research primer

A Primer on Research Program ofBachelor of Science in Information Technology

http://bsit.dbtc.edu.ph/research

School-Year 2006-2007

TABLE OF CONTENTS

SECTION
1The BSIT Program.............................................................................................31.1 Program Objectives ....................................................................................31.2 The BSIT Domain ......................................................................................3
1.3 Pillars of Learning ......................................................................................4
2The Research Program ...........................................................................................6
2.1Philosophy of the Research Program .........................................................6
2.2BSIT Program as a Research Institution ....................................................7
2.3Areas of Research ......................................................................................7
2.4The Faculty members engaged in the Research Program ..........................7
3The Research Process .............................................................................................93.1 The three (3) semester research course .......................................................9
3.2The research flowchart ...............................................................................10
3.3Paneling / Presentation of Research Proposals ...........................................113.4Presentation of Research Prototypes ..........................................................12
3.5Presentation of Research Analysis / Outputs ..............................................12

APPENDIX
ARubric for Evaluating Research Proposals .............................................................13
BRubric for Conceptual and Theoretical Frameworks..............................................15
CRubric for Test and Evaluation of Research outputs ..............................................17
DThesis Adviser's Rubric for Evaluating Members of the Research Study ..............19ESummary of Completed and In-process Research Topics

SECTION 1

The BSIT Program

1.1 Program ObjectivesThe Bachelor of Science in Information Technology is a four year undergraduate program which deals with the study, design, construction of information systems and infrastructures to support the decision process of a particular sector or area of the society. It aims to provide improvement and uplift the human society towards making the access and sharing of data, information or knowledge in repositories and knowledge networks possible, to contribute to social progress and the quest of humanity towards new knowledge.

1.2 The BSIT DomainThe program is a diverse multi-paradigmatic area which involves helping the society to grow as its fundamental objective. This involves the study on how a particular information infrastructure can be constructed in a specific area of the society.

The IT domain covers the study of computer networks, software construction or utilization, design and implementation of databases, and knowledge repositories. Each of these technologies are interconnected to one another forming the information technology infrastructure. Such infrastructure increases the flow of information to human thinking process. An increase in the volume of information increases the quality of decision. The objective of the program is to help the society to grow. The BSIT program understand that while an information has the capacity to build the society it also has the capability to destroy the society. It is our foremost objective in life to train students to not only be technologically competent but spiritually guided towards uplifting the society.

1.3 Pillars of Learning

The BSIT program has four pillars of learning namely; Software powerhouse, Servant Leadership, Interpersonal skills, and Adherence to standards. The figure belows shows how each of these pillars contribute to deliver the program objective.

The BSIT Domain and the Pillars of Learning

The BSIT domain and the pillars of learning works with each other. The BSIT domain sets the purpose and objective while the the pillars of learning shows how the said objectives can be met at the curricular dimension.

Interpersonal SkillsSoftwarePowerhouseServantLeadershipAdherence toStandards

SECTION 2

The Research Program

The BSIT research program is a set of subject required, for a student, to finish the undergraduate program. The research is a summation of all knowledge learned by a student from the curricular subjects. This entails the students to showcase their gifts, talents, and the new knowledge gained in the study of Information Technology. The research topics being pursued by students, manifests the goals of the program.

2.1 Philosophy of the Research Program.
The philosophy of the research program goes back to the essence and reason why human beings exists in the society or community. The research questions the individual's purpose and motivations in life, the reason for his existence. It seeks to find an answer to our purpose in life. The research activity can be explained by using the analogy of the rice-field.

The rice fields can be viewed as a source of life. Food harvested from the earth feeds humanity. As the seeds grows, it rises upwards. It reaches for God's grace of nutrients, water, air, and sunlight. As days pass by, the seeds grew and continue to grow. When the head of the rice gets bigger and bigger, the more heavier it becomes. Because of such weight it lays down its head ready to be cut for a bountiful harvest to feed mankind.

The existence of human is similar to the rice fields. The gifts, talents, skills and wisdom were given to us by God and not just for us alone. We come and go in this lifetime and the ultimate direction in life is to offer ourselves into the commitment to serve the society. By helping the society to grow through the use of our talents, wisdom, and skills, we fulfill the very reason of our existence in life. The research program exactly challenges the use of wisdom in uplifting the society. The students we nurture are the seeds and the rice field is the research program, ready to feed humanity.

2.2 The BSIT Program as a Research Institution

The BSIT program trains the students towards the love and passion for research. We believe that a good research will open doors and new horizons towards opportunities. A good research opens the perspective of Job placement. As more and more people get to know of your capabilities as a student, the more the chances of getting a good job. The research outputs answers the question, what can you you do? A good research opens the door towards business like endeavors. Companies might be interested in your research and might be willing to invest on your ideas and new found concepts. Research will always be the focus of the program because it delivers both the opportunity for work and business related activities for the students.

2.3 Areas of Research

There are seven areas of research available for a student to explore. The following areas are; Database System, Systems Administration, Client Server Technology, Management Information System, Information Resource Management, Decision Support System, and Software Engineering

Database SystemSystems AdministrationClient Server TechnologyManagement Information SystemInformation Resource ManagementDecision Support SystemSoftware Engineering

2.4 The Faculty members engaged in the Research Program

Mr. Rodelio P. Barcenas, MSIT / BSECE
Management Information Systems, Information Resource Management, Software Engineering, Telecommunications, Embedded Computing Systems

Mr. Erwin Macaraig MSIT cand / BSCOESystems Administration, Computer Networks, Information Resource Management, Client-Server Technology, Operating Systems

Mr. Rico Manalo MEP / BSCOEObject Oriented Programming, Algorithm Formulation, Embedded Computing Systems

Ms. Donnalyn Lopez MSCS / BSITObject Oriented Programming, Algorithm Formulation, Web Programming

SECTION 3

The Research Process

3.1 The three (3) semester course

The research program consist of three (3) subjects.The subjects are; ITPRJ323, ITPRJ413, ITPRJ423.

During the ITPRJ323 stage, the students are trained to look for problems to work on. A series of lecture comprises from problem restatements, discussion on the principle of knowledge creation, preparing the proposal paper. Mock presentation and defense highlight the lecture series before students go on with the final presentation.

After the proposal paper has been approved, the student proceeds with the next subject, ITPRJ413. During this phase a thesis adviser is assigned to their research team acting as a mentor and team mate.

The research team has to present a working prototype in the later end of the course. The prototype must be defended in a panel committee .

Once the prototype has been validated, according to the objective of the study, the research team proceeds to the last phase of their research. ITPRJ423 will be the last phase of the research program.

During this stage, the students conducts an actual implementation of the prototype. The research team executes an experimental procedure to gather data for the analysis and conclusion. The research topic will be concluded during this phase.

3.2 The research flowchart

The figure belows illustrates the process undertaken by the research team in order to finish the research program.

3.3 Paneling / Presentation of Research Proposals

The panel team is composed of three faculty (3) members. One of the three members is the panel chair which summarizes, redirect the focus, concludes the proposal proceeding.

The panel members performs the following roles; Read and study carefully the hard-copy of research proposals and evaluate the review of related works and literatures.

Challenge the accuracy of the data being presented vis a vis the background of the study.

Ask questions, clarifications to the research group and practice academic professionalism.

Recommends, suggest, direct the current proposal towards achieving a good research proposal by giving additional literatures or works related to the proposed research study.

The panel chair observes the following roles to be executed in addition to his job as a panel member;

Has the authority to open and close the research presentation.
A research presentation is opened if the Research team is complete with the required materials ready for presentation.
A research presentation is closed if time alloted has elapsed. It is the responsibility of the Research team to always be on time. There is no time extension.

Lead the proceeding to order by keeping the discussion flowing smoothly towards discovering the objectives of the research.

Redirect the focus of the discussion towards the objectives of the research proposal.

Consult, clarifies panel members regarding issues being raised and attempts to redirect ambiguous discussions.

Summarizes the issues raised in the discussion.

Observe and Implement adherence to presentation time.

Ensure academic professionalism in the proceedings.

Submit to the BSIT Research Program Coordinator the results of the Research Proposal.

3.4 Presentation of Research Prototypes

Presentation of prototypes is also executed similarly with the research proposals. A three faculty member team is assembled. The goal of the panel team is to test whether the research team was able to produce the most appropriate solution to the research problem. There can be more than one possible approach to solve the problem. The panel challenge the solution to the problem.

3.5 Presentation of Research Analysis / Outputs

Presentation of research outputs is the concluding part of the research study. The research team presents the output of the experimental test performed using their prototypes. A three faculty member team evaluates the accuracy of the test performed as well as the data being presented. A final closure on the study is emphasized.

APPENDIX A

Rubric for Evaluating Research Proposals

Research Topic: ____________________________________________________Page 1 of 2

Evaluator Name: ___________________________________ Date: ___________________

ItemRookie (1)Sophomore (2)Junior (3)Senior (4)Veterans (5)

Statement of Purpose(Abstract of the Study)Why do I need to read this paper?The research seems to have a purpose but the synopsis is too lengthy (over 1000 chars) .The paper was able to give the purpose or the essence of the paper. The paper was able to give me a holistic view of the purpose of the research.The paper was briefly written (1000 chars) and able to give me a holistic view of the purpose of the research.

Background of the Study

The paper looks like written by an alien. I don't understand the point of the paper. I'd rather read a news paper.I only understand a few paragraph. The sequencing is poor. I need somebody to explain it to me.The sequencing is good enough to understand. But it ended just too early. The paper did not lead me to the problem.The sequencing is executed properly. The paper lead me to discover the problem statement.I like reading the paper. I just can't wait to finish reading it and finding how the problem was solved.

Identification of to Problem Statement

I don't understand what really is the problem. We're running around the bush.I need more inputs to get to understand the problem. I'm confused.The problem area is identified but was not able to go down to specifics.The problem is found and a little bit clear. It needs to be reconstructed to be more accurate.I understand the problem clearly like finding the needle in the haystack.

Mastery of the literature on the topic

There is a number of references to works or literatures is available but not integrative or corroborative to the study Author has done a good job gathering prior work but the analysis is mechanical and enumerative rather than conceptual and integrativeSmall number of references to existing works or literatures and is integrative of the research study.Majority of the sources are integrative to the topic others are just space fillers.There is complete integration of references and literatures. A minimum of 15 entries where identified.

Additional Comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Rubric for Evaluating Research Proposals

Page 2 of 2ItemRookie (1)Sophomore (2)Junior (3)Senior (4)Veterans (5)

Significance of the Study

There is no compelling reason to pursue this topic. I don't know what the researcher is trying to say.The study is only beneficial to the researcher.The study can influence change a small group only.There is a possibility that the study can affect and influence the society. There is a massive influence to the society once the study is completed.
The study contributes to new knowledge to humanity.

Feasibility of the research proposal

The research is impossible to be finished. It's too ambitious.The required materials or resources is available.The required materials or resources is available. The research is time-bounded.The required materials or resources is available. The research is time-bounded. The study is testable.The required materials or resources is available. The study is testable. It can be completed within one (1) year.

Document FormatThe paper was written without proper formattingSome of the pages appears to have a certain formatThere is consistency to a certain kind of format.Looks like APA StyleAPA Style Formatted

Additional Comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluation Summary:

[ ] Accepted As Is[ ] Passed with Minor Revisions[ ] Re-defense with Major Revisions [ ] Re-defense (Failure to Present Data to Validate Claims or Objectives) [ ] Failed (Failure to meet claims and objectives)

________________Panel SignatureAPPENDIX B

Rubric for Conceptual and Theoretical Frameworks



Conceptual FrameworkItemRookie (1)Sophomore (2)Junior (3)Senior (4)Veterans (5)

Holistic View of the Solution to ProblemThe overall view of the solution is present.The overall solution to the problem is clear but parts of the solution where not identifiedOverall solution to the problem with parts of the solution is identified Overall solution of the problem is clear. Parts of the solution was identified but not consistent with the Overall solution.Overall solution of the problem is clear. Parts of the solution was identified and consistent with the overall solution.

Ease of ReadingThe document is too technicalThe documents presented contains some technical terms which requires further explanation.The document is well explained with appropriate explanation of technical terms.The document is explained very well through the use of analogies and representations.The document is easily understandable by a high-school student.

Adherence to Objectives of the StudyThere are no connections between the objectives of the study and conceptual framework.Some objectives of the study is connected to the conceptual framework.The conceptual framework covers the majority of objectives.Majority of the objectives of the study were covered in the conceptual framework.There is a seamless connection between the objectives of the study and the conceptual framework.

BoundariesThe conceptual framework has no boundaries.The conceptual framework does not connect with the scope, limitation, and delimitations of the study.There were some scope and limitations connections with the conceptual framework..Majority of the scope, limitations and delimitation of the study is connected to the conceptual framework.The conceptual framework presents a study which is attainable, sizable, controllable.

Additional Comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Rubric for Conceptual and Theoretical FrameworksPage 2 of 2Theoretical FrameworkItemRookie (1)Sophomore (2)Junior (3)Senior (4)Veterans (5)

Clarity of the Parts / Components of the SolutionSome theoretical framework exist to support the conceptual framework.There are a few explanation on how each theories are being utilized to achieve the conceptual framework.There is detailed explanation on how each theories are being utilized to achieve the conceptual framework.There is detailed explanation and correct sequencing on how each theories are being utilized to achieve the conceptual framework.There is detailed explanation and correct sequencing on how each theories are being utilized to achieve the conceptual framework. The explanation can be understood by a layman.

Scientific BindingsThere were no connection to existing body of knowledge and explanations was based on gut-feel and assumptions.There were some scientific bindings to existing body of knowledge and theories presented is acceptable.Most of the explanations in the theories are well grounded. There are scientific bindings to existing body of knowledge.Every details of the theoretical framework is well grounded. There are scientific bindings to existing body of knowledge.Every details of the theoretical framework is well grounded. There are scientific bindings to existing body of knowledge. Proper references to sources are noted. (i.e. Bibliographic Entries)

Ease of ReadingThe document is too technicalThe documents presented contains some technical terms which requires further explanation.The document is well explained with appropriate explanation of technical terms.The document is explained very well through the use of analogies and representations.The document is easily understandable by a high-school student.

Document FormatThe paper was written without proper formattingSome of the pages appears to have a certain formatThere is consistency to a certain kind of format.Looks like APA StyleAPA Style Formatted

Evaluation Summary:[ ] Accepted As Is[ ] Passed with Minor Revisions[ ] Re-defense with Major Revisions [ ] Re-defense (Failure to Present Data to Validate Claims or Objectives) [ ] Failed (Failure to meet claims and objectives)________________Panel SignatureAPPENDIX C
Rubric for Test and Evaluation of Research outputs



Conceptual FrameworkItemRookie (1)Sophomore (2)Junior (3)Senior (4)Veterans (5)

Accuracy of Test PlanThe test plan is vague. The test doesn't connect to the objectives of the study.There are diagrams present to help reader to understand the test plan.A diagram and step by step procedure on how the test will be executed.A diagram and step by step procedure on how the test will be executed. A majority of objectives is addressed.A diagram and step by step procedure on how the test will be executed. All of the objectives is addressed.

Method of Acquiring Test Results No tool was presented to acquire the test results.There seems to be a tool present.There is a detailed tool presented but is very confusing to follow.There is a scientific tool present but doubtful about the accuracy of the results.There is a scientific tool present and accuracy of test results is acceptable.

Analysis of Test Results vs ObjectivesNo analysis was done to interpret the test results.The interpretation of the test results does not connect with the objectives of the research.The interpretation of the test results connects with some objectives of the research.The interpretation of the test results connects with the majority of the research objectives.Each of the objectives of the study was explored using the interpretations of the test results.

Morphological Analysis(for unmet objectives)There were unmet objectives of the study.An effort was done to explain the unmet objectives.Different perspectives where presented on why certain objectives where not met.Different perspectives where presented and substantiated why certain objectives where not met.The analysis on why certain objectives where no met contributes or re-enforces a body of knowledge

ConclusionThe objectives of the research where not concluded.Conclusion was presented but does not connect with the objectives of the study.There were some objectives which was concluded.90% of the objectives were concluded.All of the objectives were concluded.

Rubric for Test and Evaluation of Research outputs

Page 2 of 2

Comments ___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

Evaluation Summary:[ ] Accepted As Is[ ] Passed with Minor Revisions[ ] Re-defense with Major Revisions [ ] Re-defense (Failure to Present Data to Validate Claims or Objectives) [ ] Failed (Failure to meet claims and objectives)

________________Panel Signature

APPENDIX D

Thesis Adviser's Rubric for Evaluating Members of the Research Study

Evaluated by: _______________________________ Date: __________________

Student being evaluated : ______________________________________________

Research Topic (Short name): __________________________________________Aspect of team functioningPoor (1)Below Average (2)Average (3)Above Average (4)Excellent (5)

1. Level of commitment to the
project

2. Contribution to team cohesion
and harmony

3. Ability to cooperate and
negotiate with others

4. Involvement in planning and
allocating tasks

5. Ability to generate ideas

6. Problem-solving and critical
thinking skills

7. Amount of work completed
relative to others in group

8. Extent to which he helped
team members finish jobs

Additional Comments _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

__________________Adviser's Signature

(NOTE: This form must be submitted with a copy of the Interim Reports to justify evaluation of students)DSummary of Completed and In-process Research Topics

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