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Chapter I

INTRODUCTION

Background of the Study

The researcher presents the problematic situations that prompted

her/him to conduct the study. His/her claim must be supported by findings of
previous researches or authorities.
The researcher presents the novelty of the proposed teaching
technique/ method, etc.
The researcher should have a thorough presentation that the
proposed innovation is something new and not similar to existing innovations

Recency of the Proposal

An exhaustive explanation of the novelty of the proposed innovation
is expected.
The researcher explains the details of the innovation. Samples should
be attached.
Emphasis on how the proposed innovation is distinct from those
previously introduced & from whom the researcher got the idea is a must.i

Situational Analysis

The researcher presents the old practices prior to the

introduction of the innovation.
Presentation of the experiences of the researcher and other teachers
prior to the innovation.
Presents the need to replace the old practices and the disadvantages
of these old practices.
The researcher cites the teaching aspects which were neglected,
values which were not developed, and teaching principles ignored due to the
use of the previous teaching methods, etc.
Presentation of a lesson plan or a description on how the old method
was used.
A rationale why the proposed innovation must be accepted by teachers
and support must be extended by school heads.
A detailed description on how the proposed innovation must be used,
the guidelines to be observed and the preparations needed by the teacher.

Objectives of the Study

The colloquium writer presents the general statement of objectives in

a paragraph form and enumerates the specific objectives of the colloquium.
Chapter II
PRESENTATION AND ANALYSIS OF FINDINGS

Degree of Implementation
Qualitative presentation of the proponent’s experiences in the actual
use of the proposed innovation in the classroom.
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The proponent must cite in what subject was it used, with what
students, where and when
A clear presentation on the observation of the guidelines, principles
and teachers’ preparation were complied.
Pictures may be presented to support the researcher’s claim.

Progress in the Implementation

Presentation of the teacher’s comments who were convinced to use the
innovation.
Presents the number of teachers who expressed willingness to use the
innovation.
Also include their positive comments and apprehension on the use of
the innovation.

Beneficiaries and Benefits Derived

Similar to Significance of the Study in a Thesis or Dissertation.
Identify the persons, associations/ agencies and groups who will
benefit from the proposed innovation.
Arrange presentation from the most benefitted to the least benefitted.

Pressing Problems in the Implementation of the Proposed Innovation

Present in this section the problems and difficulties encountered by

the researcher during the implementation of the innovation.
Include also the difficulties encountered in convincing the teachers
to use the innovation.

Implications to Education
Present an introductory paragraph before the presentation of the
positive and negative implications of the innovation.

Positive Implications.
Present the strengths in the use of the innovation and the unseen
or indirect benefits which will be derived from the implementation of the
innovation.
It is advantageous if there are more positive implications than
negative to sell your innovation and to convince your readers of the
usefulness and significance of the proposed innovation. This will make your
colloquium acceptable.
Negative implications.
It usually includes a brief restatement of the problem, a
description of the main features of the method, a listing of the main results.
It should be as brief as possible but should present all the important
information about the objectives, and the findings.
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Chapter III
SUMMARY AND CONCLUSIONS

` Summary
It usually includes a brief restatement of the problem, a
description of the main features of the method, a listing of the main results.
It should be as brief as possible but should present all the important
information about the objectives, and the findings.

Conclusions
Present in a detailed manner. One should be especially careful in
drawing all conclusions direct from the data. State briefly the
generalization inferred from each of the findings which directly answers the
research objectives (Rivera, 1996).
Present in a detailed manner. One should be especially careful in
drawing all conclusions direct from the data. Be sure that your conclusions
are conclusions. That is, drawing from the data presented and provide a
sense of closure.
Just as in the Introduction, keep the Conclusion as original as
possible. Avoid including any borrowed ideas or citations.

Chapter IV
RECOMMENDATIONS

They are based on the conclusions, constituting practical suggestions

to improve the situation or to solve the problem investigated in the study.
The suggestions should be logical, specific, attainable and
relevant.
Present in a detailed manner. One should be especially careful in
drawing all conclusions direct from the data. (Manlapaz et al., 2005):
 They should be directly made from the data gathered and from
findings.
 The use of layman’s language is suggested, it is stated in clear
and concise terms.
 Suggest a few feasible recommendations, rather than many which
are unattainable.
 An expansion of the experimental groups of subjects could be
recommended.
 Further checks on the validity and reliability of measuring
instruments could also be considered.

GLOSSARY

All key words used in the presentation must be defined. It should be

alphabetically arranged. Each word/term should be underscored. Use conceptual
and operational definitions. Observe proper documentation. An
example is shown below.
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Cooperative Learning. It is a teaching strategy designed to imitate

real life learning and problem solving by combining teamwork with individual
and group accountability.ii In this study it refers to the collaborative
efforts of the class to participate in the discussion and come up with
expectations of the whole class.

END NOTES
List of references according to footnote number/superscript. Use the
same font no. (#12) and style in the text. Use the APA format/style of
documentation.
Example:
A. A. Gokkale (2005) “Collaborative learning enhances critical
thinking,” Journal of Technology, Vol.II, No. 7.

BIBLIOGRAPHY

List of references, alphabetically arranged

Use APA documentation style

Gokkale, A. A. (2005) “Collaborative learning enhances

critical thinking,” Journal of Technology,Vol.II,No.7.

APPENDICES

A. Letter request
B. Questionnaire/Research Instrument
C. Other support documents

CURRICULUM VITAE

(This section orients the readers as to who the writer is in terms of

education, work experiences and other personal information)

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2.