Research Primer

Research Program Primer
Bachelor of Science in Information Technology
Better life through Information Technology

A Primer on Research Program of

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

SchoolYear 20062007

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TABLE OF CONTENTS

SECTION

1 The BSIT Program ............................................................................................. 3
1.1 Program Objectives .................................................................................... 3
1.2 The BSIT Domain ...................................................................................... 3
1.3 Pillars of Learning ...................................................................................... 4

2 The Research Program ........................................................................................... 6
2.1 Philosophy of the Research Program ......................................................... 6
2.2 BSIT Program as a Research Institution .................................................... 7
2.3 Areas of Research ...................................................................................... 7
2.4 The Faculty members engaged in the Research Program .......................... 7

3 The Research Process ............................................................................................. 9
3.1 The three (3) semester research course ....................................................... 9
3.2 The research flowchart ............................................................................... 10
3.3 Paneling / Presentation of Research Proposals ........................................... 11
3.4 Presentation of Research Prototypes .......................................................... 12
3.5 Presentation of Research Analysis / Outputs .............................................. 12

APPENDIX
A Rubric for Evaluating Research Proposals ............................................................. 13
B Rubric for Conceptual and Theoretical Frameworks.............................................. 15
C Rubric for Test and Evaluation of Research outputs .............................................. 17
D Thesis Adviser's Rubric for Evaluating Members of the Research Study ..............19
E Summary of Completed and Inprocess Research Topics

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SECTION 1

The BSIT Program

1.1 Program Objectives
The 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 Domain
The program is a diverse multiparadigmatic 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.

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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.

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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 Skills

Software
Powerhouse
Servant
Leadership
Adherence to
Standards

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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 ricefield.

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.

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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 System
Systems Administration
Client Server Technology
Management Information System
Information Resource Management
Decision Support System
Software 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 / BSCOE
Systems Administration, Computer Networks, Information Resource Management,
Client Server Technology, Operating Systems

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

Ms. Donnalyn Lopez MSCS / BSIT

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Object Oriented Programming, Algorithm Formulation, Web Programming

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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.

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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.

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3.2 The research flowchart

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

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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 hardcopy 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.

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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.

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APPENDIX A

Rubric for Evaluating Research Proposals
Research Topic: ____________________________________________________ Page 1 of 2

Evaluator Name: ___________________________________    Date: ___________________

Item Rookie (1) Sophomore (2) Junior (3) Senior (4) Veterans (5)
Statement of Why do I need to The research The paper was able The paper was able The paper was
Purpose read this paper? seems to have a to give the purpose to give me a briefly written
(Abstract of the purpose but the or the essence of holistic view of the (1000 chars) and
Study) synopsis is too the paper. purpose of the able to give me a
lengthy (over 1000 research. holistic view of the
chars) . purpose of the
research.
Background of The paper looks I only understand a The sequencing is The sequencing is I like reading the
the Study like written by an few paragraph. good enough to executed properly. paper. I just can't
alien. I don't The sequencing is understand. But it The paper lead me wait to finish
understand the poor. I need ended just too to discover the reading it and
point of the paper. somebody to early.  The paper problem statement. finding how the
I'd rather read a explain it to me. did not lead me to problem was
news paper. the problem. solved.
Identification of I don't understand I need more inputs The problem area The problem is I understand the
to Problem what really is the to get to is identified but found and a little problem clearly
Statement problem. We're understand the was not able to go bit clear. It needs like finding the
running around the problem. I'm down to specifics. to be reconstructed needle in the
bush. confused. to be more haystack.
accurate.
Mastery of the There is a number Author has done a Small number of Majority of the There is complete
literature on the of references to good job gathering references to sources are integration of
topic works or prior work but the existing works or integrative to the references and
literatures is analysis is literatures and is topic others are literatures.  A
available but not mechanical and integrative of the just space fillers. minimum of 15
integrative or enumerative rather research study. entries where
corroborative to than conceptual identified.
the study and integrative

Additional Comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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Rubric for Evaluating Research Proposals
Page 2 of 2

Significance of There is no The study is only The study can There is a There is a massive
the Study compelling reason beneficial to the influence change a possibility that the influence to the
to pursue this researcher. small group only. study can affect society once the
topic. I don't know and influence the study is completed.
what the society.
researcher is trying The study
to say. contributes to new
knowledge to
humanity.
Feasibility of the The research is The required The required The required The required
research proposal impossible to be materials or materials or materials or materials or
finished. It's too resources is resources is resources is resources is
ambitious. available. available. The available. The available. The
research is time research is time study is testable. It
bounded. bounded. The can be completed
study is testable. within one (1)
year.
Document The paper was Some of the pages There is Looks like APA APA Style
Format written without appears to have a consistency to a Style Formatted
proper formatting certain format certain kind of
format.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Evaluation Summary:

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

________________
Panel Signature

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APPENDIX B

Rubric for Conceptual and Theoretical Frameworks


Conceptual Framework
Holistic View of The overall view The overall Overall solution to Overall solution Overall solution of
the Solution to of the solution is solution to the the problem with of the problem is the problem is
Problem present. problem is clear parts of the clear. Parts of the clear. Parts of the
but parts of the solution is solution was solution was
solution where not identified identified but not identified and
identified consistent with the consistent with the
Overall solution. overall solution.
Ease of Reading The document is The documents The document is The document is The document is
too technical presented contains well explained explained very easily
some technical with appropriate well through the understandable by
terms which explanation of use of analogies a highschool
requires further technical terms. and student.
explanation. representations.
Adherence to There are no Some objectives of The conceptual Majority of the There is a seamless
Objectives of the connections the study is framework covers objectives of the connection
Study between the connected to the the majority of study were between the
objectives of the conceptual objectives. covered in the objectives of the
study and framework. conceptual study and the
conceptual framework. conceptual
framework. framework.
Boundaries The conceptual The conceptual There were some Majority of the The conceptual
framework has no framework does scope and scope, limitations framework
boundaries. not connect with limitations and delimitation of presents a study
the scope, connections with the study is which is attainable,
limitation, and the conceptual connected to the sizable,
delimitations of framework.. conceptual controllable.
the study. framework.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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Rubric for Conceptual and Theoretical Frameworks
Page 2 of 2
Theoretical Framework
Clarity of the Some theoretical There are a few There is detailed There is detailed There is detailed
Parts  / framework exist to explanation on explanation on explanation and explanation and
Components of support the how each theories how each theories correct sequencing correct sequencing
the Solution conceptual are being utilized are being utilized on how each on how each
framework. to achieve the to achieve the theories are being theories are being
conceptual conceptual utilized to achieve utilized to achieve
framework. framework. the conceptual the conceptual
framework. framework. The
explanation can be
understood by a
layman.
Scientific There were no There were some Most of the Every details of Every details of
Bindings connection to scientific bindings explanations in the the theoretical the theoretical
existing body of to existing body of theories are well framework is well framework is well
knowledge and knowledge and grounded. There grounded. There grounded. There
explanations was theories presented are scientific are scientific are scientific
based on gutfeel is acceptable. bindings to bindings to bindings to
and assumptions. existing body of existing body of existing body of
knowledge. knowledge. knowledge. Proper
references to
sources are noted.
(i.e. Bibliographic
Entries)
Ease of Reading The document is The documents The document is The document is The document is
too technical presented contains well explained explained very easily
some technical with appropriate well through the understandable by
terms which explanation of use of analogies a highschool
requires further technical terms. and student.
explanation. representations.
Document The paper was Some of the pages There is Looks like APA APA Style
Format written without appears to have a consistency to a Style Formatted
proper formatting certain format certain kind of
format.
Evaluation Summary:
[  ] Accepted As Is
________________
Panel Signature

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APPENDIX C

Rubric for Test and Evaluation of Research outputs


Conceptual Framework
Accuracy of Test The test plan is There are diagrams A diagram and A diagram and A diagram and
Plan vague.  The test present to help step by step step by step step by step
doesn't connect to reader to procedure on how procedure on how procedure on how
the objectives of understand the test the test will be the test will be the test will be
the study. plan. executed. executed. A executed. All of
majority of the  objectives is
objectives is addressed.
addressed.
Method of No tool was There seems to be There is a detailed There is a There is a
Acquiring Test presented to a tool present. tool presented but scientific tool scientific tool
Results acquire the test is very confusing present  but present  and
results. to follow. doubtful about the accuracy of  test
accuracy of the results is
results. acceptable.
Analysis of Test No analysis was The interpretation The interpretation The interpretation Each of the
Results vs done to interpret of the test results of the test results of the test results objectives of the
Objectives the test results. does not connect connects with connects with the study was explored
with the objectives some objectives of majority of the using the
of the research. the research. research interpretations of
objectives. the test results.
Morphological There were unmet An effort was done Different Different The analysis on
Analysis objectives of the to explain the perspectives where perspectives where why certain
(for unmet study. unmet objectives. presented on why presented and objectives where
objectives) certain objectives substantiated why no met contributes
where not met. certain objectives or reenforces  a
where not met. body of knowledge
Conclusion The objectives of Conclusion was There were some 90% of the All of the
the research where presented but does objectives which objectives were objectives were
not concluded. not connect with was concluded. concluded. concluded.
the objectives of
the study.

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Rubric for Test and Evaluation of Research outputs
Page 2 of 2

Comments
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

Evaluation Summary:
[  ] Accepted As Is

________________
Panel Signature

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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 functioning Poor (1) Below Average Average (3) Above Average Excellent (5)
(2) (4)

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. Problemsolving 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)

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D Summary of Completed and Inprocess Research Topics

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