TEACHER EDUCATION DEPARTMENT
RESEARCH DEFENSE
Content of the PPT
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Background of the Study (Just put the key points not the paragraphs)
Research Questions
Conceptual/Theoretical Framework (Just mention the Theory and discuss why you use it in your
study)
Methodology (1 slide only, use a flowchart to present the whole methodology)
Statistical Treatment (Use a matrix)
Results and Discussion (Just the tables and figures)
Findings and Conclusion
Recommendations
Documentation
NOTE:
 The presentation is only good for 15 minutes.
 Answering questions will follow and is good for 15 minutes. In the event that the research is proven
to be fabricated, questioning will not proceed.
 Be in formal attire.
 Provide a 3 printed copy of the manuscript for checking and writing comments and suggestions.
 Provide 3 copies of the rubrics where each set is enclosed in a short white folder.
COLLEGE DEPARTMENT
RESEARCH PAPER RUBRIC
RESEARCH TITLE
GROUP MEMBERS
Language Experience Approach (LEA)and Its Efficiency in Improving
Reading Comprehension and Motivation
Cabonce, Jhonabelle A.
Eusebio, Rose Marie D.
Ramos, Jonathan M.
Refuerzo, Jamaica Rose T.
Silao, Kimberly Dawn L.
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
Ratings for RESEARCH Quality Indicators
4 = Acceptable as written; All crucial elements are included and adequately described.
3 = Approved, although revisions are strongly suggested in one or more important component(s) that are of
markedly lesser quality than the rest of the quality indicators in this section.
2 = Must be revised and resubmitted because one or more essential component(s) are not satisfactorily
described.
1 = Must be revised and resubmitted because one or more required element(s) are missing or previous
requests for revisions were ignored.
QUALITY INDICATORS
1. The Introduction section has clear statement demonstrating that the focus of the
study is on a significant problem that is worthy of study. There is a brief, wellarticulated summary of research literature that substantiates the study (by indicating
a knowledge gap).
2. The Problem Statement describes the need for increased understanding about the
issue to be studied.
3. The Nature of the Study, Specific Research Questions, Hypotheses, or Research
Objectives (as appropriate for the study) are briefly and clearly described.
4. The Purpose of the Study is described in a logical, explicit manner.
5. The Conceptual Framework shows which ideas from the literature ground the
research being conducted.
6. Operational Definitions of technical terms, jargon, or special word uses are
provided.
7. Assumptions, Limitations, Scope and Delimitations provide descriptions of:
a. facts assumed to be true but not actually verified;
b. potential weakness of the study; and
c. the bounds of the study.
8. The Significance of the Study is described in terms of:
a. how this study will fill a gap in literature;
b. professional application; and
c. positive social change (improvement if human or social conditions by
promoting the worth, dignity, and development of individuals, communities,
organizations, institutions, cultures, or societies).
RATING
TOTAL SCORE
32
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES
1.
2.
3.
4.
5.
6.
7.
QUALITY INDICATORS
There is an Introduction that describes:
a. the content of the review;
b. the organization of the review; and
c. the strategy used for searching the literature.
The review of related research and literature is clearly related to the problem
statement as expressed in:
a. research questions and hypotheses; or
b. study questions and study objectives.
The Review of Related Studies and Literature includes:
a. comparisons/contrasts of different points of view or different research
outcomes; and
b. the relationship of the study to previous research.
The review contains concise summaries of literatures that help:
a. define the most important aspects of the theory that will be examined or
tested; or
b. substantiate the rationale or conceptual framework for the study.
There is literature-based description of:
a. the research variables; or
b. potential themes and perceptions to be explored.
The content of the review is drawn from acceptable peer-reviewed journals
or sound academic journals or there is a justification for using other sources.
The review is an integrated, critical essay on the most relevant and current
published knowledge on the topic. The review is organized around major
ideas or themes.
TOTAL SCORE
RATING
28
CHAPTER 3: RESEARCH METHODOLOGY
QUALITY INDICATORS
1. Introduction describes how the research design derives logically from the
problem or issue statement.
2. Research Design describes which qualitative or quantitative tradition or
paradigm will be used. The choice of paradigm is justified, with explanations
why other likely choices would be less effective.
3. The Role of the Researcher in the data collection procedure is described.
4. Where appropriate, questions and sub-questions make sense, are answerable,
are few in number, are clearly stated, and are open-minded. When it is
proposed that questions will emerge from the study, initial objectives are
sufficiently focused.
5. The context for the study is described and justified. Procedures for gaining
access to participants are described. Methods of establishing a researcherparticipant working relationship are appropriate.
6. Measures for ethical protection of participants are adequate.
7. Criteria for selecting participants are specified and are appropriate to the
study. There is justification for the number of participants, which is balanced
with depth of inquiry – the fewer the participants the deeper the inquiry per
individual.
8. Choices about which data to collect are justified. Data collected are
appropriate to answer the questions posed in relation to the qualitative
paradigm chosen. How and when the data are to be or were collected and
recorded is described.
9. How and when the data will be or were analyzed is articulated. Procedures
for dealing with discrepant cases are described. If a software program is used
in the analysis, it is clearly described. The coding procedure for reducing
information into categories and themes is described.
10. If an explanatory study will be (or was) conducted, its relation to the larger
study is explained.
TOTAL SCORE
RATING
40
CHAPTER 4: PRESENTATION AND ANALYSIS OF DATA
QUALITY INDICATORS
1. The process by which the data were generated, gathered, and recorded is
clearly described.
2. The systems used for keeping track of data and emerging understandings
(research logs, reflective journals, cataloging systems) are clearly described.
3. The findings:
a. build logically from the problem and the research design; and
b. are presented in a manner that addresses the research questions.
4. Discrepant cases and non-confirming data are included in the findings.
5. Patterns, relationships, and themes described as findings are supported by
the data. All salient data are accounted for the findings.
6. A discussion on Evidence shows how this study followed procedures to
assure accuracy of the data (e.g., trustworthiness, member checks,
triangulation, etc.). Appropriate evidence occurs in the appendixes (sample
transcripts, researcher logs, field notes, etc.).
TOTAL SCORE
RATING
24
CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
QUALITY INDICATORS
1. The chapter begins with a brief Overview of why and how the study was
done, reviewing the questions or issues being addressed and a brief summary
of the findings.
2. The Interpretation of the Findings:
a. includes conclusions that addresses all of the research questions;
b. contains references to outcomes in Chapter 4;
c. covers all the data;
d. is bounded by the evidence collected; and
e. relates the findings to a larger body of literature on the topic, including
the conceptual/theoretical framework.
3. The Implications for Social Change are clearly grounded in the significance
section of Chapter 1 and outcomes presented in Chapter 4. The implications
are expressed in terms of tangible improvements to individuals,
communities, organizations, institutions, cultures, or societies.
4. Recommendations for Action
a. should flow logically from the conclusions and contain steps to useful
action;
b. state who needs to pay attention to the results; and
c. indicate how the results might be disseminated.
RATING
5. Recommendations for Further Study point to topics that need closer
examination and may generate a new round of questions.
6. The work closes with a strong concluding statement-making the “take-home
message” clear to the reader.
TOTAL SCORE
24
OVER-ALL PAPER: MECHANIC
COLLEGE DEPARTMENT
RESEARCH PROJECT
PRESENTERS
CRITERIA
BEGINNING
DEVELOPING
PROFICIENT
Total
G. Interaction
F. Delivery
E. Documentation
D. Grammar/ Mechanics
C. Completeness
B. Organization/ Clarity
A. Content
ORAL PRESENTATION
RESEARCH TITLE
1.
2.
3.
4.
5.
Evaluator
ADVANCED
1
2
3
4
A. CONTENT
Importance
of
topic,
relevance, accuracy of facts,
overall treatment of topic
Topic
lacks
relevance
or
focus;
presentation
contains multiple
fact errors
Topic would benefit
from more focus;
presentation
contains some fact
errors or omissions
Topic
is
adequately focused
and relevant; major
facts are accurate
and
generally
complete
B. ORGANIZATION/
CLARITY
Appropriate introduction,
body, and conclusions;
logical ordering of ideas;
transitions between major
points
Ideas are not
presented
in
proper
order;
transition
are
lacking between
major
ideas;
several parts of
presentation are
wordy or unclear
Presentation does
not
provide
adequate depth;
key details are
omitted
or
undeveloped;
presentation
is
too short or too
long
Some ideas not
presented in proper
order; transitions are
needed
between
some ideas; some
parts of presentation
may be wordy or
unclear
Most ideas are in
logical order with
adequate
transitions
between
most
major
ideas;
presentation
is
generally clear and
understandable
Presentation
provides adequate
depth; few needed
details are omitted;
major
ideas
adequately
developed;
presentation
is
within
specified
length
Topic is tightly
focused
and
relevant;
presentation
contains accurate
information with
no fact errors
Ideas
are
presented
in
logical order with
effective
transitions
between major
ideas;
presentation is
clear and concise
Presentation
provides
good
depth and detail;
ideas
well
developed; facts
have
adequate
background;
presentation is
within specified
length
D. GRAMMAR/
MECHANICS
Correct grammar and usage
that is appropriate for
audience
Presentation
contains several
major grammar/
usage
errors;
sentences
are
long, incomplete
or
contain
excessive jargon
Presentation may
contain
some
grammar
or
sentence
errors;
sentences
may
contain jargon or are
too long or hard to
follow
Presentation has no
serious grammar
errors; sentences
are mostly jargonfree, complete and
understandable
Presentation
contains
no
grammar errors;
sentences are free
of
jargon,
complete
and
easy
to
understand
E. DOCUMENTATION
Proper support and sourcing
for major ideas, inclusion of
visual
Little or no
message support
provided for
major ideas;
visual aids are
missing or
inadequate; little
or no sourcing
provided
Some message
support provided by
facts and visual
aids; sourcing may
be outdated or thin,
visual aids need
work
Adequate message
support provided
for key concepts
by facts and visual
aids; sourcing is
generally adequate
and current
Effective
message support
provided in the
form of facts and
visual aids;
sourcing is
current and
supports major
ideas
BEGINNING
1
DEVELOPING
2
PROFICIENT
3
ADVANCED
4
C. COMPLETENESS
Level of detail, depth,
appropriate length, adequate
background of information
CRITERIA
Additional
depth
needed in places;
important
information omitted
or
not
fully
developed;
presentation is too
or too long
F. DELIVERY
Adequate
volume,
appropriate pace,
diction,
personal
appearance,
enthusiasm/energy,
posture, effective use
of visual aids
G. INTERACTIONS
Adequate eye contact with
audience, ability to listen
and/or answer questions
Low volume or
energy; pace too
slow or fast; poor
diction;
distracting
gestures
or
posture;
unprofessional
appearance;
visual aids poorly
used
Little or no eye
contact
with
audience;
poor
listening skills;
uneasiness
or
inability
to
answer audience
questions
More
volume/
energy needed at
times; pace too slow
or
fast;
some
distracting
gestures or posture;
adequate
appearance; visual
aids could be
improved
Additional
eye
contact needed at
times;
better
listening
skills
needed; some
difficulty answering
audience questions
Adequate volume
and
energy;
generallygood
pace and diction;
few
or
no
distracting
gestures;
professional
appearance; visual
aids
used
adequately
Fairly good eye
contact
with
audience; displays
ability to listen;
provides adequate
answers
to
audience questions
Good volume and
energy; proper
pace and diction;
avoidance
of
distracting
gestures;
professional
appearance;
visual aids used
effectively
Good eye contact
with audience;
excellent
listening skills;
answers
audience
questions
with
authority and
accuracy
* Adapted from College of Science, Purdue University
https://www.purdue.edu/science/Current_Students/curriculum_and_degree_requirements/oral_rubrics_gray.pdf