RHS 631 - CONTENT (With Sample)

MODULE 1
The steadfast love of the Lord never ceases,

his mercies never come to an end; they are
new every morning. . .
ORGANIZATION OF
3:22-23
- Lamentations
CONTENTS
MODULE CONTENTS
LESSON 1 THE PRELIMINARIES
The preliminaries are organized into the following sections: Title

Page, Approval Sheet, Acknowledgments, Abstract, Table of
Contents, List of Tables, and List of Figures.
LESSON 2 THE TEXT (BODY) OF THE PAPER
The text (body) of the paper consists of the following chapters:

Chapter 1 THE PROBLEM AND ITS BACKGROUND, Chapter 2 REVIEW
OF RELATED LITERATURE AND STUDIES, Chapter 3 RESEARCH
METHODOLOGY, Chapter 4 PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA, Chapter 5 SUMMARY OF FINDINGS,
CONCLUSIONS AND RECOMMENDATIONS.
LESSON 3 THE REFERENCE MATERIALS
Bibliography, Appendices, Vitae
RHS 631 RESEARCH SEMINAR 2 Page 1

Thy word is a lamp unto my feet, and a light LESSON 1
unto my path.
- Psalms 119:105
THE
PRELIMINARIES
Introduction
A thesis is an academic research resulting from a scientific investigation of a

problem. It is a written report about the results of a research study, substantive
and enough to contain the formal process undertaken by a candidate for a
master’s degree. The major components of a thesis usually include the
conceptual framework, problem statement, a literature/study review, a
description of the research methodology, and a report of the findings or results of
the study.
A thesis requires novelty, that is, a student must study a problem which is new.
It is an original work and shall provide enough evidence of a thorough
investigation. The process of investigation and writing must produce a new
contribution in the existing fund of knowledge in the candidate’s field of
specialization.
The following instructions and regulations apply to all research projects
submitted in fulfillment of the requirements for graduate degrees at the
Polytechnic University of the Philippines – Open University System.
A thesis should consist of three main divisions, namely: the preliminaries (front
matter), the text (body) of the paper, and the reference materials (back matter
or end matter).
The PUP Open University System requires that the following preliminaries (or
front matter), which precede the body of the thesis, be arranged in the following

manner: title page, approval sheet, acknowledgments, abstract, table of
contents, list of tables, and list of figures. All the preliminaries are counted as
pages of the paper and page numbers are given lowercase roman numerals
centered at the bottom of the page. The title page, though counted, remains
unnumbered.
The information on the preliminary pages and the format for these pages are
standardized and students must follow the samples and instructions presented in
this lesson.
The Title Page
The wordings and format of the title page must follow the model in the
sample section of this module.
The title is very important. It sets the tone for the entire thesis. All write-ups
should agree with and support the title. It is suggested that the title should not
be more than 15 words. The title of a thesis should be concise, descriptive and
comprehensive. It should identify the variables in the study, the type of
relationships that may be inferred between the variables, the population to
whom the results may be applied, and other unique or special aspect of the
study that distinguishes it from other works. The use of such expressions as ―A
Study of . . .‖ or ―An Analysis of . . .‖ or ―An Investigation on . . .‖ should be
avoided. All these things are understood to have been done or to be done
when a research is conducted.
Guides in preparing a title page:
 There is no page number on the title page. The title page counts as page i of
a thesis, but the number is not typed on the page.
 The complete thesis/dissertation title, in all capital letters, should be centered
between the margins and double-spaced. The title should begin two inches
(approximately 10 single line spaces) from the top of the page. If the title is
more than one line in length, it should be arranged as an inverted pyramid.

 Formulae, symbols, subscripts, Greek letters, acronyms, and abbreviated
forms in the title should be spelled out.
 The title on the title page must be identical with the title on the approval
sheet and the abstract.
 The thesis presentation statement, typed single-spaced in upper- and
lowercase letters with each line centered between the margins, should begin
three inches (approximately 16 single line spaces) from the first line of the title.
 The partial fulfillment statement, typed single-spaced in upper- and
lowercase letters with each line centered between the margins, should begin
two inches (approximately 10 single line spaces) from the first line of the
presentation statement.
 The degree being sought (or earned), typed single-spaced in upper- and
lowercase letters after the partial fulfillment statement and centered
between the margins, should be clearly identified. Do not abbreviate the
degree; type the words.
 The word ―By,‖ centered between the margins, should begin 12 single line
spaces from the degree being sought.
 The name of the candidate, as it appears on the candidate’s record in the
Registrar’s Office, is centered between the margins and is typed two line
spaces from the word ―By.‖
 The date must be the month and year the degree will be conferred (not the
date of defense or submission). Note that there is no comma between the
month and year in the date.
The Approval Sheet
Each of the copies of the thesis submitted to the Open University System must
have an approval sheet using the exact wordings and format shown in the
model in the sample section of this module.
The approval sheet contains the recommendation of the thesis Advisory
Committee, followed by the approval of the Oral Defense Panel, and then by

the acceptance of the Director of the School for Distance Education and the
Executive Director of the Open University System.
The function of the approval sheet is to enable the student’s adviser, the
members of the advisory committee and oral defense panel, the director of the
School for Distance Education, and the executive director of the Open University
System to indicate that the work satisfies the thesis requirements of a particular
degree.
Guides in preparing an approval sheet:
 The approval sheet is always page ii of a thesis, and it is the first page on
which a number appears. The page number ii is typed no lower than one-
half inch from the bottom of the page and centered between the left and
right margins. Every page after this page is numbered.
 The words APPROVAL SHEET in all capital letters should be centered without
terminal punctuation two inches from the top of the page.
 The approval sheet must be typed using the same typeface as the text of the
manuscript and printed on approved thesis/dissertation paper.
 The thesis title on the approval page must match exactly that on the title
page and the abstract.
 The full name of the candidate must be the same under which he or she is
registered at the Graduate School and must match the name that appears
on the title page and the first page of the abstract.
 The degree to be awarded must be exactly that to which the Graduate
School officially admitted the candidate.
 The signatures of all committee members on all copies of the thesis submitted
to the Open University System should be original and rendered in permanent
black ink. No photocopied or stamped signatures will be accepted.
 Theses that do not have the approval sheet completed by the researcher’s
entire committee will not be accepted by the Office of the Open University
System and will be returned to the researcher. It is the researcher’s

responsibility to garner the signatures of all committee members prior to the
submission of final thesis to the Open University System.
 The names of the individual members of the Advisory Committee and Oral
Defense Panel should be typed beneath the individual signature lines on
which each will sign. Use each member’s correct first name, middle initial,
last name, and highest degree. Do not use ―Dr.‖ Use current administrative
titles for the program chair, the director, and the executive director.
 The thesis adviser should have the first signature place in the
recommendation part followed by the members of the Advisory Committee.
Also, the chair of the Oral Defense Panel should have the first signature place
in the approval part followed by the panel members.
 The committee chair or members should be identified by adding ―Chair,
Advisory Committee/Oral Defense Panel‖ or ―Member, Advisory
Committee/Oral Defense Panel‖.
 If a committee member has a dual role (that of an evaluator and member of
the oral defense panel, for example), each role should be listed separately.
 The date in which the oral defense took place should be typed flushed to the
left margin two line spaces after the signature of the chair of the Oral
Defense Panel.
 The last signature on the page is that of the Executive Director of the PUP
Open University System. The Executive Director will not sign the approval
page until the approved thesis has all the required signatures.
 The date at the bottom of the page is the month and year in which the
degree is to be conferred and is the same as the month and year on the title
page and the abstract.
Acknowledgment
See sample of an acknowledgment page in the sample section of this

module.
The acknowledgments page provides an opportunity to recognize friends,
colleagues, mentors, editors, and family members to whom the candidate is

indebted for assistance and guidance and to whom he/she is grateful for any
special and non-routine help in the conduct of the study. Research funding and
grants should also be acknowledged on this page.
If permissions were granted to quote and reproduce tables, tests, and other
published and/or copyrighted materials, the candidate must include a
statement to inform the readers the source of the permission.
There is no obligation on the part of the candidate to acknowledge
assistance he/she received from the members of the thesis Advisory Committee
and the Oral Defense Panel. This is part of their responsibilities.
Guides in preparing an acknowledgment page:
 The heading ACKNOWLEDGEMENT should appear in uppercase letters two

inches from the top of the page and centered without terminal punctuation
between margins.
 The text of the acknowledgements should begin on the fourth line below the
heading.
 The acknowledgment page must be double-spaced and should immediately
follow the approval page.
 The acknowledgment page should be appropriate in tone, language and
length for an academic document. It should be brief, simple, tactful, and
free of sentimentality or trivia. It may be no more than two pages.
 No name and date should appear on this page.
 It should be paginated as page iii. The page number should appear half an
inch from the bottom of the page and centered between the margins.
Abstract
A model of an abstract can be found in the sample section of this module.

The abstract is to be prepared after chapters 4 and 5 are complete. The
abstract provides a clear summary of the research paper, emphasizing content
and tone of the paper.

An abstract is a concise summary of a thesis that should include (a) the
general statement of the problem, (b) the research methodology (such as
research method used, population and sample size, sampling technique,
instrumentation, and statistical tools used to analyze the problem), (c) a
condensed summary of the major findings/results, and (d) the conclusions
reached in the study. First-person narratives should be avoided.
Guides in preparing an abstract:
 Do not use any boldface on this page.

 The first page of the abstract should be headed by the words ABSTRACT OF
THE THESIS typed in capital letters and centered two inches from the top of
the page.
 The text of the abstract must be preceded by the following items beginning
on the second line below the heading and is double-spaced.
a. The title of the thesis which must be identical to the title appearing on the
title page and the approval sheet and typed in uppercase letters;
b. The full name of the candidate as it appears on his/her permanent record
in the Registrar’s Office of the PUP-Open University System;
c. The degree sought (or earned);
d. The name of the institution awarding the degree;
e. The month and year the degree is to be conferred (no comma between
the month and year); and
f. The full name of the thesis adviser.
 The body of the abstract, typed in normal paragraph form and double
spaced, should begin on the fourth line below the name of the adviser.
 Although the abstract may have several paragraphs, it should not contain
subtitles, paragraph headings, or citations. No graphs, charts, or tables may
also be included.
 The abstract must not be longer than 350 words. The count is taken word for
word; each number, symbol, or abbreviation counts as one word; a
hyphenated word counts as two.

 The abstract should be accurate, self-contained, concise and specific, and
coherent, readable, and informative.
 The abstract should be numbered as part of the preliminaries. The page
number should appear half an inch from the bottom of the page and
centered without terminal punctuation between the margins.
 The abstract paragraphs should not be indented.
Table of Contents
A model of a table of contents can be found in the sample section of this

module.
The table of contents is the main lead of the reader about the candidate’s
paper. The final manuscript serves as its source in providing accurate guide to
the nature of the research and the method chosen in presenting the results.
Guide in preparing a table of contents:
 The Table of Contents should be placed immediately after the Abstract.

 The heading TABLE OF CONTENTS in all capital letters should be centered
without terminal punctuation two inches from the top of the first page only.
No continuation notice or any part of the heading should appear on
subsequent pages.
 The ―Page‖ column header should be positioned flush to the right of the
page a double space below the heading, while the ―Chapter‖ column
header should be positioned flush to the left of the page a double space
below the preliminaries on the first page of the Table of Contents only.
 The Table of Contents of the thesis must list all sections of the manuscript,
including the preliminaries, each chapter, first level subheadings,
bibliography, appendix, and curriculum vitae. Make certain that the
headings of major divisions and first-order subheads are listed exactly as they
appear in the body of the thesis.

 If a heading in the Table of Contents runs longer than four inches in length
and/or requires more than one line, it should be single-spaced.
 Double space between all the major section headings (i.e., List of Tables,
Chapters, Bibliography, etc.) and single space between subheads that are
listed under the main headings. All columns must align neatly—ragged
columns are not acceptable.
 The organization scheme in the Table of Contents should match the scheme
in the text. Spacing and indentation of the Table of Contents should indicate
subdivisions within the chapters.
 Underlining, boldface (used for stylistic purposes in text) and reference
numbers appearing within text headings should not be placed in the Table of
Contents listing.
 Use leader dots (. . .) to connect the last word of the headings to page
numbers. Heading titles should not run into the page number column.
 A page number is placed opposite the last line of each entry in the Table of
Contents, and it is the page on which the heading appears. Do not give
inclusive page numbers.
 Page numbers are aligned vertically by the rightmost digit.
 Page numbers must be accurate. Double-check these details; they are a
source of frequent errors.
 The Table of Contents must be numbered with a lowercase Roman numeral
centered without terminal punctuation between the margins at the bottom
of the page(s).
List of Tables
A model of List of Tables is provided in the sample section of this module.

The term ―table‖ refers to numerical and statistical data set in vertical or
horizontal alignment. If there are tables appearing in the text or appendix of the
thesis, even if there is only one such item, a list of tables must be included. The
List of Tables follows the Table of Contents and begins on a new page. It is
arranged in the same general format as the Table of Contents.

Guides in preparing a list of tables:
 The heading LIST OF TABLES, in all capital letters, should be centered without
terminal punctuation two inches from the top of the first page only. No
continuation notice or any part of the heading should appear on subsequent
pages.
 Column headers (―Table‖ and ―Page‖) should be included on the first page
of the list a double space below the major heading.
 The first entry begins a double space below the column headers. The list
should include the table number, the caption, and the page number for
every table in the thesis.
 Tables should be listed in the order in which they appear in the paper.
 If there are numbered tables in the appendix, these should be included in the
list.
 Each descriptive title in the list must be presented exactly as it is worded in
the table in the thesis. Parenthetical information or explanatory material
within the title should not be carried over to the List of Tables.
 Single space within titles which are longer than one line, but double space
between each entry.
 Use leader dots (. . .) to connect the captions to page numbers. Table
captions should not run into the page number column.
 A page number is placed opposite the last line of each entry in the List of
Tables, and it is the page on which the table number and caption appear.
 The List of Tables must be numbered with a lowercase Roman numeral
of the page(s).
List of Figures
A model of List of Figures is provided in the sample section of this module.

A List of Figures is required if at least one figure is used in the thesis. It must be
a separate page following the List of Tables and must include the figure number,

the caption (exactly as it appears in the text), and the page number for every
figure in the paper, including those in the appendix.
Guides in preparing a list of figure:
 The heading LIST OF FIGURES, in all capital letters, should be centered without
terminal punctuation two inches from the top of the first page only. No
continuation notice or any part of the heading should appear on subsequent
pages.
 Column headers (―Figure‖ and ―Page‖) should be included on the first page
of the list a double space below the heading.
 The first entry begins a double space below the column headers.
 Figures should be listed in the order in which they appear in the thesis.
 If there are numbered figures in the appendix, these should be included in
the list.
 Parenthetical information or explanatory material within the title should not be
carried over to the List of Figures.
 Single space within titles which are longer than one line, but double space
between each entry.
 Use leader dots (. . .) to connect the captions to page numbers. Figure
captions should not run into the page number column.
 A page number is placed opposite the last line of each entry in the List of
Figures, and it is the page on which the figure number and caption appear.
 The List of Figures must be numbered with a lowercase Roman numeral
of the page(s).

Earning money LESSON 2
cannot be the
purpose of
education. Acquiring
good qualities can be
THE TEXT (OR
the only purpose of
education.
BODY) OF THE
PAPER
Introduction
This lesson presents the different parts of the text or body of the paper, which
is the substance of the thesis. It begins with a discussion of the primary divisions
of the text and how to format the subdivisions under each division. The lesson
ends with an in-depth presentation of the guide in writing the different chapters
of the thesis.
Primary Divisions
● The following chapters are the primary divisions of the entire manuscript:
Chapter 1 – The Problem and Its Background
Chapter 2 – Review of Related Literature and Studies
Chapter 3 – Research Methodology
Chapter 4 – Presentation, Analysis, and Interpretation of Data
Chapter 5 – Summary of Findings, Conclusions, and Recommendations
● Each chapter should begin on a new page.
● Begin typing chapter headings two inches from the top. Type "Chapter #" in
upper and lower case letters and centered. Double space and type the title
of the chapter, centered and in capital letters.
● Number each chapter consecutively using upper case Roman numerals.
● Double space twice before typing the text.

Subdivisions
● The subdivisions within a chapter do not begin on a new page unless the
preceding page is filled.
● First and second level subdivisions are always preceded by an extra blank
line to indicate to the reader a major shift in subject.
● Never have only one subdivision at any level.
Centered head
- If there is not room for the complete heading and at least two lines of text
at the bottom of a page, begin the new subdivision on the next page.
- If a chapter contains only one level of subdivision, use the centered head.
- Type the first letter of each word in caps, place it in bold type (or
underline if bold is not available), and center it four inches from the right
edge of the page.
- Place it two blank lines (line spacing = 3) below the preceding text and
two blank lines above the text which follows.
- Double-space (line spacing = 2) in an inverted pyramid format a centered
head that is longer than four inches.
- If a second level of subdivision immediately follows the centered head,
use only one blank line (line spacing = 2) between the two subheadings.
Freestanding sidehead
- If a chapter makes use of two levels of subdivision, then a freestanding

sidehead is the second subdivision. Position the freestanding sidehead
flush with the left margin, two blank lines below the preceding text
(double space if preceded by a centered head) and two blank lines
above the text that follows.
- Capitalize the first letter of each major word. Place the sidehead in bold
type; there is no end punctuation.

- If the heading is longer than 2.5 inches, use a second line. Indent the
second line two spaces and double space between the two lines.
Paragraph sidehead
- A third subdivision is indicated by a paragraph sidehead which is

subordinate to both the centered head and the freestanding sidehead.
Place the paragraph sidehead a single blank line below the preceding
text. Indent it like a regular paragraph.
- Capitalize only the first letter of the first word. Place the heading in bold
type, followed by a period, and in every instance begin the text on the
same line.
Chapter 1 THE PROBLEM AND ITS BACKGROUND
Chapter 1 of a thesis or a dissertation should contain a discussion of each of

the following topics:
1. Introduction
2. Background of the Study
3. Theoretical Framework
4. Conceptual Framework
5. Statement of the Problem
6. Hypothesis(es)
7. Scope and Limitations of the Study
8. Significance of the Study
9. Definition of Terms
Introduction
The introduction should give information as to what the study is all about. It
should introduce the reader to the thesis topic. The introduction should present
the scope and coverage of the study. It should show the existence of an

unsatisfactory condition, a felt problem that needs a solution. The introduction is
key to put the research study into perspective or context. It should be linked to
the statement of the problem.
Background of the Study
Begin this section by setting the context for the problem through a historical
background of the problem. The purpose of this section is to provide information
on how the problem arose and evolved.
It must explain the candidate’s earnest desire to have a deeper and clearer
understanding of a situation so he or she will be in a better position to initiate
remedial measures or to find a better way to improve the situation. The
geographical conditions of the study locale may also be discussed in this
section. Use citations to support the background where appropriate.
Theoretical Framework
See sample of theoretical framework in the sample section of this module.

This section should present the different theories, models, paradigms,
perspectives related to the variables, problem statement and hypothesis of the
present study. The candidate should test, confirm, validate, or verify the cited
theories in other situations or attempt to formulate a new theory which will be his
contribution to his field of specialization.
Conceptual Framework
See sample of conceptual frameworks in the sample section of this module.

The conceptual framework should be anchored on the theoretical
framework. That is, the conceptual and theoretical frameworks should be
consistent and related.
A paradigm of the study showing a diagrammatic representation of the
conceptual framework should be included in this section. It should depict in a

more vivid way what the conceptual framework wants to convey. The details of
the variables to be observed in the current study, the concepts defined, the
operationalization of the variable-concepts, and the scheme of measuring the
variables should be well-explained.
Statement of the Problem
See sample of ―Statement of the Problem‖ in the sample section of this

module.
The problem should be stated both in general and in specific terms. The
general statement of the problem is usually a reiteration of the title of the study.
It should capture the dependent and independent variables, the audience to
which the problem is significant, and the setting.
The problem should be stated in the infinitive to such as examine, analyze,
determine, measure, assess, evaluate, or find out. Specific questions should be
stated using the guide question words: ―How,‖ ―Will,‖ ―What,‖ ―Is there,‖ etc.
Hypothesis
See sample of hypothesis/es page in the sample section of this module.

Hypotheses should be stated in the null form. They should be formulated from
the specific questions upon which they are based.
Scope and Limitations of the Study
See sample of ―Scope and Limitations of the Study‖ in the sample section of
this module.
This section briefly explains the boundaries or coverage of the study in terms
of the subjects, the study area, the research instrument, the time frame, the
population or universe, and the issues to which the study is focused. It should
also define the constraints or weaknesses which are not within the candidate’s
control and hence are not covered by the study.

Significance of the Study
See sample of ―Significance of the Study‖ in the sample section of this

module.
This section defines the research study’s contribution to the academic field,
to society, to a profession, to the community, or to a particular population. It
must show who are the individuals, groups, or communities who may benefit on
account of the study. It also explains why the study is unique and the benefits of
its completion.
Definition of Terms
See sample of ―Definition of Terms‖ in the sample section of this module.

This section should include important or key terms that should be substantially
and clearly defined according to how they are used in the study in order to
facilitate understanding of the problem and avoid ambiguous meaning to terms
which can be otherwise interpreted in different ways.
The researcher should defined only what is absolutely necessary. Only terms,
word, or phrases which have special or unique meanings in the study should be
defined.
Terms may be defined operationally, that is, based on observable
characteristics and how they are used in the study; or, conceptually, that is,
based on definitions taken from encyclopedias, books, magazines and
newspaper articles, dictionaries, and other publications. Definitions taken from
publications should be acknowledged.
Definition should be as brief, clear, and unequivocal as possible.
The terms defined should be arranged in alphabetical order and acronyms
should always be spelled out fully, especially if it is not commonly known or if
used for the first time.

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES
The review of the related literature and studies is one of the components of a
research process. The candidate needs to review the write-ups, readings, and
studies related to the present study for the following reasons:
(1) To determine what has already been done that relates to the candidate’s
problem. This knowledge not only avoids unintentional duplication, but it also
provides the understandings and insights necessary for the development of a
logical framework into which the problem fits. In other word, the review tells
the candidate what has been done and what needs to be done. Studies
that have been done will provide the rationale for you research hypothesis;
indications of what needs to be done will form the basis for the justification for
your study.
(2) To find out research strategies and specific procedures and measuring
instruments that have and have not been found to be productive in
investigating the problem. This information will help the candidate to avoid
other researchers’ mistakes and to profit from their experiences. It may
suggest approaches and procedures previously not considered.
(3) To facilitate interpretation of the results of the candidate’s study. The results
can be discussed in terms of whether they agree with, and support, previous
findings or not; if the results contradict previous findings, differences between
your study and the others can be described, providing a rationale for the
discrepancy. If the findings are consistent with other findings, the report
should include suggestions for the next step; if they are not consistent, the
report should include suggestions for studies that will resolve the conflict.
The major sources of related readings are laws and department directives
such as circulars, order and memoranda, which are related to the present study.
These laws and department directives serve as legal bases for the paradigm of
the study. This also presents the study as having direct or indirect implications to
the government thrusts.
Related literature is composed of discussions of facts and principles to which
the present study is related. These materials are usually printed and found in

books, encyclopedias, professional journals, magazines, newspapers, and other
publications.
Related studies are studies, inquiries, or investigations already conducted to
which the present study is related or has some bearing or similarity. They are
usually unpublished materials such as manuscripts, theses, and dissertations.
Guides in preparing a review of related literature and studies
● The contents of this section should be arranged as follows:

Foreign Literature
Foreign Studies
Local Literature
Local Studies
Relevance of Reviewed Literature and Studies to the Present Study
● Use the past tense to describe the procedure of a study that has already
been conducted and to describe the results of a completed study and the
present tense to discuss the meanings and implications of the results of the
study and to present conclusions.
● Discuss only the major findings, ideas, generalizations, principles, or
conclusions in related materials relevant to the problem under investigation.
Such findings, ideas, generalizations, principles, or conclusions should be
summarized, paraphrased, or synthesized.
● Avoid a review of related literature in which each article is treated in a
separate paragraph and started with the name of the researcher who wrote
the described report.
● Avoid excessive use of quotations. They are to be used only when the
material quoted is especially well written and can be inserted without spoiling
the continuity of the presentation.
● Explain how the study being reviewed relates to the present study and
identify similarities and differences with the present study.
● Review both local and foreign studies in order to give a balanced
presentation of the investigations being conducted in various settings.

● Present both local and foreign studies by author or writer, by topic, or in
chronological order.
● The section on relevance of the reviewed literature and studies to the present
study should justify the direct bearing and relevance of the related readings,
related literature, and related studies to the present study.
● The candidate should justify the difference between the proposed study and
the past related studies. He should make it clear that there is no duplication
of the studies and that present inquiry may only be a replication of another
study.
● The candidate should also stress that in spite of similar studies, the present
study is still necessary to find out if the findings of the studies in other places
are also true in the locale of the present study.
● The candidate should point out that there is a need to continue with the
present study to affirm or negate the findings of other inquiries about the
same research problems so that generalizations or principles may be
formulated. These generalizations and principles would be the contributions
of the present study, together with the other studies to the fund of
knowledge.
Chapter 3 RESEARCH METHODOLOGY
Research Design
● Identify the research design applied in the study whether historical,

descriptive or experimental.
● Discuss the procedural part of the research design and the rationale for
selection; that is, its appropriateness to the present study, and its advantages.
Table 1 may be used in choosing the suitable research design.

Table 1
Matrix of Research Goals and Types of Research Designs
RESEARCH GOAL TYPES OF RESEARCH DESIGNS
1. Descriptive 1. Descriptive Research
To understand the nature, Case study, survey research, library

characteristics, components, research, documentary research,
aspects of the phenomena content analysis, and participatory
research
2. Exploratory 2. Exploratory Research
To uncover data on phenomena Library research, documentary

that are not yet fully known; to research, survey research, case
surface information for possible study, field study
formulation of hypothesis
3. Explanatory-Experimental 3. Experimental Research
To explain the relationship between Pre-experimental, classical, quasi-

variables, between phenomena experimental, causal-comparative
To test causal relationship; to

determine the true cause and true
effects
To predict the relationship between

two variables; the change in one is
the cause of or brings about the
change in the other
To test the effects of an intervention

or change; if effects were due to
the intervention

Table 1 (continuation)
RESEARCH GOAL TYPES OF RESEARCH DESIGNS
4. Pilot Study 4. Action Research
To initiate and experiment with a Experiment, survey research, case

new set-up or system and study, participatory research
determine results; this can be
replicated-repeated in other
situation
5. Evaluation 5. Evaluation Research
To assess the impact, effects, results, Policy research, survey research,

outcomes of operations, policies, case study, field study, participatory
programs, behaviour, assessment of research
the processes or operations
involved
6. Policy Analysis 6. Policy Research
To generate information relevant to Survey research, field study, library

the development and formulation research, documentary analysis,
of policy; assessment of effects, historical research, descriptive
outcomes, impact of policies research, experimental research,
evaluation research
7. Feasibility 7. Feasibility Research
To determine the factors for the Survey research, library research

success or viability of a planned
course of action
8. Explanatory-Non-causal 8. Correlational Research
To determine the relationship or Case study, field study

association of variables not
necessarily in terms of cause and
effect
9. Explanatory-Causal-Non- Cross-sectional study

Experimental
Cohort study, case control

Population and Sample Size
● Define the population from which the sample was drawn. The population is
the group of interest to the researcher, the group to which he or she would
like the results of the study to be generalizable. The defined population must
have at least one characteristic that differentiates it from other groups.
● Explain the rationale for the sample selection, how and why you chose the
respondents, the time of observation, and the people and the events
involved. Describe the size and the characteristics of the sample (e.g.
number, gender, age) when necessary.
● Describe in detail the method of finding the appropriate size of the sample.
To determine the sample size, any of the following formulas may be used.
(a) The Slovin’s Formula
N
n
1  Ne 2
where: n = the sample size

N = the population size
e = the margin of error
NV  Se2 1 p)

 
(b) Ss 
NSe  V 2p(1 p)
 
where: Ss = the sample size

N = the population size
V = standard value (2.58) of one percent level
of probability with 0.99 reliability
Se = sampling error (0.01)
p = largest possible proportion (0.50)
Table 2, prepared by Krejie and Morgan based on a formula originally
developed by the United States Office of Education, may also be used to
determine the sample size needed in order for the sample to be
representative.

Table 2
Sample Sizes (S) Required for Given Population Sizes (N)
N S N S N S N S N S
10 10 100 80 280 162 800 260 2800 338
15 14 110 86 290 165 850 265 3000 341
20 19 120 92 300 169 900 269 3500 346
25 24 130 97 320 175 950 274 4000 351
30 28 140 103 340 181 1000 278 4500 354
35 32 150 108 360 186 1100 285 5000 357
40 36 160 113 380 191 1200 291 6000 361
45 40 170 118 400 196 1300 297 7000 364
50 44 180 123 420 201 1400 302 8000 367
55 48 190 127 440 205 1500 306 9000 368
60 52 200 132 460 210 1600 310 10000 370
65 56 210 136 480 214 1700 313 15000 375
70 59 220 140 500 217 1800 317 20000 377
75 63 230 144 550 226 1900 320 30000 379
80 66 240 148 600 234 2000 322 40000 380
85 70 250 152 650 242 2200 327 50000 381
90 73 260 155 700 248 2400 331 75000 382
95 76 270 159 750 254 2600 335 100000 384
Table 2 suggests the following generalities:

1. The larger the population size, the smaller the percentage of the
population required to get a representative sample.
2. For smaller populations, say N = 100 or fewer, there is little point in
sampling; survey the entire population.
3. If the population size is around 500 (give or take 100), 50% should be
sampled.
4. If the population size is around 1,500, 20% should be sampled.

5. Beyond a certain point (about N = 5,000), the population size is almost
irrelevant and a sample size of 400 will be adequate.
Sampling Technique
● Explain clearly the method of selecting the sample and why it is the most
appropriate sampling technique for the study.
● Discuss how the sampling technique was used in the study. This is very
important because if the sample drawn is not representative of the
population, the results calculated from the sample would be incorrect as
estimates of the population value. Thus, the findings and conclusions will not
be valid and reliable.
● Any of the following basic sampling techniques or procedures may be used:
simple random sampling, stratified sampling, cluster sampling, and systematic
sampling.
Simple Random sampling is the process of selecting a sample in such a

way that all individuals in the defined population have an equal and
independent chance of being selected for the sample. One way to do this is
to write each individual’s name on a separate slip of paper, place all the slips
in a container, shake the container thoroughly, and select slips from the
container until the desired number of individuals is selected. Another
approach is to use a table of random numbers. This method involves the
following specific steps:
1. Identify and define the population.

2. Determine the desired sample size.
3. List all members of the population.
4. Assign all individuals on the list a consecutive number from zero to the
required number, for example, 000 to 723 or 00 to 95.
5. Select an arbitrary number in the table of random number.

6. For the selected number, look at only the appropriate number of
digits. For example, if a population has 957 members, you only need
to use the last three digits.
7. If the number corresponds to the number assigned to any of the
individuals in the population, then that individual is in the sample.
8. Go to the next number in the column and repeat step 7.
9. Repeat step 8 until the desired number of individuals has been
selected for the sample.
Stratified sampling is the process of selecting a sample in such a way that

identified subgroups in the population are represented in the sample in the
same proportion that they exist in the population. It can also be used to
select equal-sized samples from each of a number of subgroups, if subgroup
comparisons are desired.
The steps in stratified sampling are very similar to those in random
sampling except that selection is from subgroups in the population rather
than the population as a whole. In other words, random sampling is done
more than once; it is done for each subgroup. Stratified sampling involves
the following steps:
2. Determine desired sample size.
3. Identify the variable and subgroups )strata) for which you want to
guarantee appropriate representation (either proportional or equal).
4. Classify all members of the population as members of one of the
identified subgroups.
5. Randomly select an ―appropriate‖ number of individuals from each of
the subgroups.
Cluster sampling is sampling in which groups, not individuals, are randomly

selected. All the members of selected groups have similar characteristics.
Cluster sampling is more convenient when the population is very large or
spread out over a wide geographic area.

Cluster sampling involves the following steps:
3. Identify and define a logical cluster.
4. List all clusters (or obtain a list) that comprise the population.
5. Estimate the average number of population members per cluster.
6. Determine the number of clusters needed by dividing the sample size
by the estimated size of a cluster.
7. Randomly select the needed number of clusters.
8. Include in your study all population members of each selected cluster.
Systematic sampling is sampling in which individuals are selected from a

list by taking every kth name. The major difference between systematic
sampling and the other types of sampling is the fact that all members of the
population do not have an independent chance of being selected for the
sample. Once the first name is selected, all the rest of the individuals to be
included in the sample are automatically determined.
Systematic sampling involves the following steps:
3. Obtain a list of the population.
4. Determine what k is equal to by dividing the size of the population by
the desired sample size.
5. Start at some random place at the top of the population list.
6. Starting at that point, take every kth name on the list until the desired
sample size is reached.
7. If the end of the list is reached before the desired sample is reached,
go back to the top of the list.
Table 3 shows the description, the advantages, and the disadvantages of the
different sampling techniques.

Table 3
Description, Advantages, and Disadvantages of

Probability Sampling Techniques
TYPE DESCRIPTION ADVANTAGES DISADVANTAGES
Simple Each population Easy to implement Requires a listing of

random element has an equal with automatic dialing population elements;
chance of being (random digit dialing) takes more time to
selected into the and with implement; uses larger
sample. Sample drawn computerized voice sample sizes; produces
using random number response system larger errors; expensive
table/generator
Stratified Divide population into Researcher controls Increased error will

subpopulations or strata sample size in strata; result if subgroups are
and use simple random increased statistical selected at different
on each strata. Results efficiency; provides rates; especially
may be weighted and data to represent and expensive if strata on
combined. analyze subgroups; the population has to
enables use of be created
different methods in
strata
Systematic Selects an element of Simple to design; Periocidity within the

the population at a easier to use than population may skew
beginning with a simple random; easy the sample and results;
random start and to determine sampling if the population list
following the sampling distribution of mean or has a monotonic
fraction selects every kth proportion; less trend, a biased
element expensive than simple estimate will result
random based on the starting
point
Cluster Population is divided Provides an unbiased Often lower statistical

into internally estimate of population efficiency (more error)
heterogeneous parameters if properly due to subgroups
subgroups; some are done; economically being homogeneous
randomly selected for more efficient than rather than
further study simple random; lowest heterogeneous
cost per sample,
especially with
geographic clusters;
easy to do without a
population list

Description of Respondents
● Explain how and where the respondents of the study are taken. It can be the
entire population or census if the population size is small or a sample if the
population size is large.
● Mention the agency and the frequency of the subjects.
● Include in the description of respondents such information as the age range,
proportions of each gender if both males and females are used, educational
attainment, and so forth.
Instrumentation
This section should include the following:

1. A description of all instruments used to collect data pertinent to the study,
such as questionnaires, tests, interview, observation schedule, checklist, or
rating scale.
2. An explicit explanation of each part of the research instrument. The
description of each instrument should relate the function of the instrument to
the study and what the instrument is intended to measure.
3. If a standardized instrument is used, the researcher must describe the
instrument (include a copy of all instruments in the Appendix) and discuss
why each instrument is appropriate to the study. The validity and reliability
coefficients must be reported.
4. If the researcher developed the instrument for the research study, the
following should be discussed:
a. a detailed description of the manner in which the instrument was
developed;
b. the steps taken to ensure the instrument’s reliability and validity;
c. the experts involved in the correction, refinement, and validation of
the research instrument;
d. the pretesting efforts and subsequent instrument revisions; and
e. the types of items used in the instrument;

5. Permission statements must be obtained for the validated instrument
developed by another researcher and the written permission of the original
author must be included in the Appendix.
6. Place in the appendix of the thesis a copy of the instrument itself,
accompanying scoring keys, and other pertinent data related to the newly
developed test.
Data Gathering Procedure
If you are writing your research PROPOSAL, this section should be written in
future tense. Once finished, write this section in the past tense.
1. The researcher should describe, in sufficient detail, each step followed in
conducting the study, in chronological order. He should describe how data
will be/was collected (e.g. interviews, participant observation, journals,
document reviews, etc.). The procedures for collecting data must be
thoroughly discussed.
2. For interviews, describe whether the interviews will be structured, open-
ended, in-depth, unstructured, etc.
3. Discuss, in terms of their seriousness or probable consequences, any
unforeseen events which occurred which might have affected the results
such as changes in the schedule for administering tests, disturbances during
the testing situation, or unexpected respondent reactions.
4. Any insights regarding ways to improve procedures should be shared so that
other researchers may profit from the investigator’s experiences.
Statistical Treatment of Data
● Describe the statistical techniques that were applied to the data and justify
their use in terms of their appropriateness.
● Mention the preselected  levels (levels of significance) and the results of
each analysis.

● For each hypothesis, the statistical test of significance selected and applied
to the data is described.
● Common statistical formulas need not be presented; only the new, the
complex, and the seldom-used formulas are to be presented in the text.
Table 4 shows some of the statistical tools used in the treatment of data. It is
divided into two parts: descriptive and inferential statistics. Descriptive statistics
presented in the table are measures of central location, measures of dispersion,
and measures of association. Inferential statistics consist in test of hypothesis for
interval or ratio level of measurement involving two or more groups.

Table 4
Some Statistical Tools Used in Research
STATISTICAL TOOL FORMULA

DESCRIPTIVE STATISTICS
Measures of Location
Mean
Calculated by taking the sum of the x
x
values in a data set and dividing by the
n
number of values
where
It can only be used for interval/ ratio level x  sample arithmetic mean
variables. x  each individual value in the sample
n  sample size
Major disadvantage is that it is affected
by extreme values.
Weighted Mean
It can be used for variables that are xw 
 fw
n
abstract or continuous or cannot be
counted individually such as adequacy,
where
efficiency, excellence, extent,
seriousness, and the like. x w  weighted mean
f  frequency of each weight
w  weight assigned to each value
n  sample size
Proportions and Percentages f

Commonly used with nominal variables p
n
and in frequency tables
where
p  sample proportion
f  frequency of an observation, or value, in
the sample
n  sample size
percentage ,%  p  100

Measures of Variation
 x  x 
Variance 2
2
It is the square of the difference between s 
the individual value and the mean. n 1
where
s 2  sample variance
x  sample values
x  sample mean
n  sample size
 x  x 
Standard Deviation 2
It is the square root of the variance. 2
s s 
n 1
Or
 x2  nx
2
s
n 1
where
s  sample standard deviation
Coefficient of Variation s
It is used to compare the degree of cv   100
x
variability in different distributions.
where
It is the standard deviation expressed as a cv  sample coefficient of variation
percent of the mean. s  sample standard deviation
x  sample mean

Measures of Association
Pearson’s Product-Moment Coefficient of SS xy

Correlation or Sample Coefficient of r
Correlation SS xx  SS yy
Used for interval/ratio level data
where
Assumption: Relationship between the
variables x and y is linear
SS xy   xy 
 x y
n
 x  2
SS xx   x 2 
n
 y  2
SS yy   y  2
n
Spearman’s Rank Correlation Coefficient 6 d 2

rs  1 
 
Used for rank or ordinal level data
n n2 1
Can also be used with interval/ ratio level
data as long as the values are first where
converted to ranks, or to an ordinal level d  difference in the paired ranks for each
item
n  number of paired rankings
Linear Regression—Ordinary Least Squares ŷ  b0  b1 x

Used to predict the change in one
 x y
variable as a result of a change in
another variable
SS xy  xy  n
b1  
SS xx  x 2
For determining the straight line equation x  n
2
that best estimates the relationship
between x and y b0  y  b1 x
where
x  arithmetic mean of x values
y  arithmetic mean of y values

2
Coefficient of Determination (r ) SSE
Denotes the strength of the linear
r2  1
SS yy
association between x and y
SS xy   xy 
 x y
Tells how much of the variation in the n
dependent variable y is explained by the
 x  2
estimated regression line SS xx   x 2
n
2  y 
2
SS yy   y 
n
SS xy
b1 
SS xx
SSE  SS yy  b1SS xy
INFERENTIAL STATISTICS – Inferences about Two Samples

Difference between means of two independent samples
Pooled Variance t-test

It is used with interval/ratio level data. t
x1  x 2   1   2 
n1  1 s12  n2  1 s22 1

1
Samples are randomly selected. n1  n2  2 n1 n2
Distributions of the two populations are
normal.
df  n1  n2  2
Variances are unknown but assumed where

equal. x1  mean of sample 1
x 2  mean of sample 2
s12  variance of sample 1
s 22  variance of sample 2
n1  sample 1 size
n2  sample 2 size


Inferences between means of two dependent samples
Paired Sample t-test

Used to control, or eliminate, the effect ∑d
of extraneous variables and to reduce - D
n
the variability associated with random t=
∑d 2 - nd 2
sampling by matching, or pairing, the
samples. n ( n 1)
The underlying population distributions df = n – 1

are normal.
where:
The observations are measured at the d = difference between paired observations
interval level.
µD=population mean of the difference in pair
of values
n = sample size
Inferences about three or more samples
One-way Analysis of Variance

It is used for interval/ratio level of GT = ΣTc
measurement.
GT 2
2
SST = ∑∑X rc -
The samples are independently drawn. n
Each sample is drawn from a population ∑(Tc2 ) GT 2

with a normal distribution. SSB = -
nc n
The variances of the populations are SSW = SST - SSB

equal.
SSB
MSB c-1
F= =
MSW SSW
n-c
where:
GT = grand total
SST = total sum of squares
SSB = between groups sum of squares
SSW = within groups sum of squares

Chapter 4 PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA
Chapter 4 of a thesis discusses the findings of the study derived from the data
that have been gathered, processed and analyzed.
Answer all specific questions in Chapter I under Statement of the Problem
supported with statistical tables or figures.
● Emphasize only those aspects of the results that are important and
noteworthy.
● Avoid making the mistake of preparing a table and then discussing every
entry in the table whether significant or not.
● Identify and interpret the major data. Discuss possible reasons why these
results occurred, fit the results into the findings of previous researches, suggest
field applications and make theoretical interpretations.
● Deal with each hypothesis in the study in the presentation of results.
Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS
Chapter 5 of a thesis presents the general summary of the study, summary of

findings, conclusions, and recommendations.
This is the last chapter of a thesis or and the most important part because it is
here where the findings are summarized; generalizations in the form of
conclusions are made; and the recommendations for the solutions of problems
discovered in the study are addressed to those concerned.
General Summary of the Study
This section includes the summary of the statement of the problem,

hypotheses, research design, determination of the sample size, sampling design
and technique, the subjects, the research instruments, validation of the research

instrument, data gathering procedure, data processing method, and statistical
treatment.
Summary of Findings
This section summarizes the results based on Chapter 4. If there are only three
specific questions stated in Chapter 1 and answered in Chapter 4, there are only
three results summarized in this section and no presentation of tables.
If there are specific questions with subquestions, each subquestion should be
answered and summarized.
Guidelines in writing the summary of findings
The following should be the characteristics of the summary of findings:
● There should be a brief statement about the main purpose of the study, the
population or respondents, the period of the study, method of research used,
the research instrument, and the sampling design. There should be no
explanations made.
● The findings may be lumped up all together but clarity demands that each
specific question under the statement of the problem must be written first to
be followed by the findings that would answer it. The specific questions
should follow the order they are given under the statement of the problem.
● The findings should be textual generalizations, that is, a summary of the
important data consisting of text and numbers. Every statement of fact
should consist of words, numbers, or statistical measures woven into a
meaningful statement. No deduction, nor inference nor interpretation should
be made otherwise it will only be duplicated in the conclusion.
● Only the important findings, the highlights of the data, should be included in
the summary, especially those upon which the conclusions should be based.
● Findings are not explained nor elaborated upon anymore. They should be
stated as concisely as possible.
● No new data should be introduced in the summary of findings.

Conclusions
Conclusions should dovetail with the findings of the study. If there are only
three summarized results, there are three conclusions.
Conclusions are arranged as it appears in the findings. Moreover, rejection
and acceptance of hypotheses are explained in this section.
Guidelines in writing the conclusions
The following should be the characteristics of the conclusions.
● Conclusions are inferences, deductions, abstractions, implications,
interpretations, general statements, and/or generalizations based upon the
findings. Conclusions are the logical and valid outgrowths of the findings.
They should not contain any numeral because numerals generally limit the
forceful effect or impact and scope of a generalization. No conclusions
should be made that are not based upon the findings.
● Conclusions should appropriately answer the specific questions raised at the
beginning of the investigation in the order they are given under the
statement of the problem. The study becomes almost meaningless if the
questions raised are not properly answered by the conclusions.
● Conclusions should point out what were factually learned from the inquiry.
However, no conclusions should be drawn from the implied or indirect effects
of the findings.
● Conclusions should be formulated concisely, that is, brief and short, yet they
convey all the necessary information resulting from the study as required by
the specific questions.
● Without any strong evidence to the contrary, conclusions should be stated
categorically. They should be worded as if they are 100 percent true and
correct. They should not give any hint that the researcher has some doubts
about their validity and reliability. The use of qualifiers such as probably,
perhaps, may be, and the like should be avoided as much as possible.
● Conclusions should refer only to the population, area, or subject of the study.
● Conclusions should not be repetitions of any statements anywhere in the
thesis. They may be recapitulations if necessary but they should be worded

differently and they should convey the same information as the statements
recapitulated.
Recommendations
Recommendations are based on the conclusions. This is arranged as it

appears in the conclusions. In addition, recommendations may include further
research of the study.
Guidelines in writing the recommendations
Recommendations are appeals to people or entities concerned to solve or
help solve the problems discovered in the inquiry. They should have the
following characteristics:
● Recommendations should aim to solve or help solve problems discovered in
the investigation.
● No recommendations should be made for a problem, or any thing for that
matter, that has not been discovered or discussed in the study.
Recommendations for things not discussed in the study are irrelevant.
● There may also be recommendations for the continuance of a good
practice or system, or even recommendation for its improvement. This is to
insure a continuous benefit being accorded to the universe involved.
● Recommendations should be feasible, practical, and attainable.
● Recommendations should be logical and valid. If the problem is the lack of
facilities. It is only logical to recommend the acquisition of the lacking
facilities.
● Recommendations should be addressed to the persons, entities, agencies, or
offices who or which are in a position to implement them.
● There should be a recommendation for further research on the same topic in
other places to verify, amplify, or negate the findings of the study. This is
necessary so that if the findings are the same, generalizations of wider
application can be formulated.

God is for those, who are not for
themselves.
LESSON 3
THE REFERENCE
MATERIALS
Introduction
The third main part of a thesis is the reference matter or back matter.
Reference matter includes the bibliography or list of references, appendices and
vita.
This lesson discusses the guidelines in the preparation of the different parts of
the reference matter.
Bibliography
Selected materials relevant to and used in the study are to be included in this
part. These are books, other research studies reported in journals, monographs,
pamphlets, master’s theses, doctoral dissertations, articles, written speeches, and
other materials. The graduate student should use the manual recommended for
his/her particular course by the PUP-Open University System.
Guides in preparing a bibliography:
● The bibliography follows the body of the text and is a separate section.
● The first page of the bibliography should have the word BIBLIOGRAPHY
centered and in capital letters on the 10th single space from the top of the
paper.

● The entries in the bibliography are arranged in an underhang, single-spaced
form with double-spacing between references.
● Each entry begins flush with the left margin and the second and following
lines are indented four spaces.
● The first entry in the bibliography is placed one double space below the title.
If, however, the next element of the bibliography is a group (category)
heading, it should be placed three single spaces below the title. The first
entry is typed a double space below the category heading.
● The bibliography is divided into categories if it is long. As a general rule, a
bibliography containing fewer than 20 titles should not be subdivided into
categories.
● Within the bibliography, category headings are separated from preceding
materials by a triple space.
● References are arranged in each division of a divided bibliography in
alphabetical order.
● Page numbering should be continuous.
● Sources of materials included in the footnotes should be included in the
bibliography.
Appendices
Appendix materials are placed after the bibliography. Following are general
pointers in presenting appendix materials.
● Most theses require one or more appendices for presenting items that may
be of interest or importance to some readers but are not sufficiently pertinent
to be included in the body of the paper. Materials commonly placed in the
appendix include 1) tables that are lengthy or that contain materials not
essential to understanding the study, (2) locally developed research aids,
such as forms and instruction sheets, (3) copies of data-gathering instruments
used in the study, (4) computer print-outs, and (5) letters of permission to
conduct a survey and to reprint copyrighted materials.

● The materials of the appendix should be numbered accordingly (usually the
letters of the alphabet are used).
● Material presentation in the appendix should follow the presentation in the
table of contents and also the presentation in the text to avoid confusion.
● All pages of the appendix must be on the same kind of paper as used for
preparation of the body of the thesis.
● Original letters, questionnaires, testing instruments, etc., should be
photocopied onto thesis paper before appending them in the appendix.
● The margins of appendix materials must be the same as those prescribed for
the body of the thesis; oversize text should be reduced on a reducing
photocopier in order to keep items in the appendix within the margin
requirements.
Vitae
A brief biographical sketch of the student is required as a part of each thesis.

This biographical sketch, called a Vita, must not exceed one page in length.
● The title, VITA, is typed in capital letters and centered at the top of the page.
● The Vita page is the last numbered page in the thesis and must be included
in the Table on Contents.
● The biographical sketch should include the student’s full legal name (as it
appears on the title page and the abstract), date and place of birth;
educational background (including schools attended, degrees earned, the
years in which previous degrees were completed, and major field of
specialization), work experiences; authorship and publications; and
membership in professional organizations.
● Because a thesis is a formal document, abbreviations for cities or
municipalities, towns, provinces, .degrees, schools, positions, and companies
should not be used.

MODULE 2
The secret of
happiness is not
doing what one
likes to do but
in liking what
FORMAT AND STYLE
one has to do.
Introduction
In preparing the thesis, it is important that subheadings, spacing,

capitalization, figure caption, table titles, punctuations, paragraph indentations,
etc. be properly and consistently formatted.
This section describes the desired format and appearance of the thesis.
The PUP-Open University System is responsible for verifying that thesis meets these
formatting specifications.
Style
In addition to this module, the following reference works have been

approved by the PUP-Open University System Academic Council to be used in
the different academic programs.
For Master in Public Administration (MPA):

● American Psychological Association. Publication Manual. 4th edition.
Washington, D.C.
For Master in Communication (MC):
● Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New
York: The Modern Language Association of America.
Washington, D.C.

For Master in Educational Management (MEM), Master of Science in Information
Technology (MSIT), and Master of Science in Construction Management (MSCM):

Washington, D.C.
● Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and
Dissertations. Chicago:The University of Chicago Press.
● Campbell, W. G. and S.V. Ballou. Form and Style. Houghton, Mifflin.
Paper Quality Specifications
● For the final copy of the thesis (the copy that will be printed and signed by
the advisory committee and oral defense panel) submitted to the PUP-
Open University System, use 8 ½ x 11-inch, 20-24 pound, stark white (not
off-white, ecru, ivory, etc.), 25% cotton fiber or cotton rag content bond
paper.
The weight and texture of the paper, which correspond to the paper’s
thickness, is indicated on the packaging label. The paper’s cotton fiber or
cotton rag content is indicated by a watermark which can be seen on the page
when the paper is held up to the light.
Below is a partial list of acceptable papers:
- Best Buy Multi Purpose Paper manufactured by Advanced Paper

Corporation and exclusively available at National Book Store.
● Use the same brand, weight, shade of white and texture of paper
throughout the thesis.
● Neither paper with perforated edges (so-called ―tractor-fed‖ paper) nor
photocopy (xerographic) paper is acceptable. Erasable paper, which
lacks absorbent qualities, is not acceptable for any part of the thesis.

Print Specifications
● The same font must be used in all elements of the thesis. This includes
- all the front matter
- the body of the paper
- the footnotes, endnotes, parenthetical references
- the bibliographies/references
- the main text of the appendix
- all page numbers
- all figure numbers and captions
- all table numbers and headings.
● Standard font size is 12-point or 10 characters per inch and should be used
throughout the thesis. A standard typeface such as Times New Roman or
Arial should be used.
● Different fonts and font size may be used within the appendices and
within the tables and figures. Do not reduce type in these sections below
10 point type.
● Headings and subheadings may be in a larger size, and may be in bold
print, but the font must be the same one that is used in the remainder of
the manuscript.
● If a large type is used for one subheading, the same size of type must be
used in all subheadings. Or, if the major headings and subheadings have
two different font sizes, the larger font must be used in the major headings.
● All fonts used must be 10-point or larger. Use 14-point for chapter
headings, 12-point for the main body of the text and figure/table titles,
and 10-point for footnotes and text in figures and tables.
● Ornate or decorative fonts such as script, gothic, calligraphy, italics, or
specialized art fonts are not acceptable. Italics may be used only for
foreign words, mathematical constants, chemical element symbols,
special emphasis, and in citing titles of published works.

● For word-processed thesis, printer quality is critical to produce a clean,
clear image. Use a laser printer with resolution at or exceeding 600 dpi.
Type produced by dot matrix and ink jet printers is not acceptable.
● The text of the thesis must be double-spaced and printed on Use a laser
printer.
● Decorative borders are not acceptable.
● Any markings, including lines, symbols, diacritical marks, or lettering, which
cannot be made with ordinary typing must be inserted in black,
waterproof ink. All pencil lines must be erased completely.
● Do not use correction tape or correction fluid on the pages of the official
copies of the thesis because they can bleed or flake away from the
paper exposing the uncorrected type.
Margins
● The basic margin requirements for thesis are as follows:

- Left margin (bound-in side) . . . . 1½ inches
- Right margin . . . . . . . . . . . . 1 inch
- Top margin . . . . . . . . . . . . . 1 inch
- Bottom margin . . . . . . . . . . . 1 inch
These margin requirements apply throughout the thesis, including all front
matter, the appendices, bibliography/references, tables, and figures.
● Use a 2‖ top margin on the title page and on the first pages of major
sections such as acknowledgments, abstract, table of contents, list of
tables, list of figures, chapter, bibliography/ references, and appendix.
● Use a ragged right margin so that the spacing between words is even.
● Tables and figures may be photographically reduced to meet these
requirements provided all information in them is legible. Table titles and
figure captions, however, cannot be reduced, and must be the same font
and size as text.
● Photocopies made from the original copy should be checked to ensure
that all margins are acceptable.

● Thesis which does not conform to minimum and maximum margin
requirements will not be accepted.
Word Processing Rules
● Type on one side of the page only.

● Use standard double-spacing (three lines per inch) for the text of all
preliminary pages such as acknowledgments and abstract, for the body
of the paper, and for text in the chapters and appendices. Consistently
double-space between paragraphs. Do not add extra space above and
below subheadings.
● Single spacing must be used for multi-line chapter titles and subheadings
in the text, all table headings, all figure captions, bibliographic entries,
footnotes, subheadings listed in the table of contents.
● Single-space block quotations, double-space before and after a block
quotation unless a new paragraph follows it; in that case, triple-space
after the quotation. Indent block quotations one-half inch from both the
left and right margins. Do not enclose block quotations in quotation
marks.
● Double spacing must be used between bibliographic entries, footnotes,
endnotes, and entries in the lists of tables and figures.
● Indent paragraphs consistently.
● Center and type in uppercase letters all major section titles on the
heading pages, e.g., APPROVAL PAGE, ABSTRACT, ACKNOWLEDGMENTS,
LIST OF TABLES, LIST OF FIGURES, Chapter TITLE, BIBLIOGRAPHY, and so on.
● Place footnotes at the bottom of the appropriate page, or place
endnotes in numerical order at the end of each chapter. Remember to
single space notes and double space between each entry.
● Do not split references, bibliographic entries, table headings, or figure
captions across two pages. (However, footnotes at the bottom of the
page may continue to the following page.)

● Be sure the spacing above and below headings throughout the thesis is
consistent.
● Allow one space between each word of text, and two spaces after each
period or colon. All marks of punctuation should immediately follow a
typewritten character, except for an open parenthesis.
● Use ragged right margin. Do not use fully justified margins. Sometimes
they produce large gaps or inappropriate spaces between words.
● Partially-filled pages of text are not permitted except at the end of a
chapter or where there is insufficient room to place four or fives lines of
text either before or after a table, or when headings appear near the
bottom of the page. At least two lines of text should appear after a
heading at the bottom of a page. Do not submit a page with only one
line of text.
● Avoid widows and orphans. A widow is the last line of a paragraph that
appears by itself at the top of a page. An orphan is the first line of a
paragraph that appears by itself at the end of a page. Activate the
widow/orphan protection command of the computer program before
typing the document.
Specification for Page Numbering
● Every page of the thesis must have a page number except the title page,
which is considered page ―i" but which should not be numbered.
● Preliminary pages or front matter (those preceding the beginning of
Chapter I or the body of the work) must be numbered consecutively with
small roman numerals (ii, iii, iv, etc.) centered at least one double space
below the last line of print and no less than one-half inch from the bottom.
● Lowercase Roman numerals first appear on the approval page. This will
be page ii of the thesis. These Roman numerals continue consecutively
through the preliminary pages, ending with the last page of the list of
figures.

● Preliminary pages with major headings or section titles—
acknowledgments, table of contents, list of tables, and so on—will have a
2‖ top margin, with the page number centered one-half inch from the
bottom edge of the page. On non-heading pages, center the Roman
numerals one-half inch from the bottom edge of the page also.
● Arabic page numbers must be used beginning with the body of the text
(Chapter I). Pages must be numbered consecutively beginning with 1
and continuing through to the end of the vita.
No other numbering scheme is acceptable.
● In the body of the text, Arabic page numbers appear at the upper right
hand corner not less than one-half inch from the top edge of the page
and flush with the right margin, except on pages with a major heading.
● Page numbers on the first page of each chapter, bibliography/
references, appendices, and curriculum vitae are centered at the bottom
of the page at least one double space below the last line of print, and no
less than one-half inch from the bottom edge of the page. Running
heads (shortened titles at the tip of each page) are not acceptable.
● Check the pagination of the manuscript to make sure that no pages are
duplicated, missing, blurred, only partly printed, or out of order.
Specifications for Captions, Equations, and Symbols
● If a table or figure caption is too long to include on the same page as the
table or figure, type it on a preceding, numbered page, or make this a
left-hand, or facing page—a page that, when turned, faces the table or
figure so that both may be viewed at the same time.
● Use the same font for all equations. This may differ from that used in the
text.
● Number equations consecutively throughout the paper.
● If necessary, use a template, ruler, and finely pointed black ink pen to
draw special symbols that cannot be made by the computer.
● Do not use handwritten labels to point out parts of a figure.

● Do not include any handwritten calculations, computer codes, or other
material in the manuscript.

MODULE 3
IN-TEXT CITATION
Virtue is the sign of the educated person.
AND REFERENCES
This is what makes education worthwhile.
MODULE CONTENTS
LESSON 1 AMERICAN PSYCHOLOGICAL ASSOCIATION (APA) STYLE
Author-date methods of in-text citation for one author, two authors,

three to five authors, six or more authors, unknown author,
organization as an author, authors with the same last names, two or
more works by the same author in the same year, citing indirect
sources, electronic sources, and unknown author and unknown
date using the American Psychological Association (APA) format.
It also contains discussion of basic rules on how each source cited
in the paper must appear in the reference list.
LESSON 2 MODERN LANGUAGE ASSOCIATION (MLA) STYLE
Modern Language Association (MLA) style uses the author-page

number format. Topics include the basic rules for in-text citation
and works cited.

LESSON 1
AMERICAN
PSYCHOLOGICAL
ASSOCIATION (APA)
STYLE
Introduction
This lesson deals with the standard format of in-text citation and references
using the American Psychological Association (APA) style.
The general guidelines presented in this lesson are based on the Publication
Manual of the American Psychological Association, 7th ed. (Washington, D.C.:
American Psychological Association, 2006).
In-text Citation
The following are some author-date methods of in-text citation using the
American Psychological Association (APA) format.
One Author - Insert the surname of the author and year of publication at the
appropriate point in the text.
Within the text : Last name of author (Year of Publication)
In parentheses: (Last name of author, Year of Publication)
Two authors – Insert the surnames of the authors and year of publication at the
appropriate point in the text each time the source is cited. Use the word ―and‖
between the authors’ last names within the text and use ampersand (&) in the
parentheses.

Within the text : First authors last name and second author’s last name (Year
of Publication)
In parentheses: (First author’s last name & second author’s last name, Year
of Publication)
Three to five authors – Insert the surnames of the authors and year of publication
at the appropriate point at the appropriate point in the text the first time the
source is cited. In subsequent citations, use only the first author’s last name
followed by ―et al.‖ and year of publication.
Within the text : First author’s last name, second author’s last name, third
author’s last name, fourth author’s last name, and fifth
author’s last name (Year of Publication) – first citation
First author’s last name et al. (Year of Publication) –
subsequent citations
In parentheses: (First author’s last name, Second author’s last name, third
author’s last name, fourth author’s last name, & fifth author’s
last name, Year of Publication) – first citation
(First author’s last name et al., Year of publication) –
subsequent citations
Six or more authors – Use only the last name of the first author followed by et al.
and the year of publication at the appropriate point in the text each time the
source is cited.
Within the text : First author’s last name et al. (Year of Publication)
In parentheses: (First author’s last name et al., Year of Publication)
Anonymous source – When an author is designated ―Anonymous,‖ include the

word Anonymous followed by a comma and the publication date.
In parentheses : (Anonymous, Year of Publication)
Unknown author - For source with no author listed, include the first few words of
the work’s title and year. If the title is of an article, chapter or webpage, use
quotation marks.

Within the text : ―First few words of the title‖ (Year of Publication)
In parentheses: (―First few words of the title,‖ Year of Publication)
If the title is of a book, periodical, brochure or report, use italics.
Within the text : First few words in the title (Year of Publication)
In parentheses: (First word or two in the title, Year of Publication)
Organization as an author – If the author is an organization or government

agency, list the name of the organization followed by the year of publication at
the appropriate point in the text.
Within the text : Name of organization/government agency (Year of
Publication)
In parentheses: (Name of organization/government agency, Year of
Publication)
If the organization has a well-known acronym, include the acronym in brackets
the first time the source is cited and then use only the acronym in subsequent
citations.
Within the text : Name of the organization [Acronym] (Year of Publication) –
first citation
Acronym (Year of Publication) – subsequent citations
In parentheses: (Name of the organization [Acronym], Year of Publication) –
first citation
(Acronym, Year of Publication) – subsequent citations
Two or more authors in the same parentheses – If the parenthetical citation

includes two or more works, list the authors’ names alphabetically and separate
them by a semi-colon.
In parentheses: (Last name of Author A, Year of Publication; Last name of
Author B, Year of Publication)
Authors with the same last names – If the authors have the same last names, use
first the initials followed by the last names and the year of publication at the
appropriate point in the text.

Within the text : First name initials of author A. Same last name (Year of
Publication)
First name initials of author B. Same last name (Year of
Publication)
In parentheses: (First name initials of author A. Same last name, Year of
Publication)
(First name initials of author B. Same last name, Year of
Publication)
If they appear in the same parenthetical citation, list them alphabetically by
initials.
In parentheses: (Initials of Author A. Last name of Author A, Year of
Publication; Initials of Author B. Last name of Author B, Year
of Publication)
Two or more works by the same author in the same year – If two works were
written by the same author in the same year, use lower-case letters (a, b, c) with
the year to arrange the entries in the reference. Use the lower-case letters with
the year of publication in the in-text citation.
Within the text : Last name of author (Year of Publication with lower-case
letters (a, b, c))
In parentheses: (Last name of author, Year of Publication with lower-case
letters (a, b, c))
Citing indirect sources – If a source was cited in another source, name the
original source within the text and at the end of the quotation or paraphrase
enclose in parentheses the words ―as cited in‖ followed by the name of the
secondary source, the year of publication, and the page number.
Within the text : Original author’s last name (as cited in Secondary source
author’s last name, Year of Publication, Page number)
Electronic Source – An electronic document is cited the same way as any other
document using the author-date format.
Within the text : Author’s last name (Year of Publication)

In parentheses: (Author’s last name, Year of Publication)
Unknown author and unknown date – If no author or date is given, use the title
within the text or the first few words of the title in the parentheses and use the
abbreviation ―n.d.‖ (for ―no date‖).
Within the text : Title (n.d.)
In parentheses: (―First word or two of the title,‖ n.d.)
Reference List
Reference list should appear at the end of the paper. It should provide the
needed information for the reader to locate and retrieve any source cited in the
body of the paper. Each source cited in the paper must appear in the
reference list and each entry in the reference list must be cited in the text.
Basic Rules
 Use hanging indention for each entry in the reference list. That is, the first line
is flash to the left margin and the subsequent lines are indented half an inch
from the left margin.
If a particular work has three to seven authors, list the last name and initials for all
authors. It the work has more than seven authors, list the last name and initials of
first six authors, use ellipses after the sixth author’s name, and then list the last
name and initials of the last author of the work.
 Reference list entries should be alphabetized by the last name of the first
author of each work.
 If there is more than one article by the same author, single-author references
or multiple-author references with the exact same authors in the exact same
order are listed in order by the year of publication, starting with the earliest.

 For books, articles, or Web pages capitalize only the first letter of the first word
of a title and subtitle, the first word after a colon or a dash in the title, and
proper nouns. Do not capitalize the first letter of the second word in a
hyphenated compound word.
 Capitalize all major words in journal titles.
 Italicize titles of books and journals but do not italicize, underline, or put
quotes around the titles of journal articles or essays in edited collections.
Reference List: Author/Authors
Single Author – Begin the entry with the author’s last name, followed by a comma
and the author’s initial(s). Then give the date in parentheses. Place of Publication
should list the city and the state using the two letter postal abbreviation without
periods.
Author’s last name, Initial(s). (Year of publication). Title of book: Subtitle.
Place of Publication: Publisher.
Two Authors – List the authors by their last names and initials. Use an ampersand
(&) between the names of the two authors.
First Author’s last name, Initials & Second Author’s last name, Initials. (Year of
publication). Title of book: Subtitle. Place of Publication: Publisher.
Three to Seven Authors – List the authors by last names and initials, separate the
authors’ names by commas, and precede the last author’s name by an
ampersand.
First author’s last name, Initials, Second author’s last name, Initials, Third
author’s last name, Initials, Fourth author’s last name, Initials, fifth author’s
last name, Initials, Sixth author’s last name, Initials, & Seventh author’s last
name, Initials. (Year of Publication). Title of book: Subtitle. Place of
Publication: Publisher.

More than Seven Authors - List the first six authors by last names and initials, then
use ellipses after the sixth author's name, and list the last author's name of the
work.
First author’s last name, Initials, Second author’s last name, Initials, Third
author’s last name, Initials, Fourth author’s last name, Initials, fifth author’s
last name, Initials, Sixth author’s last name, Initials, … , last author’s last
name and initials. (Year of Publication). Book title: Subtitle. Place of
Organization as Author – When the author is an organization, begin with the

name of the organization.
Name of Organization. (Year of Publication).
Unknown Author - Begin the entry with the work’s title. Titles of books are
italicized; titles of articles are neither italicized nor put in quotation marks.
Book Title: Subtitle. (edition). (Year of Publication). Place of Publication:
Publisher
Two or More Works by the Same Author - Use the author’s last name and initials
for all entries. List the entries by year, the earliest first.
Author’s last name, initials (Year of Publication 1). Title of Work. Place of
Publication: Publisher
Author’s last name, Initials (Year of Publication 2). Title of Work. Place of
When an author appears both as a sole author and as the first author of a group,
list the sole-author entry first.
Last Name Author A, Initials. (Year of Publication). Title of Work. Place of
Last name of author A, Initials., & Last name of author B, Initials. (Year of
Publication). Title of Work. Place of Publication: Publisher

References that have the same first author and different second and/or third
authors are arranged alphabetically by the last name of the second author, or
the last name of the third author if the first and second authors are the same.
Last name author A, Initials., & Last name author B, Initials. (Year of
Publication). Title of Work. Place of Publication: Publisher
Last name author A, Initials., Last name author C, Initials., & Last name author
D, Initials. (Year of Publication). Title of Work. Place of Publication: Publisher
Last name author A, Initials., Last name author C, Initials., & Last name author
E, Initials. (Year of Publication). Title of Work. Place of Publication:
Publisher
Two or More Works by the Same Author in the Same Year – If you are using two or
more works by the same author (or the same group of authors listed in the same
order) published in the same year, list the works alphabetically by title. In the
parentheses, following the year, add “a,” “b,” and so on. Use these same letters
when giving the year in the in-text citation.
Author’s last name, Initials. (Yeara). Title of Work. Place of Publication:
Publisher
Author’s last name, Initials. (Yearb). Title of Work. Place of Publication:
Publisher
Reference List: Articles in Periodicals
Article in a Journal Paginated by Volume – Journals that are paginated by

volume use continuous page numbers throughout the year instead of beginning
each issue with page one. The title of the article is in sentence-case (that is, only
the first word and proper nouns in the title are capitalized). The title of the journal
is italicized, followed by the volume number (also italicized), and by the page
numbers.
Author’s last name, Initials. (Year of Publication). Title of article. Title of
periodical, volume number, pages.

Article in Journal Paginated by Issue - When each issue of a journal begins with
page one, include the issue number in parentheses after the volume number.
Italicize the volume number but not the issue number.
Author’s last name, Initials. (Year of Publication). Title of article. Title of
periodical, volume number (issue number), pages.
Article in a Magazine – In addition to the year of publication, list the month and,
for weekly magazines, the day. If there is a volume number, include it (italicized)
after the title.
Author’s last name, Initials. (Year, Month Day of Publication). Title of article.
Title of magazine, volume number (issue number), pages.
Article in a Newspaper – Begin with the name of the author followed by the exact
date of publication. Page numbers are introduced with “p.” (or “pp.”).
Title of newspaper, p. (or pp.) number.
Letter to the Editor – In using letters to the editor that appear in journals,
magazines, and newspapers, follow the appropriate model and insert the words
“Letter to the editor” in brackets before the name of the periodical.
Author’s name, Initials. (Year, Month Day of Publication). Title of Article [Letter
to the editor]. Title of periodical, volume number (issue number), page
number.
Review – In using reviews of books and other media appearing in periodicals,

follow the appropriate model. For a review of a book, give the title of the review
(if there is one), followed by the words “Review of the book” and the title of the
book in brackets.
Author’s last name, Initials. (Year, Month Day of Publication). Title of review
[Review of the book Title of the book]. Title of periodical, volume number,
page number.

Reference List: Books
Begin with the author’s last name and initials, followed by the date of
publication in parentheses and the book’s title in italics. End with the place of
publication and the name of the publisher. If more than one place of
publication is given, use only the first. List the city and the state using the two
letter postal abbreviation without periods. If more than one date is given, use
the most recent one.
Edited Book, No Author – For a book with an editor but no author, begin with the
name of the editor (or editors) followed by the abbreviation “Ed.” (or “Eds.”) in
parentheses.
Editor’s last name, Initials. (Ed.). (Year of Publication). Title of book. Place of
Edited Book with an Author or Authors – For a book with an author and an editor,
begin with the author’s last name and initials followed by the year of publication.
Give the editor’s name in parentheses after the title of the book, followed by the
abbreviation “Ed.” (or “Eds.”).
Author’s last name, Initials. (Year of Publication). Title of book. (Initials. Last
name of editor, Ed.). Place of Publication: Publisher.
Translation – After the title, list in parentheses the name of the translator, followed
by the abbreviation “Trans.” Add the original date of the work’s publication in
parentheses at the end of the entry.
Author’s last name, Initials. (Year of Publication). Title of book. (Initials. Last
name of translator, Trans.). Place of Publication: Publisher.
Edition Other Than the First – When using books with edition other than the first,
include the number of the edition in parentheses after the title.
Author’s last name, Initials. (Year of Publication). Title of book (number of the
edition). Place of Publication: Publisher.

Article or Chapter in an Edited Book - Begin with the author, year of publication,
and title of the article or chapter. Then write “In” and give the editor’s name,
followed by “Ed.” in parentheses; the title of the book; and the page numbers of
the article or chapter in parentheses. End with the book’s publication information.
Author’s last name, Initials. (Year of Publication). Title of chapter. In Initials.
Last name of editor (Ed.), Title of book (pp. numbers). Place of
Multivolume Work – After the title, give the number of volumes in parentheses.
Author’s last name, Initials. (Year of Publication). Title of book (Vols. Number).
Place of Publication: Publisher.
Reference List: Electronic Sources
This section discusses how to prepare reference list entries for electronic
sources like articles in online periodicals and databases, Web documents, and e-
mail.
Article from an Online Periodical - When citing online articles, list the name of the
author, followed by the year of publication in parentheses, the title of the article
in sentence-case, the title of the periodical in italics, and the publication
information. If the article has a DOI (digital object identifier), include that
number. Give the volume and issue numbers for all journals.
Author’s last name, Initials. (Year of Publication). Title of article. Title of online
periodical, volume number (issue number), page numbers. doi: number
If the article has no DOI, include the URL for the article or for the journal’s home
page (if the article is available only by subscription or the URL is very long).
Author’s last name, Initials. (Year of Publication). Title of article. Title of online
periodical, volume number (issue number), page numbers. Retrieved
Month Day Year, from URL of article
If the article is retrieved from a newspaper’s searchable Web site, give the URL for
the site, not for the exact source.

Title of online newspaper. Retrieved Month Day Year, from URL for
newspaper searchable Web site
Article from a Database – If the article from a library’s subscription database has
a DOI (digital object identifier), include the publication information from the
source and give the DOI number at the end. Do not include the database name.
Title of periodical, volume number (issue number), page numbers. doi:
number.
If the article has no DOI, include the name of the database and the document
number assigned by the database, if any.
Title of periodical, volume number (issue number), page numbers.
Retrieved from Name of database. (document number)
Chapter or Section in a Web Document – List the publication information as for a

chapter from a book, except the place of publication and publisher. Give the
retrieval information at the end using either the name of the database and the
document number or the URL for the chapter or section.
Retrieved from Name of database. (document number)
Retrieved from URL for the chapter or section
Other Sources
Unpublished Master’s Thesis and Dissertation – List the author’s name, followed by
the year in parentheses, the title of the thesis/dissertation in italics, the name of
the school, and location.

Author’s last name, Initials. (Year). Thesis/Dissertation title (Unpublished Thesis/
Dissertation). Name of School, Location
Doctoral dissertation abstracted in Dissertation Abstracts International (DAI) –

Begin with the author’s name, followed by the year, the dissertation title, and the
source. Include the volume number, issue number, and page number.
Author’s last name, Initials. (Year). Dissertation title. Dissertation Abstracts
International, volume number(issue number), page number.
Government Document – List the name of the government agency, followed by

year in parentheses, title of document in italics, place of publication, and
publisher.
Author’s last name, Initials. (Year of Publication). Title of document. Place of
Report from a Private Organization - If the publisher is the author, give the word
“Author” as the publisher.
Name of Organization. (Year of Publication). Title of report. Place of
Publication: Author
If the report has an author, begin with the author’s name, and name the publisher
at the end.
Author’s last name, Initials. (Year of Publication). Title of report. Place of
Online ERIC Documents
Book or monograph from electronic database [ERIC]

Author’s last name, Initials. (Year). Title of document [Monograph]. Retrieved
from http://www.eric.ed.gov/
Dissertations/Theses: Doctoral Dissertations from an electronic database [ERIC]

Author’s last name, Initials. (Year). Thesis/Dissertation title (Master’s
Thesis/Doctoral dissertation, Name of School). Retrieved from
http://www.eric.ed.gov/

ERIC Digest - Informally published or self-archived work, from ERIC
Author’s last name, Initials. (Year). Title of work. ERIC Digest. Retrieved from
ERIC database. (database number)
Dissertations/Theses: Unpublished, from an electronic database [ERIC]

Author’s last name, Initials. (Year). Thesis/Dissertation title (Unpublished
master's thesis/doctoral dissertation). Name of School, Retrieved from
ERIC database. (database number)
Report - from ERIC

Author’s last name, Initials. (Year). Title of Report. Retrieved from ERIC
database. (database number)

Faith in ourselves and faith in God: this is the LESSON 2
secret of Greatness, for God is Love.
MODERN LANGUAGE
ASSOCIATION (MLA)
STYLE
Introduction
This lesson deals with the standard format of in-text citation and works cited
using the Modern Language Association (MLA) style. The MLA system of in-text
citations depends heavily on authors' names and page numbers. The basic rules
are the same for both print and electronic sources.
In-Text Citation
MLA style uses parenthetical citation. This format follows the author-page
method of in-text citation; that is, the author's last name and the page number(s)
from which the quotation or paraphrase is taken must appear in the text, and a
complete reference should appear on the Works Cited page. The author's name
may appear either in the sentence itself or in parentheses following the
quotation or paraphrase, but the page number(s) should always appear in the
parentheses, not in the text of the sentence.
Basic Rules
Author Named in Signal Phrase - Introduce the material being cited with a
signal phrase that includes the author's name to preparing readers for the source
and to keep the parenthetical citation brief.

In signal phrase: Author’s last name . . . (page number).
Period follows the parenthetical citation. When a quotation ends with a question
mark or an exclamation point, leave the end punctuation inside the quotation
mark and add a period after the parentheses.
Author Named in Parentheses – If a signal phrase does not name the author, put
the author's last name in parentheses along with the page number. Use no
punctuation between the name of the author and the page number.
In parentheses : (Author’s last name page number)
Author Unknown – When a source has no known author, either use the complete
title in a signal phrase or use a short form of the title in parentheses. Titles of books
are italicized while titles of articles are put in quotation marks.
In signal phrase: Title of book . . . (page number)
In signal phrase: ―Title of article‖ . . . (page number)
In parentheses : (Short form of the title of book page number)
In parentheses : (―Short form of the title of article‖ page number)
If a source has no author but is sponsored by an organization or a government
agency, name the corporate entity as the author.
In signal phrase: Name of corporate entity . . . (page number)
In parentheses : (Name of corporate entity page number)
Page Number Unknown – If a work lacks page numbers, the page numbers may
be omitted. In the case of Web sources, printers don’t always provide the same
page breaks, hence it is recommended that such sources be treated as having
no page number.
In signal phrase: Author’s last name . . .
In parentheses : (Author’s last name)
When a Web source is in PDF files, supply a page number in your in-text citation.
If a Web source numbers its paragraphs or screens, give the abbreviation "par."
or "pars." or the word "screen" or "screens" in the parentheses.
In signal phrase: Author’s last name . . . (par. number)
In parentheses : (Author’s last name par. number)

Two or More Works by the Same Author - If two or more works by the same
author is cited, mention the title of the work in the signal phrase or include a short
version of the title in the parentheses. Titles of articles and other short works are
placed in quotation marks, as in the example just given. Titles of books are
italicized.
In signal phrase 1: Author’s last name . . . (Short title of first book/Short title of
first article page number)
In signal phrase 2: Author’s last name . . . (Short title of second book/Short title
of second article page number)
In cases where the author's name is not mentioned in the sentence, list in
parentheses the author's name followed by a comma, followed by a shortened
title of the work, followed, when appropriate, by page numbers.
In parentheses 1: (Author’s last name, Short title of first book/Short title of first
article page numbers)
In parentheses 2: (Author’s last name, Short title of second book/Short title of
second article page numbers)
Works with Multiple Editions – If a classic work have different editions, give the
page number of the edition followed by a semicolon, and then the volume
(vol.), book (bk.), part (pt.), chapter (ch.), section (sec.), or paragraph (par.).
In signal phrase: Author’s last name . . . (page number; par. number).
In parentheses : (Author’s last name page number; par. number)
Authors with Same Last Names – If two or more authors have the same last name,
list all authors’ first initials or the authors’ full names if different authors have the
same initials.
In signal phrase: A. Author’s last name (page number) . . . B. Same last
name (page number)
In parentheses : (A. Author’s last name page number) . . . (B. Same last
name page number)
Two or Three Authors – For works with two or three authors, list the authors’ last
names in the text or in the parenthetical citation.

In signal phrase: Author A’s last name, Author B’s last name, and Author C’s
last name . . . (page number)
In parentheses : (Author A’s last name, Author B’s last name, and Author C’s
last name page number)
For a source with more than three authors, list the first author's last name followed
by et al. or list all the last names.
In signal phrase: First author’s last name et al. . . . (page number)
In parentheses : (First author’s last name et al. page number)
Multivolume Works – In citing different volumes of a multivolume work, include

the volume number followed by a colon and the page number(s).
In signal phrase: Author’s last name . . . (volume number: page numbers)
In parentheses : (Author’s last name volume number: page numbers)
Citing the Bible – In the first parenthetical citation, provide an underlined or

italicized title of the Bible, followed by book, chapter and verse. In subsequent
citations list only the book, chapter, and verse in the parentheses.
In parentheses : (Bible Title, Abbreviated Book Title. Chapter number. Verse
numbers)
Citing Indirect Sources – If a source is cited in another source, use ―qtd. in‖
(meaning ―quoted in‖) to indicate the secondary source.
In signal phrase: Last name of primary source . . . (qtd. in last name of
secondary source page number)
Citing Non-Print or Sources from the Internet – Although many sources on the
Internet should not be used for scholarly work, some Web sources are perfectly
acceptable for research. In the text provide the author’s name, article name,
website name, or film name. Do not give paragraph numbers or page numbers.
List only partial URLs.

Works Cited
A research paper must have a Works Cited page at the end. All entries in the
Works Cited page must correspond to the works cited in the main text. This
section discusses how to format entries on the Works Cited page of the research
paper.
Basic Rules
 Begin the Works Cited page on a separate page at the end of the research
paper. It should have the same margins as the rest of the paper.
 The words Works Cited (do not italicize the words Works Cited or put them in
quotation marks) is centered at the top of the page.
 Alphabetize each entry by first letter.
 Italicize all titles of books, magazines, films, etc. Put quotation marks around
the titles of poems, short stories, and articles
 Double space all citations, but do not skip spaces between entries.
 Use hanging indention; that is indent the second line, the third line, and all
subsequent lines of each citation
Additional Basic Rules
 For every entry, indicate the Medium of Publication. Most entries will likely be
listed as Print or Web sources, but other possibilities may include Film, CD-
ROM, or DVD.
 URLs for Web entries are no longer required. If there is a need to include URLs,
place them in angle brackets after the entry and end with a period. Break
lines for long URLs only at slashes.
 In citing an article or a publication that was originally issued in print form but
retrieved from an online database, type the online database name in italics.
No need to provide subscription information in addition to the database
name.

 Entries are listed by author name (or editor names). Author names are written
last name first followed by the first name and the middle names or middle
initials.
 Do not list titles or degrees with names.
Works Cited: Books
References to an entire book should include the following elements:

 author(s) or editor(s)
 the complete title
 edition, if indicated
 place of publication
 the shortened name of the publisher
 date of publication
 medium of publication
Book with One Author

Author’s last name, Author’s First Name. Complete Title of the Book. Place of
Publication: Shortened Name of Publisher, Year of Publication. Medium
of Publication.
Book with Two or Three Authors – The first given name appears in last name, first
name format; subsequent author names appear in first name last name format.
Author A’s last name, Author A’s first name, and Author B’s First Name Author
B’s last name. Complete Title of the Book. Place of Publication:
Shortened Name of Publisher, Year of Publication. Medium of Publication.
If there are more than three authors, either list only the first author followed by the
phrase et al. in place of the subsequent authors' names, or list all the authors in
the order in which their names appear on the title page.
Last name of first author, first name middle initial, et al. Title of the Book.
Place of Publication: Publisher, Year of Publication. Medium of
Publication.

or
Last name of first author, first name middle initial, First name of second
author Middle initial Last name, and First name of third author Middle
initial Last name. Title of the Book. Place of Publication: Publisher, Year
of Publication. Medium of Publication.
Two or More Books by the Same Author – List works alphabetically by title. Ignore
articles like A, An, and The. Provide the author’s name in last name, first name,
middle initial format for the first entry only. For subsequent entries by the same
author, use three hyphens and a period.
Author’s last name, First name, Middle initial. Title of the Book. Place of
Publication: Publisher, Year of Publication. Medium of Publication.
---. Title of the Book. Place of Publication: Publisher, Year of Publication.
Medium of Publication
Book by a Corporate Author or Organization – List the name of the corporate

author in place of the author’s name at the beginning of the entry.
Name of the corporate author. Title of the Book. Place of Publication:
Publisher, Year of Publication. Medium of Publication.
Book with No Author – List the title of the book, followed by the place of
publication, publisher, year of publication, and the medium of publication.
Title of the Book. Place of Publication: Publisher, Year of Publication. Medium
of Publication.
A Translated Book – After the title of the book, add “Trans.” (abbreviation for
translated by) and follow with the name(s) of the translator(s).
Author’s last name, First name Middle Initial. Title of the Book. Trans.
Name of the Translator(s). Place of Publication: Publisher, Year of
Publication. Medium of Publication.
Republished Book - For books that originally appeared at an earlier date and
that have been republished at a later one, insert the original publication date
before the publication information.

Author’s last name, First name Middle Initial. Title of the Book. Original
publication date. Place of Publication: Publisher, Year of Publication.
Medium of Publication.
An Edition of a Book – For books published more than once in different editions,
add the number of the edition after the book title.
Author’s last name, First name Middle Initial. Title of the Book. Number of the
edition. Place of Publication: Publisher, Year of Publication. Medium of
Publication.
A Work Prepared by an Editor – For a book that is prepared by someone other

than the author (typically an editor), add the name of the editor after the title.
Author’s last name, First name Middle initials. Title of the Book. Name of the
editor. Place of Publication: Publisher, Year of Publication. Medium of
Publication.
Works Cited: Essay or Chapter in Edited Books or Anthologies
For an essay in an edited collection or anthology, or a chapter of a book,

include the following elements:
 essay or chapter author(s)
 essay or chapter title
 book title
 book editor(s) or compilers
 place of publication
 the shortened name of the publisher
 date of publication
 inclusive page numbers of the cited piece

Anthology or Collection (e.g. Collection of Essays) – To cite the entire anthology
or collection, list by editor(s) followed by a comma and "ed." or, for multiple
editors, "eds" (for edited by),
Editor’s last name, First name Middle initial, ed. Title of Anthology or
Collection. Place of Publication: Shortened name of Publisher, Year of
Publication. Medium of Publication.
A Work in an Anthology, Reference, or Collection – List the author’s name in

last name, first name format followed by the title of the article in quotation
marks and the italicized book title. Include the name of the editor(s) after the
book title and the publication information.
Author’s last name, First Name Initials. ―Title of the Article.‖ Title of the Book.
Ed. Name of Editor. Place of Publication: Shortened name of Publisher,
Year of Publication. Inclusive page numbers. Medium of Publication.
Reprinted article – Include the volume, issue, year of publication, and page
numbers in the original source. List “Rpt. in” followed by the title of the secondary
source.
Author’s last name, First name Middle initial. ―Title of Article.‖ Title of Book
Volume.Issue(Original Year of Publication): Pages. Rpt. In Title of
Secondary Source. Ed. Editor’s Name. Vol. Volume number. Place of
Publication: Shortened name of Publisher, Year of Publication Secondary
Source. Pages. Medium of Publication.
Works Cited: Articles or entries from reference books

For entries in encyclopedias, dictionaries, and other reference works, it is not
necessary to include full publication information. Include only the title of the
reference source, edition, and date of publication.
Dictionary entry – List the dictionary entry and the word “Def.” followed by the
definition number.
"Dictionary entry." Def. definition number. Title of the reference source.
Edition. Year of Publication. Medium of Publication.

Encyclopedia entry – List the name of the author using the last name, first name
format, followed by the encyclopedia entry and title of the reference source.
Author’s last name, First name Middle Initial. ―Encyclopedia entry.‖ Title of
the reference source. Edition. Year of Publication. Medium of
Publication.
Article from a less familiar reference book – For articles from less familiar
reference sources, include the full publication information.
Author’s last name, First name Middle Initial. ―Title of the article.‖ Title of the
reference source. Place of Publication: Shortened name of Publisher,
Year of Publication. Medium of Publication.
Works Cited: Article in Journals, Magazines, and Newspapers
References to articles in periodicals such as journals, magazines, and newspaper,

must include the following elements:
 author(s)
 article title
 publication title (journal, magazine, etc.)
 volume number
 publication date (abbreviate months, if used)
 the inclusive page numbers
Issue numbers should be stated as decimals; that is, in the ―Volume Number.Issue
Number‖ format. When citing newspapers, it is important to specify the edition
used (e.g. late ed.) because different editions of a newspaper may contain
different material.
Journal article, one author – List the author’s name, article title, journal source,
volume, issue, year of publication, pages, and medium of publication.
Author’s last name, First name Middle initials. ―Title of the article.‖ Name of
Journal Source Volume number.Issue number (Year of Publication): page
numbers. Medium of Print.

Journal article, two authors – List the name of the first author in the last name, first
name format, followed by a comma, the word “and” and the name of the
second author in the first name, last name format.
First Author’s last name, First name Middle initials, and Second author’s first
name Middle initial Last name. ―Title of article.‖ Name of journal source
Volume number.Issue number (Year of Publication): page numbers.
Magazine article – For magazines that come out every two months or every three
months, list the inclusive months, followed by the year.
Author’s last name, First name Middle Initial. ―Title of the article.‖ Name of
Journal source Inclusive months for the issue Year: page number. Medium
of Publication.
Newspaper article, no author – Begin with the title of the article, followed by the
title of the newspaper, the date of issue, edition, page number, and medium of
publication.
"Title of the article.‖ Title of the newspaper” Day Month Year of issue, Edition:
page number. Medium of Publication.
Newspaper article, one author, discontinuous pages – List the author’s name,
followed by the article title, newspaper title, date of publication, page number
(in letter-number format), and medium of publication.
Author’s last name, First name Middle initial. ―Title of the article.‖ Title of the
newspaper Day Month Year of issue: page number. Medium of
Publication.
Other Print/Book Sources
Government Documents – Cite the author of the publication if the author is

identified. Otherwise, use the government agency that issued the document as
author. For congressional documents, be sure to include the number of the
Congress and the session when the hearing was held or resolution passed.

Name of government agency. Title of the document. Place of Publication:
Shortened name of Publisher, Year of Publication. Medium of Publication.
The Bible - Give the name of the specific edition, any editor(s) associated with it,
followed by the publication information.
Title of the Bible. Ed. Name of editor. Place of Publication: Shortened
name of Publisher, Year of Publication. Medium of Publication.
A Pamphlet - If a pamphlet has an author or a corporate author, list the name of

the author (last name, first name format) or corporate author at the beginning of
the entry.
Author’s last name, First name Middle initial. Title of the Pamphlet. Place
of Publication: Publisher, Year of Publication. Medium of Publication.
Or
Name of the Corporation. Title of the Pamphlet. Place of Publication:
Publisher, Year of Publication. Medium of Publication.
If the pamphlet has no author, begin with the title of the pamphlet.
Title of the Pamphlet. Place of Publication: Publisher, Year of Publication.
Dissertations and Master's Theses – For unpublished dissertations and master’s

theses, place the title in quotation marks. Include the designation “Diss.” or
“MA/MS thesis” followed by the degree-granting school and the year the degree
was awarded.
Author’s last name, First name Middle initial. Dissertation Title. Diss. Name of
degree-granting School, Year degree was awarded. Medium of
Publication.
Or
Author’s last name, First name Middle initial. Master’s Thesis Title. MA/MS
Thesis. Name of degree-granting School, Year degree was awarded.
If the dissertation is published, italicize the title and include the publication date.

Author’s last name, First name Middle initial. Dissertation Title. Diss. Name of
degree-granting School, Year degree was awarded. Place of
Publication: Publisher, Year of Publication. Medium of Publication.
Works Cited: Electronic Sources (Web Publications)
Some common features that should be provided for references to online works
are:
 Author and/or editor names (if available)
 Article name in quotation marks (if applicable)
 Title of the Website, project, or book in italics.
 Revisions, posting dates, volumes, or issue numbers.
 Publisher information, including the publisher name and publishing date.
 Page numbers (if available).
 Access date.
 URL (if required, URL should appear in angle brackets after the date of
access. Break URLs only after slashes.).
Citing an Entire Web Site - Use n.p. if no publisher name is available, n.d. if no
publishing date is given, and n.pag. for no pagination.
Editor, author, or compiler name in last name, first name format (if available).
Title of Website. Version number. Name of Publisher, Day Month Year of
resource creation (if available). Medium of publication. Day Month Year
of access.
A Page on a Web Site – For an individual page on a Web site, list the author (if
known), followed by the information for the entire Web sites.
Author’s last name, First name Middle initial. ―Title of article." Title of Website.
Name of Publisher, Day Month Year of resource creation (if available),
Medium of Publication. Day Month Year of access.

Article in a Web Magazine – List the author’s name in last name, first name format
followed by the article name, title of the Web magazine, publisher name,
publication date, medium of publication, and the date of access.
Author’s last name, First name Middle initial. ―Title of the article.‖ Title of the
Web magazine. Publisher name, Day Month Year of publication. Medium
of Publication. Day Month Year of access.
Article in an Online-only Scholarly Journal – Provide the name of the author in

last name, first name format, the title of the article, the title of the journal, volume
and issue number in decimal format, year of publication, n.pag., medium of
publication, and date of access.
Author’s last name, First name Middle initial. ―Title of the Article.‖ Title of the
journal volume.issue number (Year of Publication): n.pag. Medium of
Publication. Day Month Year of access.
Article in an Online Scholarly Journal That Also Appears in Print – Begin with the
name of the author in last name, first name format, the title of the article, the title
of the journal, volume and issue number in decimal format, year of publication,
page range of the article, medium of publication, and date of access.
journal volume.issue number (Year of Publication): Page range of the
article. Medium of Publication. Day Month Year of access.
Article from an Online Database (or Other Electronic Subscription Service) –

Include the title of the database in italics, the medium of publication, and the
date of access.
Periodical Day Month Year: Page range of the article. Title of the
Database. Medium of Publication. Day Month Year of access.
journal volume.issue numbers (Year of Publication): Page range of the
article. Title of the database. Medium of Publication. Day Month Year of
access.

MODULE 4
PREPARING TABLES
Ask, and it will be given to
you; seek, and you will AND FIGURES
find; knock, and it will be
opened to you.
Matthew 7:7
Introduction
Information—usually numbers—presented in columnar arrangement, either

vertical or horizontal (landscape), is designated in the thesis or dissertation as a
table. A graphic illustration, such as a chart, graph, diagram, drawing, map,
photograph, or plate is designated in the thesis or dissertation as a figure. The
format of tables must be consistent throughout the manuscript. Tables must
carry a title, and legends or column/row headings must be such as to make the
content easily understood by readers.
Tables and Figures
 Figures may be computer-generated; however, the characters must be letter

quality, sharp and dense, and large enough to be read (no smaller than 9-
point type). If it is not possible, they may be drawn in black waterproof ink or
in another durable medium that will result in clear copies. Labels, legends,
and the like must be typed using the same typeface and size as the text of
the manuscript.
 Acknowledge the source of any table or figure reproduce or modify from

another author or work.

 Give numbers and headings or captions to all tables and figures that appear
in the text. Number the tables and figures consecutively throughout the
manuscript.
 Every table and figure must bear a caption that consists of its number
preceded by the word ―Table‖ or ―Figure‖ and followed by a descriptive title.
 When a table or figure is referred to in the text, the reference should be to the
table/figure number. For example, ―Table 7 shows . . .‖ and not ―The table
below shows . . ..‖
 Position table numbers and headings centered two lines above the table.
Position figure numbers and captions centered two lines below the figure.
The number and heading or caption should follow the same horizontal or
vertical direction as the table or figure. Use the same font and size for all
table numbers and headings and all figure numbers and captions. The
typeface used must be consistent with that used in the text. Different font
sizes may be used within the figure or table.
 The number, heading or caption, and page number of each table or figure
must be identical to the number, heading or caption, and page number
used in the list of tables and list of figures. If the heading or caption with the
table or figure is especially long, the heading or caption in the list may repeat
just the first full sentence.
 Use Arabic numerals for table and figure numbers. Some readers have
difficulty with designation using Roman numerals such as ―Table LXVII.‖
 Fit the tables and figures, including numbers and headings or captions, into
the same margin requirements as the text. If a table or a figure is longer than
a manuscript page, begin the second and subsequent pages by repeating
the table or figure number and the word ―continued‖ or ―cont.‖ Do not
repeat the title or caption.

 Tables and figures in the text should appear as soon as possible after they are
first mentioned. If a table or figure will not fit on the page where the first
reference to it appears, move the table or figure to the top of the next page
and fill in the text page with text that would normally come after the table or
figure.
 If a table or figure is less than half a page, integrate it on the page of the text.
Set it off from the text with at least three spaces above and below.
 Tables and figures are to be numbered consecutively throughout the thesis or

dissertation, including those in the appendix. That is, they are numbered in
the order in which they actually appear in the manuscript.
 Appendix tables and figures with individual titles must each be listed in the list
of tables and list of figures. If there are many appendix tables and/or figures
that can be grouped under an appendix title, there is no need to give them
separate titles, numbers, headings or captions or list them in the list of tables
or figures. The appendix title in the table of contents is sufficient description.
Oversized Tables and Figures
If a large table or figure does not fit within the margins, consider the following
options:
 Place the table or figure and its number and caption sideways (landscape
position) on the page. However, place the page number in its usual position
at the upper right hand corner of the pages if it were printing in the normal
(portrait) orientation. Tables and figures landscaped on a page should have
their top edge near the left binding side of the paper.
 Use the entire 6‖ x 9‖ typing area for the table or figure and either (a) print
the number and caption on the preceding page (centered, page number at
the upper right hand corner of the page), or (b) center the number and

caption on a preceding facing page—a page that, when turned, faces the
illustration so that both can be viewed at one. The front side of the facing
page will be blank. The page number will appear at the upper left hand
corner of the facing side. The number and caption will follow the same
direction as the table or figure.
 Photoreduce the body of the table or figure (but not the number, caption, or
page number) to meet margin requirements. Do not reduce the table or
figure more than 25 percent.
Photographs
 Be sure the photographs are securely fastened to the page. Use dry mount
tissue (ironed on with a warm iron), dry mounting adhesive sheets, or a spray
adhesive, but not tape or rubber cement.
 Place the photograph figure number and caption on a preceding or facing

page, but type a page number at the upper right hand corner of the page
on which the photograph appears.
 List and caption all photographs as figures. The caption should indicate the
original source.

Whatever things you ask when you pray,
believe that you receive them, and you MODULE 5
will have them.
Mark 11:24
GUIDELINES FOR
MASTER THESIS
PREPARATION AND
SUBMISSION
Before a candidate is awarded a master’s degree, he is required to

successfully defend a master’s thesis before a panel of examiners.
From the time a master’s student passed the comprehensive examination, he
has only three years to write and defend his thesis. After the time limit, he shall
be required to take additional courses of not less than six units to be determined
by his Academic Program Chairperson/Director of School of Distance Education
(SDE) and approved by the Executive Director of the Open University System
(OUS).

Submission of Thesis Proposed Title
Figure 1 shows the preliminary steps in the preparation of a thesis.
Upon passing the Comprehensive Examination
Student submits three proposed titles to the Program Chair
The Program Chair chooses a title
No
One of the titles is chosen?
Yes
The Program Chair indorses the title to the School for Distance
Education Director for final approval
No
Approved?
Yes
The School of Distance Education Director designates the

members of the Advisory Committee
The School of Distance Education Secretary prepares and sends

an acceptance letter to the members of the
Advisory Committee
No
Designation Accepted?
Yes
The Program Chair informs the student of the approval of the title
and the composition of the Advisory Committee.
Figure 1. Preliminary Steps in the Preparation of a Master’s Thesis

Upon passing the comprehensive examination, the graduate student
should submit to his Academic Program Chair three proposed thesis titles. If one
of the titles is approved, the Program Chair indorses the title to the School of
Distance Education Director for final approval. If none of these titles is approved
by the Program Chair, the candidate resubmits another set of three titles.
The Director of the School of Distance Education designates the members of
the thesis Advisory Committee in consultation with the Program Chair. The
following will be taken into consideration: recommendation of the Program
Chair, the expertise of the members relevant to the approved topic, and the
working knowledge of the members on methods of research and statistics. The
Advisory Committee will guide, supervise, monitor, and facilitate the preparation
and completion of the thesis proposal of the candidate. For continuity of
research efforts, the adviser is usually appointed as the chair of the Advisory
Committee.
The School of Distance Education Secretary prepares and sends the
acceptance letter to each member of the Advisory Committee. (See sample of
acceptance letter in the Appendix Section of this manual.) Once accepted,
the Program Chair informs the candidate of the approval of his/her thesis/
dissertation title and the members of his/her Advisory Committee.

Thesis Proposal Defense
Figure 2 shows the steps to be followed by the candidate leading to the

proposal defense.
The candidate, in consultation with the Advisory Committee,

prepares Chapter 1 to Chapter 3.
The candidate prepares a clean copy of the completed proposal

and submits it to his adviser for review and evaluation.
The candidate incorporates his

Yes
Revision necessary?
adviser’s recommendations/
suggestions
No
The Adviser, through the Program Chair, informs the SDE Director
that the candidate is ready for proposal defense.
The SDE Director schedules the proposal defense and advises the
candidate to prepare 4 clean copies of the thesis proposal.
The candidate prepares the copies and submits them to the SDE
Secretary for distribution to the Advisory Committee
The SDE Secretary prepares the communication letters and sends

them, together with the copies, to the Advisory Committee
The Advisory Committee reviews and evaluates the proposal with

the candidate.
The Advisory Committee returns the copies of the proposal, together

with their comments and suggestions, to the candidate.
The candidate Xeroxes the comments and suggestions and submits

them to the SDE Office.
Figure 2. Steps Leading to the Proposal Defense

The candidate, in consultation with the members of his/her Advisory
Committee, prepares the thesis proposal (Chapter 1 to Chapter 3). Upon
completion of the proposal, the candidate prepares a clean copy and submits it
to his/her adviser for review and evaluation. If no revision is necessary, the
adviser, through the Academic Program Chair, informs the School of Distance
Education Director that the candidate is ready for the proposal defense.
The Director of the School of Distance Education schedules the proposal
defense and advises the candidate to submit four copies of his/her proposal to
the School of Distance Education Secretary. The candidate sees to it that the
proposal follows the Open University System format.
The School of Distance Education Secretary sends the communication letters
together with the copies of the proposal to each member of the Advisory
Committee. (See sample of the proposal defense communication letter in the
Appendix Section of the modules.) The members of the Advisory Committee
should receive their copies at least seven days before the proposal defense.
The Committee reviews and evaluates the proposal with the candidate.
After the proposal defense, the Advisory Committee returns the copies of the
proposal to the candidate together with their comments and suggestions. The
candidate submits a Xeroxed copy of the comments and suggestions of his/her
Advisory Committee to the School of Distance Education Office.
Thesis Pre-Oral Defense
Figure 3 shows the steps to be followed by the candidate leading to the pre-
oral defense.

The candidate, after consultation The candidate prepares three
with his adviser, incorporates the copies of the revised thesis proposal
recommendations of the Advisory for re-evaluation by the Advisory
Committee. Committee.
No
Approve?
Yes
The SDE Director gives the candidate The candidate enrolls in RSH 640
the go signal to gather his data Thesis Writing.
The candidate, in consultation with The candidate submits to his adviser

his Advisory Committee, writes a clean copy of his manuscript
Chapter 4 and Chapter 5. together with the preliminaries and
back matters for evaluation
Yes
Revise?
No
The SDE Director schedules the pre- The adviser, through the Program
oral defense and advises the Chair, informs the SDE Director that
candidate to prepare 4 clean the candidate is ready for pre-oral
copies of the thesis proposal. defense.
The candidate prepares the copies The SDE Secretary prepares the
and submits them to the SDE communication letters and sends
Secretary for distribution to the them, together with the copies, to
Advisory Committee the Advisory Committee
The Advisory Committee returns the The Advisory Committee reviews and
copies of the proposal, together evaluates the proposal with the
with their comments and candidate.
suggestions, to the candidate.
The candidate Xeroxes the

comments and suggestions and
submits them to the SDE Office.
Figure 3. Steps Leading to the Pre-Oral Defense

The candidate should carefully study the recommendations of his/her
Advisory Committee. After consulting with his adviser, he incorporates the
recommendations and prepares three copies of the revised thesis proposal for
reevaluation by the Advisory Committee. Once approved by the Advisory
Committee, the candidate enrolls in RSH 640 Thesis Writing. The candidate is
then given by the SDE Director the go signal to start gathering his data. (See
sample of letter of approval of thesis proposal in the Appendix section of the
modules.)
In consultation with his/her Advisory Committee, the candidate prepares
Chapter 4 and Chapter 5. When the paper is completed, the candidate
prepares a clean copy of the entire manuscript, together with the preliminaries
and back matters, and submits it to his/her adviser. If no revisions are necessary,
the adviser, through the Program Chairperson, informs the SDE Director that the
candidate is ready for the pre-oral defense.
The SDE Director schedules the pre-oral defense. The candidate should
submit four copies of his/her manuscript to the SDE Secretary. The paper must
comply with the Open University System’s acceptable format, style, and fully
edited before submission.
The SDE Secretary sends the communication letters, together with the copies
of the manuscript, to each member of the Advisory Committee. (See sample of
the pre-oral defense communication letter in the Appendix section of the
module.) The Advisory Committee should receive the copies at least seven days
before the pre-oral defense.
The committee reviews and evaluates the manuscript together with the
candidate. After the pre-oral defense, the members of the Advisory Committee
return the copies of the manuscript to the candidate together with their
comments and suggestions. The candidate submits a Xeroxed copy of the
Advisory Committee’s evaluation forms to the SDE Office.

Thesis Final Oral Defense
Figure 4 shows the steps to be followed by the candidate leading to the final
oral defense.
The candidate should study carefully and diligently the recommendations of
his/her Advisory Committee. After consulting with his/her adviser, the candidate
incorporates the recommendations and prepares three copies of the revised
thesis manuscript for reevaluation of the Advisory Committee. Once approved
by the Advisory Committee, the candidate pays his oral defense fees.
The candidate prepares a clean copy of the entire manuscript and submits it
to his adviser. If no further revisions are necessary, the Advisory Committee,
through the Program Chairperson, indorses the thesis to the SDE Director for final
oral defense.
The SDE Director schedules the final oral defense and creates the Panel of
Examiners. The candidate submits five copies of his/her manuscript to the SDE
Secretary. The paper must comply with the Open University System acceptable
format, style, and fully edited before submission.
The SDE Secretary sends the communication letters, together with the copies
of the manuscript, to each member of the Panel of Examiners. (See sample of
letter to the Panel of Examiners in the Appendix section of the modules.) The
members of the Panel of Examiners should receive their copies at least seven
days before the final oral defense.
After the final oral defense, the members of the Panel of Examiners return
their copies of the manuscript to the candidate. The SDE Secretary provides the
candidate with a Xeroxed copy of the comments and suggestions of the Panel
of Examiners.

The candidate, after consultation The candidate prepares three
with his adviser, incorporates the copies of the revised thesis proposal
recommendations of the Advisory for reevaluation by the Advisory
Committee. Committee.
No
Approve?
Yes
The candidate submits to his adviser The candidate pays his oral defense
a clean copy of the entire fees
manuscript for evaluation
The adviser, through the Program

No Chair, informs the SDE Director that
Revise? the candidate is ready for pre-oral
defense.
Yes
The SDE Director schedules the final

The candidate revises the
oral defense and advises the
manuscript
candidate to prepare 5 clean copies
of the thesis proposal.
The SDE Secretary prepares the The candidate prepares the copies
communication letters and sends and submits them to the SDE
them, together with the copies to Secretary for distribution to the Oral
the Oral Defense Panel. Defense Panel.
The members of the Oral Defense

Panel return their copies of the
THE THESIS DEFENSE manuscript to the candidate.
The SDE Secretary provides the

candidate with a Xeroxed copy of
the Oral Defense Panel’s suggestions
and recommendations
Figure 4. Steps Leading to the Final Oral Defense

Responsibility for the Preparation and Evaluation of Thesis
Preparing and evaluating every thesis is the joint responsibility of the

candidate, the adviser, and other members of the Advisory Committee. Thus,
there should be frequent communication and interaction among these
participants to ensure highest possible quality of the thesis.

Take My yoke upon you and learn from Me, for I am
gentle and lowly in heart, and you will find rest for your
souls.
Matthew 11:29
SAMPLE
PRELIMINARY PAGES
The following pages show examples of preliminary pages for theses such as title page, approval
sheet, and abstract. Other relevant sample pages were also included to provide guidance in
formatting your thesis. If you have any questions, contact the School of Distance Education or
the Center for Accreditation, Research and Extension.

Sample TITLE PAGE
EFFECT OF TEACHERS’ READINESS TO STUDENTS’ PERFORMANCE
IN TECHNOLOGY AND LIVELIHOOD EDUCATION-COMPUTER
EDUCATION (TLE-CE) OF KAPITOLYO HIGH SCHOOL
A Thesis
Presented to
The Faculty of the Open University System
Polytechnic University of the Philippines
Sta. Mesa, Manila
In Partial Fulfillment
Of the Requirements for the Degree
Master in Educational Management
By
Melqui Darren Fuellas
May 10, 2010

Sample APPROVAL SHEET
APPROVAL SHEET
This thesis entitled __________________________________________________

____________________________________, prepared and submitted by _____________
________________ in partial fulfillment of the requirements for the degree ___________
______________________, has been examined, accepted and recommended for ORAL
EXAMINATION.
________________________________
Adviser’s Name, Degree
Adviser
_______________________________ _______________________________
Evaluator’s Name, Degree Evaluator’s Name, Degree
Evaluator Evaluator
Approved by the PANEL OF EXAMINERS ON ORAL EXAMINATION.
_________________________________
Chair’s Name, Degree
Chair
_______________________________ _______________________________
Member’s Name, Degree Member’s Name, Degree
Member Member
Date of Oral Examination: ____________________________
Accepted as partial fulfillment of the requirements for the degree _____________

___________________________.
Passed the Comprehensive Examination on ________________________.
________________________________
Name
Executive Director, PUP-OUS
Date of Graduation: ___________________________

Sample ACKNOWLEDGMENTS
ACKNOWLEDGMENTS
The researcher would like to express her sincere thanks and gratitude to all
persons who have extended their help and assistance and who in one way or another
have enabled her to bring this work to completion. Sincere appreciation goes to a
number of people who deserve special mention.
Dr. Samuel M. Salvador for his suggestion of the research topic and for his
guidance throughout all the stages of the work;
Dr. Pastor B. Malaborbor, Dr. Carmencita L. Castolo, and Dr. Raquel Ramos, the
members of the researcher’s Oral Examination Panel, for their comments and
suggestions to improve the paper;
Dr. Loreto V. Jao, Dr. Zenaida C. Santos, Dr. Zenaida P. Pia and Dr. Jose Reuben
Alagaran for helping in the validation of the research instrument;
Dr. Manuel M. Muhi, Prof. Sanjay Claudio, Prof. Remedios Ado, Prof. Ruby P.
Gapasin, and Prof. Jerome Dumlao for allowing the researcher to use their students as
respondents of this study;
The students of PUP-OUS, the respondents of this study, for their willingness to
be part of this study and for their cooperation in answering the survey questionnaire;
The researcher’s parents, wife, and children for their love, encouragement,
patience, understanding, and inspiration; and
Above all, the Lord Almighty, for everything.

Sample ABSTRACT (FOR MEM)
ABSTRACT OF THE THESIS
Thesis Title : LEARNING STYLES AND ENGLISH ACHIEVEMENT

PERFORMANCE OF SECONDARY SOPHOMORE STUDENTS OF
NATIONAL COLLEGE OF BUSINESS AND ARTS—FAIRVIEW,
QUEZON CITY S.Y. 2009-2010
Researcher : Nerissa R. Felipe
Degree : Master in Educational Management
Center : Manila
Year : 2010
Adviser : Dr. Carmencita L. Castolo
This study aims to determine the students’ learning styles in terms of
physiological preferences (auditory, visual pictures, visual text, tactile and/or kinesthetic,
and verbal kinesthetic) and psychological preferences (analytic, global reflective and
impulsive). A total of 120 secondary sophomore students from the National College of
Business and Arts—Fairview, Quezon City participated in this study. The Building
Excellence Survey Questionnaire developed by Dunn and Rundle was used to determine
the students’ physiological and psychological preferences based on the situations in
which they would be most productive if they were in complete control.
Results of the study revealed that the learning styles of most secondary
sophomore students in terms of physiological and psychological preferences were
kinesthetic and impulsive, respectively. Their least preferred learning styles were visual
for physiological preferences and global for psychological preferences. The t-tests for

independent samples showed that there were significant differences in the global,
reflective, and impulsive learning styles of the respondents when they were grouped
according to gender. The results of one-way ANOVAs revealed that there were
significant differences in the global, reflective, and impulsive learning styles of the
respondents when they were grouped in terms of their final grades in English.

Sample ABSTRACT (FOR MEM)
Thesis Title : DIFFICULTIES ENCOUNTERED BY SELECTED ELEMENTARY

SCHOOL ENGLISH TEACHERS IN USING ENGLISH AS A
MEDIUM OF INSTRUCTION AND ITS EFFECT ON THE PUPILS’
PERFORMANCE
Researcher : Edna B. Pauig
Degree : Master in Educational Management
Center : Commonwealth
Year : 2010
Adviser : Dr. Liceria D. Lorenzo
This study was conducted to identify the difficulties encountered by elementary
school English teachers in using English as a medium of instruction and to determine the
effect of these difficulties on the pupils’ performance. A total of 106 teachers from three
selected schools of District II-B in Quezon City took part in this research.
The results revealed that of the 106 teacher respondents only 35 or 33.02% were
English majors, 19 or 17.92% were science majors, and 14 or 13.21% were math majors.
Among the difficulties encountered by the teachers, ―Pupils find it hard to express their
ideas using the English language‖ ranks number 1, followed by ―Pupils’ poor foundation
in English grammar,‖ and then by ―Pupils cannot comprehend the English language.‖ It
was found that pupils’ poor vocabulary and inadequate supply of educational materials
like textbooks, workbooks, etc. are the factors affecting teachers’ difficulties in using
English as a medium of instruction. As a result of all these factors, most of the pupils do

not pass the tests/exams given by the teachers, the percentage of mastery during
periodical examinations is low, and most of the pupils are not cooperating/participating
during class discussions.

Sample ABSTRACT (FOR MPA)
Thesis Title : EFFECTIVENESS OF PERFORMANCE EVALUATION SYSTEM IN

THE CENTRAL ADMINISTRATIVE SERVICES OF METRO
MANILA DEVELOPMENT AUTHORITY AS PERCEIVED BY ITS
EMPLOYEES: AN ASSESSMENT
Researcher : Sherry Ivy M. Valenzuela
Degree : Master in Public Administration
Center : Manila
Year : 2010
Adviser : Dr. Juan C. Birion
The primary objective of the performance evaluation process is employee
development through methods that identify actions required to promote more efficient
and effective job performance and maximize employee potential and improve quality of
service. It provides a means of defining strengths and weaknesses in job performance,
and an opportunity for communication between supervisor and employee on the subjects
of job requirements, work expectations, and potential for personal development.
This study assesses the effectiveness of the performance evaluation system in the
Central Administrative Services of the Metro Manila Development Authority. The
results revealed that the employees agree on the effectiveness of the performance
evaluation system in terms of accuracy in specifying job description, grading targets and
accomplishments, and computing final numerical ratings. However, the employees were
uncertain on the effectiveness of the performance evaluation system in terms of

comprehensibility, transparency, fairness and equality, compliance, and usefulness.
Though there were some who viewed the PES negatively, still the PES can serve, to some
extent, as objective rating instrument.

Sample ABSTRACT (MC – Qualitative Research)
ABSTRACT
Thesis Title : THE SOCIAL CONSTRUCTIONS OF CUSS AND CATHARTIC

EXPRESSIONS AMONG TELEVISION PRODUCTION PEOPLE
Research Approach: Qualitative Research
Researcher : Mary Ann Loraine Mejia
Program : Master in Communication
Adviser : Prof. Anna Ruby P. Gapasin, MMC
This research focused on the socially constructed meanings of cuss and cathartic
expressions among television production people from GMA Channel 7, QTV 11, MYX
Philippines and TV 5. Participants in this study are TV directors, actor, executive producer,
segment producer, writer, researcher and production assistants.
The Social Construction of Reality by Berger and Luckman was adopted as the
theoretical framework in this study wherein the process of habitualization to legitimation of using
cuss and cathartic expressions was clearly shown. This study aimed to determine the internal and
external constructions of TV production people on cuss and cathartic expressions as well as the
role of language in building social reality.
The researcher found out that the existence of cuss and cathartic expressions in television
production have already surfaced in the overall culture and have been there for several decades.
Cuss was defined as an obscene expression of surprise or anger while cathartic is an open
expression of strong emotions but TV people’s shared meanings of cuss and cathartic expressions
were described in this research as adrenalin rush, a call for perfections, pushing sense of urgency
and relieving stress caused by a pressure-filled work.

It appeared in this study that cuss and cathartic expressions are shared in a unified theme
rooted in a negative environment.

Sample ABSTRACT (MC – Quantitative Research)
ABSTRACT
Thesis Title : THE USE OF INFORMATION AND COMMUNICATION

TECHNOLOGY OF THE PUP OUS GRADUATE
STUDENTS IN ONLINE INTERACTIONS
Research Approach : Quantitative Research
Researcher : Maria Nornelyn L. Cachuela
Adviser : Dr. Divina T. Pasumbal
This research revealed how the PUP-OUS graduate students used Information and
Communication Technology in online interactions with classmates, course specialists and
knowledge content.
The study employed the descriptive method through quantitative research
approach. The data were gathered from the PUP-OUS graduate students enrolled in the
Master in Public Administration, Master in Educational Management (MEM), Master of
Science in Construction Management (MSCM) and Master in Communication (MC)
programs in the Manila Learning Center for the school year 2009-2010 through survey.
The study revealed that 100 percent of the respondents use ICT. 67 percent of the
total respondents access the internet at home, 45 percent in the workplace, 42 percent in
internet café, 9 percent in their mobile phones and one has other means of access.
Having the capability, students interact regularly with the other learning
participants (students, course specialists and knowledge/content interface). In terms of
self-competency, graduate students see themselves as self-competent in using

chatting/instant messaging (IM) and email but moderately self-competent in using web-
conferencing, application/file sharing, discussion boards/e-group, blogs/vlogs, audio
streaming, video streaming, online libraries/e-journals, web books and web
links/databases.
The graduate students prefer both asynchronous and synchronous communication
activities such as email, chatting, online-libraries, application/file sharing in their online
interactions with the other learning participants but they least favour the use of audio
streaming, video streaming and web conferencing.
Lastly, the problems encountered by the students were combinations of technical,
personal and financial issues. In interacting with fellow students, the respondents
revealed problems such as limited time, slow online access and going online is costly.
Meanwhile, in interacting with the course specialists, the students experience
complications in getting sufficient feedbacks and messages are not clear. The
respondents perceived that the course specialists were inaccessible, inactive and lacks
interest when they interact online. In terms of knowledge content, students experience
inconvenience due to unclear presentation of content, instructions, purpose and
appropriateness of online interactions.

Sample TABLE OF CONTENTS
TABLE OF CONTENTS
Page
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
ABSTRACT OF THE THESIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Chapter
1 THE PROBLEM AND ITS BACKGROUND . . . . . . . . . . . . . . 1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . 3
Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . 5
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . 7
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . 9
Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Scope and Limitations of the Study . . . . . . . . . . . . . . . . . . 11
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . 13
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2 REVIEW OF RELATED LITERATURE AND STUDIES . . . . . . . 18
Foreign Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Foreign Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Local Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Local Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Relevance of Cited Literature and Studies . . . . . . . . . . . . . . 42

3 RESEARCH METHODOLOGY . . . . . . . . . . . . . . . . . . . . 45
Research Method Used . . . . . . . . . . . . . . . . . . . . . . . . 45

Population and Sample Size . . . . . . . . . . . . . . . . . . . . . 46
Sampling Technique . . . . . . . . . . . . . . . . . . . . . . . . . 47
Description of the Respondents . . . . . . . . . . . . . . . . . . . . 48
Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Data Gathering Procedures . . . . . . . . . . . . . . . . . . . . . . 52
Statistical Treatment of Data . . . . . . . . . . . . . . . . . . . . . 54
4 PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Teachers’ Level of Mastery of the TLE-CE

Learning Competencies . . . . . . . . . . . . . . . . . . . . . . 58
Teachers’ Level of Preparedness in Teaching TLE-CE . . . . . . . 68
Students’ Level of Performance . . . . . . . . . . . . . . . . . . . 82
Significant Effect of Teachers’ Level of Mastery of TLE-CE
Learning Competencies on Students’ Level of Performance . . . 86
Significant Effect of Teachers’ Level of Preparedness in
Teaching TLE-CE on Students’ Level of Performance . . . . . . 93
5 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . . . . . 100
General Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . 101
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . 107
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Source:
Thesis Title: EFFECT OF TEACHERS’ READINESS TO STUDENTS’ PERFORMANCE IN

TECHNOLOGY AND LIVELIHOOD EDUCATION-COMPUTER EDUCATION (TLE-CE)
OF KAPITOLYO HIGH SCHOOL (Fuellas, 2010)

Sample LIST OF TABLES
LIST OF TABLES
Table Page
1 Sample Distribution of First Year Students . . . . . . . . . . . . . . . . . . 61
2 Sample Distribution of Second Year Students . . . . . . . . . . . . . . . . 61
3 Sample Distribution of Third Year Students . . . . . . . . . . . . . . . . . 62
4 Sample Distribution of Fourth Year Students . . . . . . . . . . . . . . . . 62
5 Weighted Mean Interpretation . . . . . . . . . . . . . . . . . . . . . . . . 68
6 Teachers’ Level of Mastery of Internet and Computing

Fundamentals in terms of Learning the Basics of Computers . . . . . . . . 69

Fundamentals in terms of Working With Microsoft Office
Word 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Fundamentals in terms of Working with Microsoft Office
Excel 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Fundamentals in terms of Working with Microsoft Office
PowerPoint 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Fundamentals in terms of Exploring the Web and the
Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
11 Teachers’ Level of Mastery of Creating Webpage using

HTML (Hypertext Markup Language) in terms of Creating
Webpage using HTML . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

HTML (Hypertext Markup Language) in terms of Designing
and Developing Webpage Using HTML . . . . . . . . . . . . . . . . . . . 75

Web Page Using Microsoft FrontPage . . . . . . . . . . . . . . . . . . . . 76

HTML (Hypertext Markup Language) in terms of Managing
and Building Web Site Using Microsoft FrontPage . . . . . . . . . . . . . 77

HTML (Hypertext Markup Language) in terms of Creating
Webpage using HTML . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

and Developing Webpage Using HTML . . . . . . . . . . . . . . . . . . . 79

Web Page Using Microsoft FrontPage . . . . . . . . . . . . . . . . . . . . 80

HTML (Hypertext Markup Language) in terms of Managing
and Building Web Site Using Microsoft FrontPage . . . . . . . . . . . . . 81
19 Teachers’ Level of Mastery of PC Hardware Servicing in

Terms of Introducing Computer Systems . . . . . . . . . . . . . . . . . . . 82

Terms of Applying Quality Standards . . . . . . . . . . . . . . . . . . . . 83

Terms of Using Hand Tools . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Terms of Terminating and Connecting Electrical Wiring
and Electronic Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Terms of Installing Computer Systems and Networks . . . . . . . . . . . . 85

Terms of Diagnosing and Troubleshooting Computer Systems . . . . . . . 86

Terms of Mastery of Configuring Computer Systems and
Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Terms of Maintaining Computer Systems and Networks . . . . . . . . . . 88
27 Teachers’ Level of Preparedness in terms of Instructional

Materials and Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
28 Teachers’ Level of Preparedness in terms of Teaching

Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
29 Teachers’ Level of Preparedness in terms of Evaluation

of Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
30 Teachers’ Level of Preparedness in terms of Classroom

Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
31 Students’ Level of Performance based on Grade Point Average . . . . . . . 100
32 Significant Effect of Teacher’s Mastery of TLE-CE

Learning Competencies on First Year Pupil’s Performance . . . . . . . . . 103

Learning Competencies on Second Year Pupil’s Performance . . . . . . . . 105

Learning Competencies on Third Year Pupil’s Performance . . . . . . . . . 105

Learning Competencies on Fourth Year Pupil’s Performance . . . . . . . . 107
36 Significant Effect of Teacher’s Level of Preparedness

on First Year Pupil’s Performance . . . . . . . . . . . . . . . . . . . . . . 109

on Second Year Pupil’s Performance . . . . . . . . . . . . . . . . . . . . . 110

on Third Year Pupil’s Performance . . . . . . . . . . . . . . . . . . . . . . 111

on Fourth Year Pupil’s Performance . . . . . . . . . . . . . . . . . . . . . 112
Source:

OF KAPITOLYO HIGH SCHOOL (Fuellas,2010)

Sample LIST OF FIGURES
LIST OF FIGURE
Figure Page
1 Research Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Source:

OF KAPITOLYO HIGH SCHOOL (Fuellas,2010)

Whatever things you ask when you pray,
believe that you receive them, and you will
have them.
Mark 11:24
SAMPLE TEXT OR
BODY OF THE PAPER
The following pages show examples of text or body of the paper such as
theoretical framework, conceptual framework, presentation of results,
conclusions, and recommendations. Other relevant sample pages were also
included to provide guidance in formatting your thesis.

Sample THEORETICAL FRAMEWORK
Thesis Title: AN ASSESSMENT OF THE BACHELOR IN OFFICE ADMINISTRATION- LEGAL

TRANSCRIPTION PROGRAM OF THE POLYTECHNIC UNIVERSITY OF THE
PHILIPPINES (Christian V. Asas, 2010)
Theoretical Framework
Theories formulated by some experts regarding curriculum planning and
development as well as program assessment served as guide by the researcher in this
investigation. In these presumptions, this study was anchored.
Bago (2001) cited the systems-managerial approach to curriculum development
which was influenced by the general systems theory of management. This notion is best
described in the following diagram:
INPUTS STRUCTURE AND OUTPUT

PROCESSES
Resources (human, Success and failure
physical, financial) Curriculum organization
information - Instruction
- Evaluation
- Supervision
(motivation,
communication,
leadership styles,
decision making)
ENVIRONMENT
Public Demand and Expectations
FEEDBACK
Figure 1. Systems-Managerial View of Curriculum Development

Figure 1 shows that curriculum is prepared through the interaction of inputs and
processes to produce the desired outputs. Curriculum development is a never-ending
process because of the changes and improvements in the elements of the subsystem. If
the outputs of the school system which are the graduates met the demands and
expectations of the society, it is deemed that the interaction that transpired between the
inputs and processes is a success, if not, it is a failure. The success or failure of the
outputs will give the school system a feedback or information as to what is ideal and what
should be done and becomes the basis of innovations. Like other organizations in which
the general systems theory is applied, the school system is duty bound to return back to
the society the benefits of its operations because it is within the society where the school
generates its inputs. This duty can be realized if the graduates are competitive enough to
meet the expectations of the society.
In this study, the focus of assessment of the BOA-LT program is its curriculum
and quality-related aspects which are both included in the school’s processes. The BOA-
LT graduates can satisfy the requirements of the industry and better serve the society if
they are equipped with relevant knowledge and skills through the courses in the
curriculum that they enrolled in and immersed with other areas of the program with high
quality. This is based on the researcher’s perception that the legal office professionals
cannot give the competencies needed by the field if they do not have it or ―you cannot
give what you do not have‖.
According to Tyler (Kelly, 1989), assessment or evaluation is essentially the
process of determining to what extent the educational objectives are actually being
realized by the program of curriculum and instruction. From this point of view, Tyler

(Bago, 2001) proposed sequential steps in conducting evaluation: (1.) establish broad
goals or objectives; (2.) classify objectives; (3.) define objectives in behavioral terms; (4.)
find situations in which achievement of objectives can be shown; (5.) develop or select
measurement techniques; (6.) collect performance data; and (7.) compare data with
behaviorally stated objectives. In this model, the objectives are the criteria in judging the
success or failure of a program.
The BOA-LT program has predetermined objectives. The aspects of assessment
that are chosen by the researcher in this investigation will reveal the capacity of the
BOA-LT program in attaining its objectives. In this context, the assessment theory of
Tyler is deemed to be material in the present undertaking.
Malcom Provus (Bago, 2001) developed a discrepancy model with four
components and five stages of evaluation. The four components comprise the 1.)
determination of the program standards, 2.) determination of program performance, 3.)
comparison of performance with standards, and 4.) determination whether a discrepancy
exists between performance and standards. In this model, the program performance is
compared with program standards. The basis of decision regarding the effectiveness of
the processes employed in the program’s operation is the discrepancy between the
program performance and program standards.
One focal point of the present study is the determination of significant difference
between the court stenographers’ assessment on the degree of usefulness of the
competencies and fourth year students’ assessment on the acquired competencies
provided by the BOA-LT program which will predict the preparedness of students to land
on job. In this manner, the Provus Theory served as the guiding framework of the study.

Tyler’s Theory (Kelly, 1989) on curriculum planning suggested that there are four
fundamental questions which must be answered in developing any curriculum and plan of
instruction. These he lists as: (1.) What educational purposes should the school seek to
attain?; (2.) What educational experiences can be provided that are likely to attain these
purposes?; (3.) How can these educational experiences be effectively organized?; and (4.)
How can we determine whether these purposes are being attained?
It is stated in Tyler’s assertion that a curricular program is required to set its
objective; select contents, methods, and procedures that are designed for the attainment of
objectives, and make assessment whether a program is capable of attaining its objectives.
The attainment of objectives is dependent upon the contents (curriculum) and methods
and procedures (instruction) which signifies the importance of curriculum and other
aspects related to instruction. It is correct to state, therefore, that the selection of certain
subject in the curriculum should be justified based on an established criteria. Likewise,
competent instruction should be provided to the students.
According to Palma (1992), the curricular offerings today must be made relevant
to the economic demand of society if it is to achieve the goals of producing people who
will provide direction and guidance in the operation of any field of industry. He further
stated that any curricular program needs to be attuned to the development in society in
order to be able to gear its efforts to the critical aspects of development.
The present investigation focused on the assessment of BOA-LT program which
is one requirement of Tyler’s Theory. Through this, the usefulness of the competencies
provided by the BOA-LT program is determined as well as its acquisition. The quality of

the BOA-LT program with respect to certain aspects is also the subject matter of the
study.

Sample THEORETICAL FRAMEWORK (Qualitative Research)
Title: The Social Constructions of Cuss and Cathartic Expressions Among Television
Production People (Mary Ann Loraine M. Perez, 2010)
Theoretical Paradigm
People often use cuss and cathartic expressions for a variety of reasons. They
chose which word to use depending upon the company they are in, and what their
relationships are in that company, as well as the social setting of that company. People
use cathartic expressions to relieve stress, anger and frustrations or any other negative
feelings. Some persons use them it when they just want to say them. No doubt that with
the passage of time, cuss and cathartic expressions, for whatever reasons, have become a
part of people’s daily communication.
The perfect theory wherein we can associate cuss and cathartic expressions
among television production people is Peter L. Berger and Thomas Luckmann’, theory of
social construction of realities.
Social Construction of Realities
Man's self-production is always a social enterprise. Man whether consciously or
unconsciously produce a human environment, with the totality of human actions being
done every day. When man is involved in a social group, each member contributes or
constructs a reality of his or her own through communication. It is impossible for just one
man alone to produce a human environment. As soon as one engages in phenomena that
are specifically human, one enters the realm of the social. Man's specific humanity and
his sociality are inextricably intertwined. (http://www.sociosite.net/topics/texts/
berger_luckman.php)

The general concept of social construction of realities is that social order is a
human product or an ongoing human production." Social order exists only as a product of
human activity and it is also the result of past human activity. Its existence depends on
human activity as man continues to produce it. Indeed it is a human product.
Aside from the original concept of Berger and Luckmann, adaptation of some
component need to be cited as well. From the concept of the social construction of reality
in organizations by Gjersvik (1993). Local Reality as a starting component also included.
Local Reality
Local realities are systems of meaning that are perceived by the actor to be valid -
- they are reality. Local realities are not explicated theories of reality, although elements
may be reflected upon.
Subcomponents of local reality includes valid systems of meanings and the
reasons of reality. People construct reality in the organization just because they are aware
that what they are doing are valid. This validity is supported by some reasons why they
considered such acts as valid. (http://www.idi.ntnu.no/grupper/su/publ/html/
totland/ch032.htm)
Habitualization
Human activities being done day to day is subject to habitualization. This is where
actions which are repeated frequently become a pattern. Habitualization implies that the
action in question may be performed again in the future in the same manner, and with the
same economical effort. This is where a common statements can be formed like "There I
go again," as one starts a step by step procedure in a day and repeats it again the next day
and so on.

Habitualization become an embedded routines in man’s general stock of
knowledge. It paves the way to the direction and the specialization of activity and also
provides a stable background in which human activity may proceed with a minimum of
decision-making.
Habitualization does not only pertain to the embedded routines being done by
man in his day-to-day life. In terms of the meanings bestowed by man upon his activity,
habitualization makes it unnecessary for each situation to be defined anew, step by step.
A large variety of situations may be subsumed under its predefinitions. The activity to be
undertaken in these situations can then be anticipated. Even alternatives of conduct can
be assigned standard weights.
A reciprocal typification of habitualized action is where institutionalization
occurs. The institution itself is the one that typifies individual actors in the social group
and their actions. In an institution, social constructions is not created instantly, every
group has a history and what the actors are doing in the present is the result of this
constructions. When a person enters an organization, routines that should be done by this
individual is pre-defined by the institution. That is why the statement, "There we go
again" now becomes "This is how these things are done."
Institutions are external, whether a member of a group like it or not, the
constructions are persistent and cannot be taken away. Since institutions exist as external
reality, the individual cannot understand them by introspection. He must "go out" and
learn about them. Once they discover that local reality is valid as supported by given
reasons, habitualization takes place wherein patterned actions and routines are done.

Habitualization became a perfected institutionalization. (http://www.sociosite.net/topics/
texts/berger_luckman.php)
Institutionalization
Institutionalization appear whenever reciprocal typification results from the
patternized routines and actions. This is where the person involved in the organization
and engaged to patternized action unconsciously forgets his own world. When this
happens, a person will be able to construct the reality according to their roles. Since
institutionalization is about the way of doing things, shared meanings out of these role
constructions will then be formulated. (http://www.sociosite.net/topics/texts/
berger_luckman.php)
Objectivation
The character of ―objectivity‖ is the process of ―objectivation‖ which establishes
norms among the members of the institution. Objective reality is the habitualized and
institutionalized human activity in a system, an observed reality.
(http://www.sociosite.net/ topics/texts/berger_luckman.php)
Legitimation
Legitimation generally deals with the cognitive validity of reality being
constructed by social groups through proper explanation and justification of the objective
reality. (http://www.sociosite.net/topics/texts/berger_luckman.php)

Valid Systems of Reasons of
LO CAL R EALIT Y Meanings Validity
Patternized Reciprocal
Actions and Typification
H ABIT U ALIZ AT IO N Routines
Shared Meanings
Shared
Shared
Role Meanings
Shared
Meanings
Constructions Meanings
INS T IT U T IO NALIZ AT IO N
Signification of Culture
the Constructed Establishment
O BJ ECT IV AT IO N Objectivity
LEGITIMATION
Figure 1: The Social Construction of Realty Theoretical Model

(The Researcher’s Illustration)

Sample CONCEPTUAL FRAMEWORK (SYSTEMS APPROACH)

The researcher conceived the conceptual framework of this study based on the
Input-Process-Output (IPO) system approach which was shown in Figure 2. This
approach is composed of interrelated elements that served as guide by the researcher in
solving the problem under investigation.
The first element is referred to as the input. This element includes the
competencies provided by the major subjects in the BOA-LT program and the BOA-LT
program’s faculty competence; physical plant, facilities, and equipment; instructional
process; instructional materials; classroom management; and evaluation tools and
instrument. The information on these variables is fundamental in the attainment of the
objective of this study.
The second element is called the process. Specifically, it involves the assessment
of the usefulness of the competencies provided by the major subjects in the BOA-LT
program, the extent of acquisition of these competencies by the respondents, and the
quality of the BOA-LT program in terms of its faculty competence; physical plant,
facilities and equipment; etc., through the use of the researcher-made questionnaire. This
element also includes the presentation, the analysis, and the interpretation of the data.

INPUT PROCESS OUTPUT
 Major courses in the Assessment, through  Usefulness of the

Bachelor in Office survey questionnaire, of competencies
Administration-Legal the: provided by the major
Transcription courses in the BOA-
Program LT program to the
 Usefulness of the
respondents
competencies
 Bachelor in Office provided by the major
determined
Administration-Legal courses in the BOA-
Transcription LT program;
Program’s  Extent of acquisition
- Faculty competence of the competencies
 Extent of acquisition
- Physical plant provided by the major
of the competencies
- Facilities and courses of the BOA-
provided by the major
equipment LT program
courses of the BOA-
- Instructional established
LT program; and
processes
- Instructional
materials
 Quality of the BOA-  Quality of the BOA-
- Classroom LT program
LT program
management ascertained
- Evaluation tools
and instruments Presentation, analysis,
and interpretation of  Recommendations to
results improve/enhance the
BOA-LT curriculum
FEEDBACK
Figure 2. Research Paradigm
The third element is the expected output. This element offers the result of the
interaction that transpired between the input and the process. After assessment, the

usefulness of the competencies provided by the major subjects in the BOA-LT
curriculum was determined, the extent of acquisition by the respondents of these
competencies was established, the quality of the BOA-LT program was ascertained, and
recommendations to improve/enhance the BOA-LT curriculum and the quality of the
BOA-LT program were formulated and forwarded in order to address the needs of future
court stenographers.
The outputs of this study are now ready for feedback from the administrators of
the College of Office Administration and Business Teacher Education, the faculty
members handling the major subjects in the BOA-LT program, the students enrolled in
the program, and other stakeholders. Whatever action these people take to improve the
BOA-LT program will again serve as input and the cycle repeats itself.

Sample STATEMENT OF THE PROBLEM and HYPOTHESIS

The main objective of this study is to assess the Bachelor in Office
Administration-Legal Transcription (BOA-LT) Program of Polytechnic University of
the Philippines (PUP) in Sta. Mesa, Manila.
Specifically, it seeks answers to the following questions:
1. What is the degree of usefulness of the competencies provided by the BOA-LT
Program as perceived by the court stenographers of the Regional Trial Court of
Manila in the performance of duties and responsibilities of their field?
2. What is the degree of acquisition of the competencies provided by the BOA-LT
Program as perceived by the fourth year students?
3. Is there a significant difference between the court stenographers’ assessment on
the degree of usefulness of the competencies and fourth year students’ assessment
on the acquired competencies provided by the BOA-LT program?
4. How do the fourth year BOA-LT students assess the quality of the BOA-LT
program in terms of the following aspects:
4.1. Faculty Competence
4.2. Physical Plant, Facilities, and Equipment
4.3. Instructional Process

4.4. Instructional Materials
4.5. Classroom Management
4.6. Evaluation Tools and Instrument
Hypothesis
There is no significant difference between the court stenographers’ assessment on
the degree of usefulness of the competencies and fourth year students’ assessment on
their extent of acquisition of the competencies provided by the BOA-LT program.

Sample CONCEPTUAL FRAMEWORK (RELATIONSHIP)

TECHNOLOGY AND LIVELIHOOD EDUCATION-COMPUTER EDUCATION
(TLE-CE) OF KAPITOLYO HIGH SCHOOL (Melqui Darren Fuellas, 2010)
Figure 1 shows the paradigm of the study. It consists of two boxes, namely: 1)
the independent variable box which contains the teachers’ readiness in terms of mastery
of TLE-CE competencies and preparedness in teaching TLE-CE; and 2) the dependent
variable box which contains the students’ performance in TLE-CE.
As shown in Figure 1, the first independent variable are the TLE-CE
competencies in the first year (Learning the Basics of Computers, Working with
Microsoft Office 2003, Working with Microsoft Office Excel 2003, Working with
Microsoft Office PowerPoint 2003, and Exploring the Web and the Network); in the
second and third year (Creating Webpage Using HTML, Design and Develop Webpage
Using HTML, Designing Web Page using Microsoft FrontPage, and Managing and
Building Web Site Using Microsoft FrontPage); and in the fourth year (Introducing
Computer Systems, Applying Quality Standards, Using Hand Tools, Terminating and
Connecting Electrical Wiring and Electronic Circuits, Installing Computer Systems and
Networks, Troubleshooting Computer Systems, Configuring Computer Systems and
Networks, and Maintaining Computer Systems and Networks).

The second independent variable is teaching preparation which consists of
instructional materials and equipment, teaching procedures, evaluation of learners, and
classroom management.
INDEPENDENT DEPENDENT
VARIABLE VARIABLE
TEACHER’S READINESS
Level of Mastery of TLE-CE Competencies in:

 First Year High School
 Learning the Basics of Computers
 Working with Microsoft Office 2003
 Working with Microsoft Office Excel 2003
 Working with Microsoft Office PowerPoint
2003
 Exploring the Web and the Network
 Second and Third Year High School
 Creating Webpage Using HTML
 Design and Develop Webpage Using HTML
 Designing Web Page using Microsoft
FrontPage STUDENTS’
 Managing and Building Web Site Using
Microsoft FrontPage PERFORMANCE
 Fourth Year High School
 Introducing Computer Systems In TLE-CE (Grade
 Applying Quality Standards Point Average)
 Using Hand Tools
 Terminating and Connecting Electrical
Wiring and Electronic Circuits
 Installing Computer Systems and Networks
 Troubleshooting Computer Systems
 Configuring Computer Systems and
Networks
 Maintaining Computer Systems and
Networks
Level of Preparedness in Teaching TLE-CE

 Instructional Materials and Equipment
 Teaching Procedures
 Evaluation of Learners
 Classroom Management

Figure 1. The Research Paradigm
The dependent variable is the students’ performance in TLE-CE based on their
grade point average.
The schematic diagram of the study also shows the flow of relationship between
the independent and dependent variables. This means that the student’s performance is
affected by teacher’s readiness.

Sample STATEMENT OF THE PROBLEM and HYPOTHESES

This study attempted to determine the effect of teachers’ readiness to students’
performance in Technology and Livelihood Education-Computer Education (TLE-CE) of
Kapitolyo High School.
Specifically, it sought answers to the following questions:
1. What is the teachers’ level of mastery of the TLE-CE learning competencies as
perceived by the students in:
1.1. First Year
1.2. Second Year
1.3. Third Year
1.4. Fourth Year
2. What is the teachers’ level of preparedness in teaching TLE-CE in terms of the
following aspects:
2.1. Instructional Materials and Equipment
2.2. Teaching Procedures
2.3. Evaluation of Learners
2.4. Classroom Management

3. What is the students’ level of performance based on the grade point average as
reflected from their report card and/or Form 138?
4. Does the teachers’ level of mastery of the TLE-CE learning competencies has a
significant effect on the students’ performance in first year, second year, third year,
and fourth year?
5. Does the teachers’ level of preparedness in teaching TLE-CE in terms of instructional
materials and equipment, teaching procedures, evaluation of learners, and classroom
management has a significant effect on the students’ performance?
Hypotheses
The researcher tested the following hypotheses in the null form at the .05 level of
significance.
1. The teachers’ level of mastery of TLE-CE learning competencies has no significant
effect to the students’ performance in first year, second year, third year, and fourth
year.
2. The teachers’ level of preparedness in teaching TLE-CE in terms of instructional
materials and equipment, teaching procedures, evaluation of learners, and classroom
management has no significant effect to the students’ performance.

Sample CONCEPTUAL FRAMEWORK (Qualitative Research)
Conceptual Paradigm
The featured theory is well-explained on the theoretical framework part. This
theory was defined according to the need of this research study and to answer the
statement of the problem.
Social Construction of Reality
Social Construction of Reality is composed of four main components:
habitualization, institutionalization, objectivation and legitimation. Since this study
mainly deals with social construction of reality in organization, the researcher included
the concept of Gjersvik.
Local Reality
The researcher decided to add another component which is the local reality
formulated by Gjersvik. Gjersvik adapted the original ideas of Berger and Luckmann
(1967) to better fit organizations. Local realities are systems of meaning that are
perceived by the actor to be valid -- they are reality.
Most of the participants that were interviewed by the researcher admitted that the
moment they entered the organization, cuss and cathartic expressions were already being
used. Director Maryo J. Delos Reyes who has been in the industry for more than 30 years
confessed that such expressions were just normal language when he came in. People who

entered the organization already used local reality at it was already existing in the
organization.
As the subcomponents of local reality involve valid systems of meanings and
reasons of validity, the concept of television as exolained by participants will be featured.
Majority of the participants told the researcher that the television industry is a rowdy
workplace. There is always a possibility that conflicts arise due to superior-inferior,
supervisor and staff relationships and because of some network’s expectations that the
production team is obligated to produce an excellent production piece to satisfy the
audiences. No doubt stress and pressure are unavoidable, thus cuss and cathartic
expressions became valid for use.
Habitualization
Due to this awareness of local reality, and once adjustment period has been gone
through by the person who enters the organization, cuss and cathartic expressions become
habitualized.
The TV production team goes through three stages of production, the pre-
production, the principle of photography and the post production. The existence of cuss
and cathartic expressions usually take place in the principle of photography stage of
production, where taping, tape as live and live feed happen. This is when and where
expressions such as Putang Ina, Hayop, Leche, Gago and Tanga, sex-related terms like
libog and salsal, and even aliases or names given to some people are being exchanged
consciously or unconsciously by production heads, staff, and crew. Because of this
exposure, people tend to forget their own worlds and a total transformation of attitude

may take place. This is where a person can differentiate his attitude inside and outside of
the organization.
Institutionalization
This exchange of communication construct different meanings commonly because
of a sense of urgency, call for perfections and adrenalin rush that figuratively and
literally expects everybody to be on their toes, and no one is allowed to commit mistakes.
Due to this social construction, the reality wherein a pressure-filled TV production
environment is being created. Shared meanings such as call for perfections, sense of
urgency, adrenalin rush and stress reliever are all defined. And this is what makes this
reality different from any other workplace. From the moment a production staff goes
outside this reality, he/she can see the difference of this environment from another.
Objectivation
Cuss and cathartic expressions generally became effective in motivating
production staff to act according to their role. Using this, as a part of the managerial style
results a good outcome and results as the production team can make an excellently
produce television masterpiece. Because of the use of existence of cuss and cathartic
expressions, most of the participants define it as a culture. Members of the production but
even outsiders see it as such.
Legitimation
Right after the processed objectivation, the people in the organization become
immune to the way cuss and cathartic expressions are used in the organization and

conclude that this kind of culture cannot be taken away instantaniously from the
organization.

Cuss and - Unfriendly
Cathartic Working
LO CAL R EALIT Y Expressions are - Environment
prevalent in TV Stressful Work
Production - Superior to
company Inferior
Relationship
Existence of Cuss
Redefining
H ABIT U ALIZ AT IO N and Cathartic
attitudes when at
Words During
Production Work
Production Work
Call for
Shared
SharedPerfections
Meanings
Production Staff Meanings
Shared Meanings
Sense of Urgency
will act according to Adrenalin Rush
INS T IT U T IO NALIZ AT IO N
their duties as Stress Reliever
perfect as possible
-Good Production Cuss and Cathartic

O BJ ECT IV AT IO N Masterpiece/ Expressions is
Outcome prevalent in TV
- Effective production team
Managerial Style but just in
superficial level
LEG IT IM AT IO N
Figure 2: The Social Construction of Realty Conceptual Model

(The Researcher’s Illustration)

Sample SCOPE AND LIMITATIONS

Scope and Limitations
The researcher conducted this study to assess the BOA-LT program of PUP, Sta.
Mesa, Manila. The assessment focused on the curriculum and instruction-related aspects.
On the aspect of curriculum, only the major courses of the program are the subject
of the investigation. The usefulness in addressing the needs of court stenographers’ field
and acquisition by the fourth year BOA-LT students of the competencies provided by
these major courses are the ones that were looked into. The quality of the BOA-LT
program in terms of faculty competence; physical plant, facilities, and equipment;
instructional process; instructional materials; classroom management; and evaluation
tools and instruments is also ascertained.
The attainment of the objective of this study is dependent on the answers of the
two groups of respondents. The first group of respondents is composed of the court
stenographers of the Regional Trial Court of Manila while the second group of
respondents is composed of the fourth year students of the BOA-LT program of PUP,
Sta. Mesa, Manila.
This investigation was conducted during School Year 2009-2010. Any changes in
the curriculum and quality-related aspects of the BOA-LT program beyond the said
period are not covered by the framework of this study.

Sample SIGNIFICANCE OF THE STUDY

Significance of the Study
Individuals, groups, and institutions in one way or another can benefit from this
study.
Curriculum Planners. The designers of the BOA-LT program curriculum can
find help from the outcome of this investigation because of the inputs that it can give in
enhancing the program’s curriculum to make it more tailored to the needs of the field.
Likewise, curriculum planners of other educational institutions offering program that is
the same or related to BOA-LT can gain the same benefit.
Educational Managers. It can be viewed from the result of this study the
strength and weaknesses of BOA-LT curriculum and other quality-related aspects.
Through this, COABTE college officials and PUP officials as well are assisted in their
decision making responsibility when it comes to these two important components of
education. Managers of other educational community are also benefited in the same
manner since curriculum and other quality-related aspects involved are common elements
of the educational processes.
Students. The consequence of this undertaking will lead to the improvement of
BOA-LT program that will increase the program’s capacity to produce quality graduates.
In this way, the students are assured that they are able to compete with the graduates of

other schools and enter in the world of employment after they left the portals of the
institution.
In addition, this investigation will give opportunity to the students to air their
perceptions regarding the status of BOA-LT program with reference to some quality-
related aspects. This circumstance is very important because the students are the center
of the teaching-learning process and should be considered in almost all aspects of the
educational process for it to become effective and successful.
Professors. Included in the quality-related aspects assessed in this study is the
faculty competence. Since the assessment is based on students’ perception, the
professors will gain crucial and reliable information regarding their instructional
competencies which they can use for their improvement. If there are people who can
give accurate assessment of the professors, these are the students because they are the
professors’ direct contact, the one who receive the instruction, and the professors’
customers that should be satisfied.
Legal Offices/Industries. If there are institutions that will benefit much in the
quality of BOA-LT graduates, these are the legal offices or industries. Since the tenor of
this study focused on the improvement of BOA-LT program which will increase the
program’s capacity to produce quality graduates, these legal offices or industries are
benefited on the one hand.
Commission on Higher Education (CHED). One of the material aspects of this
investigation is the determination of the degree of usefulness of the competencies
provided by the BOA-LT program. From this, the competencies that should be given
more attention are depicted. In this manner, the CHED which is the governing body of

higher education institutions and responsible in concocting policies and standards for
Office Administration program will find this study significant in doing this task.
Researchers. This paper will surely contribute to our rich bulk of literature and
body of knowledge. Future researchers especially those who will conduct study on the
same or similar framework will gain insights from the substance of this investigation.

Sample STATISTICAL TREATMENT OF DATA

Statistical Treatment of Data
Certain statistical tools were utilized by the researcher to facilitate analysis and
interpretation of the gathered data. Hence, meaning is derived from numerical values.
Percentage. In order to make comparison of the responses possible, this
statistical tool is employed since it reflects which items are favored most or favored least.
It is calculated via the use of the following formula:
f
%  100
n
where: % = percentage
f = frequency
n = total number of responses
Weighted Mean. The variables involved in this study i.e. mastery, preparedness
are considered abstract and continuous and cannot be counted individually. This instance
made it appropriate to use weighted mean as the statistical tool. It is obtained by
applying the following formula:
xw 
 fw
f
where: x w = weighted mean

 fw = sum of all the products of f and w, where f is the frequency of each
weight and w is the weight as 5, 4, 3, 2, 1.
f= sum of all the responses or the sample size
Pearson Product-Moment Correlation Coefficient. An interval/ratio measure
of association indicating the existence, degree and/or direction of relationship between
variables (Birion, et. al., 1998). This characteristic of this statistical tool made it proper
to use in this study. The following formula shows the computation of the value of
Pearson:
n xy   x  y 
r
n x 2   x  n y 2   y 
2 2
where: r = Pearson product-moment correlation coefficient
n = total number of paired observations
 xy = sum of the xy cross products
 x = sum of x
 y = sum of y
 x 2 = sum of the squares of x
 x 2 = square of the summation of x
 y 2 = sum of the squares of y
 y 2 = square of the summation of y

Multiple Regression Analysis. This includes any techniques for modelling and
analyzing several variables, when the focus is on the relationship between a dependent
variable and one or more independent variables. More specifically, regression analysis
helps us understand how the typical value of the dependent variable changes when any
one of the independent variables is varied, while the other independent variables are held
fixed. A regression model relates Y to a function of X and β.

Sample ANALYSIS OF DATA

Problem 2. Teachers’ Level of Preparedness in Teaching TLE-CE
2.1 Instructional Materials and Equipment
Table 22 shows that first year pupils gave their teachers a weighted mean of 3.37
in ―Use of instructional materials that are congruent to learning objectives‖ and 2.75 in
―Makes judicious use of modern information technology.‖ Overall they rated their
teachers’ level of preparedness in terms of instructional materials and equipment 3.07,
verbally interpreted as ―Prepared.‖
The second year pupils gave their teachers a weighted mean of 4.27 in ―Make
judicious use of audio-visual materials‖ and 3.33 in ―Use instructional materials that are
congruent to learning objectives.‖ Overall they rated their teachers’ level of preparedness
in terms of instructional materials and equipment 3.88, verbally interpreted as ―Very
Prepared.‖
The third year pupils gave their teachers a weighted mean of 3.35 in ―Makes
judicious use of modern information technology‖ and 3.00 in ―Use instructional materials
that caters individual differences.‖ As a whole, teachers’ preparedness in terms of
instructional materials and equipment was rated 3.19, verbally interpreted as ―Prepared.‖

Table 22
Teachers’ Level of Preparedness in terms of

Instructional Materials and Equipment
First Year Second Year Third Year Fourth Year

Items
WM VI WM VI WM VI WM VI
1. Use instructional materials that are accurate, up-to date
and appropriate for the students 3.29 P 4.15 VP 3.16 P 3.77 VP
2. Use instructional materials that are congruent to
learning objectives 3.37 P 3.33 P 3.27 P 3.89 VP
3. Use instructional materials that reinforce learning
effectively 3.12 P 3.93 VP 3.27 P 3.93 VP
4. Make judicious use of audio-visual materials 3.02 P 4.27 HP 3.10 P 3.68 VP
5. Use instructional materials that caters individual
differences 2.88 P 3.86 VP 3.00 P 3.65 VP
6. Makes judicious use of modern information technology 2.75 P 4.07 VP 3.35 P 3.54 VP
GRAND MEAN 3.07 P 3.88 VP 3.19 P 3.75 VP

The teachers of fourth year pupils were given a weighted mean of 3.93 in ―Use
instructional materials that reinforce learning effectively‖ and 3.54 in ―Makes judicious
use of modern information technology.‖ As a whole, teachers’ preparedness in terms of
instructional materials and equipment was rated 3.75, verbally interpreted as ―Very
Prepared.‖
A comparison of the assessments of the pupils from different year levels show
that teachers in the second year obtained the highest weighted mean in level of
preparedness in terms of instructional materials and equipment. They were followed by
teachers in the fourth year, then by teachers in the third year, and lastly by the teachers in
the first year.
The types of handouts and manuals that are used in technology training vary.
Some describe procedures in a narrative way without graphics; some employ step-by-step
instructions with screen captures. According to Thirlway (as cited in Urata, 2004):
A training manual should be like a tutor that permits a student to learn at his own
pace and gives him confidence for further learning. Such a manual should consist of a
series of lessons so that learners can build knowledge and skill lesson by lesson.
Therefore, step-by-step instruction is recommended, and information overload is
cautioned against. When such a manual is used in training along with hands-on
activities and an individual learning approach to each student, participants will tend
not only to learn knowledge and skill but also to gain confidence in technology use.
Statewide Texas Educational Progress Study Report (1999) stated that poorer
student performance appeared to be associated with the absence of relatively specialized
instructional materials.

The article written by Oakes and Saunders (2004) addressed critical issues
regarding students' access to textbooks, curriculum materials, equipment, and technology.
Using California as a case, it reviews the importance of these instructional materials to
education, generally, and in the context of current standards-based education policies.
Based on data from a variety of sources, they claimed that textbooks, curriculum
materials, and technology are educationally important and that the consequences of not
having them are particularly harsh in a high-stakes, standards-based education system.
They also found that many California students do not have the numbers or quality of
textbooks, curriculum materials, and technology that they require to meet the content
standards the state has set. Compounding the problem, shortages and poor quality of
textbooks and instructional materials often exist in concert with other problematic school
conditions -- staffing shortages, facilities in disrepair, and overcrowding.

Sample ANALYSIS OF DATA (MC – Qualitative Research)
The Usual Experiences of Television Production People in Using Cuss and
Cathartic Expressions
Since we’re talking about underlying meanings, and the personal construction of
each, quality of answers will not be questionable, It doesn’t matter how personal the
experiences of the participants are.
Since experience has a wide scope, television production participants answered
according to their experiences making each responses unique and maybe classified under
new discovered themes and concepts. There are a total of 10 specific concepts that were
thematically presented in order to highlight the question why cuss and cathartic
expressions are existing in television production team.
a. The concept of television that could make the workplace a pressure-filled
environment
Television production is not any other ordinary company with a normal
workplace. Most of the time, it cannot be classified as an ideal place to work in.
Production people work in graveyard shifts. There is no such thing as overtime in
production. As long as you will not hear the magic word ―pack up‖ no one is allowed to
go home. People, for whatever reasons chose this profession for the sake of producing an
artistically-excellent work of art. The call for passions know no limitations and
boundaries, that is why a lot of people, though aware of this environment, still wants to

enter this roller-coaster of television production.
Direk Maryo J.Delos Reyes, introduced a refreshing concept of television. He said
that even though a lot of people want to enter this industry, it can’t still be considered as a
perfect place to work in nor that TV itself is perfect. As he said: ―TV is not perfect, the
adjective is not perfect, siguro its just maybe excellently produced or artistically
done or commercially done.”
To further justify this concept, Direk Maryo s till did not generalize about
television production. ―It varies to the kind of production that you do.” He gave
situational comedy as a perfect example: “Like a sitcom is not perfect. Di naman sila
ganoon kaganda, I mean when you compare it with foreign works. Its not perfect
but it satisfies the objective of the show to entertain and make the people laugh.”
This statement by Direk Maryo just proved that people behind Television shows
always have to meet the expectation of viewers. There is no such thing as a routinary
work in production. For production people, every day is a new construction. A new story
concept should always be served and presented to the public. Ratings can always be
considered as an issue, once a show reached its ideal ratings, no room for reformating
should be done. Unlike inother workplace wherein one has to pass on reports, etc. in
television a continuous brainstorming, executable or not should always be done, since the
customers here are the viewers not only in the Philippines but in the whole world as well.
Mr. Ronald Joaqui Tupas, on the other hand,, also emphasized the difference of
an ordinary workplace with Television production team. In an ordinary workplace,
employees will have to check in on or before eight o’clock in the morning and go home
at five o’clock in the afternoon. But in a television production, it’s a totally different:

“You guys work 8 hours, but us, we sleep only 2 hours.” Its not only the working
hours that makes television production as a pressure-filled environment. The work itself
give produce pressure too: ―Di lahat ng concept natatapos agad. Di lahat ng script
natatapos agad. Na kailangan mo na iproduce kinabukasan kasi next week na ang
airing.” In general Mr. Tupas defined television industry as rowdy “Malabo ang
environment ng TV, masyadong magulo.” Masaya sya kapag masaya ang kasama
mo. Sa amin sa Midnight DJ, masaya kame, unlike sa ibang production, di
nagpapansinan ang mga tao dun. Badtrip ag mga tao dun.”
Due to this kind of environment, from the researcher’s point of view, it is just
human nature to get angry because of not having enough rest and sleep. Brainstorming
and finding extraordinary concepts to be transform to script and sequences is no doubt
very stressful. This is when cuss and cathartic expressions are uttered to take out negative
feelings if not even to relieve.
A different concept was given emphasis by Ms. Bayani and Ms. Castro of MYX
Production group. Being in the entry-level position, they feel the inferiority complex and
the negative atmosphere surfacing on the production team. Ms. Bayani said: “Yun ang
mahirap sa TV prod na para lang maipakita sa tao na maganda yung mapapanood
nila gagawin talaga lahat.” Ms. Bayani told the researcher that the production assistant
has the most tiring job in the team. For example, even though she is taking a break, once
she was commanded to bring the tape for airing 3 floors away from where she is eating,
she don’t have any choice but just follow orders.

Ms. Bayani also contradicted the statement of Direk Maryo that classified
television as not a perfect one “Kaya may awayan na nangyayari kasi nga gagawin
mo lahat para maging perfect, tinatry maging perfect.”
The pressure of projecting a good image outside of the production team also
added to what she is felt: “Tingin ng mga tao kapag nasa TV ka, perfectionist ka,
sobrang taas ng expectation, pero hindi talaga. Napakahirap ng trabaho namin.”
Ms. Celren Castro, however, admitted that she is one of the inferiors of the
production, having a self-pity while saying a statement as ―Ang tingin ng mga tao ang
galing-galing natin kasi dito tayo nagtatrabaho, pero di nila alam pag nagtrabaho
ka dito, isa tayo sa mga bobo at tanga dahil sa mga words na ganun.”
Ms. Castro also supported the statement of Ms. Bayani about the expectations of
the people towards production people like them ―Iba yung tingin sayo kapag nasa TV
ka. Ang galing-galing Ang TV kasi para sa mga tao, perfect, kaya tantamount noon,
ang tingin ng mga tao sa mga nagtatrabaho dito, sobrang galing, perfectionist”
The cited statements, prove that the environment in a television production is
really different from any other ordinary company. Generally, it is chaotic.

Sample GENERAL SUMMARY

General Summary
This study was conducted to assess the Bachelor in Office Administration (BOA)-
Legal Transcription (LT) program of the Polytechnic University of the Philippines. The
assessment focuses on three aspects i.e. degree of usefulness of the competencies
provided by the BOA-LT program as perceived by the court stenographers of the
Regional Trial Court (RTC) of Manila; degree of acquisition of the competencies
provided by the BOA-LT program as perceived by the fourth year students; and fourth
year students’ assessment of the quality of BOA-LT program in terms of faculty
competence; physical plant, facilities, and equipment; instructional process; instructional
materials; classroom management; and evaluation tools and instrument. The hypothesis
tested in the study is, ―There is no significant difference between the court stenographers’
assessment on the degree of usefulness of the competencies and fourth year students’
assessment on the acquired competencies provided by the BOA-LT program.‖
The attainment of the objective of the study was made possible through the
utilization of the descriptive method of research. Stratified random sampling and simple
random sampling was employed in getting the 157 respondents from the population of
the court stenographers of RTC-Manila. From the 157 respondents, only 135 respondents
returned the survey questionnaire – the main instrument for data gathering. In the case of
29 BOA-LT fourth year students, all of them were considered as respondents and all of

them returned the survey questionnaire. Statistical treatment of data was done through
the use of percentage, weighted mean, and t-test for independent samples.

Sample SUMMARY OF FINDINGS

Summary of Findings
The data were analyzed and the following findings were formulated in accordance
with the specific questions given under the statement of the problem.
1. The competencies provided by the BOA-LT program were perceived by the court
stenographers of RTC-Manila as very useful with a mean of 3.94. The competencies
provided by the 18 major subjects of the BOA-LT program were rated as very useful
i.e. OFAD 3063 – Intermediate Shorthand (4.46); OFAD 3023 – Basic Shorthand
(4.42); OALT 3053 – Advanced Legal Transcription with Laboratory (4.36); OALT
4033 – Legal Transcription Internship, P-2 (4.35); OFAD 3013 – Keyboarding with
Laboratory (4.29); OFAD 3093 – Transcription and Speedbuilding, P-1 with
Laboratory (4.29); OFAD 3053 – Documents Production with Laboratory (4.18);
OALT 3033 – Basic Legal Transcription with Laboratory (4.18); OFAD 3083 –
Personal and Professional Development (4.13); OFAD 3103 – Transcription and
Speedbuilding, P-2 with Laboratory (4.13); OFAD 4016 – Office Practicum (4.12);
OALT 3013 – Legal Office Procedures (4.11); OALT 4023 – Legal Transcription
Internship, P-1 (4.09); OFAD 3033 – Office Procedures and Business Ethics (3.84);
OALT 3023 – Legal Terminology, P-1 (3.82); OFAD 3043 – Introduction to Word
Processing and Presentation with Laboratory (3.68); OFAD 3093 – Legal
Terminology, P-2 (3.54); and OFAD 3073 – Advanced Word Processing and Desktop
Publishing with Laboratory (3.52). On the other hand, the competencies provided by

the 4 remaining major subjects of BOA-LT program were rated as useful i.e. OFAD
3113 – Electronic Spreadsheet with Laboratory (3.27); OFAD 3143 – Office
Administration E-Learning Approach (3.14); OFAD 3023 – Introduction to Research
(3.13); and OFAD 3133 – Internet and Webpage Development with Laboratory
(3.10).
2. The competencies provided by the BOA-LT program were perceived by the fourth
year students as very acquired with a mean of 3.74. The competencies provided by
the 21 major subjects of BOA-LT program were rated as very acquired i.e. OFAD
3013 – Keyboarding with Laboratory (4.06); OALT 4033 – Legal Transcription
Internship, P-2 (4.04); OFAD 3083 – Personal and Professional Development (4.03);
OFAD 3033 – Office Procedures and Business Ethics (3.96); OFAD 3053 –
Documents Production with Laboratory (3.94); OFAD 3043 – Introduction to Word
Processing and Presentation with Laboratory (3.90); OFAD 4016 – Office Practicum
(3.78); OALT 3013 – Legal Office Procedures (3.78); OFAD 3133 – Internet and
Webpage Development with Laboratory (3.78); OALT 3033 – Basic Legal
Transcription with Laboratory (3.77); OFAD 3073 – Advanced Word Processing and
Desktop Publishing (3.75); OFAD 3023 – Basic Shorthand (3.75); OFAD 3023 –
Introduction to Research (3.71); OALT 4023 – Legal Transcription Internship, P-1
(3.70); OFAD 3113 – Electronic Spreadsheet with Laboratory (3.69); OALT 3023 –
Legal Terminology, P-1 (3.67); OFAD 3063 – Intermediate Shorthand (3.59); OFAD
3093 – Transcription and Speedbuilding, P-1 with Laboratory (3.54); OALT 3053 –
Advanced Legal Transcription with Laboratory (3.53); OALT 3093 – Legal
Terminology, P-2 (3.52); and OFAD 3103 Transcription and Speedbuilding, P-2 with

Laboratory – (3.48). Only the competencies provided by the major subject, OFAD
3143 – Office Administration E-Learning Approach were rated as acquired with a
weighted mean of 3.40.
3. In the three major subjects of the BOA-LT program, no significant difference was
revealed between the court stenographers’ assessment on the degree of usefulness of
competencies and fourth year students’ assessment on the acquired competencies.
These three major subjects and their corresponding t-values include: OFAD 3083 –
Personal and Professional Development (1.171); OALT 3023 – Legal Terminology,
P-1 (0.966); and OFAD 3093 – Legal Terminology, P-2 (0.274).
Nevertheless, significant difference exists between the court stenographers’
assessment on the degree of usefulness of competencies and fourth year students’
assessment on the acquired competencies in the 18 major subjects of the BOA-LT
program. These 18 major subjects and their corresponding t-values include: OFAD
3013 – Keyboarding with Laboratory (2.436); OFAD 3023 – Basic Shorthand
(12.284); OFAD 3053 – Documents Production with Laboratory (2.023); OFAD 3063
– Intermediate Shorthand (6.733); OFAD 3093 – Transcription and Speedbuilding, P-
1 with Laboratory (6.912); OFAD 3103 – Transcription and Speedbuilding, P-2 with
Laboratory (3.483); OFD 4016 – Office Practicum (5.674); OALT 3013 – Legal
Office Procedures (5.523); OALT 3033 – Basic Legal Transcription with Laboratory
(6.836); OALT 3053 – Advanced Legal Transcription with Laboratory (7.323); and
OALT 4023 – Legal Transcription Internship, P-1 (3.422); OFAD 3033 – Office
Procedures and Business Ethics (-4.038); OFAD 3043 – Introduction to Word
Processing and Presentation with Laboratory (-4.489); OFAD 3073 – Advanced

Word Processing and Desktop Publishing with Laboratory (-6.261); OFAD 3113 –
Electronic Spreadsheet with Laboratory (-7.567); OFAD 3023 – Introduction to
Research (-9.301); OFAD 3133 – Internet and Webpage Development with
Laboratory, P-1 (-11.889); and OFAD 3143 – Office Administration E-Learning
Approach (-7.182). Only the t-values of the 21 major subjects were computed
considering that the major subject, OALT 4033 – Legal Transcription Internship, P-2
has only one competency.
Generally, from the means of the court stenographers’ assessment on the degree
of usefulness of competencies and fourth year students’ assessment on the acquired
competencies provided by the BOA-LT program, the t-value of 3.896 is computed
and the null hypothesis, ―There is no significant difference between the court
stenographers’ assessment on the degree of usefulness of the competencies and fourth
year students’ assessment on the acquired competencies provided by the BOA-LT
program.‖ is rejected at .000 level of significance.
4. Two among the six aspects in which the quality of the BOA-LT program can be
viewed were assessed by the fourth year students as very good i.e. evaluation tools
and instrument (3.55) and faculty competence (3.53). However, the four remaining
aspects were rated by the fourth year students as good i.e. instructional process (3.48);
classroom management (3.45); instructional materials (3.31); and physical plant,
facilities, and equipment (2.98).

Sample CONCLUSIONS

Conclusions
Based on the findings of this study, the following conclusions were arrived at:
1. Based on the court stenographers’ assessment, the competencies provided by the
BOA-LT program are very useful to their field. This strength of usefulness is well
established by the competencies of the 18 major subjects in which the grand mean
reached the very useful level. However, the competencies of the four major subjects
in which the grand mean failed to reach the very useful level tried to defect this
positive result but not succeeded to do so. Thus, in general, the researcher concluded
that there is a cogent reason to claim that the major subjects of BOA-LT program’s
curriculum are tailored to the needs of court stenographers’ field – one of the target
fields of the program. To the researcher’s mind, evidence that will support the
relevance and responsiveness of BOA-LT program’s curriculum to the field where
the students are being trained is provided.
2. Based on the fourth year students’ assessment, the competencies provided by the
BOA-LT program are very acquired by them. The grand mean of the competencies
of 21 major subjects that reached the very acquired level served as the foundation of
this outcome. There is only one major subject in which the grand mean of the
competencies failed to reach the very acquired level. The researcher believes that
positive image is projected by this result on the students’ degree of acquisition of

competencies. Hence, it is convincing that the competencies are properly provided
to the students.
3. In general, significant difference exists between the court stenographers’ assessment
on the degree of usefulness of competencies and fourth year students’ assessment of
acquired competencies provided by the BOA-LT program. However, not all major
subjects of the BOA-LT program cling to this result.
The outcome is clearly seen on the 18 major subjects of the program. 11 among
these 18 major subjects depict that the degree of usefulness of competencies is higher
than the degree of acquisition of competencies. Thus, there is hunger for useful
competencies on the students’ part that should be satisfied. The case of the seven
major subjects gave a reverse scenario i.e. the degree of acquisition of competencies
is higher than the degree of usefulness. Hence, it is possible that some of the
competencies acquired by the students cannot be used when they land on the court
stenographers’ field.
On the contrary, absence of significant difference manifested on the three major
subjects of the BOA-LT program. The degree of usefulness of the competencies is
almost the same with the degree of acquisition of the competencies. Consequently,
proper orientation of the students in the court stenographers’ field can be gleaned
from these three major subjects.
4. Although, the condition of BOA-LT program is not very much alarming in terms of
faculty competence; physical plant, facilities, and equipment; instructional process;
instructional materials; classroom management; and evaluation tools and instrument,
still evidence of thirst for improvement manifested especially in physical plant,

facilities, and equipment aspect. The researcher believes there is a need to balance
the resources and number of students. So, if the number of students increased,
allotment of resources should be increased also.

Sample RECOMMENDATIONS

Recommendations
In the light of the conclusions made in this study, the researcher motu propio
recommends the following:
1. The curriculum planners of the BOA-LT program should further enhance their practice
in ensuring the relevance of the program’s curriculum like appreciation dialogue with
the trainors, linkages with industries, etc. In this manner, the present strength of
usefulness of the competencies provided by the program will be improved more.
Likewise, the program’s bind to the relevance and responsiveness thrust of CHED
will be maintained if not strengthened.
2. It is also recommended to the curriculum planners of BOA-LT program to make a
review of the major subjects i.e. OFAD 3113 – Electronic Spreadsheet with
Laboratory, OFAD 3143 – Office Administration E-Learning Approach, OFAD 3023
– Introduction to Research, and OFAD 3133 – Internet and Webpage Development
with Laboratory that failed to reach the very useful level. Therefore, evidence will be
available whether there is still reason to maintain the place occupied by these major
subjects in the program’s curriculum.
3. The BOA-LT program should further improve the selection of effective teaching-
learning activities and other aspects associated with student’s learning. It is
suggested that adventure-based learning/field trips be adopted in the instruction
process. Additional hours to 100 hours on-the-job training should also be taken into

account. In this way, the culture of students’ acquisition of competencies provided by
program will become more geared towards excellence.
4. The BOA-LT program should see to it that the competencies that are useful in the
program’s target field are acquired by the students. Useful competencies should be
given due consideration in making decisions on matters that have an influence on
students acquisition of competencies e.g. selection of teaching methodologies,
strategies, and techniques, selection of instructional materials, etc. Therefore, the
program will be able to produce employable graduates and professionals capable of
serving the needs of their field.
5. The professors/instructors of BOA-LT program are encouraged to engage in
programs/activities that give opportunity for professional growth e.g. graduate
education, joining the field’s professional organizations, conducting researches
related to the field, etc. By doing this, faculty competence will be improved.
6. The next batch of BOA-LT students is advised to make the students used in this study
as a mediocre standard in terms of acquiring competencies. Thus, rooms for
improvement are still available and should be occupied.
7. The university officials concerned and students should double their effort in lobbying
higher budget to congress. This is a very viable way for further improvement of the
physical plant, facilities, and equipment of the program and other aspects associated
with program’s quality.
8. The government should widen its hands for support in the university especially in
terms of financial resources.

9. Proposition regarding fees increase should be reviewed by the university officials as
an alternative in upgrading physical plant, facilities, and equipment and other quality-
related aspects if support from the government is still impossible.
10. The researcher encourages other researchers to conduct study of similar nature.
Through this, it can be found out whether the condition of BOA-LT program is
similar with other program. Thus, if similar problems are magnified, concerted effort
designed to solve the problems is possible. Likewise, findings affirming or negating
the result of the present undertaking will be available. In addition, the dynamic
nature of curriculum calls for continuous study.

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MODULE 1

The steadfast love of the Lord never ceases,

LESSON 1 THE PRELIMINARIES

The preliminaries are organized into the following sections: Title

LESSON 2 THE TEXT (BODY) OF THE PAPER

The text (body) of the paper consists of the following chapters:

LESSON 3 THE REFERENCE MATERIALS

Bibliography, Appendices, Vitae

RHS 631 RESEARCH SEMINAR 2 Page 1

A thesis is an academic research resulting from a scientific investigation of a

RHS 631 RESEARCH SEMINAR 2 Page 2

The Title Page

Guides in preparing a title page:

RHS 631 RESEARCH SEMINAR 2 Page 3

The Approval Sheet

RHS 631 RESEARCH SEMINAR 2 Page 4

Guides in preparing an approval sheet:

RHS 631 RESEARCH SEMINAR 2 Page 5

See sample of an acknowledgment page in the sample section of this

RHS 631 RESEARCH SEMINAR 2 Page 6

Guides in preparing an acknowledgment page:

 The heading ACKNOWLEDGEMENT should appear in uppercase letters two

A model of an abstract can be found in the sample section of this module.

RHS 631 RESEARCH SEMINAR 2 Page 7

Guides in preparing an abstract:

 Do not use any boldface on this page.

RHS 631 RESEARCH SEMINAR 2 Page 8

A model of a table of contents can be found in the sample section of this

Guide in preparing a table of contents:

 The Table of Contents should be placed immediately after the Abstract.

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A model of List of Tables is provided in the sample section of this module.

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A model of List of Figures is provided in the sample section of this module.

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Guides in preparing a list of figure:

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- If a chapter makes use of two levels of subdivision, then a freestanding

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- A third subdivision is indicated by a paragraph sidehead which is

Chapter 1 THE PROBLEM AND ITS BACKGROUND

Chapter 1 of a thesis or a dissertation should contain a discussion of each of

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Background of the Study

See sample of theoretical framework in the sample section of this module.

See sample of conceptual frameworks in the sample section of this module.

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Statement of the Problem

See sample of ―Statement of the Problem‖ in the sample section of this

See sample of hypothesis/es page in the sample section of this module.

Scope and Limitations of the Study

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See sample of ―Significance of the Study‖ in the sample section of this

See sample of ―Definition of Terms‖ in the sample section of this module.

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Guides in preparing a review of related literature and studies

● The contents of this section should be arranged as follows:

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Chapter 3 RESEARCH METHODOLOGY

● Identify the research design applied in the study whether historical,

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