Preparatory Parts of Research Paper

The preparatory parts of research give the researcher or the student a general guide for preparing
his thesis. The preliminaries of a research paper or a thesis include the following:

A. Cover Page. The cover page include the title of the research proposal, author's name and school.

B. Title Page. The title page is unnumbered page of a thesis. The page clearly indicates the title of
the thesis, name of student, academic degree for which the thesis is a partial requirement.

C. Recommendation and Approval Page. The page includes the signature of acceptance of the
faculty adviser, (We will exclude these parts: approval of the Chairman of the Committee and
signature of the Members of Examining Board or panel of Examiners.)

D. Acknowledgement. It contains an expression of gratitude of the authors to persons who have

extended to him some forms of encouragement in the preparation of his thesis.

E. Table of Contents. The heading of this page shall be Table of Contents. It should readily give
the readers an analytical view of the substance of the thesis as well as the sequences of the topical
presentation.

F. List of Tables. Tables are generally prepared to show comparative figures which the author may
have gathered and used to explain certain quantitative changes or points to prove or support his
conclusions on matters covered by this investigations.

G. List of Figures. To this group belong such as illustrations as maps, sketches, pictures, plans,
charts, diagram, etc.

Chapter 1
The Problem and Its Setting

Introduction. The introductory chapter contains the general orientation about the study. It conveys
to the reader the importance of the project and that it is likely to make a contribution to national
development, if not to the improvement of education. (Sanchez, 2000).

A Background of the Study. This segment consists of statements on what led the investigator to
launch the study. It may have been generated by some empirical onservations, the need to explore
the problem and some other relevant conditions.

B. Statement of the Problem. The main problem is stated first. A good main problem spells out
expected sub-problems that will further clarify it. Sub-problems could be in questions or statement
form.

C. The Importance of the Study. The Study should have a value not only to the researcher but also
to the management of the company, the community wherein one lives, the respondents themselves,
and furthermore, it should have an impact on the researcher's field of specialization. One should
be able to mention the sectors that will be benefited by the study. Its value to the volume of research
literature should also be mentioned.

D. Hypotheses. This segment serves as a direction to the researcher. Hypotheses serve the same
purpose as objectives. Stated in null hypotheses form, they are either accepted or rejected.

E. The Scope and Limitation of the Study. This scope of the study defines where and when the
study is conducted and who the subjects or respondents are. A limitation is a phase or aspect of the
investigation which may affect the result adversely but over which one has no control. The
researcher has to state this limitation. If one lives in the countryside and the subjects or respondents
come from the community, he can say that his investigation is far-reaching if he includes those
from the town.

F. Definition of Terms. One of the first thing you should do in your study is to definite important
word or terms, This is done for the purpose of knowing their meaning and for you to communicate
the said meaning to your reader. (Burns, 2000). The terms must be arranged alphabetically. The
meaning of code terms must be written in complete sentence. The chapter reviewing the literature
is primarily for the purpose of providing the reader with an understanding of the work previously
done in the area of the thesis. The student should pick out from his note cards the bst studies and
describe them in detail. In the thesis text, excessive use of quotations should be avoided. (Sanchez,
2000).

The first part of Chapter 1 of the thesis may present general concepts, principles, theories and idead
of authors related to the study. This portion is a necessity to any research work to make sure that:
a) the study is not a mere repetition of the previous work or a replicate of a previous study; b) the
important past works of others are not overlooked; and c) the study coul be a verification of the
findings of the researcher.

The second part or Chapter II may present local studies done along the line. Local studies are
Philippines national studies by agencies, institutions, universities, or private groups of individuals.
Personal studies like those undertaken by thesis or dissertation writers could also be included.
The third part or Chapter III ay include foreign studies. These studies are done in other countries
but have a bearing on the research study being done. (Borg, 1999).

Chapter III is focused on research procedures which contains the research design, description of
the sample and of the measures used, and the steps taken in carrying out the project. Some
universities require that the reseach procedure starts with a detailed description of all the measures
used to collect data in the research project.

The Methodology Chapter or Chapter III may include the following:

Sampling. The researcher should describes how he went about selecting the sampled places and
sampled subjects in this part of the methodology.

Description of Subjects or Respondents. The characteristics of subjects are described in small

groups or as a big groups. Characteristics may include, sex, age levels, socio-economic status,
education, and type of community and other characteristics sought by the researcher to describe
his subjects.

Gathering Data. This part of the chapter on methodology narrates how the researchers went about
gathering data.

Treatment of Data. This includes the classifications made, the tallying and the statistical analysis
used. It is advisable that the researcher-writer look back at the formulated hypotheses of the
research study, using them as guide to the presentation of treatments used.

The organization in the presentation and interpretation of results varies according to the research
method used. Interpreting the data is one of the important steps in arriving at a final acceptable
conclusion of the problem which the researcher has undertaken.

The summary of the findings should be as brief as possible, but should include a clear presentation
of all the important information concerning the problem, method and findings. It is often desirable
to add a section on implication.

The conclusions are derived from the findings of the study. Good concluding statements do not
repeat the data evidence from which these are based.

The recommendations should be derived from the findings and conclusions. This part envisions
how results could be used for the betterment of situations and life.

Reference Materials

There are hundreds of references that may be useful to the researcher-student in education. A rather
comprehensive list, with a brief description of each source is presented. Students would find it
realistic to try to remember all of them. The others may be of value when doing a particular
problem of desiring information in a specialized area.

Since the names given to many publications have little common meaning, it is difficult to classify
them by their titles. The contents and the type of treatment of information has been used as a basis
for classification. (Best, 2001).

Providing cross-reference is based on the endnotes or footnotes i the text reference with the paper.
Based on the endnotes and footnotes in the text references materials in the bibliography and
appendix, the investigator gives the reader sources of materials cross-checked as presented in the
notes, bibliography and appendix.

Books and Other Publications

Man is naturally inquisitive and curious. He has in his heart a big place and a warm welcome for
truth, even if it hurts. But in many cases, the truth is neither patent not easily discernable and in
order to satisfy his curiosity and inquiring mind, he looks for evidence satisfactory enough to
convince himself. The evidence, especially when elusive is the prize of the scholar's insatiable
thirst for more knowledge. His main tool is his pursuit for evidence in research. In his zeal for truth
historical approach differs from the experimental devices with setting in the laboratory rooms as
is done in connection with natural sciences, because the former is dependent upon report of
observations which cannot be repeated. Historians generally supply equal documents or
publications recording the events of the past. Normative-survey research on the other hand, resorts
to observations and evaluations of current rather then the past events.

From those given by various authorities, the following publications are the different reference
materials:
1. Books
2. Magazines
3. Newspapers

4. Annals
5. Diaries
6. Biographies
7. Inscriptions
8. Public Documents
9. Official Journals
10. Speeches
11. Reports
12. Theses and Dissertations 13. Letters
14. Legal instruments
15. Recorded Lectures, etc. 16. Personal Documents
17. Bibles

Hypothesis. Statements made when the study aims to make statistical comparisons to determine
the relationships between variables. For instance, the problem is " Is there a significant relationship
between personality traits and stress management"? The hypothesis in the null form is "There is
no significant relationship between personality traits and stress management.

Example of hypothesis:
1. There is no significant difference in the agreement of the two (2) groups of respondents in the
factors that greatly affect their Peace Values Concepts (PVC), Emotional Quotient (EQL),
Personality Test (PT) and their Coping Mechanisms (CM).
Assumptions. While the hypotheses are statements of expectations to be tested in the contemplated
research, assumptions are statements that need not be tested. They are accepted as facts based on
observations or based on the existing literature. The assumption must be stated when there is
controversy on the acceptability of a theory/concept/ a research method or instruments, which the
proposed research considers acceptable. (Castillo, 2002).

Examples of Assumptions:
1. That the teachers' ability to cope with frustrations can lead to efficiency in their assigned
teaching fields.
2. That the teachers' coping mechanisms can lead to a closer understanding of their relationship
with the students.
Theoretical Framework. This portion of the thesis gives the reason for the researcher to look for a
new data for analyzing, interpreting and synthesizing the data. This portion also justifies the
rationale for the investigation. The framework cites the theory on which the study is premised
based on theories of authors in order to establish the relationship among the variables or variables
in the study.

Presentation of a paradigm is required in some disciplines in order to explain how the theories are
going to be operationalized in the study. Discussion on pertinent concepts or new ideas are cited.
(Castillo, 2002).

The theoretical framework presents the theory which is the cornerstone of the research or spring-
board of the study. The authorities who formulated the theories and ideas used are the bases of the
study, assuming that the research is a theory testing endeavor which are cited. However, the
student's task is to operationalize the concepts and usually a paradigm or scheme can make the
theory easier to understand. Hence, if the study is in need of satisfaction and if the student wants
to use Maslow's (2001) theory of the hierarchy of author's concept must be stated and their names
must be written followed by the year when the book was published after their statements.
Background of the Study. This section may provide ideas which caused the researcher to undergo
this particular study. Also, the information on the setting like the geographical loaction, cultural
and demographic characteristics, political or economic information depending on the focus of the
study are discussed. (Castillo, 2002).

For example, a student writing on the setting of a technological incubation center in Iligan City
gives information on the physical, natural and economic resources of the place. A student writing
on instructional goals may discuss characteristics of the instruction pertinent to goal selection and
implementation.

Conceptual Framework/Research Paradigm. This portion refers to the researcher's concept or ideas
about his study. There should be a conceptual or research paradigm that shows the flow of activities
to be done consisting of inputs, process and outputs of the study. The paradigm must be explained
by the researchers.

Statement of the Problem. The statement of the problem sets the direction of the inquiry, it is the
verbalization of the "questions" which the study proposes to answer. This divides into the
major/main problem and the minor/sub-problems and may be stated declaratively or
interrogatively.
The major problem is the whole focus of the study which is reflected in the title.
The minor problems are the subdivisions or the breakdown of the main variable into its
components. When the answers to the sub-problems are put together, they answer the main
questions. Questions like: What is the profile? What are the implications? What the
recommendations? There are not sub- problems. There should be at least five specific questions in
the Statement of the Problems. (Castillo, 2002).

Scope and Limitations of the Study. Included in this portion are the boundaries of the study like
geographic, population, time and variables to be discussed. If certain weaknesses/shortcomings of
the study are perceived by the researcher, there must be noted in this section of the thesis. (Castillo,
2002).

Significance of the Study. This portion notes the contributions of the proposed study either to a
body of scientific knowledge, to practitioners in the areas of the research or to any other group
which will benefit from the results. In short, why is it important for the study to be conducted?
Who will benefit from it? What benefits could be derived from the study? (Castillo, 2002)

Related Literature. This chapter consists of three (3) components: first, Related Literature
consisting of books, documents, articles, etc. which are closely related to the present study: The
ideas of each author must be stated and after it, is the surname of the author and the year of
publication of this book.

Related Studies. The second component of Chapter II is the Related Studies which includes ideas
from the theses and dissertations read and which have relations to the present study. The theses
writer's family name must always be indicated after each idea, so with the year when the thesis or
dissertation was written. The selected studies must also be categorized into foreign or local.
(Castillo, 2002).

Synthesis. This third component of Chapter II is the Synthesis of the Review. The similarities of
the aforementioned theses/dissertations with the present study will be stated. Mention also the
differences of the present study from those theses or dissertations cited. Family names of theses or
dissertation writers must be stated together with the yea when these were written. (Castillo, 2002).

Research Methodology. For researchers in humanities, Chapter III establishes the viability of the
proposed study. An introductory portion states the research method used, choice of respondents,
instrumentation, procedures in gathering data as well as the statistical treatment of data.

Research Design. This portion explains the designs of the study particularly the research design
and the techniques to be used, how the subject will be chosen, how the rationale will be determined,
the instruments to be used and their validation together with the data analysis scheme including
the application of statistical tools for the treatment of data yielded by the study. (Castillo, 2002).
The reason why a certain research method is to be used must be justified by the researcher.

The three basic designs or methods to be used are:

A. Descriptive Research. This is research design wherein events are recorded, described,
interpreted, analyzed and compared.
B. Historical Research. This is a research design wherein past events are studied and related to
their cause and effect at present or in the future time.

C. Experimental Research. This is a research design wherein the cause and effect relationship of a
treatment on a variable is determined. There are several experimental designs to choose from.
Instrumentation. This indicates the tests to be used if standardized instruments or psychological
test are required. If the student needs to construct the instrument, i.e., the questionnaire, interview
guide, observation guide or tests, the researcher must explain its parts, and how the instrument will
be validated. The instrument to be used as appended to the proposal, part of the Appendix.
In the case of research in the natural and physical sciences, the materials and equipment to be used
in the experiment must be specified.
This portion of the research needs the tools for data collection to be described. These refers to the
questionnaire to be constructed, validated and administered. The other tools are the interview
guide, observation is prepared by the researcher, it should be tested for validity and reliability.
However, of the instrument is standardized, the student should indicate its reliability coefficient.

Subjects of the Study. In this section, the student describes the respondents or subjects of the study
including the criteria on why and how they are to be studied including the criteria on why and how
they are to be chosen. The sampling technique to be employed will also be discussed. A statistician
may be consulted to determine the appropriateness of the sample size of the respondents in the
study. (Castillo, 2002).

Data Analysis/Treatment of Data. When the study involves statistical data, the researcher must
explain in this section how the data will be analyzed, for instance, if there are hypotheses to be
tested or relationship to be determined. Specify the hypothesis. Dummy tables may be included if
desired. Percentage formulas are unnecessary here.

Data Gathering Procedure. There are several steps to be followed in data gathering. These are:
1. Preparation of a written communication to authorities in the place where one will conduct the
study. 2. Follow-up of communication. If rejected, change the place.
3. Prepare the instruments.
4. Dry-run/validation of instruments.
5. Conduct the study personally after preparing the respondents in the venue and time set.
6. Retrieved of instruments.
7. Tallying of data.
8. Interpretation of data.

Presentation, Analysis and Interpretation of Data. Statistical tools are instruments used for
statistical analysis of the research data. Statistical analysis is the process used to analyze and
interpret numerical data gathered in consonance with the hypothesis of the study being conducted.
The statistical techniques is regarded as the most precise and objective method of research. It is
based on the collection and statistical analysis of numerical data. This, it is necessary that as
researchers, the basic statistical concepts and techniques must be learned.
The following are the statistical tools commonly used in research:

Simply stated, the mean is obtained by adding all the scores divided by the total number of all
scores or cases.

2. The MEDIAN is the middlemost score, the score on each side of which 50% of the cases in the
distribution fall. (Sanchez, 1997). Calculation of the median is illustrated below:

Note that in the distribution, the 5th score from the top to the bottom is assumed to fall within the
interval 5.5 and 6.5. Starting at 5.5, go up 50 less 35 (or 15) cases to reach, the 5th. Since the
interval includes 36 cases, add 15/36th to 5.5. which gives the median score at 5.92.

Starting from the other end of the distribution and subtracting from 6.5, gives the same result. As
in the case of the mean, a median of 6.00 could be considered most representative for the data.

Median is the middlemost score in the midpoint of a distribution fall. It can easily be done by
arranging the score from the lowest to highest and getting the middlemost score. For example, find
the median of the following GPA's: 9 8 7 6 5 4 3 . The median is the middlemost GPA in the
distribution which is 6.

3. The MODE is simply the number which appears with the greatest frequency. In the illustration
given, it is the score of 6.00. In completely normal distribution, the mode, median and mean are
identical. It is very clear, however, that critical measurements are more than the approximate
normal distribution. Hence, the three measures of initial tendency are seldom interchangeable.

4. The STANDARD DEVIATION ( S.D. or o) is a measure of the spread of scores. The variation
of two sets of the scores may be different even though the averages are the same.

The standard deviation is found by obtaining the deviation (D) of each score from the MEAN by
squaring the deviation (D2), by dividing the number of cases (N), and by extracting the square
root. Thus, the formula is:

s = EfD2
N

Thus, the standard deviation is a number that indicates how closely the scores are clustered around
the mean. The smaller the standard deviation, is the more compact is the distribution, and the larger
the standard deviation is, the more spread out are the scores. Standard deviation is easiest to
interpret when related to the normal curve.

2. The NORMAL CURVE. This is based on ideal, theoretical distribution of scores from which a
mathematical aquation is derived.

In the normal distribution, most of the scores are found in the middlemost range, focused at the
arithmetic mean. From this central pint, the frequency of score values becomes rapidly lessened
until there is a long line on either side of the middle point which theoretically stretches to infinity
and symmetrical, bell shaped curve emerges (Scates, 2000).

From the normal curve, there is an exact mathematical relationship between the standard deviation
and the proportion of the cases falling within the limits of a standard deviation.

The arrangement of scores in normal distribution, which theoretically unvarying, gives the
standard deviation in uniformity of meaning. When a score is expressed in standard deviation units,
it can also be expressed in terms of the percentage of scores that the individual exceeds.

1. CORRELATION. Correlation is the degree of relationship between two sets of scores which
can be expressed by a number. The term correlation refers to relationship between variables that
can be qualified.

A correlation coefficient us such a number, while variable is any quantity or characteristics which
may possess different numerical values or characteristics. Examples of variables are sex, age,
wages, power, scores or intellectual test, time etc.

The correlation is positive if large values of the variables are associated with large values of
another variable. The correlation is negative when large values of the variables are accounted with
small values of another variable. It is said that most correlation coefficient range from +1 to -- 1.

Two Important Applications of Correlation

a. Reliability is self-consistency of test as a meaningful instrument. This is measured by a
coefficient of correlation between scores on two halves of the test, alternate forms of test or retests.
Every test is used to measure something.

b. Validity is the indication of how well the test succeeds. That is, validity is the extent to which
test measures what it is supposed to measure.

Bibliography. This is a list of books and materials to which the author has referred or which he
suggested to the reader for further reading on the subject. It may be found at the end of each chapter
or of the book or of an article in a reference book.

This is the most common portion in writing a thesis, research paper, and dissertation in education,
psychology and sociology but rarely used in natural sciences research paper, thesis and dissertation
as well as paper for publication.
Two Ways of Listing A Bibliography

1. Listing source materials such as books, journals, unpublished works, school directives and other
separately where the surname of authors per source are arranged alphabetically.
2. Listing all source materials into one end and surname of authors are alphabetically arranged.

ILLUSTRATIONS:
A. Books
Ardales, Venancio B. 2002. Basic Concept and Methods of Research. Great Books Trading,
Quezon City, pp. 143.

B. Publications
Albarracin, Narciso C. "Work-Oriented Upper Elementary and Secodary Education." The
Philippine Journal of Education. September 2001.

C. Unpublished Materials
Arcilla, Teresita S. 2001. "Proposed Curriculum Materials for Work-Oriented Secondary Schools."
M.A. Thesis, Manuel Luis Quezon University, Manila.

D. School Directives
Presidential Decree - An Education Development of 2003.

BIBLIOGRAPHIES: VARIETIES AND FORMS

Bibliographies contain much of the same information as footnotes, but arranged in a different way
for a different purpose. The points of difference will strike the eye of two forms juxtaposed.
Howard Haycraft, "Murder for Pleasure:" The Life and Times of the Detective Story, New York,
1999; p. 139.

The first footnotes, the second a bibliographical entry. In the second, the last name begins, so that
the eye can quickly find it in its alphabetical place, the publisher is given as a help to finding or
buying book, and the page is omitted as being purposeless. Some writers substitute for it the total
number of pages but this (like the publisher name) is not compulsory.

Types of Bibliography
1. Select Bibliography. This will help anyone working on a subject, because it excludes the
worthless works and records. Only the valuables are retained. One defect, however, in the Select
Bibliography is that a stunet who independently comes upon a book that is relevant but unlisted
does not know whether it has been rejected or is simply overlooked. Despite the disadvantage, the
researcher treasures the select bibliographies as embodying or deliberate presumably thoughtful
choice with its aid he is there one step ahead of the cork catalogue.
2. Classified Bibliography. Sometimes it is only between primary and secondary sources.
Sometimes too, it is only between manuscript and printed materials, or even between books and
periodicals. The bibliography is worthy of the subject and fits it because its categories match the
substance and significance in life.
These are the divisions:
1. Collection of Private Papers and Manuscripts
2. Newspaper and Journals
3. Writing and Publications of an author
4. Bibliographies and Bibliographical Articles
5. Controversial and Political Writings of Contemporary 6. Special Studies, Monograhs and
Articles
7. Unpublished Monographs

If the author wrote more than one book, her name is represented only by a line.
Ex: Castillo, Fely S. Modern Concepts in Thesis and Dissertation Writing Booklore Publishing
Corp. Sta. Cruz, Manila, 2001.
____________. Introduction to Research Education. Booklore Publishing Corp., Sta. Cruz,
Manila, 2005.

APPENDICES. Appendix identifications are given in major letters enclosed in quotation marks.
The titles are all in full capital letters and entered symmetrically. The first line of the title begins
three (3) spaces below the appendix heading and if the title is made up of two or more lines, the
second and subsequent lines are arranged double-spaced.

It must be noted that the appendix identification and headings are all in capital letters. The
identifications, APPENDIX "A" and APPENDIX "B", etc., are to be centered with the center
vertical line position four and one-half inches (4 1/2 ") from the left edge of the paper and four
inches (4") from the right unless bordered sheets are used in which case, symmetry shall be
maintained with respect to the two side vertical border lines.

The identifications are in major letters enclosed in quotation marks. The first line of the heading
comes three (3) spaces below the identification and if more than one line is necessary for the
heading the lines are doubled-spaced. The heading lines, like the identification, are arranged
symmetrically from the vertical center line. Three (3) spaces from the last line of the heading
begins the appendix materials.

Types of exhibits that tend to break the continuity for the reader, include long Tables and raw data,
questionnaires and schedules, from letters and even important personal communications, test
forms, extracts from curriculum documents such as catalogues and courses of study and formulas.
A summary Table or a short quotation in the body of the report frequency is sufficient, with a cross-
reference to the full tabulation or complete document in the appendix. The appendix should never
be made as a dumping ground for miscellaneous or irrelevant materials that are placed there as a
convenient method of disposal.

III. SAMPLES OF APPENDIX HEADINGS

______________________________________________________________________________
____ (Single-line Heading)
APPENDIX "A" PROFESSIONAL PUBLICATIONS
______________________________________________________________________________
_____ (Two-line Heading)
APPENDIX "B"
THE PHILIPPINE AUTONOMY ACT
POPULARLY KNOWN AS THE JONES LAW
______________________________________________________________________________
_____ (Three-line Heading)
APPENDIX "C"
CONSTITUTIONS
OF THE
REPUBLIC OF THE PHILIPPINES

CURRICULUM VITAE
This portion gives the needed background of the thesis/dissertation writer. This section helps the
evaluation of the thesis or dissertation. It also assess the capability and credibility of the research
proponent to conduct the investigation.

Follow this outline:

Personal Profile
Name:
Present Residence:
Date of Birth:
Marital Status:
Gender:

Educational Background
(Highest to Lowest)
School Year

Doctorate ____________________ ____________

Masteral Degree ____________________ ____________
College Graduate ____________________ ____________
High School Graduate ____________________ ____________
Elementary Graduate ____________________ ____________

Sample

ABSTRACT FORMAT
Title of Research: PERCEIVED PROBLEMS ON GOVERNMENT ASSISTANCE EXTENDED
TO SQUATTERS IN SELETED CITIES AND MUNICIPALITIES IN METRO MANILA.

Author: Florencio, I. Vergara

Degree Conferred: Bachelor of Elementary Education Major in General Education

Name/Address of Institution: Cebu Normal University

Osmena Boulevard, Cebu City, Philippines

Year the Manuscript was Written: 2018

Brief Review of the Study:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Summary of the Findings:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Conclusions:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Recommendations:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________