Thesis Sample All Parts

1
CHAPTER I
INTRODUCTION
This chapter presents the background of the study,
statement of the problem, significance of the study, and
scope and delimitation.
Background of the Study
There
has . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Statement of the Problem
The main goal of the study is to . . . . Specifically
this study will seek answer to the following questions:
1.
2. How do the . . . . . evaluate the materials based on
the following criteria:
a.
b.
c.
d.
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3.
4.
Significance of the Study
This study is significant and essential since it offers
benefits to the following:
The administrators
since. . . . . . . . . . . . . . . . . . . . . . . . . . .
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The students could be one of the beneficiaries of this
study since . . . . . . . . . . . . . . . . . . . . . . . .
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The
teacher . . . . . . . . . . . . . . . . . . . . . . . . . .
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Scope and Delimitation
This study aims to . . . . . . . . . . . . . . . . . .
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Out of the total enrolees of Senior Highschool students of
Victory Elijah Christian

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College, . . . . . . . . . . . . . . . . . . . . . . . . .
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were used as a sample in conducting the survey.
Each of the respondents are given same questionnaires to
answer on the selected topics in their . . . . . . . . . . .
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. . . . . . . . . . . . . . of the present school 2014-2015.
CHAPTER II
CONCEPTUAL FRAMEWORK
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This chapter presents the review of related literature
and studies, conceptual model of the study, null hypothesis
and the definition of the terms used.
Review of Related Literature and Studies
A number of books, journals, articles have been used by
the researchers for the development of this study.
Related Literature
According to Campanela(2010), . . . . . . . . . . . . .
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G. Dimauro(2009) . . . . . . . . . . . . . . . . . . .
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Dementrias (2010)
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Paribakht and Wesche (2012) states that
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Hannah (2009) . . . . . . . . . . . . . . . . . . . . . . .
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Related Studies.
In this chapter, the researchers have cited a
number of related studies discussing the . . . . . . . . . .
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In our study
entitled . . . . . . . . . . . . . . . . . . . . . . . . .
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Hernandez (2012) conducted a study that aimed at . . . . . .
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The studies mentioned above provide a strong basis to
the conduct of this study. Although there are differences in
the methodology and participants, the fact remains that
studies on
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. . . . . . . . . . . . . . . . . . . . . . . . . should be
perpetuated and improved.
Conceptual Model
The conceptual model guide the researchers are shown in
the Figure 1.
INPUT PROCESS OUTPUT
 OUTPUT  Developed
Developed and
and
 evaluated
evaluated Content
  Based Enhancement
Content Based
- . Learning
 Enhancement
- . Activities
Learning
- .
 Activities

Figure1. Conceptual model for Content based enhancement
learning Activities for 1st year COT Automotive students

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The input consists of . . . . . . . . . . . . . . . . . . .
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Null Hypothesis
There is . . . . . . . . . . . . . . . . . . . . . . .
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Definition of Terms
In order to avoid ambiguity in words, the following terms
are . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Automotive. It is concerned with self-propelled vehicles or
machines.
Concealment. It is used to secure the information gathered
from the respondents. It refers to the disclosure or
preservation of the confidentiality of the documents.
Clarity. It is the state or quality of being clear.
Content. It is the matter dealt with in a field of study.
Questionnaire. It is a set of questions for obtaining
statistically useful or personal information from
respondents.
Development. It is defined as enhancement of a study or
progression of something.
Evaluation. It is used to determine the significance,
worth, or condition of the study.
Specialist. The one who specializes in a particular
occupation, practice, or branch of learning.
Usefulness. It is the quality of having utility and
practical worth or applicability. It also refers to the
effectiveness or significance of the data gathered in the
survey.
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CHAPTER III
RESEARCH DESIGN
This chapter presents the method of research used, the
sources of data, data gathering procedure, data gathering
instrument, and statistical treatment of data.
Methods of Research Used
This research was conducted in order to . . . . . . . .
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Sources of Data
The researchers used . . . . . . . . . . . . . . . . .
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Data Gathering Instrument
The main data gathering instrument in this study is . .
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Data Gathering Procedure
The data for this research were collected using a
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After the professor examined and approved the . . . . .
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The researchers also understood that
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Statistical Treatment:
In testing the data, the following statistical
treatment tools were used:
?????. This will be used to . . . . . . . . . . . . . .
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?????. This will be used to . . . . . . . . . . . . . .
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data gathered from the
respondents. The information obtained was presented,
analyzed, and interpreted to answer the specific questions.
1. How do the two groups of respondents evaluate the
materials based on the following criteria:
a.
b.
c.
d.
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Table 1
Evaluation of Teachers to the Content Based Enhancement
Learning Activities for 1st year COT Automotive students in
terms of Appropriateness
LIKERTS SCALE
RATING SCALE RATING INTERVAL VERBAL INTERPRETATION

5 5.00-4.50 MOST ACCEPTABLE (MstA)
4 4.49-3.50 MORE ACCEPTABLE (MoA)
3 3.49-2.50 MODERATELY ACCEPTABLE (MdA)
2 2.49-1.50 LESS ACCEPTABLE (LeA)
1 1.49-1.00 LEAST ACCEPTABLE (LstA)
Appropriateness 5 4 3 2 1 TOTAL WEIGHTED VERBAL

MEAN INTERPRETATION
1. 4 3 3 0 0 10 4.10 MoA
2. 4 2 3 1 0 10 3.90 MoA
3. 4 2 4 0 0 10 4.00 MoA
4. 3 5 2 0 0 10 4.10 MoA
5. 4 4 2 0 0 10 4.20 MoA
GENERAL WEIGHTED MEAN 4.06 MoA
Table 1
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It can be seen in the table that . . . . . . . . . . . . . .
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Table 2
terms of Clarity
LIKERTS SCALE


16
Clarity 5 4 3 2 1 TOTAL WEIGHTED VERBAL

MEAN INTERPRETATION
1. 4 3 3 0 0 10 4.10 MoA
2. 4 2 4 1 0 10 4.00 MoA
3. 5 2 3 0 0 10 4.20 MoA
4. 4 3 3 0 0 10 4.10 MoA
5. 3 4 3 0 0 10 4.00 MoA
Table 2
terms of Clarity
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Table 3
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terms of Relevance

Relevance 5 4 3 2 1 TOTAL WEIGHTED VERBAL

MEAN INTERPRETATI
1. 3 3 3 1 0 10 3.80 MoA
2. 4 1 5 0 0 10 3.90 MoA
3. 3 2 5 0 0 10 3.80 MoA
4. 5 4 1 0 0 10 4.40 MoA
5. 3 6 1 0 0 10 4.20 MoA
Table 3
terms of Relevance
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Table 4
terms of Usefulness
LIKERTS SCALE

Usefulness 5 4 3 2 1 TOTAL WEIGHTED VERBAL

MEAN INTERPRETATION
1. 5 4 1 0 0 10 4.40 MoA
19
2. 5 2 3 0 0 10 4.20 MoA
3. 5 3 2 0 0 10 4.30 MoA
4. 5 3 2 0 0 10 4.30 MoA
5. 5 3 2 0 0 10 4.30 MoA
Table 4
terms of Usefulness
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Table 9
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Summary of Computation of General Weighted Mean with regards
to the Content Based Enhancement learning Activities for 1st
year COT Automotive students
VARIABLES GENERAL WEIGHTED MEAN VERBAL

INTERPRETATION
TEACHERS STUDENTS TEACHERS STUDENTS
1. 4.06 4.19 MoA MoA
2. 4.08 4.12 MoA MoA
3. 4.02 4.17 MoA MoA
4. 4.30 4.17 MoA MoA
GENERAL WEIGHTED 4.12 4.16 MoA MoA

MEAN
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Table 10
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Result of ????? of Teachers and Students in terms of
Appropriateness
TABULAR
RESPONDENTS NUMBER MEAN STANDARD COMPUTED t VALUE DECISION INTERPRETATION
DEVIATION T VALUE 0.05, 4
df
TEACHERS 5 4.06 0.11 ACCEPT NOT
HO SIGNIFICANT
STUDENTS 5 4.19 0.14 1.2 2.776
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Table 11
Result of ????? of Teachers and Students in terms of Clarity

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TABULAR
df
HO SIGNIFICANT
STUDENTS 5 4.12 0.2 0.04 2.776
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Table 12
Relevance
23
TABULAR
df
HO SIGNIFICANT
STUDENTS 5 4.17 1 0.93 2.776
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Table 13
Usefulness
24
TABULAR
df
HO SIGNIFICANT
STUDENTS 5 4.17 0.14 -10.83 2.776
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CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary, conclusions, and
recommendations of the study.

25
Summary
This study aimed
to . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . More specifically, it sought
to answer the following questions:
1.
2. How do the two groups of respondents evaluate the
materials based on the following criteria:
a.
b.
c.
d.
3.
4.
The study
used . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . .
Conclusions
Based on the findings of the study, the researchers
arrived with the following conclusions:
1. Based on the . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
2. Based on the result, it can be seen
that . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . .
3. Based on the result, it can be seen that. . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . .
4. There is no significant difference in the . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . .
28
5. The respondents suggested to . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Recommendations
Based on the findings and conclusions of the study the
following recommendations are proposed:
1. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .
2. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . .
3. A similar study should be conducted
on . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . .
30
31
APPENDICES
APPENDIX A
Table 1
Appropriateness 5 4 3 2 1 TOTAL WEIGHTED VERBAL

MEAN INTERPRETATION
1. 4 3 3 0 0 10 4.10 MoA
32
2. 4 2 3 1 0 10 3.90 MoA
3. 4 2 4 0 0 10 4.00 MoA
4. 3 5 2 0 0 10 4.10 MoA
5. 4 4 2 0 0 10 4.20 MoA
Computations:
4.10+ 3.90+ 4.00+ 4.10+ 4.20

GWM =
5
GWM = ???
33
APPENDIX B
Table 2
terms of Clarity
Clarity 5 4 3 2 1 TOTAL WEIGHTED VERBAL

MEAN INTERPRETATION
1. 4 3 3 0 0 10 4.10 MoA
2. 4 2 4 1 0 10 4.00 MoA
3. 5 2 3 0 0 10 4.20 MoA
4. 4 3 3 0 0 10 4.10 MoA
5. 3 4 3 0 0 10 4.00 MoA
Computations
4.10+ 4.00 + 4.20 + 4.10 + 4.00

GWM =
5
GWM = ???

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1

This chapter presents the background of the study,

statement of the problem, significance of the study, and

scope and delimitation.

Background of the Study

Statement of the Problem

The main goal of the study is to . . . . Specifically

this study will seek answer to the following questions:

2. How do the . . . . . evaluate the materials based on

the following criteria:

Significance of the Study

This study is significant and essential since it offers

benefits to the following:

The students could be one of the beneficiaries of this

Scope and Delimitation

This study aims to . . . . . . . . . . . . . . . . . .

Out of the total enrolees of Senior Highschool students of

Victory Elijah Christian

were used as a sample in conducting the survey.

Each of the respondents are given same questionnaires to

answer on the selected topics in their . . . . . . . . . . .

. . . . . . . . . . . . . . of the present school 2014-2015.

This chapter presents the review of related literature

and studies, conceptual model of the study, null hypothesis

and the definition of the terms used.

Review of Related Literature and Studies

A number of books, journals, articles have been used by

the researchers for the development of this study.

Paribakht and Wesche (2012) states that

In this chapter, the researchers have cited a

number of related studies discussing the . . . . . . . . . .

Hernandez (2012) conducted a study that aimed at . . . . . .

The studies mentioned above provide a strong basis to

the conduct of this study. Although there are differences in

the methodology and participants, the fact remains that

perpetuated and improved.

The conceptual model guide the researchers are shown in

INPUT PROCESS OUTPUT

Figure1. Conceptual model for Content based enhancement

learning Activities for 1st year COT Automotive students

The input consists of . . . . . . . . . . . . . . . . . . .

In order to avoid ambiguity in words, the following terms

Automotive. It is concerned with self-propelled vehicles or

Concealment. It is used to secure the information gathered

from the respondents. It refers to the disclosure or

preservation of the confidentiality of the documents.

Clarity. It is the state or quality of being clear.

Content. It is the matter dealt with in a field of study.

Questionnaire. It is a set of questions for obtaining

statistically useful or personal information from

Development. It is defined as enhancement of a study or

Evaluation. It is used to determine the significance,

worth, or condition of the study.

Specialist. The one who specializes in a particular

occupation, practice, or branch of learning.

Usefulness. It is the quality of having utility and

practical worth or applicability. It also refers to the

effectiveness or significance of the data gathered in the

This chapter presents the method of research used, the

sources of data, data gathering procedure, data gathering

instrument, and statistical treatment of data.

Methods of Research Used

This research was conducted in order to . . . . . . . .

The researchers used . . . . . . . . . . . . . . . . .