PRACTICAL

RESEARCH

-Ma’am Claire-
DEFINITION OF RESEARCH
Derived from the old
French word “ cerchier ”
meaning to seek or search
for 3 reasons:
1. For more explanations
2. For verifiable truth
3. To make discoveries
 The word research is derived
from the prefix “re”
- means repeat or redo
the root word search means
to find or to look for.
Therefore, research is literally
means to repeatedly look for
something which had been in
existence before.
Is a careful and systematic
means of solving problems
(Thomas and Nelson, 1996)

Is a process, an activity in the

search for knowledge through
recognized methods of data
collection, analysis and
interpretation ( Wiersma, 1995)
 Elements of research problem

1. Aim or purpose. WHY?

2. The subject matter or topic to be
investigated. WHAT?
3. Place or Locale where the
research is to be conducted.
WHERE?
4. The period or time of the
study during which the data
are to be gathered.
WHEN? When is the study to be
carried out?
5. Population or universe from
whom the data are collected.
WHO? Or from whom? Who are
the respondents? From whom
are the data to be gathered?
Example:
Aim/ purpose: To determine the status
of
Subject Matter: The Teaching of MTB -
MLE
Place or locale: Sipocot North Central
School
Period or time: School Year 2015 -2016
Population/universe: Teachers or Pupils or
both

TITLE: THE TEACHING OF MTB – MLE

IN SIPOCOT NORTH CENTRAL
SCHOOL S/Y 2015-2016
Aim/ purpose: To determine the factors
affecting the
Subject Matter: Learning styles of high school
students
Place or locale:
Period or time:
Population/universe: teachers, students or both

TITLE:
FACTORS AFFECTING THE LEARNING
STYLES OF HIGH SCHOOL STUDENTS

NOTE: The place and population will discuss further in

the scope and limitation.
 ASSESSMENT OF EXTENSION
SERVICE PROGRAM OF THE
COLLEGE OF EDUCATION CBSUA-
SIPOCOT

FACTORS AFFECTING THE

EMPLOYABILITY OF BEED
GRADUATES OF CBSUA –
SIPOCOT S/Y 2009 - 2010
 Characteristics of a Good
Problem / Topic
1. Recognize the importance
of daily occurrence.
2. Research is more than
compiling, counting and
tabulating data.
3. It is a process of testing
rather than proving and it
implies objectivity that lead
the data where they will.
4. Narrow and practical that
are closely related to school
experience but rarely have
great theoretical significance.
5. Must have practical value.
6. Has a boundary line.
7. Shows the goal of the
study.
8. Eye- catching and functional.
Guidelines in writing the title
 The title is formulated before the
start of the research work.
 Must contain the subject matter of
the study, the population and the
period when the data gathered or
will be gathered.
 The title indicates what is
expected to be found inside the
thesis report.
 it must be as brief and concise
as possible. ( 15 words )
 avoid using the terms “An
Analyis, An Investigation of, A
Study of.”
 if the title contains more than
one line, it must be written like
an inverted pyramid, all words
in capital letters.
A good title should have
two variables.
What is a variable?
Variable – are the conditions or
characteristics that the researcher
manipulates, controls or observe. It is
the characteristics possessed by an
object, situation or people. They are
also a concept – a noun which stands
for variation within a class or object
such as sex, age , IQ, achievement,
grade, educational attainment, and
socio-economic status.
Classification of variables
1. Quantitative. This can be
measured quantitatively or
numerically like age, IQ,
number of years in service,
score in examination, grade
point average, number of
hours slept, heartbeat,
percentage of LET passer and
so on.
2. Qualitative./Categorical
- Variables that cannot be
measured quantitatively or
cannot be expressed
numerically like gender, civil
status, educational attainment,
grief, stress, amount of
depression, types of surgery,
Variables in correlational study

Independent variable – are

the conditions or
characteristics that the
experimenter or researcher
manipulates. It is capable of
effecting change in the
dependent variable.
 Dependent Variable – is a variable
presumed to be effected by one or
more independent variable. It is the
consequence of independent
variable. It is the variable predicted
(Outcome)
 Intervening Variable - It is the
factors that exist but cannot be seen,
measured or manipulated but its
existence can be inferred from the
effects of the independent and
moderator observed phenomenon
like surrounding noise, mood of the
respondents and weather condition.
 EX. “Evaluation on the use of
Pilipino as medium of instruction in
Social Science: impact to Student
Performance”

Independent – medium of instruction

( Pilipino)
Dependent – students performance
Intervening – effectiveness of the teacher,
IQ of the student and student interest
and preparation.
What are not research problem
1. Do not use a problem in
research as a method for
achieving self- enlightenment or
solving a personal problem.
2. Problems whose sole purpose is
merely to compare two sets of
data. Research is not for
tallying, tabulating and
informing the reader about the
result.
3. Finding coefficient of
correlation between two sets
of data merely to show a
relationship between those
data sets.
The problem for research is
where lies the cause of that
intellectual relationship. Is it
genetic? Is it social?
Environmental? Or
combination?
4. Problems that result in a YES or
NO answer.
Ex. Is homework beneficial to
children?
5. Those that deal with ethical or
moral questions.
Ex.
 Is there a relationship between
premarital sex and class
achievement?
 Do parents marital relationship
affects students achievement?
6. Questions that do not require a
mental struggle.
Ex. How many female students are
enrolled in English I? How many
college instructors wear
eyeglasses?
7. When a machine can take the
place of a researcher to provide
answers to questions.
8. Metaphysical questions where it
is impossible to collect publicly
verifiable data and information.
Qualification of a good researcher

Personal Qualities
1. Must be patient, persistent
and resourceful
2. Wide reader
3. Honest and objective
4. Courageous and ready for
violent criticism
5. Keen observer
6. Have a good working
knowledge of grammar.
7. creative, innovative and good
in reasoning power.

Professional Qualities
1. Have a good working
knowledge and skills in
research and statistics
2. He must be abreast of development
in all fields of discipline.
3. Utilizes valid and reliable data.
4. Careful in recording and reporting
data.
5. Reports research results honestly,
objectively and accurately.
6. Fairly acknowledge the sources of
information and other individuals
who contributes their ideas, time and
effort in the completion of the study.
7. Careful in documenting the data.
8. Not only competent but he enjoys
conducting research.
 Example of Research Title
Home-Based Activities: In Relation to the
most Utilized Learning Gadget of Grade
11 Students during COVID-19 Pandemic

 Statement of the Problem

1. What are learning gadgets used by the Grade
11 students in their home-based activities during
the COVID-19 pandemic;
a. Mobile Phone,
b. PC/Laptop, and
c. Tablet?
2. What are the home-based activities that
are considered by the students during the
COVID-19 Pandemic;
a. Daily with Module,
b. Communication, and
c. Entertainment?

3. Is there a significant relationship between

the most utilized learning gadget and home-
based activities of Grade 11 Students?
 GROUP 1
1. ABEJURO, MARCK DAVE (San Pedro)
2. BAUTISTA, KEITH SYDRIC (San Pedro)
3. LONTAC, MARK OLIVER (San Pedro)
4. SILVA, DARWIN (San Pedro)
5. TAMAYO, NASH (San Pedro)
6. CAÑADA, IVANA FAITH (LEADER) (San
Pedro)
7. SATIADA, NANCY (TAPI)
8. CORTEZ, ROSELYN (San Pedro)
 GROUP 2
1. ASMA, JOMAR (San Pedro)
2. LONTAC, WILLY (San Pedro)
3. NIEM, KENNETH (San Pedro)
4. OPONG, NOEL (San Pedro)
5. ORLAIN, LLOYD (Tapi)
6. GAMBOSA, GLADYS (Cabutagan)
7. GAMBOSA, JESSA (Cabutagan)
8. HETO, JOCELYN (Tapi)
9. NIEM, RICALYN (LEADER) (San Pedro)
 GROUP 3
1. CLIMACO, MIGUEL JAVIER (Poblacion)
2. DESPACIO, SHINOYUKI (Poblacion)
3. EXCIJA, ANDREI (Tapi)
4. MAYOR, FRANKLIN JR. (Tapi)
5. MELGAR, GARY JR. (Tapi)
6. SABAYBAY, MANUEL JR. (Tapi)
7. BRINA, IRENE (Poblacion)
8. MONTAÑES, CHILSY (LEADER)
(Poblacion)
 GROUP 4
1. LANZON, EMANUEL ANGELO (Cabutagan)
2. MALOLES, MARK JOSHUA (Bulawan)
3. MAYOR, MARWIN AXLE (Tapi)
4. MIRALLES, JHUN MARK (Bulawan)
5. VIBAR, REY CHRISTIAN (Poblacion)
6. CELESTE, JOEMER (Cabutagan)
7. BORJA, CRYSTAL SHANE (LEADER)
(Poblacion)
8. DAYANDANTE, MA. DIANNES (Barerra)
9. DE BELEN, ROWENA (Cabutagan)
 1”

CHAPTER I

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INTRODUCTION

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3 Single Space

Statement of the Problem

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Note:
The introduction should not
be too lengthy as to
discourage the reader from
reading nor too short that it will
fail to cover the salient items
of the introduction. ( 1 ½ to 2
pages only)
Statement of the Problem:
 In writing the general problem
ALWAYS BE GUIDED BY THE
TITLE OF THE STUDY OR BY THE
ELEMENTS OF RESEARCH
PROBLEM ( purpose, or aim,
subject matter, locale, period
covered and population)
EX. The main problem of this study
is to determine the status of
teaching Mathematics in National
High School in Metro Manila
EX. The main problem of this
study is to determine the
status of teaching
Mathematics in National High
School in Metro Manila ( key
concern and auxiliary concern)
1. What is the status of
teaching Mathematics in the
SEDP Curriculum in National
High School in Metro Manila?
2. What is the level of
performance of Mathematics
teachers in SEDP Curriculum
in national high school in Metro
Manila along:
a. Knowledge of the subject
matter,
b. Student – teacher relation
c. Classroom management
3. What is the level of
performance of Mathematics
teachers according to the
following groupings:
a. Academic rank
b. Year level assigned
c. Type of curriclum
SCOPE AND LIMITATION
The scope and limitation set
the boundaries of the
investigation. This part
discusses the variables
included in the investigation
and the justification they were
included. Likewise it cites the
variables which were excluded
from the study and the reason
for their exclusion.
Limitation of the study include
the weaknesses of the study
beyond the control of the
researcher (Calderon)
Delimitation is specifically fixed
limitation. It is the extent to
which the researcher decided
to cover in the study.
EX.
The study is focused on the factors affecting
students performance in chemistry laboratory class in
selected schools in Balanga City S/Y 2008 – 2009.
In this study the students performance refers to the
average grade of the students in chemistry laboratory
class from the first to third grading period.
The grade point average were gathered and
tabulated and measure the performance of the student
in chemistry laboratory class.
The study considered the following schools in
Balanga City – Tomas Del Rosario College, Asia Pacific
College and Bataan Christian School since they belong
to the same category as private institution.
 The factors referred to in this study
were student – related factor which
pertain to the attitude of the students in
chemistry laboratory class, teacher
related factors which pertain to the
teaching strategies, teaching
competencies and teachers attitude in
conducting the chemistry laboratory
class.
How to start Writing your Study
Scope
 This study is to focus on…
 This study covers the…
 This study aims to…
How to start Writing your Study
Delimitations
 This study does not cover…
 This study is limited to…
 The following has been excluded from
this study…
Examples of Delimitation in
Research
 Research objectives
 Research questions
 Research variables
 Target populations
 Statistical analysis techniques
Examples of Limitations in Research
 Issues with sample and selection.
 Insufficient sample size, population traits
or specific participants for statistical
significance,
 Limitations in the technology/instruments
used to collect your data,
SIGNIFICANCE OF THE STUDY
The significance of the study
must discuss the importance
of the study to the society, the
country, the government, the
community, or to the
institution, the agency,
concerned, curriculum
planners, and other
researchers.
EX.
The findings of this study
may provide deeper insights
on how teaching can be made
easier and more meaningful by
the use of computer- aided
instruction to the following
entities:
Administrators. The result of this
study may serve as a guide in
program planning and
implementation of the IT
department which can be of great
help to the teachers of the
university.
Teachers. The result may serve as
an eye-opener for teachers…
Students. The result of this study
may serve as inspiration for them
to continue improving their skills in
using computers.
CHAPTER II – REVIEW OF
LITERATURE
The word “review”
means to look again
literatures and studies
which are identical,
“related” or similar with
your own area study.
RELATED LITERATURE
The gathering of related literature to
the research clarifies the different
variables being studied. It may comes
from any written materials such as books,
periodicals, magazines, newspapers, legal
reports, constitution, laws, acts, articles,
speeches and other published materials
containing facts, laws, theories and other
documented observations.
RELATED STUDIES

This is a previous studies either

published or unpublished which have
bearing to the present study
particularly on the methodology, finding
and conclusions of such studies and to
identify similarities and differences with
the present research to determine
what the latter can contribute to the
present study.
Purpose of the review
1. It can reveal investigations
similar to your own, and show
how the collateral researchers
handled these situation.
2. Can illuminate the method of
dealing with a problem situation
that may suggest avenue of
approach to similar difficulties
you may be facing.
3. It can reveal you sources of
data.
 SYNTHESIS

This part of the chapter includes

a brief summary of the studies
reviewed. From the related
studies reviewed, the
researcher should be able to
identify the similarities and
differences with the present
study.
First Paragraph – similarities of the
previous and present study
Second Paragraph – differences of
the previous and present study
Third Paragraph – the uniqueness of
the present study
- Identifies the variable which were
not explored by other researchers,
thus became the focus of the
investigation, this may also along
the subject of the study, the
methodology, the scope or coverage
or the subject or respondents of the
study.
Theoretical framework
A Framework is similar to
skeleton, it is a basic structure
or a frame of reference. It is
designed to support or enclose
something. It give shape, form
and strength to the body so it
can stand erect. It serve as a
building blocks to strongly
clarify the bases of the study.
Theoretical Framework may be
formulated from an existing
theory/ies and serve as the
foundation of the study.
The Conceptual Framework
guides the researcher by making
the direction of the research
clearer. The result of the clearer
understanding of the conceptual
framework is a diagrammatic
presentation called the
paradigm.
IPO – Input, process and output
INPUT – Includes the variables that
cause the problem, subject, or
phenomena under investigation
(from the statement of the problem)
PROCESS – or the procedure in
conducting the study – preparation
and validation of the survey
questionnaire, data analysis,
statistical treatment and
interpretation
OUTPUT – The result or
tangible output –
improved role of
entrepreneur, better
quality of service
Definition of terms
Important terms in the study
must be defined clearly. These
terms appear in the title,
statement of the problem, and
scope and limitation. Some of
these terms may refer to the
respondent, subject, variables
and sub-variables of the study.
CONCEPTUAL DEFINITION – when
the term is defined using books
and dictionaries it is conceptually
defined.
OPERATIONAL DEFINITION – when
the term is defined according to
how it is used in the study, then it
is operationally defined.
Ex. For better understanding of the
different terms used in the study,
the following are defined
conceptually or operationally.
Assumption of the Study
The assumption are the propositions
taken to be true based upon the
presupposition without
preponderance of the facts. These
proposition often refer to the
different variables or sub-variables
being studied.
EX. The profile of the respondents
varies, the academic performance
of the BEED student varies.
Hypothesis
A hypothesis is a tentative prediction
or answer about the relationship
between two or more variables.
KINDS OF HYPOTHESIS:
1. Simple hypothesis – a hypothesis
formulated when predicting
relationship between an
independent variable and a
dependent variable.
EX. The nature of teacher is related to
the nature of the students.
2. Complex Hypothesis –
formulated when predicting
relationship of two or more
independent variables to two
or more dependent variables.
EX. The personal and
professional profile of nurse
affect their level of
performance and the rate of
recovery of patients.
3. Directional hypothesis –
specifies not only the
existence but also the
expected direction of the
relationship between the
independent and dependent
variables.
EX. The higher the intake of
fibers, the lower is the weight
of physical mass.
4. Non –directional hypothesis –
it does not stipulate the
direction of the relationship
between the independent and
dependent variables.
EX. Women with different levels
of exercise postpartum differ
with regards to weight
retention.
5. Null Hypothesis – formulated for
the purpose of statistical
analysis. This kind of hypothesis
is always expressed in negative
statement. It is subjected to
testing in which the decision is to
either accept or reject.
EX. There is no significant
relationship between the reason
for using alternative medicine and
the level of comfort of the
patients.
 CHAPTER III - METHODOLOGY
Research Design or Methods of
Research Used– a very
important aspect of research
methodology which describe the
research method whether it is
descriptive research,
experimental research, or
corelational, descriptive –
evaluative method of research.
CLASSIFICATION OF RESEARCH:

QUANTITATIVE – It aims to explore

and describe
1. Survey Research – uses
interviews, questionnaire and
sampling to get a sense or
behavior with intense precision.
It allows researcher to judge
behavior and present the
findings in an accurate way.
2. Correlational Research – test for the
relationship between two variables . It
is done to establish what the effect of
one on the other might be and how that
affects the relationship.
3. Cuasal – Comparative Research – It
looks to uncover a cause and effect
relationship.
4. Experimental Research – it is guided
specifically by a hypothesis. A
hypothesis is a statement to be proven
or disproved.
 QUANTITATIVE RESEARCH DESIGN;
1. Experimental Design – is concerned with
cause and effect relationship in which all
experimental studies involve
manipulation or control of the
independent variables ( cause) and
measurement of the dependent variables
(effect)
2. Non – Experimental Design – this study
is conducted without manipulation of the
independent variables
 Types of non- experimental
research designs
1. Descriptive – this design is utilized for
the purpose of accurately portraying a
population that has been chosen because
of some specific characteristics. It is also
used to determine the extent or
direction of attitudes and behavior.. The
purpose is to provide a picture or
situation as it naturally happen. No
manipulation of variables is involved in a
descriptive design.
2. Comparative – is used to compare and
contrast representative samples from two or
more groups of subjects in relation to certain
designated variables that occur in normal
conditions.
3. Correlational – is used to investigate the
direction and magnitude of relationships
among variables in a particular population.
4. Evaluative – this design involves making
judgment of worth or value. The evaluative
design can be formative
( process) or summative ( outcomes)
QUALITATIVE RESEARCH – it is a
naturalistic method of inquiry
research, deals with the issue of
human complexity by exploring it
directly.
 DIFFERENT TOOLS IN GENERATING
DATA

1. Questionnaire is the most

commonly used tools in
generating data. It refers to
paper and pencil data gathering
method.
 GUIDELINES IN CONSTRUCTION OF
QUESTIONS FOR THE
QUESTIONNAIRE
1. Make all the directions clear.
Ex.
Directions: Below are statements that
would determine teacher’s level of
competence. Please encircle the
number opposite each statement that
best represent your assessment of
the competence of the teachers in
your department.
The number are coded as follows:

1 – Poor
2 – Fair
3 – Satisfactory
4 – Very Satisfactory
5 – Outstanding
2. Use correct grammar.
3. Make all questions unequivocal.
Avoid double- barreled question.
Ex. Are you employed or not?
Are you a graduate?
4. Avoid asking biased questions.
Ex. Which brand of the toothpaste
do you use?
5. Relate all questions to the topic
under study.
7. Group the questions in logical
sequence. Write the questions in
chronological order with the sub-
problems.
8. Avoid questions that deal with
confidential or embarrassing
information.
Ex. Why did you become unfaithful to
your husband?
9. State all questions affirmatively.
10. Add a catch-all word or phrase of
multiple response questions.
Ex. Others, please specify.
11. Make the respondents anonymous.
Name: _______________________________
(optional)
 VALIDITY AND RELIABILITY
Types of Validity:
1. Face Validity – also known as logical
validity. It involves an analysis of
whether the instrument is using a valid
scale. By just looking at the
instrument, the researcher decides if it
has face validity. It includes the font
size, spacing, the size of the paper
used and other necessary details that
will not distract respondents from
answering the questionnaire.
2. Content Validity – is measured by
subjecting the instrument to an
analysis by a group of experts who
have theoretical and practical
knowledge of the subject. The
experts will assess the items or the
content of the questionnaire and
determine if the items measure the
variables being studied. Experts’
criticisms will be considered in the
revision of the instrument.
3. Construct Validity – this type of
validity refers to whether the test
corresponds with its theoretical
construct. This validation is theory
laden.
4. Criterion – related Validity or
equivalent test - this validity is an
expression of how scores from the
test are correlated with an external
criterion.
Reliability – refers to the consistency
of results. A reliable instrument
yields the same rank for individuals
who take the test more than once.
2. Interview – this is feasible when a
personal interaction is available. The
data is collected through direct verbal
interaction between the interviewer
and the respondent
 Structured interview – questions are
stated specifically in a fixed list
(interview guide)
 Unstructured – this is more flexible
and open
3. Observation – the researcher
watching the research situation
 CHAPTER IV
RESULTS AND DISCUSSION
This chapter focused on the
presentation, analysis and interpretation
of data gathered pertaining to the
personal profile, the nutritional status
and the academic performance of the
beneficiaries of the feeding program
together with the data obtained through
survey questionnaire from the parents
and teachers in Sipocot North Central
School S/Y 2017-2018.
MAJOR ELEMENTS:
1. Presentation of Data – this part
showcases the data for easy
understanding of the reader. The
data are usually presented in
charts, tables, or figures with
verbal interpretation.
Table
1. Open ended.
2. In writing the text, refer to
every table and tell the reader
what to look for.
3. Discuss only what the table
highlights.
4. Always identify units of
measures
5. Refer to tables by number
2. Analysis – the intelligence and
logical understanding of the
researcher is required in this
part in which important data
are given enough attention.
The analysis will be the basis
of the final results of the study.
In analyzing the data, the
following must be considered:
In analyzing the data, the following must
be considered:
1. The highest numerical value such as
scores, weighted means, percentage, etc.
2. The lowest numerical value such as
scores, weighted means, percentages,
etc.
3. the most common numerical values like
mode or values that repeatedly appear.
4. The final numerical value like the average
weighted mean, total score, chi-square
value, correlation index, etc.
3. Interpretation –
comprehensible statements
are made after translating the
statistical data.
4. Discussion – the discussion
or explanation of the results is
needed to establish a more
logical and empirical basis of
the conclusion. In this part, the
result of the investigation are
compared and contrasted with
those of the reviewed literature
and studies.
The following must be considered in
the discussion of data:
1. The flow of the discussion of the
results is based on how the problem
is stated.
2. The sequence of discussion of
points includes:
a. Introduction of the table
b. Analysis of data (point out the most
important and remarkable results,
infer and discuss the implication)
c. Interpretation of the average or
the final statistical results.
d. Discussion of findings (in relation
to the findings of previous studies
mentioned in the review of
literature)
e. implication, inferences and other
important information.
 Educational Attainment of the School Managers

Table 2 shows the distribution of the educational attainment of

the school managers from their bachelor’s degree to the highest
educational attainment.

Table 2. Distribution of School Mangers by Educational Attainment

Educational Attainment Frequency Percentage

Ph. D. 1 2.1
With Doctoral Unit 7 14.6
Masters of Art 15 31.3
With M.A. units 24 50.0
B.S. Degree 1 2.1

TOTAL 48 100%
 Table 2 revealed that half of the school
managers, comprising 24 or 50% of the total
number of respondents have earned M.A.
units in education, only 1 or 2.1% has a B.S.
Degree and Ph. D. Degree while the
remaining respondents have M.A. Degree
and higher academic degree. Given that the
masters degree is the minimum educational
qualification for a secondary school
principal, this result indicates the value the
institution place on the relevance of
educational attainment in school leadership.
Clearly the table shows that the
respondents who have degrees lower than
master’s degree are head teachers.
 The data revealed that a higher educational
degree makes an individual improve himself
and gain competencies. A graduate or post
graduate degree enables an individual to be in
a better position to make decisions probably
because he understand the institutional
problems. Also, a higher educational
attainment helps a school manager to be
abreast of the different changes in education.
It is related to the study of Villamor (1992)
that the higher the educational attainment of
the individual , the more refined are his/her
skills, habits and attitudes, values and ideals.
 This findings can be connected to the study of
 Findings can be associated to the study of
 As stipulated in Article 1, Section 3 of
the Code of Ethics for Public School
Teachers and Officials, one should pursue
studies that will improved his / her
efficiency and enhance his / her profession.
1. First Paragraph – Discussion of the table
 Upper 3 – based from the result
 Bottom 3 - based from the result
 Highest result
 Lowest result
2. Second Paragraph – implication, it is your
own explanation
3. Third Paragraph - supporting ideas lifted
from the related literature and studies
 Similarities or differences from the previous
studies
 CHAPTER V
SUMMARY, CONCLUSION AND
RECOMMENDATION

This chapter is the presentation of

the summary, conclusion and
recommendation of the study.

SUMMARY
This aimed to determine the
Summary of Findings
This part presents in brief and
in very concise terms of the
following:
1. Restatement of the main
problem and sub-problems
2. Reiteration of the type of
research, nature, size of
samples and locale of the
study.
c. Enumeration of the major findings
which are expressed in a statement as
well as the identification whether the
null hypothesis/ hypotheses has or
have been rejected or not.
Problem 1

What are the available laboratory apparatus, facilities and

supplies in all science related subjects?

Findings:

1. It was found out that there are 75 available laboratory

apparatus, 3 available facilities and 135 chemicals.
2. A

Conclusions:
1. The conclusion drawn from the findings is the availability
of laboratory apparatus, facilities and supply was very
sufficient.
2. The students can
Recommendation:

1.Itis suggested that the school

should conduct a periodic
inventory system to determine
and updates the available
laboratory apparatus,
facilities and supplies.
2.
 REFERENCES

A. BOOKS

Abimbola,I.(2016). Fundamental Principles

and Practices of Instruction Belodan (Nig)
Enterprises and Tunde Baba Painters.

B. UNDERGRADUATE THESIS

Baloloy, A. (2009). Effectiveness of

Cooperative Learning Approach in Teaching
Science and Health V. Undergraduate Thesis,
CSSAC-Sipocot Campus, Sipocot, Camarines
Sur.
 WEBSITE

http://boedocdepot.ousd.k12.ca.us/district
_facilities_master_plan_adopted_february_8,_
2017/5-appen/04-0324-quest-facilities.doc
APPENDICES
THESES FORMAT
 CHAPTER I.THE PROBLEM AND
ITS BACKGROUND
 Introduction
 Statement of the Problem
 Hypothesis
 Scope and Delimitation
 Significance of the Study
 Definition of Terms
 CHAPTER II. REVIEW OF
RELATED LITERATURE AND
RELATED STUDIES
 Synthesis of the Reviewed Related
Literature and Related Studies
 Theoretical Framework
 Conceptual Framework
 CHAPTER III. METHODOLOGY
 Methods of Research Used
 Respondents
 Sampling Procedure
 Researched Instruments Used
 Data Gathering Procedure
 Statistical Treatment
 CHAPTER IV. PRESENTATION,
ANALYSIS AND INTERPRETATION
OF DATA

 CHAPTER V. SUMMARY OF
FINDINGS, CONLUSIONS AND
RECOMMENDATIONS
 Findings
 Conclusions
 Recommendations

 BIBLIOGRAPHY
 APPENDICES
 CURRICULUM VITAE