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TOPIC PRESENTATION TOPIC PRESENTATION PAPER

Date: July 18, 2011 (Monday) Time: 1pm Venue: Rm 312 What to prepare:
seven copies of topic presentation paper to be submitted to Ms. May Manla (SPED G.A.) not later than July 16 (Saturday) 12 nn. 3 copies of Application for Topic Presentation Form (Do not fill out Proposed Topic)

Adapted from Guidelines prepared by Dr. Vivien M. Talisayon for EDRE 302: Research Seminar in Education

REMINDER
Check if your proposed topic is not a duplication of:
a published thesis or dissertation, here or abroad (see OPAC, NLP, websites of other universities) Theses or dissertations in process (see list approved topics/ titles in the SpEd area)

Content of Topic Defense Paper

1. 2. 3. 4. 5. 6. Research Title Background of the Study Statement of the Problem Significance of the Study Scope and Delimitation of the Study Conceptual Framework

Summary of Content
7. Research Design 8. The Sample 9. The Instruments 10. Intervention 11. Data Collection Procedure 12. Data Analysis Procedure

Research Title
Not more than 12 words Lists key variables in the study Technical Writing Style Concise omit unnecessary words like the; non-repetitive words Reflects discipline of specialization (e.g. sped) Does not contain specific descriptions of samples nor research site Avoid using Effects; Development and Validation

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Background of the Study

2-3 paragraphs Cites most important study/literature Includes most important teaching-learning condition justifying variables under study Briefly introduces new variables under study

Statement of the Problem

Format: This study (or research) aims to (make congruent with title) New Paragraph: Specifically, this research seeks to answer the following questions.
Phrase questions with the data to be collected in mind Try to answer your own questions. If your intended answer does not match the question, rephrase your question

Statement of the Problem

Congruent with conceptual framework Rule of thumb: number of research questions is at least equal to the number of lines/ arrows in the framework

Significance of the Study

2-3 paragraphs In paragraph form, cite beneficiaries of results of study
(e.g. teacher, teacher trainers, educators; curriculum developers, textbook writers, officials of schools, parents; not students tho) For each beneficiary group, specifically describe how it will benefit from the findings

Scope and Delimitation of the Study

Cites data collection period and school year; identifies schools involved, number of teachers involved, and topics of lessons covered (if applicable)

Conceptual Framework
Diagram connects variables under study with lines (correlations) or arrows (cause-effect relationships) Variables may have values or sub-variables Congruent with research questions Starts with text and early cites the diagram Use diagram to explain framework No framework in qualitative research

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Research Design
1 paragraph Types
According to nature of research question: basic or applied According to kind of data collected and analyzed: qualitative, quantitative or mixed According to research design: experimental (pre-experimental, true experimental, quasi-experimental) or non-experimental (survey, content analysis or ethnographic)

The Sample
1 paragraph Describe sampling procedure Minimum Sample Size (Borg and Gall 1989):
30 for correlational research 15 per group for experimental/causal research 100 per major group for survey research 20 per minor group for survey research

The Instruments
1 paragraph None for qualitative research Indicate if reseacher-made or standardized

The Intervention
1-2 paragraphs None for qualitative research

Data Collection Procedure

1 paragraph Step by step procedure that can be implemented by reader, including arrangements with the sample and dates for instrument administration

Data Analysis Procedure

1 paragraph Statistical methods for quantitative research Use research questions as guide