Practical Research 1 Quarter 3 – Module 8: Scope and Delimitation Practical Research 1 Alternative Delivery Mode Quarter 3 – Module 8: Scope and Delimitation First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio SENIOR HS MODULE DEVELOPMENT TEAM Author Co-Author – Language Editor Co-Author – Content Evaluator Co-Author – Illustrator Co-Author – Layout Artist Team Leaders: School Head LRMDS Coordinator : Dexter V. Fernandez : Niljoy G. Senina : Joel A. Cayabyab, EdD : Dexter V. Fernandez : Dexter V. Fernandez : Marijoy B. Mendoza, EdD : Karl Angelo R. Tabernero SDO-BATAAN MANAGEMENT TEAM: Schools Division Superintendent OIC- Asst. Schools Division Superintendent Chief Education Supervisor, CID Education Program Supervisor, LRMDS Education Program Supervisor, AP/ADM Education Program Supervisor, Senior HS Project Development Officer II, LRMDS Division Librarian II, LRMDS : Romeo M. Alip, PhD, CESO V : William Roderick R. Fallorin, CESE : Milagros M. Peñaflor, PhD : Edgar E. Garcia, MITE : Romeo M. Layug : Danilo S. Caysido : Joan T. Briz : Rosita P. Serrano REGIONAL OFFICE 3 MANAGEMENT TEAM: Regional Director Chief Education Supervisor, CLMD Education Program Supervisor, LRMS Education Program Supervisor, ADM : May B. Eclar, PhD, CESO III : Librada M. Rubio, PhD : Ma. Editha R. Caparas, EdD : Nestor P. Nuesca, EdD Printed in the Philippines by the Department of Education – Schools Division of Bataan Office Address: Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102 E-mail Address: bataan@deped.gov.ph Practical Research 1 Quarter 3 – Module 8 Scope and Delimitation Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-bystep as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you. What I Need to Know This module was designed and written with you in mind. It is here to help you master the writing scope and delimitation. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is divided into two lessons, namely: • • Lesson 1 – Content of Scope and Delimitation Lesson 2 – Writing Scope and Delimitation After going through this module, you are expected to: 1. indicate scope and delimitation of research 1 What I Know Read each statement carefully. Write T if the statement is True, F if otherwise. Write your answer on your notebook. 1. In writing scope and delimitation, you need to write everything including the background of the study. 2. Scope and delimitation includes a brief discussion on research method used. 3. There is a rigid format of writing scope and delimitation. 4. Scope and delimitation provides readers the whole process of the research. 5. Research design is not declared on your scope and delimitation. 6. Data analysis is declared on your scope and delimitation. 7. Research local has to be disclosed in scope and delimitation. 8. The population of the study is included on scope and delimitation. 9. The researcher can be considered as an instrument in data gathering. 10. Scope provides parameter, coverage and the processes involve in research. 2 Lesson 1 Content of Scope and Delimitation In thesis writing, there is a specific part of it that reveals, recognizes, shares and expresses the method used, coverage, parameter, instruments, persons involved and even the protocols to follow. This is called, “scope and delimitation”. As defined, it explains the extent or parameter of research. Likewise, it explores on the coverage, and processes involved in the research (M. K. & Simon and Goes 2013). Practically, it declares the choices that the researcher carried out during the research process. On this discussion, you will be familiarized with the elements included in the scope and delimitation. What’s In This activity is Pictionary. You will be given picture clues to identify the word being illustrated. Write your answers on your notebook. 1. 2. Answer: _____________ 4. 3. Answer: ______________ 5. Answer: ___________ Answer: _______________ 3 Answer: ______________ Notes to the Teacher This module prepares the students to write the scope and delimitation of their study. What’s New The misAdventures of Bok and Nonoy In the last module, you have learned to formulate research question. Now, you will be making the scope and delimitation of your research. In the comic strip, it has depicted how Bok and Nonoy tried to discover the secret of Pitoy which includes the process, methods, instruments and techniques in doing his experiments. Relating it with research, the scope and delimitation is a specific part that summarizes the method, design, techniques, locale, instruments, population, process in analyzing the data, and the like. Gear up yourself because you will learn the components of scope and delimitation. 4 What is It Scope and delimitation is an informative part of your research. It is informative because it is to where you declare the things you have to carry out and follow through the course of research. I am sure, you are wondering why there is a need for us to declare all of these to our readers. Likewise, you are puzzled what are the elements of your research that are needed to be included? Well, let us deal with them one by one. Let us first dissect “scope and delimitation”. Scope + Delimitation When we talk about the scope of research, it commonly refers to the depth your research area or parameters. This includes restriction of the target population, research local, specified duration, design, procedure, and instrument used. 1. Population –According to Majid (2018), this stands for the entire pool from which the sample is drawn. Consider these examples: a. b. c. d. e. Schools operating in Bataan (Private and Public) Senior High School Students of a School Grade 10 Students in a School Division Tricycle Drivers operating in a Barangay All Working Students in a grade level 2. Research Locale – It refers to the particular location where the study is conducted. Consider these examples: Lamao National High School Dinalupihan Pampanga Limay Senior High School Barangay St. Francis II Schools Division of Bataan Region III – Central Luzon Balanga City University of the Assumption Bataan Peninsula State University 3. Specific Duration. This stands for the exclusive time frame when the research is conducted. 5 Consider these examples: May 20 to 22 2020 School Year 2020 to 2021 From 2015 to 2020 From January 2020 to May 20202 4. Research Method – This refers to the systematic plan for conducting research which includes strategies, process, techniques, and procedures for collecting and analyzing data (MacDonald and Headlam 2008). Here are the four (4) most commonly used qualitative designs that you can use. a. Ethnography – If your research is about a description or investigation about customs of individual and culture, this design can be used (Elis and Bochner 1996). b. Phenomenology – If your research is about the commonality of lived experience within a group of individuals or description of a particular phenomenon, this research design can be used (Singh 2018). c. Case Study – If your research is about an investigation of a phenomenon within the context of real-life situation, you can use this design (Kothari 2004) . d. Grounded Theory – If your research aims toward a development of a theory in an inductive manner, you can use this design (VanderStoep and Johnston 2009). 5. Protocols Followed. This refers to the standard procedure, system, or rules that you follow in gathering data. It can be the permission in the conduct of the study, communication letter to the respondents, or agreement on the conduct of interview. 6. Data Gathering Procedure. This refers to the step-by-step procedures that you employ before and during the data gathering. 7. Instrument. These are measurement devices that you use in your research. It can be in a form of test, survey, questionnaire, and the like. However, in qualitative research, you as the researcher is the instrument, and your interview guide serve as a tool in gathering the data (Bahrami, Soleimani, Yaghoobzadeh, & Ranjbar, 2016). 8. Data Analysis. These are the systematical processes you employ to describe or interpret your data. It can be thematic network analysis, dendogramming, structural analysis, text analysis, and Collaizi procedure. 6 On the other hand when we talk about delimitation, it refers to choices made by researcher that serves as boundary (Simon 2011). This includes research objectives, questions, variables, theoretical objectives you adopted, target samples, and justifications that limits the scope of the study. Commonly, research objectives, and description of variables are mentioned while research questions are just reflected on the set objectives. Variable are also explained and declared, as well as to the theoretical objectives of the study. On the other hand, sampling method, target sample size, and justifications in choosing the above mentioned scope are provided to clearly set the parameter of the study. In some researches, instead of scope and delimitation, they use scope and limitation. The term limitation is about the external and internal influences that researcher has no control of. They can be shortcomings, conditions or influences that cannot be avoided due to the limitation of the study. Thus, these limitations is a declaration of the possible influences to the result of the study. What’s More Let us help Bok in organizing his scope and delimitation by categorizing the idea he is thinking. Write whether it is objective, population, sampling, research locale, specific duration, research method, protocols followed, data gathering procedure, instrument, or data analysis. Write your answers on your notebook. 1 8 2 3 7 4 6 5 7 What I Have Learned Read each sentence carefully. Write T if the statement is True, F if otherwise. Write your answers on your notebook. 1. Data analysis is a systematic process of interpreting data. 2. Protocols are the standard procedure or rules that researchers follow in data gathering. 3. Grounded theory is an investigation of a phenomenon within the context of real-life situation. 4. Ethnology is the investigation or description of individual customs and culture. 5. Phenomenology refers to the exclusive time frame when the research is conducted. What I Can Do Read carefully the scope and delimitation below. Write “A” if the underlined word is population, “B” for research locale, “C” for specific duration, “D” for research method, “E” for protocols followed, “F” for data gathering procedure, “G” for instrument, “H” for research objective, and “I” for data analysis. Write your answers on your notebook. This qualitative study employed a phenomenological research design. According to Creswell (2013), it was an approach directed to the similarities of the lived experiences among a particular group. The main objective was 1. 2. to come up with an explanation of the nature of a particular phenomenon. Moreover, Manen as cited in Finlay (2013), this research design started with the interest and desire of the researcher transforming it into epistemic inquiry. Likewise, this was geared toward a broader 3. understanding of a specific phenomenon whether it was lived experience, event, or even a situation. Hence, this study explored indepth examination of the lived experiences of novice teachers as it unveiled 4. their Lebenswelt (world-life) and weltanschauung (world-view) on handling verbal bullying inside the classroom. Data gathering was delimited to one of the integrated middle school in the province of Bataan, Philippines. 8 5. Assessment Read carefully the scope and delimitation below. Write “A” if the underlined word is population, “B” for research locale, “C” for specific duration, “D” for research method, “E” for protocols followed, “F” for data gathering procedure, “G” for instrument, “H” for research objective, and “I” for data analysis. Write your answers on your notebook. In this qualitative research, the researcher will serve as the main instrument of the study (Pezalla, Pettigrew and Miller-Day, 2012). Another tool will be the interview guide. This unstructured interview guide is a 1. 2. 3. researcher-made instrument based from the objectives of the study. It is composed of five (5) questions. Objectively, interview questions are formulated to gather necessary information about the participants’ live experience as well as their coping mechanism. In gathering data, individualized or focus group discussion are employed 4. depending on the preference of the participants. Because of the impossibility of personalized interview, this will be carried through social media platforms either through Zoom app or Facebook Video Conferencing. According to Eysenbach (2019), these platforms provide opportunities in conducting qualitative research. In analyzing the data, thematic network analysis will be employed. It is explained as a web-like illustrations that summarizes themes (Stirling, 2001). Particularly, this study seeks to identify the salient themes through coding. This to facilitated structuring and depiction of the themes into an emerging main theme. 9 5. Additional Activities Read carefully the scope and delimitation below. Write “A” if the underlined word is population, “B” for research locale, “C” for specific duration, “D” for research method, “E” for protocols followed, “F” for data gathering procedure, “G” for instrument, “H” for research objective, “I” for sampling method, and “J” for data analysis. Write your answers on your notebook. This qualitative research aims to explores on the lived-experiences of the PWD grade 11 students about bullying. According to Mcleod (2019) this 1. kind of research deals with the description and interpretation of a phenomena based from how these became meaningful to a person or group of people. As a phenomenological study, it determines the coping 2. mechanism of the said students on their distinct experience about verbal bullying. This is defined by Creswell (2013) as an approach to underlie the commonality of live experience within a group of individuals having the same experience. This research is directed to all senior high school students of a province during the school year 2020-2021. They are selected using snow ball method. Patton (2001) defined this sampling as referral sampling wherein it uses a small pool of initial informants to nominate other participants of the study. 10 3. 4. 5. Lesson 2 Writing Scope and Delimitation After knowing the elements and content of scope and delimitation as part of research, you are now ready to write your own scope and delimitation. Worry not because writing this require you to enlist the things you will be doing and using throughout your study. Even though there is no standardized way of writing, this lesson will share the typical way of composing your scope and delimitation. Thus, this topic will allow you to be equipped with necessary skill for you to finish this part of your research. You need to remember that scope and delimitation is the blueprint of your research. It needs to be synchronized with the research gap you have established in the introduction and has to be paralleled with the research objectives and questions you have formulated. Later in your methodology, it has to be harmonized with the processes you will be declaring. In writing this, you just need to be precise and logical. Meaning to say, you need to justify the information you will include on your scope and delimitation. What’s In Write “A” if the underlined word is population, “B” for research locale, “C” for specific duration, “D” for research method, “E” for protocols followed, “F” for data gathering procedure, “G” for instrument, “H” for research objective, “I” for sampling method, and “J” for data analysis. Write your answers on your notebook. 1. _______ 2. _______ 3. _______ 11 4. _______ 5. _______ What’s New The misAdventures of Bok and Nonoy Are you afraid to take your pen and to start making your scope and delimitation? It is natural. Why? First of all, it is difficult to write anything without knowing what you are going to write. Second, it is challenging to write if you do not have any strategies on making it. Lastly, you feel incompetent to write because you don’t have any model. from the previous lesson, you have learned the conceptual aspect of scope and delimitation as part of research. Now, you will learn how to write this part in a ladderized manner. What is It Writing scope and delimitation does not require you extraordinary skills in writing. You just need to have a clear picture on how you are going to do your research. Most probably, if you happened to read other researches, you would notice they have different ways of formulating it. Some begin with the methods of research and end with the instrument, others start with research locale and end with the declaration of the protocols followed. However, one thing is common among them, their content are the same. Therefore, this implies that there is no prescribed way of making it. As 12 long as the necessary elements are declared and briefly discussed, that is already a good scope and delimitation. It is because this part of research intends to inform the readers about the parameter of your research. Commonly, scope and delimitation is written in three (3) paragraphs. The first paragraph contains methods, research design, research locale, time duration, population, sampling and class size. The second paragraph includes the instrument used, validation and protocols followed in the conduct of the study. The last paragraph is the declaration of data gathering and analysis. It is important that you need to provide proper justifications of the elements you will be using. It is done through the wisdom of the experts – citation. Before writing the first paragraph, it is advised that you must perform brainstorming of what you are going to write. Brainstorming is just simply writing down what comes to your mind. But this time, let us perform brainstorming by answering some question. For example you are conducting a research about the lived experience about verbal bullying of the Persons with Disabilities (PWD) Grade 11 students in a province, how are you going to make the scope and delimitation? Now, let us begin with the first paragraph. Remember that the first paragraph contains methods, research design, research locale, time duration, population, sampling and class size. Consider the 1st figure. 13 The 2nd figure answers the 1st figure These are the answers that you need to know before writing your scope and delimitation. The information would give you a clear picture of what you are going to write. If you are going to write the information gathered, the first paragraph of the scope and delimitation will be like this … This qualitative research aims to explores on the lived-experiences of the PWD grade 11 students about bullying. According to Mcleod (2019) this kind of research deals with the description and interpretation of a phenomena based from how these became meaningful to a person or group of people. As a phenomenological study, it determines the coping mechanism of the said students on their distinct experience about verbal bullying. This is defined by They are selected using snow ball method. Patton (2001) defined this sampling as referral sampling wherein it uses a small pool of initial informants to nominate other participants of the study. Did you notice how terms give justifications? The underlined sentences serve as your scope and delimitation. They limit down the scope of the study. On the second paragraph, you need to remember that it contains instrument used, validation and protocols followed in the conduct of the study. 14 Consider the 3rd figure Now, look at the 4th figure. The 4th figure answers the 3rd figure. If you are going to write the information gathered, the second paragraph of the scope and delimitation will be like this … In this qualitative research, the researcher serves as the main instrument of the study (Pezalla, Pettigrew and Miller-Day, 2012). Another tool is the interview guide. This unstructured interview guide is a researcher-made instrument based from the objectives of the study. It is composed of five (5) questions. Objectively, interview questions are formulated to gather necessary information about the participants’ live experience as well as their coping mechanism. It is validated by group of experts using validation matrix to identify its appropriateness of the questions and suitability to the research participants. Prescribed standard and necessary protocols are religiously complied to ethically follow the norms of conducting research. 15 On the last paragraph, you need to remember that it contains the declaration of data gathering and analysis. Consider the 5th figure The 6th figure answers the 5th figure. Now let us write the information on the 6th figure. In gathering data, individualized and focus group discussion is employed depending on the preference of the participants. Because of the impossibility of personalized interview, this will be carried through social media platforms either through Zoom app or Facebook Video Conferencing. According to Eysenbach (2019), these platforms provided opportunities in conducting qualitative research. Likewise, because of its mass usage, it provides potential options for this kind of study. Interviews are recorded and transcribed in verbatim. Translations into English is accomplished through the help of an expert. Anonymity of participants is secured likewise with the information they will provide. In analyzing the data, thematic network analysis is employed. It is explained as a web-like illustrations that summarizes themes (Stirling, 2001). Particularly, this study seeks to identify the salient themes through coding. This is to facilitated structuring and depiction of the themes into an emerging main theme. 16 Let us put together what we have created. However, I’ll be using future tense for you to have pattern for your thesis proposal. Lived Experience PWD Grade 11 Students about Verbal Bullying in a Province. This qualitative research aims to explores on the lived-experiences of the PWD grade 11 students about bullying. According to Mcleod (2019) this kind of research deals with the description and interpretation of a phenomena based from how these became meaningful to a person or group of people. This research will consider all senior high schools students of a province during the school year 2020-2021. They will be selected using snow ball method. In this qualitative research, the researcher will serve as the main instrument of the study (Pezalla, Pettigrew and Miller-Day, 2012). Another tool will be the interview guide. This unstructured interview guide is a researcher-made instrument based from the objectives of the study. It is composed of five (5) questions. Objectively, interview questions are formulated to gather necessary information about the participants’ live experience as well as their coping mechanism. It is validated by group of experts using validation matrix to identify its appropriateness of the questions and suitability to the research participants. In gathering data, individualized or focus group discussion are employed depending on the preference of the participants. Because of the impossibility of personalized interview, this will be carried through social media platforms either through Zoom app or Facebook Video Conferencing. What’s More In two (2) to three (3) sentences, write the first paragraph of the scope and delimitation using the information below. Write your composition on your notebook. qualitative research criterion sampling ethnography 5 students Kinaragan, Duale, Limay Aeta students Scope and Delimitation __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 17 Rubrics on how you write your Scope and Delimitation Criteria 5 4 3 2 1 Content The composition is completely organized using all the information listed. The composition is substantially organized using 4 to 5 of the information listed. The composition is somehow organized using 2 to 3 of the information listed. The composition is partially organized using 1 of the information listed. The composition contains no information Grammar The composition does not have any grammatical error. The composition has 1 to 3 grammatical errors. The composition has 4 to 5 grammatical errors. The composition has 6 to 7 grammatical errors. The composition has more than 8 grammatical errors. What I Have Learned In two (2) to three (3) sentences, write the second paragraph of the scope and delimitation using the information below. Write your composition on your notebook. identity of participants Facebook Video Conferencing secrecy of answer thematic network analysis Scope and Delimitation __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Rubrics on how you write your Scope and Delimitation Criteria 5 4 3 2 1 Content The composition is completely organized using all the information listed. The composition is substantially organized using 3 of the information listed. The composition is somehow organized using 2 of the information listed. The composition is partially organized using 1 of the information listed. The composition contains no information Grammar The composition any grammatical error. The composition has 1 to 3 grammatical errors. The composition has 4 to 5 grammatical errors. The composition has 6 to 7 grammatical errors. The composition has more than 8 grammatical errors. 18 What I Can Do In two (2) to three (3) sentences, write the third paragraph of the scope and delimitation using the information below. Write your composition on your notebook. interview guide individualized interview focus group discussion consent and Assent video conferencing experts’ validation Scope and Delimitation __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Rubrics on how you write your Scope and Delimitation Criteria 5 4 3 2 1 Content The composition is completely organized using all the information listed. The composition is substantially organized using 4 to 5 of the information listed. The composition is somehow organized using 2 to 3 of the information listed. The composition is partially organized using 1 of the information listed. The composition contains no information Grammar The composition does not have any grammatical error. The composition has 1 to 3 grammatical errors. The composition has 4 to 5 grammatical errors. The composition has 6 to 7 grammatical errors. The composition has more than 8 grammatical errors. 19 Assessment Write a three (3) paragraph scope and delimitation having 4 sentences each using the information inside the boxes. Write your composition on your notebook. 1st Paragraph qualitative research case study Bataan S.Y. 2020-2021 working students study habits COVID 19 pandemic criterion sampling 2nd Paragraph interview guide researcher-made instrument 5 questions consent and assent 3rd Paragraph focus group discussion Facebook Video Conferencing thematic network analysis unanimity of the participants Scope and Delimitation __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Rubrics on how you write your Scope and Delimitation Criteria 5 4 3 2 1 Content The composition is completely organized using all the information listed. The composition is substantially organized using 10 to 15 of the information listed. The composition is somehow organized using 5 to 9 of the information listed. The composition is partially organized using 1 to 4 of the information listed. The composition contains no information Grammar The composition does not have any grammatical error. The composition has 1 to 3 grammatical errors. The composition has 4 to 5 grammatical errors. The composition has 6 to 7 grammatical errors. The composition has more than 8 grammatical errors. 20 Additional Activities Write the scope and delimitation of your research having three (3) paragraphs with four (4) sentences each. Write your composition on your notebook. Rubrics on how you write your Scope and Delimitation Criteria 5 4 3 2 1 Content The scope and delimitation contains complete information. The scope and delimitation substantially contains information. The scope and delimitation contains some of the information. The scope and delimitation contains limited information. The scope and limitation contains no information Grammar The composition does not have any grammatical error. The composition has 1 to 3 grammatical errors. The composition has 4 to 5 grammatical errors. The composition has 6 to 7 grammatical errors. The composition has more than 8 grammatical errors. 21 Assessment 1. 2. 3. 4. 5. D G G F I What’s More 1. 2. 3. 4. 5. 6. 7. 8. instrument specific duration population objective specific duration sampling population research method 22 What’s In 1. 2. 3. 4. 5. Additional Activities 1. 2. 3. 4. 5. What I Can Do 1. 2. 3. 4. 5. D H D A B A D A C I What Have I Learned 1. 2. 3. 4. 5. T T F F F What I Know What’s In 1. 2. 3. 4. 5. A J F F B Lesson 2 reason population delimitation coverage scope 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. F T F T F T F T T T Lesson 1 Answer Key References Bahrami, N., Soleimani, M. A., Yaghoobzadeh, A., & Ranjbar, H. (2016). Researcher as an Instrument in Qualitative Research: Challenges and Opportunities. Advances in Nursing & Midwifery, 25(90), 27-37. Retrieved from https://journals.sbmu.ac.ir/en-jnm/article/view/11584 Elis, C., and Bochner, A. (1996). Composing ethnography: Alternative forms of qualitative writing. Walnut Creek: ALTAMIRA Press. Fernandez, D. V, & Sicat, A. T. (2019). The die Is cast: Experiences of novice teachers in handling verbal bullying incidents in a middle school.” University of the Assumption. Kothari, C. R. (2004). Research methodology: Methods and techniques. 2nd ed. New Delhi: New Age International Publisher. MacDonald, S., and Headlam, N. (2008). Research methods handbook: Introductory Guide to research methods for social research. Manchester: Centre for Local Economic Strategies. Majid, U. (2018). Research fundamentals: Study design, population, and sample size. Undergraduate Research in Natural and Clinical Science and Technology (URNCST) Journal 2 (1): 1–7. https://doi.org/10.26685/urncst.16. Simon, M. (2011). Assumptions, limitations and delimitations.” In Dissertation and Scholarly Research: Recipes for Success. WA: Dissertation Success LLC. http://dissertationrecipes.com/wpcontent/uploads/2011/04/AssumptionslimitationsdelimitationsX.pdf. Simon, Ma. K. & Goes, J. (2013). Scope, limitations, and delimitations.” In Dissertation and Scholarly Research: Recipes for Success. WA: Dissertation Success LLC. Singh, K. (2018). Quantitative social research method. Los Angeles: SAGE Publication Ltd. VanderStoep, S. W., & Johnston, D. D. (2009). Research methods for everyday life: Blending qualitative and quantitative approaches. United States of America: Jossey-Bass Publisher. 23 For inquiries or feedback, please write or call: Department of Education – Region III, Schools Division of Bataan - Curriculum Implementation Division Learning Resources Management and Development Section (LRMDS) Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102 Email Address: bataan@deped.gov.ph