Module 2-Title and Chapter I of The Study

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BA 201- INTRODUCTION TO GRADUATE BUSINESS STUDY & RESEARCH

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MODULE B- THE TITLE AND INTRODUCTION (CHAPTER I) OF THE

STUDY
This module is a self guide that will help you in writing your proposal. It
is subdivided into two parts: Part I-centers on the rules on the proper way
of writing the title, while Part II- guides you in writing the different parts of
Chapter I.
Objectives of the Module:
After completing the module, you will be able to:
1. Formulate and write the title of the study that you intend to
undertake;
2. Write a draft of Chapter I of your study.
PART I- THE TITLE OF THE STUDY
The Graduate School of DWCL adopts a particular form and style in

writing the research paper. These are being discussed as follows (You
could refer to the module which I emailed entitled FORM AND STYLE
FOR GRADUATE STUDENTS OF DIVINE WORD COLLEGE OF
LAOAG)
To illustrate the rules, the following examples are given:
Rule 1. The title must be reflective of the study’s general problem.
Example 1. (Source: Adriatico, 2017)
Generally, this study was conducted to determine the service

failures encountered by employees and customers of fast food restaurants
in Ilocos Norte.
Title:
SERVICE FAILURES OF FAST FOOD RESTAURANTS
IN ILOCOS NORTE
Take note that the title reflects the WHAT, WHO and WHERE which are
all reflected in the general problem of the study.
Example 2. (Source: Vicente, 2018)
Generally, this study was conducted to determine the pharmacists’

extent of awareness on and attitudes towards counterfeit medicines in
Ilocos Norte, Philippines.
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Title:
EXTENT OF AWARENESS ON AND ATTITUDES TOWARD COUNTERFEIT

MEDICINES OF GOVERNMENT HOSPITAL PHARMACISTS
IN ILOCOS NORTE, PHILIPPINES
Example 3. (Source: Gaoat, 2018)
The study determined the predictors of the financial literacy of bank

employees in Ilocos Norte.
Title:
PREDICTORS OF THE FINANCIAL LITERACY OF BANK

EMLOYEES IN ILOCOS NORTE
Rule 2: Only very important words should be included in the title to

characterize clear contents of the research problem
From the examples given, take note that the important words include
the WHAT (e.g. these include the variables or factors to be studied), WHO,
and the WHERE.
Rule 3: The title should not start with article (the, a )
Example: (Source: Macugay, 2017)
THE ADMINISTRATIVE CAPABILITY AND PERFORMANCE OF

THE HEALTH SERVICE PROVIDERS IN THE IMPLEMENTATION
OF THE NATIONAL TUBERCULOSIS PROGRAM
You could see from the above cited example that the article THE was
shaded with red because it is not appropriate to start the title with articles
the and a.
Rule 4: Ideally, the title should not go beyond three lines (However,
there are instances when we would like to be very specific, hence the title
is more than three lines which follows the inverted pyramid format, Rule 5)
Rule 5: A two or three-line title should be written in inverted pyramid

format.
Example (Source: Allado-Almazan, 2018)
MEASURES TO STRENGTHEN THE INTERNAL CONTROL SYSTEM

OF THE MARIANO MARCOS MEMORIAL HOSPITAL AND
MEDICAL CENTER
Rule 6: The first line of the title should not end with an article,
preposition or conjunction
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Example (Source, Romero, 2018)
STRATEGIES TO ENHANCE PATIENTS’ SATISFACTION ON THE

SERVICE DELIVERY OF THE DEPARTMENT OF PATHOLOGY
AND LABORATORIES OF THE MARIANO MARCOS
MEMORIAL HOSPITAL AND MEDICAL CENTER
For the aforementioned example it is not advisable to cut the first line on
the article THE , however, for the succeeding lines the rule does not apply
anymore.
Rule 7: Title should not contain abbreviations, symbols or highly

technical expressions requiring superscripts, subscripts or other
special notations
Faulty:
ATTITUDES OF MSMEs TOWARD TAX COMPLIANCE IN THE CITY

OF BATAC, PROVINCE OF ILOCOS NORTE,
PHILIPPINES
Correct (Source: Bactat, 2019)
ATTITUDES OF MICRO, SMALL AND MEDIUM ENTERPRISES

(MSMEs) TOWARD TAX COMPLIANCE IN THE CITY OF
BATAC, PROVINCE OF ILOCOS NORTE,
PHILIPPINES
Rule 8: Avoid the use of such starter phrases as “a study of . . .”, “an
evaluation of. . . ., “ an assessment of . . . “.
Faulty:
A STUDY ON THE EFFECTIVENESS OF COMMUNICATION

DIMENSIONS AS CORRELATES OF THE MOTIVATION
AND PERFORMANCE OF THE FACULTY OF THE
DATA CENTER COLLEGE OF THE PHILIPPINES
Correct (Source, Paraggua, 2016)
EFFECTIVENESS OF COMMUNICATION DIMENSIONS

AS CORRELATES OF THE MOTIVATION AND
PERFORMANCE OF THE FACULTY OF THE
DATA CENTER COLLEGE OF THE
PHILIPPINES
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HOW TO WRITE CHAPTER I
Chapter 1 includes the following subtopics namely: 1) Rationale; 2)

Theoretical Framework; 3) Conceptual Framework/Paradigm; 4)
Statement of the Problem; 5) Hypothesis (Optional); 6) Assumption
(Optional); 7) Scope and Delimitation; 8) Importance of the Study; and 9)
Definition of Terms (CHED Guidelines on Thesis and Dissertation Writing)
A. RATIONALE
Based on the CHED Guidelines on Thesis and Dissertation Writing

which the DWCL Graduate School is still adapting, the Rationale includes
the following:
 Background of the study

 Describe the problem situation considering global, national and
local forces.
 Justify the existence of the problem situation by citing statistical
data and authoritative sources.
 Make a clinching statement that will relate the background to the
proposed research problem.
 The researcher to include the relevance of the study to his/her
present work.
Example (Source: Maloom, 2019)
The main problem of the study is to determine the level of accuracy of

Medical Certificates accomplished by Medical Practitioners at XYZ
hospital as bases in the formulation of measures to ensure the accuracy of
Medical Certification of Death at the said hospital.
1. For the background of the study:

The certificate of death is a permanent legal record which contains
an individual’s death information. It provides important information and
data on the circumstances surrounding the death. The information from
the death certificate has various uses: it is used for settlement of claims;
inheritance; insurance benefits; and proof of death. The certificate is
likewise provided to the family members since it is a requirement for burial
arrangement (Department of Health, 2016).
Death certificates are an important tool to ascertain population
based mortality and other vital statistics. The amount of data contained in
each death certificate is limited, but essentially includes
identification/demographic data, date and location of death, morbidity data
and the cause of death. These certificates may play a role in medico-legal
investigations, declaration of health events in public health researches,
and epidemiological studies to evaluate mortality in a community. These
certificates can also be a valuable source of census studies. They can
also be helpful for families to understand the cause of death and become
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cognizant of the inherited risk factors for certain disease. Death certificate
data is used to calculate vital statistics and inaccuracies lead to errors in
population based studies that rely on these statistics (Haque, 2013).
The consolidated mortality statistics is the foundation for the
country’s health policies, plans and programs. It informs the policy makers
and planners on the leading causes of mortality and its patterns and
trends. Thus, it is of utmost importance that the country’s mortality data
should be of good quality. The road to good quality data starts with the
clinical diagnosis of the physician as to the cause of death. This is
followed by precise manner of certifying the cause of death with
immediate antecedent, and underlying causes, entered accurately and in
correct order.
For the many deaths occurring in the Philippines that is not attended
by a physician, the best way of ascertaining the cause of death by the local
health authority is through verbal autopsy (VA). This is done by interviewing
family members who are knowledgeable as to the probable cause of death.
This is the task of the local health officer since he or she signs the death
certificate for those not medically attended. Likewise, in the Philippines, all
death certificates have to be reviewed by the local health officer, medically
attended or otherwise (DOH, 2016).
2. Describe the problem situation considering global, national and

local forces
Literature has shown that the error rates in death certificate completion
are still very high, ranging from 25% to 78% in hospital-based studies, and
from 16% to 56% in population-based studies. These errors can range from
simple omissions to illegible hand writing and use of abbreviation, to
inaccurate causes and manners of death. A vast majority of these studies
focus solely on the presence or absence of specific disease entities, thus
allowing an assessment of degree of misclassification in death certification.
However, only a few studies have attempted to classify all possible errors
into categories in an effort to identify the common ones and separate them
into minor and major inaccuracies, which would allow for appropriate
measures in teaching/training in an effort to reduce their future occurrence
(Haque, et.al, 2013).
3. Justify the existence of the problem situation by citing statistical

data and authoritative sources (This is also the research
gap-extent of studies conducted along the subject matter).
Similar observation holds true in the Philippines that there is a dearth of

researches conducted regarding the inaccuracies and ways to improve
death certification based on the literature and related studies that the
researcher was able to look into. Thus, this study is a simple way to lessen
the knowledge gap in this subject area.
4. Make a clinching statement that will relate the background to the

proposed research problem
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Presently, at XYZ hospital, there is confusion on the boundaries of

which how the death certificate should be accomplished and reported
which causes inconsistencies and errors in the death certificate. This
results in inaccurate death certificates, thereby compromising the
effectiveness of the health information in the national database.
5. The researcher to include the relevance of the study to his/her

present work.
The above mentioned concerns and challenges motivated the
researcher to conduct this study he being as Administrative Assistant
assigned as incharge of the Medical Certificate of Death at XYZ hospital.
He hopes that with this study a significant improvement on the accuracy of
death certification at XYZ hospital will be achieved. Hence, this study.
B. THEORETICAL FRAMEWORK
The main purpose of thesis writing is to validate a theory. That is why

almost all researches would require a theoretical framework.
The difference between thesis writing and dissertation writing is that,
dissertation writing validates a theory with the end goal of formulating
another theory. That is why dissertation writing is theory building.
For social science researches, different theories are being validated,
hence there is a part called Theoretical Framework.
A theoretical framework consists of concepts and, together with

their definitions and reference to relevant scholarly literature,
existing theory that is used for your particular study. The theoretical
framework must demonstrate an understanding of theories and concepts
that are relevant to the topic of your research paper and that relate to the
broader areas of knowledge being considered.
The theoretical framework is most often not something readily

found within the literature. You must review course readings and
pertinent research studies for theories and analytic models that are
relevant to the research problem you are investigating. The selection of a
theory should depend on its appropriateness, ease of application, and
explanatory power.
The theoretical framework strengthens the study in the following

ways:
1. An explicit statement of theoretical assumptions permits the

reader to evaluate them critically.
2. The theoretical framework connects the researcher to existing
knowledge. Guided by a relevant theory, you are given a basis for
your hypotheses and choice of research methods.
3. Articulating the theoretical assumptions of a research study forces
you to address questions of why and how. It permits you to
intellectually transition from simply describing a phenomenon you
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have observed to generalizing about various aspects of that

phenomenon.
4. Having a theory helps you identify the limits to those
generalizations. A theoretical framework specifies which key
variables influence a phenomenon of interest and highlights the
need to examine how those key variables might differ and under
what circumstances.
By virtue of its applicative nature, good theory in the social sciences is

of value precisely because it fulfills one primary purpose: to explain the
meaning, nature, and challenges associated with a phenomenon, often
experienced but unexplained in the world in which we live, so that we may
use that knowledge and understanding to act in more informed and
effective ways.
A theoretical framework is used to limit the scope of the relevant

data by focusing on specific variables and defining the specific viewpoint
[framework] that the researcher will take in analyzing and interpreting the
data to be gathered. It also facilitates the understanding of concepts and
variables according to given definitions and builds new knowledge by
validating or challenging theoretical assumptions.
Strategies for Developing the Theoretical Framework
I. Developing the Framework
Here are some strategies to develop of an effective theoretical framework:
1. Examine your thesis title and research problem. The research

problem anchors your entire study and forms the basis from which
you construct your theoretical framework.
2. Brainstorm about what you consider to be the key variables in
your research. Answer the question, "What factors contribute to
the presumed effect?"
3. Review related literature to find how scholars have addressed
your research problem. Identify the assumptions from which the
author(s) addressed the problem.
4. List the constructs and variables that might be relevant to your
study. Group these variables into independent and dependent
categories.
5. Review key social science theories that are introduced to you in
your course readings and choose the theory that can best explain
the relationships between the key variables in your study [note the
Writing Tip on this page].
6. Discuss the assumptions or propositions of this theory and
point out their relevance to your research.
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II. Purpose
Think of theories as the conceptual basis for understanding,

analyzing, and designing ways to investigate relationships within
social systems. To that end, the following roles served by a theory can
help guide the development of your framework.
 Means by which new research data can be interpreted and coded

for future use,
 Response to new problems that have no previously identified
solutions strategy,
 Means for identifying and defining research problems,
 Means for prescribing or evaluating solutions to research problems,
 Ways of discerning certain facts among the accumulated
knowledge that are important and which facts are not,
 Means of giving old data new interpretations and new meaning,
 Means by which to identify important new issues and prescribe the
most critical research questions that need to be answered to
maximize understanding of the issue,
 Means of providing members of a professional discipline with a
common language and a frame of reference for defining the
boundaries of their profession, and
 Means to guide and inform research so that it can, in turn, guide
research efforts and improve professional practice.
Structure and Writing Style of the Theoretical Framework
The theoretical framework may be rooted in a specific theory, in

which case, your work is expected to test the validity of that existing theory
in relation to specific events, issues, or phenomena. Many social science
research papers fit into this rubric. For example, Peripheral Realism
Theory, which categorizes perceived differences among nation-states as
those that give orders, those that obey, and those that rebel, could be
used as a means for understanding conflicted relationships among
countries in Africa. A test of this theory could be the following: Does
Peripheral Realism Theory help explain intra-state actions, such as, the
disputed split between southern and northern Sudan that led to the
creation of two nations?
However, you may not always be asked (by your professor) to

test a specific theory in your paper, but to develop your own
framework from which your analysis of the research problem is
derived. Based upon the above example, it is perhaps easiest to
understand the nature and function of a theoretical framework if it is
viewed as an answer to two basic questions:
1. What is the research problem/question? [e.g., "How should the

individual and the state relate during periods of conflict?"]
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2. Why is your approach a feasible solution? [i.e., justify the

application of your choice of a particular theory and explain why
alternative constructs were rejected. I could choose instead to test
Instrumentalist or Circumstantialists models developed among
ethnic conflict theorists that rely upon socio-economic-political
factors to explain individual-state relations and to apply this
theoretical model to periods of war between nations].
The answers to these questions come from a thorough review of the

literature and your course readings [summarized and analyzed in the next
section of your paper] and the gaps in the research that emerge from the
review process. With this in mind, a complete theoretical framework will
likely not emerge until after you have completed a thorough review
of the literature.
Just as a research problem in your paper requires contextualization and

background information, a theory requires a framework for understanding
its application to the topic being investigated. When writing and revising
this part of your research paper, keep in mind the following:
 Clearly describe the framework, concepts, models, or specific

theories that underpin your study. This includes noting who the
key theorists are in the field who have conducted research on the
problem you are investigating and, when necessary, the historical
context that supports the formulation of that theory. This latter
element is particularly important if the theory is relatively unknown
or it is borrowed from another discipline.
 Position your theoretical framework within a broader context
of related frameworks, concepts, models, or theories. As noted
in the example above, there will likely be several concepts, theories,
or models that can be used to help develop a framework for
understanding the research problem. Therefore, note why the
theory you've chosen is the appropriate one.
 The present tense is used when writing about theory. Although
the past tense can be used to describe the history of a theory or the
role of key theorists, the construction of your theoretical framework
is happening now.
 You should make your theoretical assumptions as explicit as
possible. Later, your discussion of methodology should be linked
back to this theoretical framework.
 Do not just take what the theory says as a given! Reality is
never accurately represented in such a simplistic way; if you imply
that it can be, you fundamentally distort a reader's ability to
understand the findings that emerge. Given this, always note the
limitations of the theoretical framework you've chosen [i.e., what
parts of the research problem require further investigation because
the theory inadequately explains a certain phenomena].
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Rules in Writing the Theoretical Framework:
1. Identify the most relevant theory (working theory) to your study

based on the sub-problems.
2. Just present the synthesis of the theory (e.g. what are the
different concepts of the theory) do not just copy paste the theory
from the article where you took it, and do not forget to place the
citations.
3. Explain the relevance, relationship, connection of each theory to

your study (e.g. in terms of variables that you have included, in terms
of the methodology that you adopted-totally
followed/adapted-followed with some modifications, in terms of the
relationships of the variables, etc.)
Example (Source, Cabulera, 2018)
Generally, the study identified the determinants of the turnover

intentions of the Master in Business Administration students in Ilocos
Norte.
The different variables (e.g. factors that are being studied) considered
in the above mentioned study are the following:
1. Respondents’ profile. years of work experience; annual

salary;number of organizations worked for;tenure in the current
organization;tenure in previous organization; and years to stay in the
current organization.
2. reasons of the respondents in pursuing an MBA degree;
3. extent by which work environment factors are practiced in their

current organization which include: employee’s autonomy; fairness in
the workplace; organizational support; organizational rewards; procedural
justice; and supervisory support.
4. respondents’ level of career satisfaction;
5. extent of the turnover intentions of the respondents.
Based on the above variables that Cabulera (2018) included in her

study the following were the theories that she used: Human Capital
Theory, Social Exchange Theory (SET), Adam’s Equity Theory;
Organizational Support Theory; Career Satisfaction; and Concept of
Turnover Intention.
To provide a good background as to the concepts of the above cited

theories and how they are related to the researcher’s study, they are
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presented as follows (first part is/are the concept/s of the theory and the
boldface part is/are the connection/relevance/relationship of the theory to
the study).
Human Capital Theory. This is a compelling theory that

explains turnover. Wage is seen to reflect the marginal product of labor
that can be enhanced through learning by doing or through formal training
or firm specific training (Becker, 1975). The individual bears the cost of
general training because other organizations benefit from it but to be
competitive with other organizations and to be able to hire individuals with
the necessary skills, the focal organization must pay the market wage.
However, because firm-specific training benefits only the focal
organization, it bears the cost of such training. Employees receive lower
wages while in training, but receive higher wages afterwards. Such wages
are higher than in alternative employment to reflect increases in
productivity due to enhanced skills and as a form of incentive not to quit
while in training (Becker, 1975).
This theory emphasized the need for organizations to consider
formal training or firm specific training as an investment of the
employee and as such organizations must provide to the said
employees higher wages after the training so that they will be
enticed to stay in the organization. The inclusion of annual
compensation as a predictor variable in this study was based on this
theory.
Social Exchange Theory (SET). This theory explains
employee-organization relationships. According to this theory, each party
has perceptions and expectations regarding the behavior of the other
party, but these expectations and perceptions are related with the timing
or the specifics of what each party must render. If both parties benefited
from the exchange, neither will know whether the expectations of the other
have been fully met. Thus, social exchanges involve reciprocity. The
concept of exchange therefore, indicates that an individual becomes
attached to the organization in return for gains provided by the
organization. (Tansky and Cohen, 2010).
Social exchange theory explains significant results of the positive
relationship between career satisfaction and perceived organizational
support on the likelihood of staying in an organization. (Supangco, 2014).
This theory served as the guide in the inclusion of perceived
organizational support, supervisory support, organizational rewards,
and procedural justice as predictor variables in the study.
Adam’s Equity Theory. This theory explains the thought process
an employee uses to determine the fairness of management decision
making. The core of equity theory says that individuals judge the fairness
of their treatment based on how others like them are treated. Employees
make social comparisons to others who are similarly situated in the
organization. This theory says that employees view a situation as
equitable when employees who give similar inputs receive similar
outcomes. When the rewards differ for the same degree of effort,
employees view the situation as inequitable.
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Equity theory shows that inequities (e.g. perceived or real) harm

employee motivation. Employees who feel that they are receiving
inequitable treatment will be emotionally motivated to gain equity. When
inequities persist, employees may do any of the following: decrease inputs
(give less time, do less work); push for more output from the company
(more pay, authority); go into survival mode (do their job a little more);
become resistant (act out on other issues); become overly competitive
(focus on reducing the outputs of others); and quit. These outcomes harm
an organization’s bottom line and where organizational turnover occurs,
the loss is two-fold (economic and talent-based). Equity theory shows why
employee perceptions about fairness do matter. (yourcoach.be, n.d.)
This theory was the basis of including the variable fairness in

the workplace as one of the assumed predictors of the respondents
to stay in or to leave their current organization.
Organizational Support Theory. This theory proposed by

Rhoades and Eisenberger (2002) states that if managers are concerned
with their employees’ commitment to the organization, employees are
focused on the organization’s commitment to them. For employees, the
organization serves as an important source of socio-emotional resources,
such as respect and caring, and tangible benefits, such as wages and
medical benefits. When organizational support is regarded highly by the
organization, it helps to meet employees’ needs for approval, esteem, and
affiliation. Positive valuation by the organization also provides an
indication that increased effort will be noted and rewarded, (Rhoades and
Eisenberger, 2002).
Organizational support was included as variable to be studied since
it has a great bearing on the intention of an employee to remain in the
current organization.
Career Satisfaction. Supangco (2014) said that once dissatisfaction
with one’s career sets in, which may not be assuaged by assuming
another job in the organization, cognition of turnover sets in. Clearly,
career satisfaction is more than an individual’s relationship with a job--- it
encompasses the relationship with the organization. When employees
have positive experiences with the organization such as career
satisfaction they reciprocate positively by staying in the organization.
In this study career satisfaction was used as a variable because
leaving the organization is a decision that goes beyond one’s
relationship with and attitude towards the job.
Concept of Turnover Intention. AlBattat et al (2013) defined
turnover intention as the employees’ behavior to quit from their current job.
San Park and Kim (2009) argued that the employee’s intention to leave
their jobs include the actual thought of quitting from the organization as
well as statement with the intent to turnover. Nevertheless, the intention to
leave is a behavior predicting the actual turnover from the current job.
(Gregory et al, 2007).
Citing the work of Vandenberg and Nelson (1999), AlBattat et al (2013)
wrote that the intention to quit refers to the subjective norms affecting an
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employee to turnover from his current job to another one in the near
future.
The intention to quit from the current organization after finishing
the Master in Business Administration degree is the criterion
variable of the study.
Another example is the study of Macadaeg (2021)
The main problem and sub-problems of her study were the following:
Statement of the Problem
Generally, this study determined the supervisors’ coaching

competence its influence to the job performance of employees and
its effects to the service quality of Ilocos Norte Electric Cooperative,
Incorporated. Specifically, this study tried to answer the following
sub-problems:
1. What is the level of the supervisors’ coaching competence
as assessed by the employees along the following dimensions:
1.1 facilitating cluster; and
1.2 empowering cluster?
2. What is the supervisors’ self-assessment on their coaching
competence along the dimensions of:
2.1 facilitating cluster; and
2.2 empowering cluster?
3. To what extent have the supervisors encountered the
barriers to effective coaching?
4. What is the level of job performance of the employees?
5. What is the assessment of the member-consumer-owners
on the level of service quality of INEC along the following:
5.1 expectations on INEC’s service quality;
5.2 perceptions on INEC’s service quality; and
5.3 service quality gaps?
6. Is there any significant difference between the employees’
assessment of and that of their supervisors’ self-assessment on their
level of coaching competence?
7. Is there any significant relationship between the
supervisor’s coaching competence and the extent by which they
experience the barriers to effective coaching?
8. Is there any significant relationship between the employees’
job performance and the supervisors’ level of coaching
competence?
9. Is there any significant relationship between the employees’
job performance and the MCOs’ assessment on the service quality
of INEC in terms of the following:
9.1 expectations on the service quality;
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9.2 perceptions on the service quality; and

9.3 service quality gaps?
The theories used in this above mentioned study are the

following:
Theoretical Framework
This study was guided and influenced by the following

theories.
Ellinger’s -13 Managerial Coaching Behaviors. Ellinger and

Bostrom (1999) identified in their study 13 managerial coaching
behaviors clustered into facilitating and empowering clusters.
The Facilitating Cluster. Facilitating behavior sets were

described as behaviors that fostered learning for employees via
helping understanding, seeing new perspectives and using
feedback.
a. Providing feedback to employees: Providing observational,
reflective, and third-party feedback to learners.
b. Soliciting feedback from employees: Asking the employee
directly about how they regard their own progress.
c. Working it out together: Talking it through jointly working
out a problem, plan or approach.
d. Creating and promoting a learning environment:
Organizing activities and creating opportunities to help employees
grow and develop.
e. Setting and communicating expectations- fitting into the big
picture: Setting goals and expectations with employees and helping
the employee to understand how those goals fit in the organizational
perspective,
f. Stepping into other to shift perspectives: Stepping into
another person’s shoes to better understand issues from someone
else’s perspective.
g. Broadening employee’s perspectives- getting them to see
things differently: Helping employees to think outside the box and
approach issues from different directions.
h. Using analogies, scenarios and examples: Managers
personalizing their coaching via using examples, analogies and
scenarios.
i. Engaging others to facilitate learning: When a manager’s
own efforts fail, bringing in others to help the employee develop.
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The Empowering Cluster. Empowering behavior sets were

described as behaviors that encouraged employees to take more
responsibility and accountability for their actions and decisions.
a. Question framing to encourage employees to think through
issues: Posing questions in such a way to encourage employees to
think through issues themselves.
b. Being as resource-removing obstacles: Providing
resources, information, materials to employees needed to do the job,
and removing roadblocks that hindered employees from their job.
c. Transferring ownership to employees: Leaving appropriate
responsibility and accountability to employees by not doing their job
for them.
d. Holding back-not providing the answers: Judiciously
waiting with specific support/solutions so that employees could
resolve their own issues.
The questionnaire developed by Ellinger et al (2008)

regarding Managerial Coaching Behavior was used in this study to
determine the managerial coaching competences of the supervisors
of INEC. (THIS IS THE RELEVANCE/CONNECTION OF THE
THEORY TO THE STUDY).
Gilley’s Characteristics of Managerial Coaching. Gilley et

al (2010) defined a model of managerial coaching based on a
comprehensive review of the literature with regards to coaching
efficacy characteristics. These competencies consisted of the
following:
a. Motivate others: Motivation is critical for performance and
key for coaching (Hall, 2006).
b. Facilitate Employee Growth and Development: Identify
areas of employee weakness, find barriers to learning, identify
conflicting job task and provide performance feedback (Hall et al,
1999; Hunt and Weintraub, 2004).
c. Communicate appropriately: Coaching is communication
with the purpose of changing (developing) a person’s performance
or behavior (Hall et al., 1999).
d. Evaluate: Once communication is established, evaluation
is necessary to determine just what needs to be developed or
praised.
The purpose of the model was to identify predictors for
managers who use managerial coaching.
The model provided the basis for determining the coaching

competence of the INEC supervisors. Further, the questionnaire of
Gilley et al (2010) on the characteristics of managerial coaching was
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used also in this study. (THIS IS THE CONNECTION /RELEVANCE

OF THE THEORY TO THE STUDY).
Theory of Andragogy. Adult learning is defined by Knowles,

Holton and Swanson (2011) as “the extension and clarification of the
meaning of one’s experience”.
The theory of andragogy provides five assumptions about the
characteristics of adult learners. First of these characteristics is
having a self concept, wherein he claimed that as a person matures,
the motivation to learn becomes internal and his/her self-concept
moves from one of being a dependent personality toward one of
being a self-directed human being. Adults need to know why they
need to learn something and an adult learner usually knows the goal
he/she wants to attain and knows the reason for learning something
new.
The second characteristics is adult learner experience,
wherein a person accumulates a growing reservoir of experience
that becomes an increasing resource for learning. However, the
process is significantly advanced by reflection.
The third, is the adult’s readiness to learn. It is believed that as
a person matures, his/her readiness to learn becomes oriented
increasingly to the developmental tasks of his/her social roles.
Fourth, is the adult’s orientation to learning. Adults will commit
to learning when goals and objectives are understandable, important,
and have an immediate application. In short, adults learn what they
need to learn.
Fifth, adults are relevancy oriented and seek immediate
application of what they learn. Thus, clients may want to work on
immediate problems. And the sixth assumption, adults are internally
motivated (Knowles, 1990).
The different assumptions of the theory of andragogy are very

relevant in explaining the process and quality of coaching
engagement. The assumption that adults need to know what they
will be learning justifies the need for a coaching objectives/agenda.
Next, adults are self-directed and like to be treated as equals. Thus,
the process of coaching to help subordinates learn should be
carefully selected to fit their own contexts. Another is that adults
have a wealth of experience which could guide them in learning and
unlearning. Hence, coaches challenge the staff’s existing
assumptions in relation to new experiences of new learning. Further,
Cox et al (2014) explained that adults learn what they need to learn
so they seek coaching generally when their life or work situation
creates a need to know, understand or when a change is needed.
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Moreover, adults are relevancy oriented and seek immediate

application of what they learn.
Thus, a staff of INEC who needs coaching may want to work
on immediate problems. Lastly, the employees of INEC are adults
and that they are internally motivated. In coaching, emphasize on
promoting a sense of connection between the needs and values and
the outcome of the coaching to the staff who needs coaching.
(THIS IS THE RELEVANCE /CONNECTION OF THE THEORY TO
THE STUDY).
Experiential Learning Theory (Kolb, 1984). This theory

highlights the central role that experience plays in the learning
process. It provides a holistic model of the learning process and is a
multi-linear model of adult development, both of which are consistent
with what a person knows about he/she naturally learn, grow, and
develop. There are four stages of experiential learning which include
concrete experience, reflective observation, abstract
conceptualization, and active experimentation.
Concrete experience. Kolb’s cycle begins with doing
something in which the individual, team or organization are assigned
a task. Key to learning, therefore, is active involvement. In Kolb’s
model one cannot learn by simply watching or reading about it, to
learn effectively the individual, team or organization must actually
do.
Reflective observation. The second stage in the cycle is that of
reflective observation. This means taking time-out from “doing” and
stepping back from the task and reviewing what has been done and
experienced. At this stage, lots of questions are asked and
communication channels are opened to other members of the team.
Vocabulary is very important and is needed to verbalize and discuss
with others.
Abstract conceptualization. This third stage is the process of
making sense of what has happened and involves interpreting the
events and understanding the relationships between them. At this
stage, the learner makes comparisons between what they have
done, reflect upon what they already know. They may draw upon
theory from textbooks for framing and explaining events, models
they are familiar with, ideas from colleagues, previous observations,
or any other knowledge that they have developed.
Active experimentation. The final stage of the learning cycle is
when the learner considers how they are going to put what they
have learned into practice. Planning enables taking the new
understanding and translates it into predictions as to what will
happen next or what actions should be taken to refine or revise the
way a task is to be handled. For learning to be useful most people
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need to place it in a context that is relevant to them. If one cannot

see how the learning is useful to one’s life then it is likely to be
forgotten very quickly. (University of Leicester, n.d.).
In relation to the present study which is coaching, experiences

in the workplace are also the bases for observation and reflection.
Experiential learning involves four modes of learning: feeling;
reflecting; thinking; and acting. Similarly, this is also the process
followed in coaching wherein the things that a coach imparts to
his/her staff are based on previous experiences that had been tested
for their effectiveness. On the side of the employees being coached,
the process starts with the evaluation of their experiences and /or
experiences of others, reflecting from them, setting a direction and
then acting. (THIS IS THE RELEVANCE/CONNECTION OF THE
Transformative Learning Theory. Transformative learning

refers to a process by which individuals transform their
taken-for-granted frames of reference (e.g. perspectives, habits of
mind, mind-sets) to make them more inclusive, discriminating, open,
emotionally capable of change, and reflective so that they may
generate beliefs and opinions that will prove more true or justified to
guide action. This theory involves fundamental modification of
beliefs, principles, and feelings. It entails significant shifts in
perception that can change people’s understanding of themselves
and how they make sense of the world (Mezirow, 2000).
Sammut (2014) conducted a study that investigated how the

transformational learning theory is applied in coaching. The results
of her interview with eight coaches involved in her study, four
themes emerged such as space and context of the coaching
environment, the coaching relationships, dialogue, language and
communication, and transformation.
For transformation to happen, six core elements are involved

such as: individual experience; critical reflection; dialogue; holistic
orientation; awareness of context; and authentic relationship
(Mezirow, 2000).
The relevance of this theory to the present study could be

properly explained by looking into its similarities with the two
previously presented theories which are the Theory of Andragogy
and Experiential Learning Theory. Similarly with these mentioned
theories, the basic element for one to learn is individual experience/s
which is also the basic step in coaching. Experiential learning theory
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advocates reflective observation which is also important in

transformative learning theory and ultimately in the coaching
process. The theory of andragogy emphasizes the importance of
context wherein the adult learner will be interested to learn if it is
within his/her chosen context which is also an element of
transformative learning called awareness of context. In the coaching
process, the knowledge and skills that the supervisor will impart to
the employee/s will be easily processed and grasped by the said
employee/s if the learning is within the context where performance
improvement is needed.
GROW Model of Whitmore. The GROW Model is a coaching

framework used in conversations, meetings and everyday
leadership to unlock potential and possibilities.
GOAL REALITY OPTIONS WILL

What do Where are What could What will
you want? you now? you do? you do?
Figure 1. GROW Model

Source: Whitmore (2017)
The name is an acronym for the four key steps in GROW

coaching: G-oals; R-eality; O-ptions; and W-ill. With a few
powerful questions, a leader or coach can quickly raise awareness
and responsibility in each area:
G: goals and aspirations
R: current situations, internal and external obstacles
O: possibilities, strengths and resources
W: actions and accountability
The key is to set a Goal which is inspiring and challenging, not

just SMART (specific, measurable and achievable in a realistic time
frame). Then move flexibly through the other stages, including
revisiting the goal if necessary. The final Will element is the
barometer of success. It converts the initial desire and intentions into
successful action.
The GROW approach promotes confidence and
self-motivation, leading to increased productivity and personal
satisfaction. Organizations incorporate GROW into their
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management processes and leadership models to engage people,

inspire great performance and maximize productivity.
GROW coaching skills unlock potential and increase
performance by increasing self-confidence and motivation. The
GROW Model has been seen to yield higher productivity, improved
communication, better interpersonal relationships and a better
quality working environment (Whitmore, 2017).
This theory was the basis of determining the managerial

coaching skills of the supervisors of Ilocos Norte Electric
Cooperative, Incorporated and its influence to the performance of
their subordinates or employees of the Cooperative. (THIS IS THE
RELEVANCE OF THE THEORY TO THE STUDY).
Action Theory of Performance (Frese & Zapf, 1994). This

theory describes the performance process- as any other action-from
both a process and structural point of view. The process point of
view focuses on the sequential aspects of an action, while the
structural point of view refers to its hierarchical organization. From
the process point of view, goal development, information search,
planning, execution of the action and its monitoring and feedback
processing can be distinguished (Frese & Zapf, 1994; Hacker, 1998).
Performance depends on high goals, a good mental model, detailed
planning, and good feedback processes. Frese and Sonnentag
( 2000) derived propositions about the relationship between these
various action process phases and performance. For example, with
respect to information search they hypothesized that processing of
action-relevant, important-but parsimonious-and realistic information
is crucial for high performance.
The performance report of INEC are aligned to the concepts

and factors that are to be included in measuring employees’ job
performance. Hence, this was the basis of the inclusion of
employees’ performance as one of the criterion variables of the
study. (THIS IS THE RELEVANCE OF THE THEORY TO THE
STUDY)
Service Quality Determinants. The most widely used model

to translate theories of service quality into management practice is
that of SERVQUAL (Soutar, 2001). In this model, service quality is
defined as the difference between customer expectations and
customer perceptions of service received. The “gap” in service
quality occurs when the perception of service rendered is less than
what is expected (Zeithamal, et al, 1990).
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Gronroos (2005) wrote that there are five service quality

determinants (RATER) as follows:
Reliability. This means that the service firm provides its

customers with accurate service the first time without making any
mistakes and delivers what it has promised to do by the time that
has been agreed upon.
Assurance. This means that the employees’ behavior will give

customers confidence in the firm and that the firm makes customer
feel safe. It also means that the employees are always courteous
and have the necessary knowledge to respond to customers’
questions.
Tangibles. This determinant is related to the appeal of the

facilities, equipment and materials used by a service firm as well as
to the appearance of service employees.
Empathy. This means that the firm understands customer’s

problems and performs in their best interests as well as giving
customers individual personal attention and having convenient
operating hour.
Responsiveness. This means that the employees of a service

firm are willing to help customers and respond to their requests as
well as to inform customers when service will be provided, and then
give prompt service.
SERVQUAL is an instrument for measuring how customers

perceive the quality of a service. This instrument is based on the five
determinants: tangibles, reliability, responsiveness, assurance , and
empathy, and on a comparison between customers’ expectations of
how the service should be performed and their experiences of how
the service is rendered (dis-confirmation of confirmation of
expectations). Usually 22 attributes are used to describe the
determinants. Based on the discrepancies between expectations
and experience over 22 attributes, and overall quality score can be
calculated. The more this score shows that experiences are below
expectation, the lower the perceived quality. However, more
important than calculating the overall score may be the score on the
individual attribute scales, perhaps summarized over determinants
(Gronroos, 2005).
The customers’ assessment on the quality of service of INEC

is one of the criterion variables of the study. The service quality
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determinants such as tangibles, reliability, responsiveness,

assurance, and empathy were used. Further, the SERVQUAL
instrument was also used in gathering the MCOs’ assessment on
the service quality of INEC. (THIS IS THE RELEVANCE OF THE
C. CONCEPTUAL FRAMEWORK
A conceptual framework represents the researcher’s synthesis of

literature on how to explain a phenomenon. It maps out the actions
required in the course of the study given his previous knowledge of other
researchers’ point of view and his observations on the subject of research.
In other words, the conceptual framework is the researcher’s

understanding of how the particular variables in his study connect
with each other. Thus, it identifies the variables required in the
research investigation. It is the researcher’s “map” in pursuing the
investigation.
As McGaghie et al. (2001) put it: The conceptual framework “sets the
stage” for the presentation of the particular research question that drives
the investigation being reported based on the problem statement. The
problem statement of a thesis presents the context and the issues that
caused the researcher to conduct the study.
The conceptual framework lies within a much broader framework

called theoretical framework. The latter draws support from time-tested
theories that embody the findings of many researchers on why and how a
particular phenomenon occurs.
Step by Step Guide on How to Make the Conceptual Framework
Before you prepare your conceptual framework, you need to do the

following things:
1. Choose your topic. Decide on what will be your research topic.

The topic should be within your field of specialization.
2. Do a literature review. Review relevant and updated research on
the theme that you decide to work on after scrutiny of the issue at
hand. Preferably use peer-reviewed and well-known scientific
journals as these are reliable sources of information.
3. Isolate the important variables. Identify the specific variables
described in the literature and figure out how these are related.
Some abstracts contain the variables and the salient findings thus
may serve the purpose. If these are not available, find the research
paper’s summary. If the variables are not explicit in the summary,
get back to the methodology or the results and discussion section
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and quickly identify the variables of the study and the significant
findings.
4. Generate the conceptual framework. Build your conceptual
framework using your mix of the variables from the scientific articles
you have read. Your problem statement serves as a reference in
constructing the conceptual framework. In effect, your study will
attempt to answer a question that other researchers have not
explained yet. Your research should address a knowledge gap.
In summary, what is the study all about in terms of the variables

to be studied and their relationships are being explained and
discussed in the conceptual framework. The basis of the discussion
is the research paradigm.
Another thing that is important in the conceptual framework is to

define the variables conceptually. Look for the definitions of the
major variables used in the study and include them in the conceptual
framework.
EXAMPLE: (SOURCE MACADAEG, 2021)
Conceptual Framework
This study is based on the concept that supervisors’ coaching

competence influences employees’ job performance. A high level of
employees’ job performance will redound to the quality of service
delivery of INEC. Thus, this study adopted the predictor
variable-criterion variable approach as shown in Figure 1.
There are two major predictor variables in this study. These

include the supervisors’ coaching competence and the barriers that
the supervisors encountered pertaining to effective coaching of their
subordinates.
The INEC supervisors’ coaching competence is comprised of

the employees’ assessment of their supervisors’ coaching
competence and the supervisors’ self assessment of their coaching
competence.
On the other hand, there are also two criterion variables of the
study. These are the employees’ job performance and the quality of
service delivery provided by INEC to its MCOs.
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PREDICTOR VARIABLES CRITERION VARIABLES
INEC Supervisors’
Coaching Competence
Employees’ Job
Employees’ Performance
Assessment of their
Supervisors’ Coaching
Competence
Supervisors’
Self-Assessment of their
Coaching Competence
Service Quality of
Ilocos Norte Electric
Cooperative, Incorporated
 Member-Consumer-Own
ers’ Expectations
 Member-Consumer-Own
Barriers Encountered
by the Supervisors ers Perceptions
Toward Effective  Service Quality Gaps
Coaching
Figure 2. Research Paradigm
Source: Macadaeg,
2021
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The employees’ average performance for two rating periods

such as June 2020 and December 2020 were used in this study.
Whereas for the quality of service provided by INEC it was described
and determined in terms of the MCOs expectations, perceptions and
the service quality gaps between the MCOs’ perceptions and
expectations on the quality of service provided by INEC to them.
Managerial coaching is the process by which a manager,

through guided discussion and activity, helps a member of his/her
staff to solve a problem or carry out a task more efficiently and
effectively (Hagen & Aguilar, 2012).
Further, managerial coaching is a process of feedback

provision, behavioral modelling, and goal setting with subordinates
to improve their performance and address their personal challenges
(Dahling et al., 2011).
Operationally, the supervisors’ coaching competence is an

activity mainly conducted by an immediate supervisor to a
subordinate. It is informal, occasional or even “opportunistic”
interactions as an integral part of activities. It is focused exclusively
on achieving work goals through learning and development.
Meanwhile, the barriers to effective coaching pertain to the

supervisors’ experiences which hindered them in coaching their
subordinates.
As regards job performance, Armstrong (2017) stated that

performance is the accomplishment of a given task measured
against preset known standards of accuracy, completeness, cost,
and speed. Employee’s performance is the contribution of
employees for the achievement of organizational objectives.
Employees expected to perform acceptable level of the standard
and managers follow up, and evaluate the performance of
employees to attain the stated objective of an organization.
According to Swabra (2014), employee performance involves

the work related activities that organizations expect from employees
as to their service output of how well they execute those tasks
assigned. Further, he said that employee performance also refers to
the individual behaviors that are relevant to achievement of
organizational goals and which are under the control of individual
employees themselves.
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Service quality can be defined as how well a service delivers

within or beyond customers’ expectations. Optimum service delivery
by any service provider lures customers not only to its services but
also to keep patronizing the business and telling others about their
consumption experience (Adeleke & Aminu, 2012).
Based on the article of Mosahab et al. (2011), service quality

is the difference between the perception of the service received and
expectations of customers for the service encountered in which
perceptions and expectations are the two central elements of service
quality.
Expectation is the anticipated service quality while experience

of a service quality occurs after use of a service or service encounter.
Perception is a conditioned interpretation about a service largely out
of experience.
Nimako et al. (2012) explained expectations as either ex-ante

or ex-post. Ex-ante expectation refers to customer expectations of
service quality before receiving the service. Ex-post expectation is
the customer’s expectation about future service quality having used
the service at least once. Ex-post expectation relates a future
service quality to the first encounter of the service.
Moreover, service quality gaps refer to the difference between

the customers’ perceptions (performance) and expectations on the
services provided by INEC.
The study also tried to find out if there is a significant

difference between the employees’ assessment of their supervisors’
coaching competence and that of their supervisors’ self rating of
their coaching competence. This is illustrated by the double headed
arrow between the boxes containing the employees’ assessment of
their supervisors’ coaching competence and the supervisors’
self-assessment of their coaching competence.
Further, the study explored if there exists a significant

relationship between the barriers encountered by the supervisors
pertaining to effective coaching and their coaching competence.
Moreover, the study investigated the relationship between the

employees’ job performance and their assessment of their
supervisors’ coaching competences.
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Lastly, the study also determined if the employees’ job

performance is independent of the MCOs’ expectations and
perceptions on the service quality of INEC, and the obtained service
quality gaps.
D. RESEARCH PARADIGM
A research paradigm is a schematic diagram that presents the
variables (factors) to be studied and illustrates their relationships.
There are many ways of presenting the research paradigm. However,

the most common are the Predictor Variable-Criterion Variable Model
(PV-CV Model), Input-Process-Output (IPO) Model, and Descriptive
Illustration of the Variables studied. They are discussed and presented as
follows:
1. Predictor Variable -Criterion Variable approach.
Predictor Variable . A variable that is used to predict an outcome. A

predictor variable in non-experimental research is analogous to an
independent variable in experimental and quasi-experimental research.
Criterion Variable. This is a variable that is an outcome to be

predicted. A criterion in non-experimental research is analogous to a
dependent variable in experimental research.
Note: Independent and dependent variables are used only in

experimental researches.
Example of a study that used the Predictor Variable-Criterion Variable

Model is the study of Vicente (2018).
The variables that Vicente studied were the following: 1) pharmacists’

extent of awareness on the provisions of RA 8203 was along prohibited
acts; administrative procedures and sanctions; and penalties; 2)
pharmacists’ extent of awareness on the signs of counterfeit medicines
along product packaging, pricing, and procurement; 3) pharmacists’
attitudes towards counterfeit medicines. (See illustration in the succeeding
page). Since these three are the major variables of the study, they are
placed inside the three boxes.
The arrow from the two boxes on the left side (e.g. the Predictor
Variable) of the illustration toward the box on the right side(e.g. Criterion
Variable) signifies test of relationship (Hypothesis of the study). Thus,
the study hypothesized that: 1) hypothesized that there is a significant
relationship between the pharmacists’ extent of awareness on the
provisions of RA 8203 and their attitude towards counterfeit medicines;
and 2) pharmacists’ extent of awareness on the signs of counterfeit
medicines their attitude towards counterfeit medicines. All of these are
being explained in the Conceptual Framework.
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Predictor Variable-Criterion Variable Model (Source, Vicente, 2018)
PREDICTOR VARIABLE
CRITERION VARIABLE
Pharmacists’
Extent of Awareness on
the Provisions of RA 8203
along:
 Prohibited Acts
 Administrative
Provisions and
Sanctions
 Penalties
Pharmacists’
Attitudes Toward
Counterfeit Medicines
Pharmacists’ Extent of
Awareness on the Signs of
Counterfeit Medicines with
the indicators based on:
 Product
packaging
 Pricing
 Procurement
Source: Vicente, 2018
Conceptual Framework of the Study Using the Predictor

Variable-Criterion Variable Model as the Research Paradigm (Source,
Vicente, 2018)
This study used the predictor-criterion variable model since this study
was based on the premise that the pharmacists’ extent of awareness on
counterfeit medicines influences their attitudes toward the same.
The predictor variables consisted of the pharmacists’ extent of

awareness on the provisions of RA8203 and on the signs of counterfeit
medicines. The pharmacists’ extent of awareness on the provisions of RA
8203 was determined along the following: prohibited acts; administrative
procedures and sanctions; and penalties. While, the pharmacists’ extent
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of awareness on the signs of counterfeit medicines was along product

packaging, pricing, and procurement.
The pharmacists’ attitudes towards counterfeit medicines comprised
the criterion variable of the study. Further, this study hypothesized that
there is a significant relationship between the pharmacists’ extent of
awareness on the provisions of RA 8203 and the signs of counterfeit
medicines and their attitude towards counterfeit medicines. Likewise, the
study tried to determine the extent of influence of the pharmacists’ extent
of awareness on and their attitudes towards counterfeit medicines.
Based on the conceptual framework the following are the problems of

the study:
extent of awareness on and attitudes toward counterfeit medicines in
Specifically, this study answered the following sub-problems:
1. What is the pharmacists’ extent of awareness on the provisions
of Republic Act 8203 along:
1.1 Prohibited Acts;
1.2 Administrative Provisions and Sanctions; and
1.3 Penalties?
2. What is the pharmacists’ extent of awareness on the signs of
counterfeit medicines in terms of:
2.1 Product packaging;
2.2 Pricing; and
2.3 Procurement?
3. What are the pharmacists’ attitudes toward counterfeit
medicines?
4. Is there a significant relationship between the pharmacists’
extent of awareness on and their attitudes toward counterfeit
medicine
5. What is the extent of influence of the pharmacists’ extent of
awareness on the provisions of RA 8203 and on the signs of
counterfeit medicines on their attitudes towards counterfeit
medicines?
2. Input-Process-Output (IPO) Model. The Input-Process-Output

(IPO) model is used when the researcher formulates/developes an output
(e.g. formulate a framework, strategies/measures to improve something,
make an action plan, develop a model, etc).
The illustration in the succeeding page shows three big boxes. For the
first box (Input) it contains the variables being studied such as : level of
adoption of best green practices; extent of adoption of Green Human
Resource Management Practices; perceived organizational support on
environment; employees’ environmental performance; and constraints in
the adoption of green practices.
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INPUT PROCESS
OUTPUT
 Level of Adoption of Best
Green Practices  Analysis of Survey
Data
 Extent of Adoption of
Green Human Resource  Formulation of the
Management Practices: Development
 Green Recruitment & Framework on Green
Selection
Management for the Development
 Green Training &
Development Higher Education Framework on Green
 Green Performance Institutions (HEIs) of Management for the
Appraisal Management SVD Northern Higher Education
 Green Reward & Province
Compensation
Institutions (HEIs) of
Management SVD Northern
 Green Employee  Validation of the Province
Relations Development
 Green Employee Framework
Participation &
Empowerment
 Revision of the
 Management of Green
Organizational Culture Development
 Green Exit Framework
 Final Version of the

Development
 Perceived Organizational
Support on Environment
Framework
 Employees’ Environmental
Performance
 Constraints in the Adoption

of Green Practices
 Institutional level
 Employees’ level
FEEDBACK
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Figure 1.
Research Paradigm
Source: Alcalde, 2021
The process box (middle box) describes the things that will be done
by the researcher to produce the output which include the following:
analysis of survey data; formulation of the Development Framework for
the Green Management for the Higher Education Institutions in the SVD
Province; validation of the Development Framework; revision of the
Development Framework; and final version of the Development
Framework.
The third box which is the major goal of the study is the output which
is Development Framework on Green Management for the Higher
Education Institutions (HEIs) of SVD Northern Province.
Conceptual Framework of the Study Using the IPO Model as its

Research Paradigm (Source: Alcalde, 2021)
Based on the concept that Higher Education Institutions

(HEIs) play a key role in shaping future generations and paving the
way for sustainable development, this study formulated a
Development Framework on Green Management for the HEIs of the
SVD Northern Province.
To realize this study objective, the Input-Process -Output (IPO)

model was adopted as shown in Figure 1.
The inputs are comprised of five major variables. These

include the following: level of adoption of best green practices in the
institution; extent of adoption of Green Human Resource
Management (GHRM) practices; perceived organizational support
on environment (POS-E); employees’ environmental performance;
and constraints in the adoption of green practices and Green Human
Resource Management in the institution.
Green management ideology focuses on environment from

traditional management understanding. It is a management
understanding which adopts businesses’ protecting natural
resources, productive use of energy sources within the institutional
concept and applications which are purified with sense of
environment (Goyal, 2013).
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Meanwhile, green practices pertain to environmental friendly

actions which can help to environment protection and sustainability
development (IGIGlobal, n.d.) . Thus, the level of adoption of green
practices by the institutions would mean their level of adherence to
practices or actions that can lead to more environmentally friendly
and ecologically responsible decisions and lifestyles, which can help
protect the environment and sustain its natural resources for current
and future generations.
As regards Green Human Resources Management practices,
Kennedy & Toffler (2014) have referred Green HRM as all those
activities, involved in development, implementation and on-going
maintenance of a system that aims at making the employees of an
organization green. According to them, it is the side of HRM that is
concerned with transforming normal employees into green
employees so as to achieve environmental goals of the organization
and finally to make a significant contribution to environmental
sustainability.
Moreover, Mathapati, (2013) defined GHRM as directly

responsible in creating a green workforce that understands,
appreciates, and practices green initiatives and maintains its green
objectives all throughout the HRM process of recruiting, hiring,
training, compensating, developing, and advancing the firms human
capital and business.
In this study, the eight GHRM functions were looked into such
as: Green Recruitment and Selection; Green Training and
Development; Green Performance Appraisal Management; Green
Reward and Compensation Management; Green Employee
Relations; Green Employee Participation and Empowerment;
Management of Green Organizational Culture; and Green Exit. A
brief description of these GHRM practices are the following:
Green recruitment and selection. This is the hiring of new

employees who are conscious about the nature, environment and
other related features about Green Human Resource Management
practices (Sharanya & Radhika, 2016).
Green training and development. This is described as

providing training and development to the employees about
recycling process, less usage of natural resources and to preserve
the resources. It gives chance to the employees to work in different
green environment (Bangwal & Tiwari, 2015).
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Green performance management. This is the integration of

performance management and green work in which it explains about
receiving necessary details for environmental implications and other
issues that can be resolved by Green Human Resource
Management (Bangwal & Tiwari, 2015).
Green Pay and Reward. This pertains to the package benefit

method in which the employees can be motivated for their interest in
engaging with green concept and they can attain the knowledge
consideration of green environment (Sharanya & Radhika, 2016).
Green involvement and empowerment. This is the aspect of

providing employees to handle concerns with environmental
implications in which they suggest new ideas to improve
environmental conditions in a better way (Masri & Jaaron, 2016).
Green organizational culture. This deals with the

environmental issues in an organization which can be discussed
with top management for the betterment of the organizational
culture.
Green exit. This is an institutional activity undertaken by the

Human Resource Department to elicit information on employees’
assessment of the institution’s environmental practices; asking
employees if the reason for their resignation is related to
environmental issues prevailing in the institution.
Meanwhile, perceived organizational support on environment

(POS-E) according to Ramus and Steger (2000) is the extent to
which employers promote employees’ sustainable actions through
appropriate practices (communication, rewards and empowerment)
that help staff to understand and enact environmental policies.
Whereas for individual environmental performance, this factor

refers to the employees’ compliance to green policies adopted by
the institution and their level of adherence and implementation of
green practices in their workplaces.
Finally, the constraints in the adoption of green practices in

the institution are the barriers or difficulties that the respondents
encountered in the implementation of green initiatives. These
constraints are categorized into institutional level and employees’
level.
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The process includes the analysis and interpretation of survey

data, formulation of the development framework for the green
management of the respondent HEIs, revision and modification of
the development framework based on the comments and
suggestions of the experts who validated the development
framework, and the final version of the development framework.
The output of the study is the validated Development

Framework on Green Management for the HEIs of SVD
Northern Province.
Statement of the Problem (Source: Alcalde, 2021)
Generally, this research study formulated a Development

Framework on Green Management for the Higher Education
Institutions (HEIs) of SVD Northern Province.
Specifically, it sought answers to the following

sub-problems:
1. To what level the SVD HEIs adopt the best green

practices?
2. To what extent the SVD HEIs adopt the Green Human

Resource Management practices along:
2.1 Green Recruitment and Selection;
2.2 Green Training and Development;
2.3 Green Performance Appraisal Management;
2.4 Green Reward and Compensation Management;
2.5 Green Employee Relations;
2.6 Green Employee Participation and Engagement;
2.7 Management of Green Organizational Culture; and
2.8 Green Exit?
3. To what extent is the presence of perceived organizational

support on environment (POS-E) in the SVD HEIs?
4. What is the level of employees’ environmental performance

in the SVD HEIs?
5. What are the constraints encountered by the employees in

the SVD HEIs in their adoption of green practices along:
5.1 institutional level; and
5.2 employees’ level?
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6. What can be formulated for the HEIs of SVD Northern

Province for their green management?; and
7. What is the content validity of the formulated Development

Framework on Green Management for the HEIs of Northern
Province?
3. Research Paradigm Using Descriptive Illustration of the Variables

Studied
Another method of presenting the variables to be studied in a research

paradigm is to provide a descriptive illustration of the variables being
studied.
The technique for this is to have a good understanding and grasp of

the variables (factors) that are to be included in the presentation. Look into
the connections of the variables and try to illustrate them in a diagram that
would depict the variables to be easily understood by the readers (Take
note that in thesis writing you are writing for the readers and not for
yourself only so it is very important that you could properly convey to them
the things that are being studied in your research.
An example of this paradigm is the study on the effects of the Paoay

Kumakaway tourism brand campaign in terms of tourist arrivals in the
different tourist attractions in Ilocos Norte from 2012 to 2018. (This was
taken from the study of Agustin and Velasco, 2019).
2013
2014
2015
2016
2017
2018
Tourist
Arrivals
 Status of tourist
arrivals
 Commonly
visited attraction
 Trend
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Source: Agustin and Velasco, 2019
Conceptual Framework of the Study Using Descriptive Illustration

(Source: Agustin and Velasco, 2019)
Based on the concepts drawn from marketing in tourism, tourism

marketing mix elements, destination marketing, destination branding and
the Provincial Government of Ilocos Norte’s tourism brand campaign
Paoay Kumakaway this study was conducted.
The Paoay Kumakaway tourism campaign is a tourism marketing

plan conceived by the Ilocos Norte Tourism Office (INTO) with the goal to
generate long term sustainable economic growth for Ilocos Norte’s tourism
sector. To realize this goal, different strategies and activities which support
the strategies were included. The target time frame of the tourism
marketing plan was three years (2013-2015).
As illustrated in the research paradigm of the study, this study was
formulated to determine the effects of the Paoay Kumakaway tourism
brand campaign in terms of tourist arrivals in the different tourist
attractions in Ilocos Norte from 2012 to 2018.
Further, this study analyzed the tourist arrivals in the province from
2012 to 2018 and made a yearly comparison to determine the percentage
increase or decrease of the tourist arrivals. Likewise, it also looked into the
status and trend of tourist arrivals in the different tourist attractions in
Ilocos Norte.

Generally, this study determined the effects of the Paoay
Kumakaway tourism brand as a promotional campaign in terms of day
tourist arrivals in the different tourist attractions in Ilocos Norte from 2013
to 2018.
Specifically, the study was conducted to answer the following
sub-problems:
1. What is the status of tourist arrivals in Ilocos Norte from
2013 to 2018?
2. What are the most commonly visited tourist attractions in
Ilocos Norte?
3. What is the annual trend of tourist arrivals in Ilocos Norte
from 2013 to 2018?
4. What is the trend of tourist arrivals in the different tourist
attractions?
E. STATEMENT OF THE PROBLEM
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The CHED Guidelines on Thesis/Dissertation Writing published by

PAGE Region I mentioned the following rules in writing the statement of
the problem.
Rule 1. The general problem must be reflective of the title.
Example (Source: Abuy, 2017)
Title of the study
PROPOSED MEASURES TO ENHANCE THE EXTENT OF

IMPLEMENTATION OF THE GOVERNMENT PROCUREMENT
REFORM ACT (R.A. 1984) IN THE CITY AND MUNICIPAL
GOVERNMENTS IN THE PROVINCE OF ILOCOS NORTE
General Problem:
This study determined the extent of implementation of the
Government Procurement Reform Act (R.A. 9184) in the city and
municipal governments in the province of Ilocos Norte as basis of
proposing measures to enhance the extent of its implementation.
Rule 2. It should be stated in a way that it is not answerable by

yes or no, not indicative of when and where. Rather it should
reflect relationships between and among the variables.
Example:
Faulty: Are the students in BA 201-Introduction to Graduate
Business Study and Research of the Graduate School of Business of
DWCL knowledgeable about research?
Correct: What is the level of knowledge in research of the students

in BA 201-Introduction to Graduate Business Study and Research?
Rule 3. Each sub-problem should cover mutually exclusive

dimensions (no overlapping). This means that only one major
variable should be dealt with per sub-problem.
Example
Faulty: What is the status of tourist arrivals and the most
commonly visited tourist attractions in Ilocos Norte?
Correct (Source: Agustin and Velasco, 2019)
1. What is the status of tourist arrivals in Ilocos Norte from 2013 to

2018?
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2. What are the most commonly visited tourist attractions in Ilocos

Norte?
Rule 4. The sub-problems should be arranged in logical order

from actual to analytical following the flow in the research
paradigm. This means that sub-problems that are descriptive (e.g.
sub-problems that describes the profile, look into the level of/extent of
something, etc, should be presented first and to be followed by
sub-problems that analyze the relationships of variables, sub-problems
that determine differences, sub-problem that measures the
contribution of variables to the variations of a particular variable
(Coefficient of determination of R2 and variables that could predict a
criterion variable).
Example (Source: Vicente, 2018)
Main Problem

extent of awareness on and attitudes toward counterfeit medicines in
Specifically, this study answered the following sub-problems:
1. What is the pharmacists’ extent of awareness on the provisions
of Republic Act 8203 along:
1.1 Prohibited Acts;
1.2 Administrative Provisions and Sanctions; and
1.3 Penalties?
2. What is the pharmacists’ extent of awareness on the signs of
counterfeit medicines in terms of:
2.1 Product packaging;
2.2 Pricing; and
2.3 Procurement?
3. What are the pharmacists’ attitudes toward counterfeit

medicines?
Sub-problems 1 to 3 are called the actual or descriptive

sub-problems
4. Is there a significant relationship between the pharmacists’

extent of awareness on and their attitudes toward counterfeit
medicine?
5. What is the extent of influence of the pharmacists’ extent of
awareness on the provisions of RA 8203 and on the signs of
counterfeit medicines on their attitudes towards counterfeit
medicines?
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Sub-problems 4 and 5 are the analytical sub-problems.

Sub-problem 4 pertains to test of relationship while sub-problem
5 pertains to coefficient of determination.
F. HYPOTHESIS (Optional)
Rule 1. The hypothesis to be tested should be stated as null

hypothesis (e.g. only null hypothesis could be tested) and not a
working hypothesis.
Example of a Null Hypothesis (Source: Vicente, 2018)
There no significant relationship between the pharmacists’ extent of

awareness on and their attitudes toward counterfeit medicines.
Example of a Working Hypothesis:
There is a significant relationship between the pharmacists’ extent of

awareness on and their attitudes toward counterfeit medicines.
Rule 2. The sequence of presenting the hypothesis should be

based on the research paradigm (e.g. based on the sequence of the
boxes containing the variables to be tested).
Based on the CHED Guidelines published by PAGE Region I the

following should be noted:
 A hypothesis should be measurable/desirable. It expresses

expected relationship between two or more variables. It is based on
the theory and/or empirical evidence.
 There are techniques available to measure or describe the
variables. It is on a one to one correspondence with the specific
problems of the study.
 A hypothesis in statistical form has the following characteristics:
 It is used when the tests of significance of relationships and
difference of measures are involved.
 The level of significance is stated.
G. SCOPE AND DELIMITATION
This part of the research answers the five Ws (WHAT, WHO, WHERE,
WHEN, WHY) .
Indicate the principal variables and their delimitation, locale, time
frame, and justification.
Sample Scope and Delimitation (Source: Macadaeg, 2021 )
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Title of the Study:
SUPERVISORS’ COACHING COMPETENCE: ITS INFLUENCE

TO THE EMPLOYEES’ JOB PERFORMANCE AND ITS
EFFECTS TO THE SERVICE QUALITY OF ILOCOS
NORTE ELECTRIC COOPERATIVE,
INCORPORATED, PHILIPPINES
Note: The research paradigm (page 24 of the module), conceptual

framework (page 23), and statement of the problem of the above study
(page 13) are found in this module. Refer to the aforementioned pages
for you to have a better understanding on how the Scope and Delimitation
are written.
Sample Scope and Delimitation (Source: Macadaeg, 2021)
This study determined the supervisors’ coaching competence its

influence to the job performance of employees and its effects to the
service quality of Ilocos Norte Electric Cooperative, Incorporated.
(Note: This is the What, Who, and Where of the study)
The supervisors’ coaching competence was determined

through the employees’ assessment of their supervisors’ coaching
competence and the supervisors’ self-assessment of their
coaching competence along the facilitating and empowering clusters
of coaching.
The barriers to effective coaching were assessed by the

supervisors based on their experiences.
The employees’ job performance was based on the average

of the two last rating periods (June and December, 2020)
undertaken by the employees of the Cooperative.
The service quality of INEC was assessed by the MCOs along

the five service quality dimensions of tangibles, reliability,
responsiveness, assurance, and empathy. The SERVQUAL
instrument of Parasuraman et al (1995) was used. (Note: These are
the paragraphs that indicate the variables and their delimitation and
Why of the study)
The study also delved into the following: significant difference

between the employees’ assessment of and that of their supervisors’
self-assessment on their level of coaching competence; significant
relationship between the supervisor’s coaching competence and the
FPJULIAN 2022
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41
extent by which they experience the barriers to effective coaching;

significant relationship between the employees’ job performance and
their assessment of their supervisors’ coaching competence; and
significant relationships between the employees’ job performance
and the service quality of INEC in terms of MCOs’ expectations,
MCOs’ perceptions, and service quality gaps. (Note: This is the
paragraph that discusses the hypotheses of the study).
The study was conducted in Ilocos Norte from May to August

2021.(Note: This is the When of the study).
H. IMPORTANCE OF THE STUDY
PAGE Region I in their publication CHED Guidelines on Thesis and

Dissertation Writing provided the following guides:
 It describes the contributions of the study as a new knowledge,

make the findings more conclusive.
 It cites the usefulness of the study to specific groups.
The DWCL Graduate School included the following guide in writing the
Importance of the Study.
 Observe billing in the presentation of those who will benefit from the
study.
Example of Importance of the Study (Source: Valdez, 2019)
The title of the study is:
DEVELOPMENT OF PERFORMANCE MODELS AND CAPACITY

BUILDING FRAMEWORK FOR MICRO AND SMALL
MULTIPURPOSE COOPERATIVES IN
ILOCOS NORTE, PHILIPPINES
Importance of the Study
The study will benefit the following parties due to the following
reasons:
Micro and small multipurpose cooperatives. The study will
provide a concrete and clear cooperative performance models and
capacity building framework for the cooperatives which can be adopted
and implemented to strengthen their operations and social and financial
performances for their long-term survival and sustainability.
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Metro Laoag Federation of Cooperatives. The cooperative

performance models and capacity building framework will help the
federation to reach the cooperatives in the province and assist them in the
adoption and implementation of the cooperative performance models and
capacity building framework.
National Federation of Cooperatives, Inc. The cooperative

performance models and capacity building framework will help the
federation to reach the cooperatives in any part of the country, especially
the rural areas, and assist them in the adoption and implementation of the
cooperative performance models and capacity building framework.
Cooperative Development Authority. The study will help the

agency to provide assistance to the cooperatives for adoption of the
performance models and implementation of the capacity building
framework.
Provincial Cooperative Development Council. The study will

provide information to the Council for assisting and helping the micro and
small multipurpose cooperatives in the province in their social and
financial development.
State Universities and Colleges and Private Schools offering

Bachelor of Science in Cooperative Management (BSCM). The
cooperative performance models and capacity building framework could
be adopted by SUCs and private schools as part of their extension offering
to target beneficiaries. The cooperative performance models and
capacity building framework could serve as basis for developing new
development plans and framework for the cooperatives to improve their
social and financial performances.
Prospective members of organized groups (Non-government

organizations, people’s organization, and associations). The
cooperative performance models and capacity building framework will
serve as guide for organized groups to form cooperatives and realize their
development goals.
Researcher. The study will enhance the researcher’s skills in

providing consultancy services to organized groups and interested parties
to form cooperatives, being the chair of the Business Administration
Department of the College of Business, Economics and Accountancy,
Mariano Marcos State University offering the BSCM program that provides
extension activities and projects to different cooperatives in the province.
Other researchers. The study could serve as ready reference to

other researchers conducting studies related to cooperative performance
and development.
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I. DEFINITION OF TERMS
Rule 1: Only important terms taken from the title, statement of the
problem, assumptions, hypothesis, and the research
paradigm are to be defined.
Rule 2: The terms should be arranged alphabetically and should be

defined lexically and /or operationally.
Rule 3: The operational definition may include measures or indices

used in measuring each concept. The indicators could also
be used to operationally define a term in the study.
Rule 4: When there are sub-factors of a major variable, they should

also be defined. They should be placed under the major
variable (double indention). No need to alphabetize them they
only have to be presented based on their appearance in the
research paradigm.
Example (Source: Allado-Almazan, 2018)
The title of the study is . . .
MEASURES TO STRENGTHEN THE INTERNAL CONTROL

SYSTEM OF THE MARIANO MARCOS MEMORIAL HOSPITAL AND
MEDICAL CENTER, BATAC CITY, ILOCOS NORTE, PHILIPPINES
The main problem and sub-problems of the study are the following:
This study formulated measures to strengthen the internal control

system of the Mariano Marcos Memorial Hospital & Medical Center.
Specifically, it sought answers to the following sub-problems:

1. What is the employment profile of the employees in terms of the
following:
1.1 category of position;
1.2 status of appointment;
1.3 years in service; and
1.4 office /division where assigned?
2. What is the extent of compliance to the National Guidelines on

Internal Control Systems (NGICS) by the Mariano Marcos Memorial
Hospital and Medical Center as assessed by the employees along
the following:
2.1 control environment;
2.2 risk assessment;
2.3 control activities;
2.4 information and communication; and
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2.5 monitoring?
3. What is the degree of seriousness of the problems encountered

relative to the internal control system as perceived by:
3.1 Employees; and
3.2 clients?
4. Is there a significant relationship between the employment profile of

the employees and their extent of compliance to the NGICS as
perceived by them?
5. Is there a significant relationship between the employment profile of

the employees and the degree of seriousness of the problems
encountered relative to the internal control system of the Mariano
Marcos Memorial Hospital and Medical Center as perceived by
them?
6. Is there a significant relationship between the extent of compliance

to the National Guidelines on Internal Control Systems and the
degree of seriousness of problems encountered as perceived by
employees and clients?
7. What measures can be formulated to strengthen the internal control

system of the Mariano Marcos Memorial Hospital and Medical
Center?
Definition of Terms (Source: Allado-Almazan, 2018)
The following terms are operationally defined to provide a better

understanding of how they were used in the study.
Clients. This refers to the patients who are benefited by the

hospital’s services it offered and they are the respondents.
Employees. These are the respondents of the study who are

assigned in the different sections where the study was administered.
Employment profile. This refers to the category of position, status

of appointment, years in service, and office division of the respondents.
Degree of seriousness of the problems encountered. This

pertains to the assessment of the employees and clients referring to the
difficulties and obstacles which they experienced because of the
non-conformance of the MMMH&MC to the NGICS along internal control.
Extent of compliance to the NGICS. This refers to the employees’

degree of performing their actions in accordance with the mandated
guidelines on internal control system along the five components.
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Internal Control Systems. These refer to the five components

which serve as the principal points of the assessment on the compliance
to the NGICS, specifically: control environment; risk assessment; control
activities; information and communication; and monitoring.
Control Environment. This refers to the actions, policies,

values, and management styles that influence and set the tone of
the MMMH&MC’s day-to-day activities.
Risk Assessment. This refers to the identification and

assessment of the external and internal factors of MMMH&MC that
could influence on the attainment of control objectives and offer a
basis for certain management controls. This is focused on
identifying, analyzing and evaluating relevant risks to the
achievement of the control objectives, and determining the
appropriate response to identify and document the agency’s risk
assessment procedure as a component of Internal Control System.
Control Activities. These are policies and procedures that

help ensure that the agency’s objectives are achieved and
directives are completed and complied with.
Information and Communication. This refers to the

sufficient knowledge about the MMMH&MC information and
communication systems and relevant information is communicated
throughout the agency, as well as the process is properly
documented. It identifies, captures, processes and reports
information needed to achieve its objectives.
Monitoring. This deals with how MMMH & MC

management ensures that controls are operating as intended and
that they are modified appropriately for changes in conditions
through ongoing monitoring activities, separate evaluations, or a
combination of both. It also includes identification and
documentation of the agency’s/organization’s monitoring process.
As a whole, this involves the activities taken to assess the
achievement of control objectives and the quality of internal control
system performance.
Measures to strengthen the Internal Control. These are

courses of actions recommended to the MMMH&MC for implementation to
achieve appropriate enhancements of certain activities in relation to the
five components of the internal control system (ICS) as a result of the
findings of the study.
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REFERENCES
Abuy, M. D. T. (2017). Proposed Measures to Enhance the Extent of

Implementation of the Government Procurement Reform
Act (R. A. 1984) in the City and Municipal Governments in the
Province of Ilocos Norte, Unpublished Masters Thesis,
Graduate Schoolof Business, Divine Word College of Laoag, Laoag
City
Adriatico, C., G. (2017). Service Failures of Fast Food

Restaurants in Ilocos Norte, Unpublished Masters Thesis, Graduate
School of Business, Divine Word College of Laoag, Laoag City
Ang, S. H. (2014). Research Design for Business and Management

SAGE Publications Asia-Pacific Pte Limited, 3 Church Street
#10-04 Samsung Hub, Singapore 049483
Agustin, L. R. O. and Velasco, C. J. B. (2019). Effects of the

Tourism Brand Paoay Kumakaway as a Promotional campaign
on Tourist Arrivals in Ilocos Norte Philippines, Undergraduate
Thesis, School of Business and Accountancy, Tourism Department,
Divine Word College of Laoag, Laoag City
Alcalde, Francisco, G. (2021). Development Framework on Green

Management for the Higher Education Institutions of SVD
Northern Province. Unpublished Doctoral Dissertation, Graduate
Allado-Almazan, Kristine Angelie G. (2018). Measures to Strengthen

the Internal Control System of Mariano Marcos Memorial Hospital
and Medical Center, Unpublished Masters Thesis, Graduate School
of Business, Divine Word College of Laoag, Laoag City
Asher, H. B. (`984). Theory-Building and Data Analysis in the

Social Sciences. Knoxville, TN: University of Tennessee Press
Bactat, S. B. (2019). Attitudes of Micro, Small and Medium

Enterprises (MSMEs) Toward Tax Compliance in the City of Batac,
Ilocos Norte Philippines, Unpublished Masters Thesis, Graduate
Cabulera, N. M. C. (2018). Determinants of the Turnover

Intentions of Master in Business Administration (MBA)) Students
in Laoag City, Philippines, Unpublished Masters Thesis, Graduate
College of Education. Alabama State University (n.d.) The Conceptual

Framework.
FPJULIAN 2022
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47
Corvellec, H., ed. (2013) What is Theory?: Answers from the Social
and Cultural Sciences. Stockholm: Copenhagen Business School
Press
Drafting an Argument.(n.d.) Writing@CSU. Colorado State University
Gaoat, M. S. P.(2018). Predictors of the Financial Literacy of Bank

employees in Ilocos Norte, Unpublished Masters Thesis,
Graduate School of Business, Divine Word College of Laoag, Laoag
City
Jacard, J. and Jacob, J.. (2010).Theory Construction and

Model-Building Skills: A Practical Guide for Social Scientists.
New York: Guilford
Jarvis, P.. (1999) The Practitioner-Researcher. Developing Theory

from Practice. San Francisco, CA: Jossey-Bass
Philippine Association of Graduate Education (PAGE), Region I (n.d.)

CHED Guidelines on Thesis and Dissertation Writing
Macadaeg, B. D. (2021). Supervisors’ Coaching Competence: Its

Influence to the Employees’ Job Performance and Its Effects to
the Service Quality of Ilocos Norte Electric Cooperative,
Incorporated, ` Unpublished Masters Thesis, Graduate School
Macugay, C. P. (2017). Administrative Capability and Performance

of the Health Service Providers in the Implementation of the
National Tuberculosis Program,Unpublished Masters Thesis,
Graduate School of Business, Divine Word College of Laoag, Laoag
City
Maloom, F. M. (2019). Measures to Ensure the Accuracy of Medical

Certification of Death at Mariano Marcos Memorial Hospital and
Medical Center, Unpublished Masters Thesis, Graduate School
Maruquin, J. M. T. (2016). Correlates of the Retention Factors of

the Medical Technologists in the Cinical Laboratories in Ilocos
Norte, Unpublished Masters Thesis, Graduate School of Business,
Nalundasan, L. M.(2017). Proposed Measures to Enhance Patients’

Satisfaction on the Health Care Services Provided by the
Physical Therapy Facility of the Mariano Marcos Memorial
Hospital and Medical Center, Unpublished Masters Thesis,
Graduate School of Business, Divine Word College of Laoag,
Laoag City
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Paraggua, C. B. (2016). Effectiveness of Communication

Dimensions as Correlates of the Motivation and Performance of
the Faculty of the Data Center College of the Philippines,
Unpublished Masters Thesis, Graduate School of Business,
Ravitch, S. M. and Matthew, R..(2017) Reason and Rigor: How

Conceptual Frameworks Guide Research. Second edition.
Los Angeles, CA: SAGE
Romero, J. L. (2018). Strategies to Enhance Patients’ Satisfaction

on the Service Delivery of the Department of Pathology and
Laboratories of the Mariano Marcos Memorial Hospital and
Medical Center, Unpublished Masters Thesis, Graduate School
Sutton, R. I. and Staw, B. M.. “What Theory is Not.” Administrative

Science Quarterly 40 (September 1995): 371-384.
Torraco, R. J. “Theory-Building Research Methods.” In Swanson R. A.

and E. F. Holton III , editors. (1997) Human Resource
Development Handbook: Linking Research and Practice.
(San Francisco, CA: Berrett-Koehler
Trochim, W. M.K. (2006) Philosophy of Research. Research

Methods Knowledge Base
Valdez, E. J. V. (2019). Development Performance Models and

Capacity Building Framework for Micro and Small Multi-purpose
Cooperatives in Ilocos Norte, Philippines, Unpublished
Dissertation, Graduate School of Business, Divine Word College of
Laoag, Laoag City
Vicente, R. A. (2018). Extent of Awareness On and Attitudes Toward

Counterfeit Medicines of Government Hospital Pharmacists in
Ilocos Norte Philippines, Unpublished Masters Thesis, Graduate
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1

BA 201- INTRODUCTION TO GRADUATE BUSINESS STUDY & RESEARCH

MODULE B- THE TITLE AND INTRODUCTION (CHAPTER I) OF THE

Objectives of the Module:

After completing the module, you will be able to:

PART I- THE TITLE OF THE STUDY

The Graduate School of DWCL adopts a particular form and style in

To illustrate the rules, the following examples are given:

Rule 1. The title must be reflective of the study’s general problem.

Example 1. (Source: Adriatico, 2017)

Generally, this study was conducted to determine the service

Example 2. (Source: Vicente, 2018)

Generally, this study was conducted to determine the pharmacists’

EXTENT OF AWARENESS ON AND ATTITUDES TOWARD COUNTERFEIT

Example 3. (Source: Gaoat, 2018)

The study determined the predictors of the financial literacy of bank

PREDICTORS OF THE FINANCIAL LITERACY OF BANK

Rule 2: Only very important words should be included in the title to

Rule 3: The title should not start with article (the, a )

Example: (Source: Macugay, 2017)

THE ADMINISTRATIVE CAPABILITY AND PERFORMANCE OF

Rule 5: A two or three-line title should be written in inverted pyramid

Example (Source: Allado-Almazan, 2018)

MEASURES TO STRENGTHEN THE INTERNAL CONTROL SYSTEM

Example (Source, Romero, 2018)

STRATEGIES TO ENHANCE PATIENTS’ SATISFACTION ON THE

Rule 7: Title should not contain abbreviations, symbols or highly

ATTITUDES OF MSMEs TOWARD TAX COMPLIANCE IN THE CITY

Correct (Source: Bactat, 2019)

ATTITUDES OF MICRO, SMALL AND MEDIUM ENTERPRISES

A STUDY ON THE EFFECTIVENESS OF COMMUNICATION

Correct (Source, Paraggua, 2016)

EFFECTIVENESS OF COMMUNICATION DIMENSIONS

HOW TO WRITE CHAPTER I

Chapter 1 includes the following subtopics namely: 1) Rationale; 2)

Based on the CHED Guidelines on Thesis and Dissertation Writing

 Background of the study

Example (Source: Maloom, 2019)

The main problem of the study is to determine the level of accuracy of

1. For the background of the study:

2. Describe the problem situation considering global, national and

3. Justify the existence of the problem situation by citing statistical

Similar observation holds true in the Philippines that there is a dearth of

4. Make a clinching statement that will relate the background to the

Presently, at XYZ hospital, there is confusion on the boundaries of

5. The researcher to include the relevance of the study to his/her

The main purpose of thesis writing is to validate a theory. That is why

A theoretical framework consists of concepts and, together with

The theoretical framework is most often not something readily

The theoretical framework strengthens the study in the following

1. An explicit statement of theoretical assumptions permits the

have observed to generalizing about various aspects of that

By virtue of its applicative nature, good theory in the social sciences is

A theoretical framework is used to limit the scope of the relevant

Strategies for Developing the Theoretical Framework

I. Developing the Framework

Here are some strategies to develop of an effective theoretical framework:

1. Examine your thesis title and research problem. The research

Think of theories as the conceptual basis for understanding,

 Means by which new research data can be interpreted and coded

Structure and Writing Style of the Theoretical Framework

The theoretical framework may be rooted in a specific theory, in