Republic of the Philippines

ROMBLON STATE UNIVERSITY

San Fernando Campus
San Fernando, Romblon

TEACHER EDUCATION DEPARTMENT

THESIS/ DISSERTATION FORMAT & GUIDELINES

A Mastreral / Dissertation student is awarded the degree after he/ she

satisfactorily convinced the 3 members (Masteral) and 5 members of the panel
examiners. The GS dean may sit during the defense proceeding to see the
quality of the research output. A dissertation is graded passed when it has
complied with the following requirements:
a) The problem raised was systematically investigated, observing the correct
research methodology and relevant technique in the field of research
supported by empirical and verifiable information and thorough review of
related/ technical literature;
b) The result of the study yielded relevant and functional outputs that would
contribute to the wealth of experience of educators/readers;
c) The researcher manages to demonstrate competence to defend his/her
thesis/ dissertation on the basis of sound criteria (Cfr. Appendix, GS
Rubrics-01);
d) The researcher demonstrates/ applies his/her own thought-approach as
his/her own theory and had satisfactorily justified that the research
process is both fact-finding and theory-building; and
e) The researcher makes a significant original contribution to the
advancement of knowledge frontier specifically in his area of
specialization or discipline.

Some Guidelines for Research Format

The GS uses the 6th edition of the Publication Manual of the American
Psychological Association (APA) style of writing and its official font is Arial 12. GS
generally follows 5-chapter manuscript:

Chapter 1- Problem and its Background

Chapter 2- Review of Related/Technical Literature
Chapter 3- Methodology
Chapter 4- Presentation, Interpretation and Analysis of Data
Chapter 5- Summary, Conclusion and Recommendations

Note: For qualitative researches, presentation and number of chapters may vary.

Text and Margin

The text should be double space, using Arial-font type size 12. A margin of 1.5
inches on the left side and 1.0 inch on the right side should be provided on the
standard letter size paper of 8.5 inches x 11.0 inches. The top and bottom
margins should be 1.0 and 1.20 inches, respectively. The candidate must bear in
mind that the text must not touch any of said margins.

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TEACHER EDUCATION DEPARTMENT

An action plan, a proposed program, strategy, or other similar materials, as

output of the study (after undergoing copyrighting applications), must be place
after the recommendations of the study.

QUALITATIVE RESEARCH FORMAT

Qualitative research design begins with assumptions and the use of

interpretative frameworks that inform the study of research problems. It
addresses the meaning that persons or group of persons ascribe/s to an issue/s
or situation/s. The approach is most crucial for the scientific rigor of a qualitative
research work. Qualitative research approach is inductive and normally follows
an emic attitude during the entire research process (Creswell and Poth, 2018;
Creswell, 2013; Lichtman, 2013).

ABSTRACT

The abstract for Master’s Thesis should not exceed 5 pages while Dissertation
abstract should be 7 pages only.

ACKNOWLEDGEMENT

In this portion of the manuscript, the research acknowledges all the people
offices/ schools, etc. which extended assistance to him/her in the course of
writing the manuscript.

Chapter 1
THE PROBLEM AND ITS BACKGROUND

This chapter contains the following parts: Introduction; Statement of the Problem:
Scope and Delimitations of the Study; Significance of the Study; and Definition of
Terms.

What each part contains is discussed as follows:

Introduction

This part contains the background or genesis of the problem. It may include the
factors, issues, gaps and circumstances that prompted the researcher to
undertake the study. The introduction should demonstrate the author’s update
knowledge of literature and studies associated or related to the topic at hand.
The researcher is given the leeway to compose his introduction either departing
from the basic to the complex scenario following micro and macro approaches,
inductive or deductive or vice versa. The following may use as effective starters:
1. Historical background of the problem;
2. Information/ concepts taken from books, journals, magazines, online
sources and the like;
3. Statistical data significantly related to the present undertaking;
4. A cliché or an eye-catching expression but must be related or connected;
5. A quotation that has a significant bearing to the study;

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TEACHER EDUCATION DEPARTMENT

6. A current problem/ phenomenon/situation; and

7. Others

It should be noted that authorities/ sources may be cited at the beginning or at

the end of the statements. The introduction normally ends with the general
purpose or reason why the study is to be undertaken. It goes without saying that
the last paragraph of the introduction ends with the general objective of the
study or the thesis / dissertation title itself.

However, in using quotations, please note that for more than 40 operational
words, the block style space is followed and for less than 40 operational words,
quotation mark are used and the quotation is written as part of the paragraph.

Nota Bene: Qualitative research does not begin with a conceptual or

theoretical framework with hypothesis.
Nota Bene- Latin phrase meaning 'note well’; ‘take notice’.

Statement of the Problem

The statement of the problem establishes the interactions of factors that

produce a dilemma or quandary requiring attention and examination. The
problem statement defines the root problem as well as the possible a-priori
constructs inherent in the study (Litchtman, 2013; Bazely, 2013; Barry and
Hartman, 2014).

Ordinarily, there are two moments in research statement of the problem ( the
general, which usually bears the title of his/ her thesis/ dissertation and the
specific, which repeats the main objective/s of the study.

Significance of the Study

This part of the chapter justifies the purpose of the research undertaking. This
part of the thesis/ dissertation clarifies with the readers and future researchers
the significance of the results of the study and its potential contribution to the
discovery of new knowledge and policy implications. This includes the person/s
who will benefit from the results of the study.

Scope and Delimitation of the Study

This maybe described as the parameter or boundary of the study. The scope
refers to the area of study. It must be larger enough to be significant.

Delimiting the study maybe understood as research-driven. It refers to the critical

choice made to establish the focus of the work. Instead, limitations are object
driven. They maybe referred to as the terrain of the study, the conditions or
situations beyond the control of the researcher. It clarifies what is exactly

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covered by the study and what this particular coverage plays in the attainment
of its purpose.
The proper appreciation of the scope and delimitation must be considered in
the recommendations towards the end of the research process.

Definition of Terms

Main and recurring terms in the study must be clearly defined. Definition of terms
helps the readers/ panel of examiners understand what the researchers
connote in using terms in their work. Definition of term maybe done in two ways:
operational and conceptual. An operational definition shows the terms
generated and used in the study. These terms are defines within the context of
the study considering its variables or constructs. Conceptual definitions are
associated to terms adopted from a particular author/ theory. Use of
conceptual definition requires citing the sources of the adopted terms. Defined
terms are arranged in alphabetical order and should be written in complete
sentences (Flores, 2016).

Example of Operational Definition:

Curriculum. It is the dynamic core that defines and shapes the teaching and
learning process taking place in a specific school environment. It is a critical
mass of relationships and factors that direct and facilitate education process.

Improvement and continuity. They represent and explain the meaning and
impact of development in the education process. They also disclose the
connection that links what is old and new in charge and of how teachers
dynamically bridge gaps found in the same process.

Innovation and stability. They are correlated terms in curriculum change.

Innovation and stability disclose a growing and developing curriculum.
Innovation translates the dynamic nature of a curriculum while stability indicates
its persisting character.

Example of Conceptual Definition:

Grounded theory. It is the specific methodology developed by Glasser and

Stauss for the purpose of building theory from data. It is the generating of
theoretical constructs derived from the qualitative analysis of data (Corbin &
Strauss, 2015).

Understanding. It is the appreciation of a person’s experience of himself and of

his knowledge of the wold departing from his existence (Gorner, 2007; Magrini,
2011).

Personalism. It is a philosophical position that sees and recognizes man as the

subject of both existence and acting. It claims that man’s existence is not

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merely individual but personal and that man’s dignity is the ultimate foundation
not decisions taken by the person- the actus personae (Wojtyla,2002).

Chapter 2
REVIEW OF RELATED/ TECHNICAL LITERATURE

This chapter presents the literature and studies reviewed by the researcher that
have significant bearing to the present undertaking. Review of related literature
and studies refers to the gathered information taken from books, journals,
periodicals, magazines, on-line sources, master’s theses and dissertations. Only

studies that are related in purpose, methods or findings to the present study
should be included in this section. The researcher shall observe the principle of
coherence and continuity of ideas and preferably chronological occurrence.

Citations follow the Publication Manual of the American Psychological

Association (APA), 6th edition. Presentation of the Review of Related Literature
and Studies (RRLS) is by topics or constructs or related headings or variables of
the study.

The review or discussion must be made brief employing critical analysis.

Coherence in terms of interrelationships of the studies reviewed must be
underlined. The contents of the paragraphs maybe organized considering the
summary of the work cited, the author’s contribution to knowledge and the
reason why the same work is being adopted or considered in the chosen study
(Flores, 2016).

Synthesis

The last part of this chapter is a Synthesis. The synthesis is not the summary of the
RRLS. It is the critical analysis, understanding and appreciation of the reviewed
works and studies and their bearing or importance to the researcher’s work. This
part puts the essential themes of the reviewed works into a meaningful whole. It
provides initial bases and direction for the research process.

Chapter 3
METHODOLOGY

This chapter starts with a transition paragraph introducing the contents/ parts of
the chapter. The different sections are; Research Design; Data Generation and
Selection of Co-participants; Data Analysis and Literature Comparison.

A brief discussion on what each part of the chapter contains is hereunder

presented.

Research Design

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The researcher discusses here the method used as defined by an authority or

authorities (the source/s must be cited). This part also includes the importance of
using the research method or research design deemed appropriate to the thrust
or objective of the study.

Data Generation and Selection of Co-participants or Co-researchers

Qualitative research does not sample population but live-experiences of co-

participants or co-researchers. The systematic sampling (by way of coding and
memoing) procedure follows the principles enshrined in the qualitative
approach

or method being employed (Corbin and Stauss, 2015; Charmaz, 2014;

Moustakas, 1994).

The Researcher should explain in this part of the study the characteristics of the
co-participants or co-researchers and the reasons why they are chosen as such.
The number of co-participants or co-researchers depends on the extensiveness/
intensiveness of the data needed in the study.

Qualitative research ordinarily employs in-depth interviews that may last from
forty-five (45) minutes to one (1) hour. The interview can be unstructured or semi-
structured depending upon the method adopted for the study. It may also
employ appreciation of documents and symbols associated to the object of the
study. The researcher gives a brief but precise narration of the procedure and
discusses the details of every step/ procedure undertaken in the course of the
generation of the data.

Qualitative Research Methods

The following are the brief description of five qualitative approaches in research
taken from Creswell and Poth (2018) and Creswell (2013).

Narrative Research

A narrative study has many forms. It uses diverse analytical practices and is
grounded on different disciplines of social sciences and humanities. Narrative
may be understood as a concept assigned to any discourse or it might be
discourse within the context of a manner of inquiry in qualitative research. It has
specific focus on the stories told by individuals. A narrative can be a method
and the phenomenon of study. As a method, it starts with the experiences as
disclosed in the lived and told stories of persons of interest. Researchers have
provided ways for analysing and understanding stories that are lived and told. A
narrative research may also be a type of qualitative design where a narrative is
understood as spoken or written account of an event/ action or series of the
same that are chronologically connected. The procedures for implementing this
research consist in focusing on studying one or two individuals, gathering data
through the collection of their stories, reporting individual experiences, and

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chronologically ordering (or using life course stages) them according to their
meanings or existential relevance.

Phenomenological Research

A phenomenological study is description of the lived experiences of several

individuals. Phenomenological researchers describe what all participants have
in common as they experience a phenomenon (e.g. joy is universally
experience). The main purpose of phenomenology is to reduce individual
experiences with a phenomenon to a description of a universal essence (a
grasp of the very nature of the thing). Qualitative researchers identify a
phenomenon or an object of human experience. This experience may be
associated with fulfilment commitment, resilience, redemption, etc. The
researcher generates data from persons who have experienced the
phenomenon, and develops a composite

description of the essence of the same experiences. Phenomenological

research process ends with the description what persons experienced and how
they experienced it.

Grounded Theory Research

The Goal of grounded theory is to move beyond description and to generate or

discover a theory or explanation, an abstract analytical schema of a process (or
action or interaction). Co-researchers or co-participants in the study have
experienced process. Theory development captures and explains the practice
thereby providing a framework for further study. A key idea is that this theory
development is generated or grounded in the data from the participants who
have experienced the process. Thus, grounded theory is a qualitative research
design in which the inquirer (and his co-participants) generates a general
explanation (a theory) of a process, action, or interaction shaped by the views
and perspectives of a number of persons.

Ethnographic Research

Ethnographic Research considers an entire cultural group. A cultural group

involves persons (e.g. a few individuals belonging to a discipline or a community)
who interact over time (teachers in an entire school, a community social group).
Ethnography is a qualitative research design where the researcher describes
and interprets the shared and learned patterns of values, behaviours, belief, and
language of a culture-sharing group. Ethnography is a way of studying a culture
sharing group as well as the final written product of that research. As a research
process, ethnography includes extended observations of the group. It requires
the researcher’s immersion in the day-to-day lives of the people and observing
and interviewing them. Ethnographers study the meaning of symbols, behaviour,
language and the interaction among the members of the culture-sharing group.

Case Study Research

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Case study considers issue/s explored through one or more cases within a
bounded system (i.e. a setting, a context). Some authors do not consider case
study research a methodology but a choice of what is to be studied (i.e. a case
within a bounded system). But some present it as strategy for inquiry,
methodology or a comprehensive research strategy. Understood as
methodology, case study may be described as a type of qualitative research
design, as an object of study, and as product of inquiry. Researchers using case
study explores a bounded system (a case) or a multiple bounded systems (cases)
over time, through detailed, in-depth data collection involving multiple sources
of information (e.g. observations, interviews, audio visual materials, documents
and reports), and reports a case description and case-based themes.

For example, several programs (a multi-site-study) or a single program (a within

site study) may be selected for study.

Contrasting Characteristics of the Five Qualitative Approaches

(adopted from the De La Salle University-Dasmarinas Thesis/ Dissertations
Guidelines).

Characteristics Narrative Phenomenology Grounded Ethnography Case Study

Research Theory
Focus Exploring Understanding Developin Describing Developing
the life of the essence of g a theory and an in-depth
an experience grounded interpreting description
individual in the data a culture-
and analysis
from the sharing of a case or
field group multiple
cases
Type of Needing Needing to
Grounding Describing Providing an
problem best to tell describe the
a theory in and in-depth
suited for stories of essence of a the live interpreting understandin
design individual lived-experience
experience the shared g of case or
experien s of patterns of cases
ces participant the culture
s of the group
Discipline Drawing Drawing from Drawing Drawing Drawing from
background from the philosophy, from from psychology,
humaniti business sociology, anthropolog law, political
es science, psychology y, business science,
including psychology and and science and business
anthropo education education sociology science, and
logy, medicine
literature,
history,
psycholo
gy, and
sociology

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Unit of analysis Studying Studying severalStudying a Studying a Studying an

one or individuals thatprocess, group that event, a
more have shared
action or shares the program,
individual experiences interaction same activity, of
s involving culture more than
many one
individuals individual
Data Using Using primarily Using Using Using multiple
collection primarily interviews with primarily primarily sources, such
forms interview individuals, interviews observation as interviews,
s and although of and observations,
docume documents, individuals interviews documents
nts observations involved in but perhaps and artifacts
and art may also the collecting
be considered process/ other
phenomen sources
on during the
extended
time in the
field

Data analysis Analysing Analysing data Analysing Analysing Analysing

strategies data for for significant data data data through
stories, statements, through through the description of
restorying meaning units, initial description the case and
stories, textural and coding, of culture- themes of the
developi structural axial sharing case as well
ng description, coding, group, as cross-case
themes, description of selective themes themes
often essence coding, about the
using a theoretical group
chronolo sampling
gy
Written report Developi Describing the Generating Describing Developing a
ng a essence of the a theory or how a detailed
narrative experience a culture- analysis of
about framework sharing one or more
the of lived group works cases
stories of experience
individual s
’s life

Data Analysis

The researcher should show and explain in this part the method he/she employs
in the analysis of the data (narrative inquiry, phenomenology, grounded theory,
ethnography, case study). Only licensed software (e.g. NVIVO, MAXQDA, etc.)
must be utilized to facilitate data organization and analysis.

Literature Comparison

The researcher should demonstrate in this part the place of his/her study in the
existing related/ technical literature.
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Chapter 4
FINDINGS AND DISCUSSION

This chapter presents the answers to the specific problems earlier raised in the
study and the comparison/ place of the work to existing related/ technical
literature.

This part of the research work contains the major contribution of the candidate
to the wealth of knowledge. Hence, the researcher needs to give a through
interpretation of the results/ findings arrived at by the study. Qualitative research
does not require statistical tools.

Results and implications of the study should be presented in a straight forward

and direct-to-the-point way. The presentation must consider the research
purpose and answer the research questions. It should discuss the implications
and applications of the findings in the presentation of results.

In presenting the data, only relevant findings must be included. The researcher
presents and discusses here the generated framework explaining the process of
the live experience of the participants of the research (grounded theory), the
description of the essence of the phenomenon (phenomenological research),
developed narrative about the stories of individual’s life (narrative research),
description of how a culture-sharing group works (ethnographic research),
developed detailed analysis of one or more cases (case study) (Creswell and
Poth, 2018; Creswell, 2013).

It is helpful if the research can present a summary of the results presented. All
explanations should be logical and objective. It must be noted that knowledge
in qualitative research is inter-subjective and interpretive in nature. The
researcher and his/ her co-participants adopt an emic attitude during the entire
work (Flores, 2016). It must be remembered that qualitative scholarly work
considers the same researcher as part of the dynamics of the research work
(Lichtman, 2013; Bazeley, 2013).

All relevant findings must be associated and compared to all the reviewed
related/ technical literature and studies. The researcher must be able to relate
the findings of the study to the related/ technical studies in Chapter 2. He/ she
must state clearly the key ideas and how these salient ideas/ findings relate to
other areas or fields of studies. He /she must draw inferences based on findings
and stress how such result/s shed light on the intended significant contributions
of the research work at hand.

Note: At times, after the completion of the analysis and appreciation of the
findings in qualitative research process, there could be the alignment or even
revision of the title and therefore, according to cases, also of the statement of
the problem.

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Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter includes the summary of findings, conclusions and

recommendations of the study. In this section, a brief restatement of the
problem, procedures and findings, conclusions and recommendations are
presented.

Summary

In this section, the researcher states the general and the specific problems
raised in the study. The researcher includes in brief the research design and
analysis employed in the generation, organization and presentation of the result.

Conclusions

After a careful analysis of the findings, the researcher enumerates here the
conclusions drawn. These are usually general statements made based on the
findings and answers to the questions in the statement of the problem in
Chapter 1 (one).

Recommendations

After drawing the conclusions, the researcher enumerates here the

recommendations or suggestions deduced in the study, e.g. suggestions for
further research, implications like policy formulation, and program development
among others. Remember that the researcher bases his/ her recommendations
on the findings and conclusions drawn from the study. Findings, conclusions and
recommendations are essentially connected to each other.

FORMAT FOR QUANTITATIVE RESEARCH

Quantitative research consists in defining a problem, developing a framework or

a model, acquiring input data, developing a solution, testing the solution,
analysing and implementing the results (Render et al., 2012).

ABSTRACT

The abstract for Master’s Thesis should not exceed 5 pages while Dissertation
abstract should be 7 pages only.

ACKNOWLEDGEMENT

In this portion of the manuscript, the research acknowledges all the people
offices/ schools, etc. which extended assistance to him/her in the course of
writing the manuscript.

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Chapter 1
THE PROBLEM AND ITS BACKGROUND

This is contains the following parts: Introduction; Theoretical, Conceptual

Framework; Statement of the Problem; Assumptions (optional); Scope and
Delimitations of the Study; Significance of the Study; and Definition of Terms.

What each part contains is discussed as follows:

Introduction

This part contains the background or genesis of the problem. It may include the
factors, issues, gaps and circumstances that prompted the researcher to
undertake the study. The introduction should demonstrate the author’s update
knowledge of literature and studies associated or related to the topic at hand.
The researcher is given the leeway to compose his introduction either departing
from the basic to the complex scenario following micro and macro approaches,
inductive or deductive or vice versa. The following may used as effective starters:

1. Historical background of the problem;

2. Information/ concepts taken from books, journals, magazines, onlines
sources and the like;

3. Statistical data significantly related to the present undertaking;

4. A cliché or an eye-catching expression but must be related or connected;
5. A quotation that has a significant bearing to the study;
6. A current problem/ phenomenon/situation; and
7. Others

It should be noted that authorities/ sources may be cited at the beginning or at

the end of the statements. The introduction normally ends with the general
purpose or reason why the study is to be undertaken. It goes without saying that
the last paragraph of the introduction ends with the general objective of the
study or the thesis / dissertation title itself.

However, in using quotations, please note that for more than 40 operational
words, the block style space is followed and for less than 40 operational words,
quotation mark are used and the quotation is written as part of the paragraph.

Theoretical/ Conceptual Framework

A theoretical framework is the blueprint for the entire research inquiry. It serves
as the guide on which to build and support the study. It provides the
metaphysical, epistemological, methodological, and analytical approach of
the work as a whole (Grant and Osanloo, 2014). A theoretical framework may
also be described as an approach that informs the research based on a formal
theory. It uses an established and a coherent explanation of certain
phenomena and relationships. It organizes and sustains thinking, understanding
and planning and doing a research topic. It defines relevant concepts or

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constructs associated to a chosen topic. It has its own definition, domain,

relationships and predicting capacity (Wacker, 1998).

Instead, a conceptual framework defines the specific direction of the research.

It discloses the relationship between the different variables in the study. It can be
categorized as a system of concepts, assumptions, and beliefs that support and
guide the research plan. It lays out the key factors, constructs, or variables, and
presumed relationships among them.

A conceptual framework is a logical structure of connected concepts that

pictures how ideas relate to one another. It identifies and constructs the
epistemological and ontological view and approach to the selected study. It
specifies and defines concepts within the problem ) Luse, Mennecke, &
Townsend, 2012). A conceptual framework in its incipience.

Guide on how to make the conceptual framework

Regoniel (2015) suggest that before one prepares a conceptual framework, the
following thins must be done:

1. Choose your topic. Decide on what will be your research topic. The topic
should be within your field of specialization.
2. Do a literature review. Review relevant and update research on the
theme that you decide to work on after scrutiny of the issue at hand.
Preferably

use peer-reviewed and well-known scientific journals, as these are reliable

sources of information.
3. Isolate the important variables. Identify the specific variables described in
the literature and figure out how these are related. Some abstracts
contain the variables and the salient findings thus may serve the purpose.
If these are not available, find the research paper’s summary. If the
variables are not explicit in the summary, get back to the methodology or
the results and discussion section and quickly identify the variables of the
study and the significant findings.
4. Generate the conceptual framework. Build your framework using your mix
of the variables from the scientific articles you have read. Your problem
statement serves as a reference in constructing the conceptual
framework. In effect, your study will attempt to answer a question that
other researchers have not explained yet. Your research should address a
knowledge gap.
Concept mapping is a useful tool that can be utilized to construct a conceptual
framework and to visually display how it is applied to your literature review.
Concept mapping is a process for representing and organizing ideas using
illustrations (paradigms or models). Concepts or constructs are written in boxes
and linked with arrows carrying explanatory legends to depict pictorial links
between the same. The ability to construct a concept map illustrates two
essential properties of understanding: the representation and the organization of
ideas (Grant and Osanloo, 2014).

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Paradigms and illustrations are articulations of research frameworks. They defines

and indicate the direction and conduct of the research process. Therefore, lines,
arrows and other graphics in paradigms are not artistic embellishments. They
must be explained taking into consideration the constructs and the presumed
relations of concepts they indicate or represent. The conceptual framework of
the research work should clearly spell-out how concepts or variables and
relationships from a theory or several theories are adopted and integrated in the
research. The appreciation and disclosure of construct and relation integration
considers the problems of chosen object of study. Conceptual frameworks are
intrinsically connected with the research problem, design and tool for the
generation of the data (Flores, 2016).

Statement of the Problem

The statement of the problem establishes interaction of factors that produce a
dilemma or quandary requiring attention and examination. The problem
statement defines the root problem as well as the other variables and constructs
inherent in the study (Grant and Osanloo, 2014).
Ordinarily, there are two moments in the statement of the problem: the general,
which usually bears the title of the thesis/ dissertation and the specific, which
repeats the main objective/s of the study.
Hypothesis
This part presents the null and alternative hypothesis of the study. Rejection of a
null hypothesis and the consequent acceptance of its alternative employ
appropriate statistical tool/s. The number of hypothesis depends on the number
of problem statements requiring inferential statistics.

Significance of the study

This part of the chapter discloses the rationale and the purpose of the research
undertaking. It clarifies to the readers and future researchers the importance of
the results of the study and its potential contribution to the field of knowledge
and/ or its implications to existing policies.
This also includes the list of persons or groups (benefactors, governmental and
non-governmental agencies, etc.) who will benefit from the results of the study.
This list must be arranged taking into consideration the topic’s relevance to the
person’s interest or the group’s concern.

Scope and Delimitation/ Limitation of the Study

This may be described as the parameter or boundary of the study. The scope
refers to the area of study. It must be large enough to be significant and
extensively representative of the population to be tested, however it must be
soberly narrowed down, to allow careful treatment.
The scope of the problem clearly states the nature of subject/s treated, the
number of treatments received.
Delimiting the study maybe understood as researcher-driven. It refers to the
critical choice made to establish the focus of the work. Instead, limitations are
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object-driven. They maybe referred to as the terrain of the study, the conditions
or situations beyond the control of the researcher doing the research work, e.g.
the place/s. population and their corresponding instrument/s or test/s for
analysis. In short this portion of the research paper clarifies what is exactly
covered by the study and what this particular coverage plays in the attainment
of its purpose.
The proper appreciation of the scope and delimitation/ limitation must be
considered in the recommendations towards the end of the research process.

Definition of Terms

Main and recurring terms in the study must be clearly defined. Definition of terms
helps the readers/ panel of examiners understand what the researchers
connote in using terms in their work. Definition of term maybe done in two ways:
operational and conceptual. An operational definition shows the terms
generated and used in the study. These terms are defines within the context of
the study considering its variables or constructs. Conceptual definitions are
associated to terms adopted from a particular author/ theory. Use of
conceptual definition requires citing the sources of the adopted terms. Defined
terms are arranged in alphabetical order and should be written in complete
sentences (Flores, 2016).

Example of Operational Definition:

Curriculum. It is the dynamic core that defines and shapes the teaching and
learning process taking place in a specific school environment. It is a critical
mass of relationships and factors that direct and facilitate education process.

Improvement and continuity. They represent and explain the meaning and
impact of development in the education process. They also disclose the
connection that links what is old and new in charge and of how teachers
dynamically bridge gaps found in the same process.

Innovation and stability. They are correlated terms in curriculum change.

Innovation and stability disclose a growing and developing curriculum.
Innovation translates the dynamic nature of a curriculum while stability indicates
its persisting character.

Example of Conceptual Definition:

Grounded theory. It is the specific methodology developed by Glasser and

Stauss for the purpose of building theory from data. It is the generating of
theoretical constructs derived from the qualitative analysis of data (Corbin &
Strauss, 2015).

Understanding. It is the appreciation of a person’s experience of himself and of

his knowledge of the wold departing from his existence (Gorner, 2007; Magrini,
2011).
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TEACHER EDUCATION DEPARTMENT

Personalism. It is a philosophical position that sees and recognizes man as the

subject of both existence and acting. It claims that man’s existence is not
merely individual but personal and that man’s dignity is the ultimate foundation
not decisions taken by the person- the actus personae (Wojtyla,2002).

Chapter 2
REVIEW OF RELATED/ TECHNICAL LITERATURE

This chapter presents the literature and studies reviewed by the researcher that
have significant bearing to the present undertaking. Review of related literature
and studies refers to the gathered information taken from books, journals,
periodicals, magazines, on-line sources, master’s theses and dissertations. Only
studies that are related in purpose, methods or findings to the present study
should be included in this section. The researcher shall observe the principle of
coherence and continuity of ideas and preferably chronological occurrence.

Citations follow the Publication Manual of the American Psychological

Association (APA), 7thi edition. Presentation of the Review of Related Literature
and Studies (RRLS) is by topics or constructs or related headings or variables of
the study.

The review or discussion must be made brief employing critical analysis.

Coherence in terms of interrelationships of the studies reviewed must be
underlined. The contents of the paragraphs maybe organized considering the
summary of the work cited, the author’s contribution to knowledge and the
reason why the same work is being adopted or considered in the chosen study
(Flores, 2016).

Synthesis

The last part of this chapter is a Synthesis. The synthesis is not the summary of the
RRLS. It is the critical analysis, understanding and appreciation of the reviewed
works and studies and their bearing or importance to the researcher’s work. This
part puts the essential themes of the reviewed works into a meaningful whole. It
provides initial bases and direction for the research process.

Chapter 3
METHODOLOGY

This chapter starts with a transition paragraph introducing the contents/ parts of
the chapter. The different sections are; Research Design; Population and
Sampling; Respondent of the Study: Instrumentation; Validation and Test of
Reliability of Instrument: Data Gathering Procedure; and Statistical Treatment of
Data.

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A brief discussion on what each part of the chapter contains is hereunder

presented:

Research Design
The researcher discusses here the method used as defined by an authority or
authorities (the source/s must be cited). This part must demonstrate the
importance and bearing of the research method or research design considering
the thrust or objective of the study.

Population and Sampling

The population refers to the complete enumeration of the individuals/ subjects
that possess the characteristics or information that are of interest to the
researcher for inferential purposes. Sampling or sample, on the other hand, is a
proportion of the population chosen for the study that represents the specific
population of interest.
The researcher describes the sampling procedures in detail. The sampling
technique used in the choice of subjects/ respondents for the study explains
how the group/s was/ were selected, whether representative of the population
of interest. He may use any of the several sampling techniques: random,
systematic, stratified random, cluster, quota, convenience, etc.
The researcher should consider the following guidelines in choosing the sampling
techniques:
1. Is the research population clearly identified?
2. Is the sampling clearly representative of the population to which the
results are to be generalized?
3. Are there adequate safeguards used to remove sampling bias?

Respondents/ Participants of the Study

The researcher places here the well-defined population, the systematic

sampling procedure, and the total enumeration or delimited population in terms
of the percentage of samples or respondents used in the study.

The researcher should explain in this part of the study, the characteristics of the
respondents and the reasons why they are chosen as respondents. The number
of respondents depends on the extensiveness/ intensiveness of verifiable data
needed in the study.

Research Instrument

The researcher discusses here the instrument used to gather the necessary data
to answer the specific problems posed/ raised in the study.

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This portion indicates if the instrument is a self-made and adapted (using a

conceptual framework) taking into consideration the object (variables or
constructs) of the study; or adopted, standardized/ copyrighted (following a
theoretical framework) (Cfr. Appendix, Permission from Author/ Institution).
The researcher clarifies in this section the mode of responses and the scale to be
used as part of the assessment tool or measure (Cfr. Sample of measurement).
The constructs or variables contained in the research instrument must coincide
with those of the study’s framework and statement of the problem, the research
framework, hypothesis(es), the adopted tool or instrument and the research
design (Flores, 2016).
The following guidelines in the formulation and evaluation of the research
instrument must be considered:
1. Are the statements or questions stated clearly?
2. Are the responses to the questions/ items verifiable and testable in terms
of the hypothesis(es) posed by the study?
3. Is the scale used appropriated to elicit the response needed?

Validation/ Reliability of the Instrument

The researcher includes here the procedure on how the instrument was
validated (Cfr. Appendix, GS Form-10) and tested for reliability (Cfr. SPSS Original
Output). The researcher is therefore required to indicate the results of the test of
validity and reliability of the instrument (Result must be place in the appendix).
(Cfr. Samples of validation process).

Data Gathering Procedure

This section contains the procedure followed by the researcher from the time of
distribution of the instrument/ questionnaire up to the time of retrieval. The
researcher documents and gives a brief but precise narration of the procedure
and discusses the details of every step/ procedure undertaken in the course of
gathering data.

Statistical Treatment of Data

The researcher enumerates here the appropriate statistical tool/s used in
treating the data. He/ she includes here the relevance of the statistical
measure/s to be employed considering the problem/s of the study. He/ she
does not needed to write the formula. The researcher should indicate the title of
the statistical package used (must be licensed), if there’s any, in processing the
data.

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the answers to the specific problems earlier raised in the
study. The presentation of the findings will be in the past tense.

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This part of the research work contains the major contribution of the candidate
to the wealth of knowledge. Hence, the researcher needs to give a thorough
interpretation of the results/ findings arrived at by the study. Quantitative
research findings must be supported with appropriate analysis and
interpretation based on the critical appreciation of the RRLS.
The results and implications of the study should be presented in a straight
forward and unbiased way. The presentation must be done considering the
research questions in Chapter one and the acceptance or rejection of the null
hypothesis/es.
In presenting the data, only relevant findings must be included. Summary of the
result must be presented in tables/ figures. Analysis and interpretation of the
data should be orderly and objective. It must be remembered that a research is
a scholarly work; as such, interpretations, must be based on facts. All relevant
findings must be read in the light of the reviewed related/ technical literature
and studies that defined and shape the framework.

Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter includes the summary of findings, conclusions and

recommendations of the study. In this section, a concise statement of the
problem, summary of findings, conclusions and recommendations are
presented.

Summary
In this section, the researcher states the general problem and the specific
problems raised in the study. He/ she follows this with the hypothesis or
hypotheses tested in the study. The researcher includes in brief the research
design, the research instrument/s, the respondents of the study, and the
statistical tool employed in the analysis and interpretation of data.

Findings
The researcher places here the summary of the answers to the specific problems
discussed in chapter 4. This section contains significant numbers/ percentages
and also the statistical values used in testing the hypotheses of the study. The
researcher also states/ justifies if the hypothesis/es are accepted or rejected.

Conclusions
After a careful analysis of the findings, the researcher enumerates here the
conclusions drawn. These are usually general statements based on the findings.

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TEACHER EDUCATION DEPARTMENT

Conclusions must also provide answers to the problems stated in Chapter one of
the study. This part does not contain number/ percentages or statistical values.

Recommendations
After drawing the conclusions, the researcher enumerates here the
recommendations or suggestions deduced in the study, e.g. suggestions for
further research, implications like policy formulation, and program development
among others. Remember that the researcher bases his/ her recommendations
on the findings and conclusions drawn from the study. Findings, conclusions and
recommendations are essentially connected to each other. One important
reminder, in formulating recommendations, is the consideration of the utilization
of theoretical/ conceptual framework. Recommendations can suggest the
replication, continuation and even development of the employed framework.

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