected to be part of the study. Moreover, the sections will be recommended by their respective
teachers. The students’ age ranged from fifteen to eighteen years of age. Moreover, these students
will come from different socio-economic and educational backgrounds to compare whether different
prior experiences can produce similar or different findings.

Research Design and Data Collection.

The study will employ descriptive research design in gathering the needed information. The
descriptive survey will be used because the researchers’ objective is to know the current situation of
the attitudes of the students towards research and the extent to their perception as to research
usefulness, research anxiety and positive disposition towards research.

Data Analysis.
Frequency counts and percentages will be used to present data in tables.

Research Instrument.
The “Attitudes towards Research” Scale (ATR) by Papanastasiou (2005; 2014), whose purpose was
to identify the various dimensions of attitudes towards research among students who had taken a
required course in methods of educational research will be the primary research instrument. Based
on the congruence of the scale with the objective of the current research, the ATR scale is deemed
adequate for this undertaking.

The questionnaire consisted of 32 questions in the form of a seven-point Likert scale which ranged
from strongly disagree (7) to strongly agree (1). As modification, the negatively worded items were
reversed so that a higher numbered response on the Likert scale would represent a positive attitude.
The students’ attitudes were categorized as “relevance/application of research to life”, “value of
research”, “challenges with research”, “positive attitudes towards research”, “research anxiety” and
usefulness of research for profession”.

Major Activities. Use a Gantt Chart

Month/Duration
Activities
1 2 3 4 5 6 7 8 9 10 11 12
1.Proposal preparation
2. Research preparation
3. Data Collection
4. Data Analysis
5. Paper writing
6. Paper Dissemination
BUDGETARY REQUIREMENT:

Item Estimated Cost

Personnel 5,000 (Statistician)
Major equipment
Supplies and Materials 500
Transportation, Communication and Representation 500
Miscellaneous
Total estimated expenses 6,000

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BIBLIOGRAPHY/LITERATURE CITED:

Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT journal, 54(2),
153-160.

Belgrave, K. L., & Jules, J. E. (2015). Students' attitudes towards research: Applying best practice
principles through a student-centered approach. Retrieved from
http://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/40093/Students'%20Attitudes
%20Towards%20Research%20Belgrave%20and%20Jules.pdf?sequence=1&isAllowed

Calkins, L. M. (1986). The art of teaching writing. Heinemann Educational Books Inc., 70 Court St.,
Portsmouth, NH 03801.

Czarniawska, B. (2004). Narratives in social science research. Sage.

Fishbein, M. & Ajzen, I. (1975). Belief, Attitude, Intention and Behaviour: An introduction to theory
and research. London: Addison-Wesley.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in
higher education. The internet and higher education, 7(2), 95-105.

Graham, C. R. (2006). Blended learning systems. The handbook of blended learning, 3-21.

Gross, R. (2001). Psychology: The science of mind and behaviour. London: Hodder and Stoughton.

Hyland, K. (Ed.). (2011). Continuum companion to discourse analysis. Bloomsbury Publishing.

Kumaravadivelu, B. (1999). Critical classroom discourse analysis. TESOL quarterly, 453-484.

Leedy, P. D., & Ormrod, J. E. (2005). Practical research: Planning and design (8th ed.). Upper
Saddle River, NJ: Prentice Hall.

Oguan Jr, F. E., Bernal, M. M., & Pinca, M. C. D. (2014). Attitude and anxiety towards research, its
influence on the students’ achievement in the course. Asian Journal of Management
Sciences & Education Vol, 3, 4.

Oxford, R. L. (1990). Language learning strategies (Vol. 210). New York: Newbury House.

Oxford, R. L. (1994). Language learning strategies: An update. ERIC Clearinghouse on Languages

and Linguistics, Center for Applied Linguistics.

Papanastasiou, E. C. (2005). Factor structure of the attitudes toward research scale. Statistics
Education Research Journal, 4(1), 16-26.

Papanastasiou, E. C. (2014). Revised-Attitudes toward Research Scale (R-ATR): A first look at its
psychometric properties. Journal of Research in Education, 24(2), 146-159.

Peterson, R. A. (2001). On the use of college students in social science research: Insights from a
second-order meta-analysis. Journal of Consumer Research, 28(3), 450-461.

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of

current practice. Cambridge university press.

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Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge
university press.

Shaukat, S., Siddiquah, A., Abiodullah, M., & Akbar, R. A. (2014). Postgraduate students' Attitudes
towards Research. Bulletin of Education and Research, 36(1).

Soriano, C., & Cao, R. (2016). Minority Groups and Strategies of Display and Dissent in Physical,
Virtual, and Hybrid Spaces. In M. Rovisco & J. Ong (Eds.), Taking the Square: Mediated
Dissent and Occupations of Public Space (pp. 207-228). Rowman & Littlefield.

Yapalak, S., & Ilgaz, G. (2013). The adaptation of ―Attitudes toward Research (ATR)‖ scale into
Turkish. Journal of Kirsehir Education Faculty, 14(2).

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