New Era University

GRADUATE SCHOOL OF EDUCATION

THESIS/DISSERTATION ABSTRACT

Title : ________________________________________________________________
________________________________________________________________
________________________________________________________________

Author: ______________________________________

Course: Doctor of Philosophy in Education

School: New Era University

An abstract is a brief, comprehensive summary of the contents of the manuscript; it

allows the reader to survey the contents of an article quickly and, like the title, it enables the
person to be interested in the document. A good abstract is accurate, non-evaluative, coherent,
concise and readable. The abstract is written with no more than 200 words.

Keywords: ___________, _________________, _____________, and ____________.

According to the APA 6th edition, a good abstract contains:

 The problem in one sentence;
 The respondents pertinent characteristics;
 Essential features of the study method;
 The basic findings, including effect sizes and confidence intervals and the
statistical significance level; and,
 The conclusions and the implication of the study.

The university format is as follows:

 Font Style: Times New Roman (Standard worldwide);

 Font Size: 12;
 Double spaced;
 Margin: Top 1.8, Left 1.5, Right 1.0 and Bottom 1.0;
 New Era University
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Chapter 1

INTRODUCTION

Background of the Study

 Introduce the specific problem under study;

 State what problem or challenge your research is trying to solve and the context or
circumstances surrounding it.
 The specific issue that has not been fully explored by other researches.
 The problem is within your field of study. Otherwise, establish the connection
between the issue and your curricular discipline.
 Discuss how the problem relates to previous study, the difference and what is the
study building on;
 Justify the need to conduct the research. Explain its objectives and importance.
 The researcher should give strong justification for selecting such research
problem in his/her capacity as a researcher. Being a part of the organization or
systems and the desire and concern to improve the systems;
 Discuss the new knowledge your research shall contribute to the field.

Literature Review

 Present studies and references that describe what is known, what has been done,
and what else needs to be known and done relevant to your research’s problem or
issue, purpose, and method. These should at most be five years since the
copyright/publication/retrieval date. The only exemption is for classic studies and
references that are essential to the research (e.g. Memorandum Circular, DepEd
Order., CHED Order, Legislation etc.);
 The literature review reflects the principles formulated by experts or authorities in
some field or discipline; and ideas or opinions of experts contained in books,
pamphlets, magazines and periodicals;
 Variables of the study, including its theory must be visible in the discussion;
 It should be organized thematically to conform with the specific problems;
 Confirmation and disconfirmation of claims from different authorities/experts.
 Arrange the studies and literature in a logical and thematic order. When citing
multiple references, cite in chronological order from the most recent to the oldest.
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 End the Review of Related Literature with one or two paragraphs stating the
insights you gained from the review.
 The comprehensiveness depicts the mastery of the topic.

Theoretical Framework

The theoretical framework consists of theories, principles, generalizations and

research findings which are closely related to the present study under investigation.
 It is the groundwork for the study, the framework where the present research
problem under study evolved.
 It explores the relationship between the independent and dependent variables.
 All the independent and dependent variables should be clearly discussed and
explained how these would influence the results of the study.

Conceptual Framework

 The conceptual framework is the schematic diagram which shows the variables
included in the study.
 Explain the key factors or variables to be studied and their relationships with one
another.
 Present said variables in a diagram or graphics to clearly show the relationships.

Statement of the Problem

 Begin with a paragraph stating the main problem or objective of your research.
 After the paragraph, break down the main problem or objective into specific sub-
problems or sub-objectives;
 Sub-problem should be stated in such a way that it is not answerable by either yes,
no, when and where.;
 Sub-problems should include all the independent and moderate variables which
are reflected in the conceptual framework;
 Sub–problems should be arranged in logical order and extensive in coverage and
must be mutually exclusive in its dimensions.
 The problem should state the data that can be obtained.

Hypothesis/Assumptions
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 It is a simple sentence that compels the essence of the study yet to be proven or
requires further investigation;
 The level of significance usually at the .05 level should be stated.
 Write a null hypothesis if the research intends to test the difference or correlation
between variables;
 A null hypothesis is not necessary for qualitative research.

Scope and Limitations

 Scope and limitation of the study are discussed.

 The parameters and boundaries are well defined.
 Information is presented in the discussion context rather than simply stated or
listed.

Significance of the Study

 Specify the potential beneficiaries of the research.

 State the importance of the research results to them.
 Discuss the potential contribution of the research to new knowledge.

Definition of Terms

 Enumerate in alphabetical order the important variables, scientific terms, and

technical words used in the study.
 Provide the conceptual (or general) and operational definitions of the terms. An
operational definition describes the term as it is used in your research. This should
be given more emphasis.

Chapter 2

METHOD
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This chapter deals with the procedures and techniques used by the researcher in
completing the study. It includes research design, population, sampling, sources of data, and
data analysis.

Research Design

 The researcher may use one or a combination of the following research methods,
namely, descriptive, survey, historical, case study, experimental, research and
development cycle, phenomenological and other qualitative/quantitative methods;
 Describe variables (A schematic diagram showing interrelationship of the
variables and treatment should be presented for experimental design)

Population and Sampling

 Description of the population, setting/location of the study;

 Describe the sampling technique used (if multi-stage sampling was used, etc)

the sample size (show table of allocation). Include the power, effect size and
precision when applying inferential statistics
 Respondents’/participants’ characteristics, demographic profile of sample;
 Describe how extraneous/confounding variables and participant attrition were
dealt with;
 Describe/show compliance of sample to statistical test assumptions (normality,
homogeneity, linearity, etc);

Source of Data

Questionnaire/Test

 Validity of the questionnaire must be subject to a pre-determined re-

specification of its components as specified by the SPSS Data Reduction;
 Content validity must be established by experts in the field and a pilot
testing must be administered to a minimum of 30 participants. This will
confirm the language and terminologies if the instrument fits the desired
audience for appropriate administration;
 After the pilot testing, the test of reliability must be checked;
 New Era University
GRADUATE SCHOOL OF EDUCATION

 If the administration of the instrument is ready for the desired number of

respondent. Test of Normality must be done by checking the SPSS; and,
 Describe if the instrument is adopted, modified (cite the source), or
constructed.

Interview /Focus Group Discussion (If applied)

Observation (If applied)
Documentary Analysis (If applied)
Apparatuses/Devises/Laboratory Equipment (If applied)

 Techniques used in the administration of the test questionnaire,

(Instructions given to participants) and how retrieval is planned to take
place;
 Experimental manipulations and control features (if applied)
 Errors or weaknesses and any consequent limitations.

Data Analysis

 The unit of analysis must be discussed (what and how it will be measured);
 Description of the statistics tools, method, and techniques used to measure the
data and the treatment if there is a related hypothesis;
 No need to list the common statistical formula (percentage, frequency, rank,
mean, weighted mean).
 For qualitative research, discussion of how triangulation and thematic analysis
utilized in the paper;
 Generation of model, theory, patterns, framework, and concept
(for qualitative research)

Chapter 3

RESULTS
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This chapter presents the result of the study to provide the “set of statistics” in standard
forms of tables, appropriate headings, and relation of text to tables (for quantitative), and
verbal transcription, theme, coding and observation (qualitative).

The Standard Forms of Tables

 Table layout must be logical and easily grasped by the reader. It can stand
alone.
 Table entries that are to be compared should be next to one another;

Age (Years) Frequency (%)

10 – 15 75 50
16 – 20 30 20
21 – 25 45 30
Total 150 100

 All tables are meant to show specific position variable and condition label
in close proximity.

Table Titles

Table 1 – Distribution of the Respondents Profile According to Age

Age (Years) Frequency (%)

10 – 15 75 50
16 – 20 30 20
21 – 25 45 30
Total 150 100

 Table number must be on the side next to the title;

 Title of the table must conform with the statement of the problem being
solved;
 Concise words to describe the basic content of the table must be inferred from
the title.
 The Table number and the Title must be written in bold letters.

Table Headings
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Table 1 – Distribution of the Respondents Profile According to Age

Age (Years) Frequency (%)

10 – 15 75 50
16 – 20 30 20
21 – 25 45 30
Total 150 100

 Headings establish organization of the data and identify the columns of data
beneath them;
 Write Headings in bold letter to add emphasis;
 Standard abbreviations for nontechnical terms and statistics without any
explanation are acceptable in the subheadings of the table.

Relation of Tables and Text

 Text after the table shows information about the table number and tells the
reader what to look for.
 Discuss only the highlights. Duplicating every item in text is unnecessary.
 Refer to the table by their number.

Chapter 4

DISCUSSION
Summary of the Findings
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 Write each research question in numbers;

 Write the summary of the findings giving emphasis on the truth and the facts
that makes an impact to study, not a duplication of the text in the table from the
results;
Conclusion
 Give a reasoned and justifiable comment on the importance of the findings.
 Statement must be self-contained and not overstated;
 Discuss the practical outcomes of the study;
 The implications of the study to the overarching issues discussed in the
findings.
Recommendation
 From the findings, state-real-life models to address the specific findings
 Commend state of the art solutions to advance knowledge, contribute to the
sector/industry;
 State unresolved issues for further study; and,
 If there is any output required as recommendation, it must be attached in this
section.

References

Appendices