GUIDELINES FOR THESIS WRITING

Thesis/dissertation draft should contain the following:

TITLE PAGE
APPROVAL SHEET
THESIS/DISSERTATION ABSTRACT
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURE/S

Chapter 1 THE PROBLEM

Background of the Study(inclusive of rationale,
situational analysis of the research topic,
importance of the study, related literature
and objectives of the research)
Theoretical/Conceptual Framework (inclusive of the
definition of terms and research paradigm)
Statement of the Problem and Hypotheses

Chapter 2 DESIGN AND METHODOLOGY

Research Design and Methodology
Population and Locale of the Study (sampling
design, if used)
Data Gathering Tool/s
Data Gathering Procedure
Treatment of Data (inclusive of dummy tables)

Chapter 3 PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA (presented according to research
problems)

Chapter 4 CONCLUSIONS AND RECOMMENDATIONS

Conclusions
Recommendations

REFERENCES

APPENDICES

CURRICULUM VITAE

APPROVAL SHEET
 This thesis entitled TYPE THESIS TITLE IN CAPITAL
LETTERS prepared and submitted by FIRST NAME MIDDLE INITIAL
FAMILY NAME in partial fulfillment of the requirement for
the degree of TYPE DEGREE IN CAPITAL LETTERS, has been
examined and is recommended for acceptance and approval for
oral examination.

NAME OF ADVISER, Degree

Adviser

Thesis Committee

Name of Panel Member Name of Panel Member

(in caps, Degree) (in caps, Degree)

Name of Panel Member

(in caps, Degree)

PANEL OF EXAMINERS

Name of Panel Member

(in caps, Degree)
Chairperson
Name of Panel Member Name of Panel Member
(in caps, Degree) (in caps, Degree)
Member Member

ACCEPTED AND APPROVED in partial fulfillment of the

requirements for the degree of TYPE DEGREE IN CAPITAL
LETTERS.

Comprehensive Examination passed on _____________.

NAME OF DEAN IN CAPS, Degree

OIC-Dean, College of Business Administration
 THESIS ABSTRACT

1. Title: ALL CAPITALS

Total No. of Pages:

Text No. of Pages:

2. Author: LAST NAME FIRST NAME MIDDLE NAME

3. Type of Document: Thesis or Dissertation

4. Type of Publication: Unpublished

5. Accrediting Institution: University of the Cordilleras

Gov. Pack Road, Baguio City
CHED-CAR

6. Sponsor (for funded research)

7. Key words:

8. Abstracts: (single spaced)

8.1 Summary: (Give a short discussion of the entire

research.)

Findings

Conclusions

Recommendations

THESIS TITLE TO BE TYPED USING

 ALL CAPITAL LETTERS IN A PYRAMIDAL FORM

A Thesis Presented to

the Faculty of the

College of Business Administration

University of the Cordilleras

In Partial Fulfillment

of the Requirements for the Degree

SPECIFY THE ACADEMIC PROGRAM BEING PURSUED IN FULL CAPS

by

FIRST NAME MIDDLE NAME FAMILY NAME

Month and Year of the defense

APPROVAL SHEET
 This thesis/dissertation entitled TYPE TITLE IN CAPITAL
LETTERS prepared and submitted by FIRST NAME MIDDLE INITIAL
FAMILY NAME in partial fulfillment of the requirements for
the degree of TYPE DEGREE IN CAPITAL LETTERS, has been
examined and is recommended for acceptance and approval for
oral examination.

NAME OF ADVISER, Degree

Adviser

Thesis Committee

MEMBER MEMBER

Chairperson

___________________________________________________________

PANEL OF EXAMINERS

Chairperson

MEMBER MEMBER

ACCEPTED AND APPROVED in partial fulfillment of the

requirements for the degree of TYPE DEGREE IN CAPITAL
LETTERS.

NAME OF THE DEAN, Degree

OIC- Dean, College of Business Administration

THESIS ABSTRACT
 1. Title: ALL CAPITALS

a. Total No. of Pages:

b. Text No. of Pages:

2. Researcher: ALL CAPITALS

3. Type of Document: Thesis or Dissertation

4. Type of Publication: Unpublished

5. Accrediting Institution: University of the Cordilleras

6. Funding Agency:

7. Keywords:

8. Abstracts:

8.1 Rationale/Background

Give a brief discussion of the rationale and objectives

of the research study.

8.2 Summary

Include the research problems, hypotheses, methodology

and statistical treatment of data.
8.3 Findings

The following are the major findings of the study:

1.

2.

3.

4.
Thesis Abstract
4
 8.4 Conclusions

In light of the findings of the study, the following

are the conclusions:

1.
2.
3.
4.
8.5 Recommendations

In relation with the findings and conclusions of this

research, the following are recommended:

1.
2.
3.
4.

ACKNOWLEDGEMENT
 Make an introductory sentence or preliminary sentence

about this page as part of the thesis. Acknowledge those

who you think have contributed to your work. Always use

the third person point of view.

Mention the name, and how this person has helped you;

Followed by the next person, and so on.

Limit this part to two (2) pages only.

Thank you very much.

3 single spaces from the last

line
Your INITIALS
DEDICATION
 This page is intended for those to whom the researcher

wants to dedicate his/her work. The first person point of

view is allowed.

nickname

TABLE OF CONTENTS
PAGE
TITLE PAGE . . . . . . . . . . . . . . . . . . . .

APPROVAL SHEET . . . . . . . . . . . . . . . . . .

ABSTRACT . . . . . . . . . . . . . . . . . . . . .

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . .

DEDICATION . . . . . . . . . . . . . . . . . . . .

TABLE OF CONTENTS . . . . . . . . . . . . . . . . .

LIST OF TABLES . . . . . . . . . . . . . . . . . .

LIST OF FIGURE/S . . . . . . . . . . . . . . . . .

CHAPTER

1 THE PROBLEM

Background of the Study . . . . . . . . .

Theoretical/Conceptual Framework . . . .

Statement of the Problem and Hypotheses .

2 DESIGN AND METHODOLOGY

Research Design and Methodology . . . . .

Population and Locale of the Study . . . .

Data Gathering Tools . . . . . . . . . . .

Data Gathering Procedure . . . . . . . . .

Treatment of Data . . . . . . . . . . . .

Table of Contents
7
CHAPTER Page

3 PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

Xxxxxxxxxx . . . . . . . . . . . . .

Xxxxxxxxxxxxxxxx . . . . . . . . . .

4 CONCLUSIONS AND RECOMMENDATIONS

Conclusions . . . . . . . . . . . .

Recommendations . . . . . . . . . .

REFERENCES . . . . . . . . . . . . . . . . . .

APPENDICES

A xxxxxxxxxxxxx . . . . . . . . . . . . . . .

B xxxxxxxxxxxxxxxxx . . . . . . . . . . . . .

C xxxxxxxxxxxxx . . . . . . . . . . . . . . .

CURRICULUM VITAE . . . . . . . . . . . . . . . .
 LIST OF TABLES

Table No. Table Title Page

1 xxxxxxxxxxxxxxx . . . . . . . . . . . . . .

2 xxxxxxxx . . . . . . . . . . . . . . . . .

3 xxxxxxxxxxxxxxxxxx . . . . . . . . . . . .

4 xxxxxxxxxxxxxxxxxx . . . . . . . . . . . .

5 xxxxxxxxxxxxxxxx . . . . . . . . . . . . .
 LIST OF FIGURES

Figure No. Figure Title

Page

1 xxxxxxxxxx . . . . . . . . . . . . . . . . .

2 xxxxxxxxxxxx . . . . . . . . . . . . . . . .

3 xxxxxxxxxxxxxxxx . . . . . . . . . . . . . .

Chapter 1
 THE PROBLEM

Background of the Study

The background of the study gives an overview of what

the research is all about. This part of the research study

presents a situational analysis of the topic at hand,

particularly giving clear global, national, regional and

local scenarios. Issues, contradictory results, reactions,

as well as controversies about the chosen topic will have to

be discussed fully providing scientific reasons for the

need to undertake a research on the topic. Citations are

needed in this part of the thesis/dissertation.

In addition, the discussion should be done very

thoroughly, indicating the rationale and objectives of the

research study.

This portion of the research study should clearly

indicate its “why” aspect in order to fully establish the

need for the study. It is at this portion of the paper that

the review of literature has to be mentioned. The

literatures shall strengthen the need to conduct the study.

It is best to use literatures within the past 10 years.

Journals, theses, dissertations, magazines, newspapers,

speeches and other publications are very good sources

 The Problem
#

In the development of ideas and presentation of facts,

the importance of the study has to be stated specifying the

beneficiaries of the research. In every paragraph, the

researcher should be able to identify those who will benefit

from the work and how each of them will benefit from it.

Take note however, that there are no side headings

used for importance of the study, objectives, and review

of literature. All these are integrated into the discussion

and presentation of the background of the study.

Indention should always be five spaces. The first

character of the first word should be typed on the sixth

space.

Theoretical/Conceptual Framework

This portion of the paper has to follow/reflect the

thematic organization or approach of all theories

supporting the research study. As described, the

theoretical framework is a logical and systematic

presentation of the theories that lend support to the topic

at hand. Only theories relevant to each of the research

problems are discussed. It is advisable to use center

and side headings, or even paragraph headings whenever

 The Problem
#

necessary. This portion is very important because the

theories shall help in the interpretation of the research

findings.
In addition to the theories, concepts have to be

presented. It is at this portion of the paper that

terms used will have to be defined. The definition of terms

becomes part of the entire theoretical framework. As a term

is mentioned, it has to be defined in its operational

dimension. Note that there is no side heading for definition

of terms. The terms are incorporated in the discussion of

the theories being used.

The three types of headings are illustrated below:

CENTER HEADING

The center heading is a discussion of the main concept.

Side Heading

Xxxxx xxxxxxx xxxxxxxx xxxxxxx xxxxxx xxxxxxxxxxxx

xxxxxxxx xxxxxxxx xxxx. Xxxxxxxxxxxxx xxxxxxxxxxxxx

xxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxx xxxxx. Xxxxxxx xxxxx

xxxxxxx xxxxxx xxxxxxxx xxxxxxxxxx xxxxxxxxx xxxxxxxxxxx

xxxxxxxxx xxxxxxxxx xxxx xxx.

Paragraph heading. Xxxxxxxxxxxxx xxxxxxx xxxxxxxx

The Problem
#
xxxxxxxxxxx xx. Xxxxx xxxx xxxxxx xxx xxxxxxxx xxxxxxxx

xxxxxxxx xxxxxxxx xxxxx.

Statement of the Problem and Hypotheses

The main problem is presented first in one paragraph

using a declarative sentence.

This is followed by the specific problems, with an

introductory sentence and numbered. All specific research

problems are in interrogative sentences.

Every research hypothesis is presented corresponding to

its research problem. Only specific problems shall have

their

respective hypothesis. The hypothesis for each research

problem shall state an answer to each. At times, depending

on the nature of the research work, a hypothesis may not be

applicable. Take note that there is no null hypothesis in

this part of the research. All null hypotheses are placed in

Chapter 2 under treatment of data.

An example is provided below:

The main aim of this study was to find out whether or

not a significant correlation exists between values and

teaching styles of faculty members in teacher education

The Problem
#
institutions in the City of Baguio.

Specifically, it sought to answer the following

questions:

1. What are the most preferred and most practiced

instrumental and terminal values of the respondents ?

a. To what extent do the instrumental values

determine the terminal values ?

b. How do the instrumental and terminal values of

the respondents significantly vary according to the

moderating variables of: gender; age; educational

attainment; number of years of teaching experience; teaching

status; teaching classifications and subject assignment ?

Hypothesis: The most preferred and most practiced

instrumental value is “being loving” while the terminal

value is “salvation.”

a. Instrumental values determine the terminal

value to a great extent.
b. Instrumental and terminal values significantly
vary according to the moderating variables of: gender; age;

educational attainment; number of years of teaching

The Problem
#
experience; teaching status; teaching classifications and

subject assignment.

2. What teaching style is preferred by the

respondents?

a. How do their teaching styles significantly vary

according to the moderating variables ?

Hypothesis: The humanist orientation teaching style is

preferred by the respondents.

a. The respondents’ teaching styles significantly

vary according to the moderating variables.

3. What is the level of correlation between:

a. moderating variables and respondents’

instrumental and terminal values?

b. instrumental and terminal values and teaching

styles?

Hypothesis: There is a high positive correlation

between:

a. moderating variables and respondents’

instrumental and terminal values.

b. instrumental and terminal values and

teaching styles.

Chapter 2

DESIGN AND METHODOLOGY

Write an introductory sentence for this chapter.

Research Design and Methodology

 State and explain the research method used and why it

was chosen. Be specific about the research method, whether

it is descriptive, experimental or historical. Mention also

the approach/es used in the study. For instance, if the

descriptive method is used, state whether the study adopted

survey, correlational, case study, evaluative, comparative,

content analysis, or normative – survey. The narrative

description should mention what the research method is all

about and how the variables are reflected using such

research

method.

Population and Locale of the Study

Give a narrative presentation to include the population

of the study, as well as the sample population, if sampling

is determined. Describe the respondents as to profile vis-à-

vis information contained in the research. Include the

sampling technique used in the choice of the respondents.

Show the formula used indicative of the population and the

sample size.
Design and Methodology
#

In the narrative description of the respondents,

specify

the reason/s that they were chosen. Whenever possible, a

tabular presentation of the respondents’ characteristics may

be done after its textual explanation.

Table 1

Profile

____________________________________________________________
_
Put headings / items / frequency / percentage on this line
____________________________________________________________
_

- - - - - - - - - - - - - - - - - - - - - Total

- - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - -
___________________________________________________________
Total
___________________________________________________________

Design and Methodology

#

Data Gathering Tool

Present a narrative description of the data gathering

instrument. The description is focused on the kind of items

in the instrument, how items are answered, and how it was

constructed. Be very clear on the basis/bases of the

items of the instrument, be it a questionnaire, observation

guide, or interview schedule. The validation process has to

be explained thoroughly, whenever applicable. It is worth

mentioning the instrument’s reliability and validity

coefficients and the type of validity and reliability used.

In case the data gathering instrument was not

constructed, but is a ready-made tool, like a rating

scale or a psychological test, it is still necessary to

mention its reliability and validity levels and the

processes undertaken by the author. Proper citation about

the author is expected. Append a copy of the instrument in

the appendix portion.

Data Gathering Procedure

Give a narrative description on the steps undertaken in

data gathering. The discussion should include the specifics

of the procedures of the entire research process.

Design and Methodology

#
Treatment of Data

For quantitative research, all statistical tools have

tobe presented including how these were used and their

formulae. Hand-in-hand with the statistical tools are the

corresponding null hypotheses, if these were the bases in

the analysis of the findings.

 An introductory sentence of the chapter is made before

the explanation on treatment of data.

An example of a statistical tool is found below:

ANOVA. This was used to test the null hypothesis

whichstates that there is no significant correlation xxxxxxx

xxxxx xxxxxxx xxxxxxxx xxxxxx.

There is no need to put the formula of the statistical

tools provided these are the common ones.

All scales of measure of research variables have to be

placed under this part of the manuscript.

Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Make an introductory paragraph about this chapter.

Narrative description of findings are discussed before

the tabular presentation of data. Avoid reading of tables,

instead, analysis and interpretation of data shall focus on

implications, meanings and reasons that these are so.

Discussions have to go beyond data.

It is important to note that implications and meanings

of data refer to the ‘why” aspect of such findings.

Explanations are necessarily made in order to provide

meanings to the findings. For instance, if there happens to

be a significant difference on the level of performance of

female students in mathematics reasons for this have to be

presented. Explanations may be anchored on a general

statement that the male group performs better in

mathematics, but is not so in this particular research

finding.

Confirmation or disconfirmation of the research

hypotheses and/or acceptance or rejection of the null

hypotheses are stated with corresponding implications, too.

Corroboration of findings is necessary to support and

confirm the current research finding. Results of past

Presentation, Analysis and Interpretation of Data
#

researches and theories have to be cited properly and

related to the research at hand. In cases where there happen

to be contradictory results between or among past

researches, present research and theories, then,

explanations need to be presented, too.

 A common error to be avoided in the analysis and

interpretation of data is when recommendations are stated in

this chapter.

After all data have been presented, analyzed and

interpreted on a per problem basis, a synthesis of the

findings is made. Synthesis means a discussion of the

interrelationship of findings. This provides generalizations

about the entire study.

Find a sample in the succeeding pages based on the

research problems found in chapter 1 under Statement

of the Problem of this guide.

Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The succeeding discussions present the data, their

analyses
and interpretation.
Instrumental and Terminal Values

The discussions that follow present a comparative

analysis between the instrumental and terminal values

preferred and practiced by faculty members.

Table 4 indicates the rank differences of instrumental

values which were preferred and practiced by the

respondents.

It is noted that there are variations in the ranks assigned.

A-test shows that the computed A value which is equivalent

to

16.875 is more than the tabular value of 0.268. This

indicates that the respondents do not practice the

instrumental values that they prefer which means that the

modes of behavior one adopts are not necessarily those that

are preferred in order to attain other values.

The hierarchy of the instrumental values indicates

seven

(7) that received the same rank orders. These are the means-

values of being honest, responsible, loving, helpful,

ambitious, polite, and imaginative. This finding runs

contrary to the statement of Andres previously cited. But at

the same time, it confirms the motivational dimension of

Table 4

Instrumental Values Ranked by

the Respondents
==========================================================
Instrumental
Values
Practiced Preferred Rank
difference
Total Rank Total Rank
Ranks Ranks D D2

======================================
ambitious 820 9 826 9 0 0

broadminded 678 4 748 6 -2 4

capable 701 5 777 7 -2 4

cheerful 899 13 937 16 -3 9

clean 848 11 891 14 -3 9

courageous 843 10 834 12 -2 4

forgiving 782 7 717 5 2 4

helpful 816 8 787 8 0 0

honest 583 1 516 1 0 0

imaginative 1092 18 1137 18 0 0

independent 879 12 888 13 -1 1

intellectual 911 14.5 861 11 3.5 12.15

logical 911 14.5 924 15 0.5 0.25

loving 658 3 693 3 0 0

obedient 946 16 876 12 0 0

polite 956 17 938 17 0 0

responsible 629 2 648 2 0 0

self-controlled 754 6 708 4 2 4

------------------
D = -1 ED2 = 67.5
Presentation, Analysis and Interpretation of
Data

19

instrumental values in the attainment of desired-end goals.

The finding further indicates that modes of behavior when

preferred and practiced geared towards honesty or being

sincere and truthful is dominant over the other means-
values.

Secondarily and thirdly are the values of being responsible

and loving, respectively. This finding is supported to a

certain degree by the findings of Exmundo (1989,p.100)where

faculty members are strongly committed to these values.

True enough, the teaching profession upholds truth,

sincerity, dependability and affectionate behaviors for the

very reason that the faculty members are always held

accountable to their learners. This sense of accountability

may not necessarily involve great daring forms of behavior

indicated by least ranked means-values of being imaginative.

The discrepancies between preferred and practiced

instrumental and terminal values are reflective of two

reasons. First, the discrepancies reflect one’s inability to

have achieved values clarification which might have been

circumstantial in nature. This would imply that the

process of internalization of the preferred values have not

been fully realized to the fullest. It further implies that

the choice of values has taken place but the respondents

still have to prize and act on some of these values.

Terminal values which are preferred but have not

received the same rank when practiced is simply result of

the cognitive process of values clarification.

Secondly, the discrepancies may also be explained as

reflective of the primary and secondary values where a

preferred value has to be achieved first in order that this

provide means in order to attain the practiced value. This

is clearly shown as respondents prefer a mature and

understanding life (wisdom) and practice taking care of

loved ones (family security) or preferring a world free from

war and conflict (a world at peace) and practicing

contentedness (happiness). The same thing holds true in the

case of preference over restrained and self-disciplined

(self controlled) in order to adopt modes of behavior of

being broadminded.

Chapter 4

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings,

conclusions and recommendations of this research.

Conclusions

Conclusions are generalizations based on major

findings. These are not repetitions of the major findings.

These should be presented on a one-on-one correspondence

with the findings based on specific research problems.

Recommendations

Recommendations shall be made vis-à-vis findings of the

study. Again, the sequence of the recommendations shall

follow that of the major findings. After these have been

mentioned, other recommendations that may be offshoots of

the findings shall be included. All recommendations shall

contain some specifics, focused on the “how” aspect and why

such recommendations are needed.

A sample of chapter 4 is presented in the succeeding

pages. This sample is still based on the topic presented in

the preceding pages.

Sample of Chapter 4 based on the research topic presented

in chapter 1 with corresponding sample too in sample 4

Chapter 4

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and

recommendations.

Conclusions
 Based on the findings, the following are the

conclusions of this research study:

1. Faculty members of Teacher Education Institutions

are dominant-family concerned.

Recommendations

Based on the findings, the following are recommended:

1. Faculty development programs of educational

institutions should provide proper avenues where faculty

members practice the values of sense of accomplishment, a

comfortable life and happiness considering that these

reflect a positive outlook towards the teaching profession.

RULES ON THE AMERICAN PSYCHOLOGICAL ASSOCIATION

(APA) FORMAT AND STYLE

The following have been culled from materials that

reflect the format and style of the American Psychological

Association (APA)used as reference in academic research

papers.
Spacing

The APA Format and Style observes double space

throughout the text.

Space once after colon, comma, semicolon, after periods

that separate parts of reference citations, after periods of

the initials of personal names.

Handling Quotations In the Text

Follow the author-date method of in-text citation. This

means that the author's last name and the year of

publication for the source should appear in the text, and a

complete reference should appear in the reference list at

the end of the paper.

 When referring to an idea from another work but NOT

directly quoting the material, or making reference to an
entire book, article or other work, make reference to the
author and year of publication in the in-text reference.
For example:
Jones (1998) compared student performance ...
In a recent study of student performance (Jones,

1998), ...

In 1998, Jones compared student performance...

 When paraphrasing an idea from another work, make
reference to the author and year of publication in the
in-text reference.
When directly quoting from a work, include the author, year
of publication, and the page number for the reference.
 If there is no author to cite, such as when citing a web
page that lists no author, use an abbreviated version of
 the title of the page in quotation marks to substitute
for the name of the author.
For example:
A similar study was done of students learning to format
research papers ("Using APA," 2001).
 When citing a work that has no author and no date, use
the first few words from the title, then the abbreviation
n.d.(for "no date").
For example:
In another study of students and research decisions, it

was discovered that students succeeded with tutoring

("Tutoring and APA," n.d.).

 Personal communications, such as e-mail messages, or

private interviews conducted with another person, should
be referred to in the in-text citations but NOT in the
reference list. To cite a personal communication, provide
initials and last name of the communicator, the words
personal communication, plus an exact date in the body of
the paper.
For example:
P. Smith also claimed that many of her students had

difficulties with APA style (personal communication,

November 3, 2002).

Formatting Citations in the Text

Here are some basic rules for formatting citations in the

body of the paper. Always capitalize proper nouns, including

author names.

When referring to the title of a source within the paper,

capitalize all words that are four letters long or
greater within the title of a source.
 When capitalizing titles, capitalize both words in a
hypenated compound word.
After a colon or dash in a title, capitalize the first
word.
Italicize the titles of longer works such as books,
edited collections, movies, documentaries, or albums.
Put quotation marks around the titles of shorter works
such as journal articles, articles from edited
collections, television shows, and song titles.
When a work has two authors, cite both names every time
the reference appears in the text. Join the authors'
names with the word and.
When a work has three, four, or five authors, cite all of
the authors the first time you refer to the work in the
text. The next time you refer to the work, shorten the
citation to the last name of the first author plus the
words et al. Join the authors' names with the word and
when referring to them in the text; join the authors'
names with an ampersand (&) when referring to them in a
parenthetical citation.
When a work has six authors (or more), cite only the last
name of the first author plus the words et al.
Short Quotations
To indicate quotations of fewer than 40 words in the
text, enclose the quotation within double quotation marks.
Provide the author, year, and specific page citation in the
text, and include a complete reference in the reference
list. Punctuation marks, such as periods, commas, and
semicolons, should appear after the parenthetical citation.
Question marks and exclamation points should appear within
the quotation marks if they are a part of the quotation but
after the parenthetical citation if they are a part of the
text.

Examples:
She stated, "Students often had difficulty using APA style,"

(Jones, 1998, p. 199), but she did not offer an explanation

as to why.
According to Jones (1998), "Students often had difficulty

using APA style, especially when it was their first time"

(p. 199).

Jones (1998) found "students often had difficulty using APA

style" (p. 199); what implications does this have for

teachers?

 When citing a work that has no author, no date, and no

page numbers, use the first few words from the title,
then the abbreviation n.d. (for "no date"), and then use
paragraph numbers (if available) or simply leave out any
reference to pages.
For example:
In another study of students and research decisions, it was

discovered that students succeeded with tutoring ("Tutoring

and APA," n.d.).

Long Quotations (block quotes)

Place quotations longer than 40 words in a free-
standing block of typewritten lines, and omit quotation
marks. Start the quotation on a new line, indented five
spaces from the left margin. Type the entire quotation on
the new margin, and indent the first line of any subsequent
paragraph within the quotation five spaces from the new
margin. Maintain double-spacing throughout. The
parenthetical citation should come after closing punctuation
mark.

For example:
Jones's 1993 study found the following:
Students often had difficulty using APA style,

especially when it was their first time citing sources.

This difficulty could be attributed to the fact that

 many students failed to purchase a style manual or to

ask their teacher for help. (p. 199)

Choosing double or single quotation marks

When using a quotation that uses quotation marks as a
short quotation, use single quotation marks to set off the
material that was originally enclosed in quotation marks. If
you are using a quotation that uses quotation marks in a
block quote, use double quotation marks to set off the
material that was originally in quotation marks.

Reference List
The reference list appears at the end of the paper. It
provides the information necessary for a reader to locate
and retrieve any source cited in the body of the paper. Each
source cited in the paper MUST appear in the reference list;
likewise, each entry in the reference list must be cited in
the text.
References should begin on a separate page from the
text of the essay under the label References (with no
quotation marks, underlining, etc.), centered at the top of
the page. It should be double-spaced just like the rest of
the paper.

Basic Rules
Authors' names are inverted (last name first); give the
last name and initials for all authors of a particular
work.
Reference list entries should be alphabetized by the last
names of the first author of each work. This used to be
the old format. Now, the reference list entries are
presented as they appear in the text.

If you have more than one article by the same author(s),

single-author references or multiple-author references
with the exact same authors in the exact same order are
listed in order by the year of publication, starting
with the earliest.
 For example:
Berndt, T. J. (1996). Exploring the effects of friendship

quality on social development. In W. M. Bukowski, A. F.

Newcomb, & W. W. Hartup, (Eds.), The company they keep:

Friendship in childhood and adolescence. (pp. 346-

365).

Cambridge, UK: Cambridge University Press.

Berndt, T. J. (2002). Friendship quality and social

development.

Current Directions in Psychological Science, 11, 7-10.

Wegener, D. T., & Petty, R. E. (1994). Mood management

across

affective states: The hedonic contingency hypothesis.

Journal of Personality & Social Psychology, 66, 1034-

1048.

Wegener, D. T., & Petty, R. E. (1995). Flexible correction 

     processes in social judgment: The role of naive 

theories in  
     corrections for perceived bias. Journal of Personality

& 

     Social Psychology,68, 36­51. 

 When an author appears both as a sole author and, in

another citation, as the first author of a group, list
the one-author entries first.

For example:
Berndt, T. J. (1999). Friends' influence on students'

adjustment

to school. Educational Psychologist, 34, 15-28.

Berndt, T. J., & Keefe, K. (1995). Friends' influence on

adolescents' adjustment to school. Child Development,

66,

1312-1329.

References that have the same first author and different

second and/or third authors are arranged alphabetically
by the last name of the second author, or the last name
of the third if the first and second authors are the
same.

For example:

Wegener, D. T., Kerr, N. L., Fleming, M. A., & Petty, R. E.

(2000). Flexible corrections of juror judgments:

Implications for jury instructions. Psychology, Public

 Policy, & Law, 6, 629-654.

Wegener, D. T., Petty, R. E., & Klein, D. J. (1994).

Effects of

mood on high elaboration attitude change: The

mediating

role of likelihood judgments. European Journal of

Social

Psychology, 24, 25-43.

If you are using more than one reference by the same

author (or the same group of authors listed in the same
order) published in the same year, organize them in the
reference list alphabetically by the title of the
article or chapter. Then assign letter suffixes to the
year.

For example:
Berndt, T. J. (1981a). Age changes and changes over time in

prosocial intentions and behavior between friends.

Developmental Psychology, 17, 408-416.

Berndt, T. J. (1981b). Effects of friendship on prosocial

Child Development, 52
intentions and behavior. , 636-643.
 When referring to these publications in your paper, use
the letter suffixes with the year so that the reader
knows which reference you are referring to.
For example:
"Several studies (Berndt, 1981a, 1981b) have shown

that..."

Use "&" instead of "and" when listing multiple authors of

a single work.

If no author is given for a particular source, begin with

and alphabetize by using the title of the work, which
will be listed in place of the author, and use a
shortened version of the title for parenthetical
citations.

Personal communications, such as e-mail messages, or

private interviews conducted with another person,
should not be cited in your reference list because they
are not retrievable sources for anyone else.

All lines after the first line of each entry in your

reference list should be indented one-half inch from
the left margin. This is called hanging indentation.

When referring to any work that is NOT a journal, such as

a book, article, or Web page, capitalize only the first
letter of the first word of a title and subtitle, the
first word after a colon or a dash in the title, and
proper nouns. Do not capitalize the first letter of the
second word in a hyphenated compound word.
Capitalize all major words in journal titles.
Underline titles of longer works such as books and
journals.
Do not italicize, underline, or put quotes around the
titles of shorter works such as journal articles or
essays in edited collections.
Basic Forms for Sources in Print
 An article in a periodical (e.g., a journal,
newspaper, or magazine)
Author, A. A., Author, B. B., & Author, C. C. (Year). Title

of article. Title of periodical, volume number, pages.

NOTE:
For a magazine or newspaper article, include specific
publication dates (month and day, if applicable) as well as
the year. For a journal article, do NOT include the month or
day of publication.
List only the volume number if the periodical uses
continuous pagination throughout a particular volume. If
each issue begins with page 1, then list the issue number as
well: Title of Periodical, Volume number(Issue number),
pages. Note that the issue number is not underlined. If the
journal does not use volume numbers, use the month, season,
or other designation within the year to designate the
specific journal article.
 A nonperiodical (e.g., book, report, brochure, or
audiovisual media)
Author, A. A. (Year of publication). Title of work: Capital

letter also for subtitle. Location: Publisher.

NOTE:
For "Location," always list the city, but you should
also include the state if the city is unfamiliar or if the
city could be confused with one in another state.
 Part of a nonperiodical (e.g., a book chapter or an
article in a collection)
Author, A. A., & Author, B. B. (Year of publication). Title

of chapter. In A. Editor & B. Editor (Eds.), Title of

book (pages of chapter). Location: Publisher.

NOTE:
When listing the pages of the chapter or essay in
parentheses after the book title, use "pp." before the
numbers: (pp. 1-21). This abbreviation, however, does not
appear before the page numbers in periodical references.
Basic Forms for Electronic (Internet) Sources
 Article in an Internet Periodical
Author, A. A., & Author, B. B. (Date of publication). Title

of article. Title of journal, volume number(issue number

if available). Retrieved month day, year, from

http://Web address.

 Nonperiodical Internet Document (e.g., a Web page or

report)
Author, A. A., & Author, B. B. (Date of publication). Title

of article. Retrieved month date, year, from http://Web

address.

NOTE:
When an Internet document is more than one Web page,
provide a URL that links to the home page or entry page for
the document. Also, if there isn't a date available for the
document use (n.d.) for no date.
 Part of Nonperiodical Internet Document
Author, A. A., & Author, B. B. (Date of publication). Title

of article. In Title of book or larger document (chapter

or section number). Retrieved from http://Web address.

Basic Forms for Audiovisual Sources

 A Motion Picture or Video Tape

Producer, P. P. (Producer), & Director, D.D. (Director).

(Date of publication). Title of motion picture [Motion

picture]. Country of origin: Studio or distributor.

NOTE:
If a movie or video tape is not available in wide
distribution, add the following to your citation after the
country of origin: (Available from Distributor name, full
address and zip code).
 A Television Broadcast or Television Series
Producer, P. P. (Producer). (Date of broadcast or

copyright). Title of broadcast [Television broadcast or

Television series]. City of origin: Studio or

distributor.

 A Single Episode of a Television Series

Writer, W. W. (Writer), & Director, D.D. (Director). (Date

of publication). Title of episode [Television series

episode]. In P. Producer (Producer), Series Title. City

of origin: Studio or distributor.

A music recording
Songwriter, W. W. (Date of copyright). Title of song

[Recorded by artist if different from song writer]. On

Title of album [Medium of recording]. Location: Label.

(Recording date if different from copyright date)

Examples
The Publication Manual of the American Psychological
Association provides extensive examples covering a wide
variety of potential sources. Below are examples for some of
the most commonly cited kinds of sources. If your particular
source is not listed below, use the basic forms (above) to
determine the correct format.
 Journal article, one author
Harlow, H. F. (1983). Fundamentals for preparing psychology

journal articles. Journal of Comparative and

Physiological Psychology, 55, 893-896.

Journal article, three to six authors

Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., &

Harlow, T. (1993). There's more to self-esteem than

whether it is high or low: The importance of stability

of self-esteem. Journal of Personality and Social

Psychology, 65, 1190-1204.

Journal article, more than six authors

Harris, M., Karper, E., Stacks, G., Hoffman, D., DeNiro, R.,

Cruz, P., et al. (2001). Writing labs and the Hollywood

connection. Journal of Film and Writing, 44(3), 213-

245.

NOTE:

The phrase et al. stands for "and others."

Work discussed in a secondary source

Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993).
Models of reading aloud: Dual-route and parallel-
distributed-processing approaches. Psychological
Review,
100, 589-608.
NOTE:
Give the secondary source in the references list; in
the text, name the original work, and give a citation for
the secondary source.
For example, if Seidenberg and McClelland's work is
cited in Coltheart et al. and you did not read the original
work, list the Coltheart et al. reference in the References.
In the text, use the following citation:
In Seidenberg and McClelland's study (as cited in Coltheart,
Curtis, Atkins, & Haller, 1993),...

Magazine article, one author

Henry, W. A., III. (1990, April 9). Making the grade in
today's schools. Time, 135, 28-31.
Book
Calfee, R. C., & Valencia, R. R. (1991). APA guide to

preparing manuscripts for journal publication.

Washington, DC: American Psychological Association.

An article or chapter of a book

O'Neil, J. M., & Egan, J. (1992). Men's and women's gender

role journeys: Metaphor for healing, transition, and 

transformation. In B. R. Wainrib (Ed.), Gender issues

across the life cycle (pp. 107-123). New York:

Springer.

A government publication
National Institute of Mental Health. (1990). Clinical
training in serious mental illness (DHHS Publication
No.
ADM 90-1679). Washington, DC: U.S. Government Printing
 Office.
A brochure
Research and Training Center on Independent Living. (1993).

Guidelines for reporting and writing about people with

disabilities (4th ed.) [Brochure]. Lawrence, KS:

Author.

A book or article with no author or editor named

Merriam-Webster's collegiate dictionary (10th ed.).(1993).

Springfield, MA: Merriam-Webster.

New drug appears to sharply cut risk of death from heart

failure. (1993, July 15). The Washington Post, p. A12.

NOTE:
For parenthetical citations of sources with no author
named, use a shortened version of the title instead of an
author's name. Use quotation marks and italics as
appropriate. For example, parenthetical citations of the two
sources above would appear as follows: (Merriam-Webster's,
1993) and ("New Drug," 1993).

A translated work and/or a republished work

Laplace, P. S. (1951). A philosophical essay on

probabilities (F. W. Truscott & F. L. Emory, Trans.).

New York: Dover. (Original work published 1814)

NOTE:
When you cite this work in text, it should appear with
both dates: Laplace (1814/1951).
A review of a book, film, television program, etc.
Baumeister, R. F. (1993). Exposing the self-knowledge myth

[Review of the book The self-knower: A hero under

control]. Contemporary Psychology, 38 466-467.

An entry in an encyclopedia
Bergmann, P. G. (1993). Relativity. In The new encyclopedia

britannica (Vol. 26, pp. 501-508). Chicago:

Encyclopedia Britannica.

A print journal or newspaper article retrieved from an

online database
When referencing material obtained from an online
database (such as a database in the library), provide
appropriate print citation information (formatted just like
a "normal" print citation would be for that type of work).
Then add information that gives the date of retrieval and
the proper name of the database. This will allow people to
retrieve the print version if they do not have access to the
database from which you retrieved the article. You can also
include the item number or accession number in parentheses
at the end, but the APA manual says that this is not
required.
Smyth, A. M., Parker, A. L.,& Pease, D. L. (2002). A study 

of enjoyment of peas. Journal of Abnormal Eating, 8(3). 

retrieved February 20, 2003, from PsycARTICLES database.

An online journal article

Kenneth, I. A. (2000). A Buddhist response to the nature of 

human rights. Journal of Buddhist Ethics, 8(4).Retrieved

February 20, 2001, from 

http://www.cac.psu.edu/jbe/twocont.html

Chapter or section of an online document

The Foundation for a Better World. (2000). Pollution and

banana cream pie. In Great chefs cook with

chlorofluorocarbons and carbon monoxide (Chap. 3).

Retrieved July 13, 2001, from

http://www.bamm.com/cream/pollution/bananas.htm

NOTE:
Use a chapter or section identifier and provide a URL
that links directly to the chapter section, not the home
page of the Web site.
Message posted to an online newsgroup,
forum, or discussion group
Frook, B. D. (1999, July 23). New inventions in the 

cyberworld of toylandia [Msg 25].  Message posted to 

http://groups.earthlink.com/forum/messages/00025.html

NOTE:
If only the screen name is available for the author,
then use the screen name; however, if the author provides a
real name, use their real name instead. Be sure to provide
the exact date of the posting. Follow the date with the
subject line, the thread of the message (not underlined).
Provide any identifiers in brackets after the title, as in
other types of references.
A Motion Picture or Video Tape
with international or national availability
Smith, J.D. (Producer), & Smithee, A.F. (Director). (2001).

Really Big Disaster Movie [Motion picture]. United

States: Paramount Pictures.

A Motion Picture or Video Tape

with limited availability Harris, M. (Producer), & Turley,
M. J. (Director). (2002). Writing Labs: A History [Motion
picture]. (Available from Purdue University Pictures, 500
Oval Drive, West Lafayette, IN 47907)
A Television Broadcast
Important, I.M. (Producer). (1990, November 1). The Nightly

News Hour. [Television broadcast]. New York: Central

Broadcasting Service.

A Television Series

Bellisario, D.L. (Producer). (1992). Exciting Action Show.

[Television series]. Hollywood: American Broadcasting
Company.
A Single Episode of a Television Series
Wendy, S. W. (Writer), & Martian, I.R. (Director). (1986).

The rising angel and the falling ape. [Television series

episode]. In D. Dude (Producer), Creatures and monsters.

Los Angeles: Belarus Studios.

A music recording
Taupin, B. (1975). Someone saved my life tonight [Recorded
by
Elton John]. On Captain fantastic and the brown dirt
cowboy [CD]. London: Big Pig Music
Limited.

A Note on Notes
Because long explanatory notes can be distracting to
readers, APA style guidelines recommend the use of
endnotes/footnotes. In the text, place a superscript numeral
immediately after the text about which you would like to
include more information (e.g., Scientists examined the
fossilized remains of the wooly-wooly yak.1) Number the
notes consecutively in the order they appear in your paper.
At the end of the paper, create a separate page labeled
Notes (with the title centered at the top of the page).
Below are examples of two kinds of notes.
Evaluative bibliographic comments
1
See Blackmur (1995), especially chapters three and four,
for an insightful analysis of this extraordinary animal.
2
On the problems related to yaks, see Wollens (1989, pp.
120-135); for a contrasting view, see Pyle (1992).
Explanatory or additional information considered too
digressive for the main text
3
In a recent interview, she (Weller, 1998) reiterated this
point even more strongly: "I am an artist, not a yak!" (p.
124).

EVALUATIVE CRITERIA for PROJECT STUDY in the MCS PROGRAM

I.PROJECT STUDY AS WRITTEN (100 pts)

10 pts Mechanics of the manuscript _____

appearance including how thesis/dissertation was typed
grammar, spelling, semantic/rhetoric/referencing / citations
30 pts Organization of Thesis Content _____
coherence of thought/unity of ideas
logic of presentation
clarity of ideas
emphasis
unity of structure from presentation to conclusion
60 pts Quality of Research Content ______
novelty of thesis/dissertation
originality of research work
soundness and depth of interpretation of findings
appropriateness of statistical treatment (if applicable)
relevance of study to national/regional development
relevance of conclusions and recommendations to the problem
objectivity of presentation
II. PROJECT STUDY AS DEFENDED (100 pts)
30 pts Presentation of the System ______
verbal ability
clarity and comprehensiveness of presentation
organization and logic of presentation
30 pts Mastery and Quality of Topic Content ______
knowledge of the topic content
general knowledge in the field of specialization and allied fields
relevance of topic to national/regional development
40 pts Ability to comprehend and respond to questions ______

Rating: Total Points: ______

Grade Equivalent: ______
Rating of Thesis as Written ______
Rating of Thesis as Defended ______
Average of I and II ______
Panel Member: _________________
Date: _________________
Note: A conversion table is used for the grade equivalent.

EVALUATIVE CRITERIA for a PUBLIC LECTURE

(comprehensive examination) cum defense of a DISSERTATION PROPOSAL in a
Doctoral Program
Presentation of the Topic 25 pts ______
 verbal ability
clarity and comprehensiveness of presentation
organization and logic of presentation

Ability to comprehend and respond to 35 pts ______

questions

Mastery and Quality of Topic Content 40 pts ______

knowledge of the topic content
general knowledge in the field of specialization and allied fields
relevance of topic to national/regional development
Public Lecture Rating: Total Points: _______
Grade Equivalent: _______
General Comments:
_____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________
Signature
_______________________
Panel of Examiner

UNIVERSITY OF THE CORDILLERAS

Baguio City
 Graduate School
TRANSMUTATION TABLE for COMPREHENSIVE EXAMINATION
and/or PUBLIC LECTURE

RAW SCORE Equivalent

Grade
98 98
97
96 97
95
94 96
93
92 95
91
90 94
89
88 93
87
86 92
85
84 91
83
82 90
81
80 89
79
78
77 88
76
75
74
73 87
72
71
70
69 86
68
67
66
65 85
64
63
62
61
60
59 and below Failed

Author: Dr. Nenita S. Rico

7-28-00