The 2nd CBT Research Colloquium 2018 is an activity for dissemination of selected quality research outputs and training for future student presenters in national and international conferences. It will also be a forum to discuss the latest developments and trends in research methodologies in the different disciplines of the College and to discuss the demonstrable contributions of its research impact to society and the University.
Three categories of awards were given:
- Best Innovative Paper awards which honor researches and/or studies which have brought new ideas into life and have the most demonstrable contribution to the discipline, the society and the University
- Best Scientific Paper awards which recognize researches and/or studies which have excellent and/or rigorous methodologies in arriving at their salient findings and exceptional outputs/ products and
- Best Presenters which distinguish student researchers who have exceptionally presented their research findings and skillfully answered questions and clarifications from the judges.
The following are the winners:
Best Innovative Paper awards
- Tourism – Tourism components of Lubang Occidental Mindoro: Its Potential as a tourist destination by Ma. Isabella Dela Paz, Ma. Julia Salen and Angela Patrice Perez
- BSBA Marketing – D’LOAVES by Derick Matthew Gatmaitan, Winnie Lucas, Ricardo Felix Panganiban, and Ralphael Yambao
- BSBA HRD – Work Habits and Work Attitudes across Generations in St. Paul University, Quezon City by Glydel Ann Binanitan, Kaizz Daniella Buan, and Arriane Chelsea De Guzman
Best Scientific Paper awards
- HRM – Level of Acceptability of Pili Nut Taho (Canarium Ovatum) by Mari Cris R. Villamor and Janna Rose G. Sola
- IT – Play and Learn – An Educational Mobile Application for Children with Intellectual Disability by Ralph Nino Baluyot and Alyssa Julia Ludovico
- BSBA MAC – A Feasibility Study on Good To Go: An Instant Stain Remover by Daenelle Amoroso, Peter Cabusay, and Rechelle Columbres
1.Tourism – Ma. Isabella Dela Paz
- BSBA Marketing – Ricardo Felix Panganiban
- HRM – Mari Cris R. Villamor
CBT holds training-workshop on quantitative research methods in Business and Management
To strengthen the research capabilities of the faculty members in the College of Business and Technology and to produce more and varied research articles for its upcoming accreditations, and for the growth of the College as exponent of learning and a producer of knowledge, the College of Business and Technology (CBT) organized a training-workshop on quantitative methods of research in business and management.
Business Administration and Entrepreneurship Program Chair Mr. Leandro Estadilla as resource speaker covered topics on validating instruments through Cronbach’s alpha method, identifying appropriate sampling designs (Slovin, Purposive, Stratified, etc.), using ANOVA, t-test, pearson r as statistical methods and discovering new techniques in quantitative methods of research in business and management.
The relationship between teaching and research is often assumed and just as often ignored.
Research should and does influence teaching, and teaching also motivates research, but the gap between the two can at times seem large.
Teachers may have been told to use “research-based strategies” but such strategies may not be suited to their own typical classroom situations.
Research becomes valuable for teachers when it is applicable to their work with students in their classrooms.
The applicability of researches arises from teachers’ questions that emerge from their own teaching.
They continually ask, “How will what I learned from this study help my students?” Such application grounds research in practice and translates the theoretical into the real.
As teachers begin to apply the research results of others in their own classroom contexts, they inevitably come up with their own questions:
- “Does the research I am conducting address the concerns I have about my classroom?” “If not, is there research that does? “If not, how might I find the answers to my questions?”
- As teachers ask such questions, they begin the kind of reflection that leads to the generation of their own research—often as teacher/practitioner researchers.
- Teachers should think of themselves as reflective practitioners who understand the need to study continually their own approaches.
- Teachers who ask questions and then systematically study their own teaching generate new research that can be shared with others.