All caps

Bold

SOLID WASTE MANAGEMENT IN THE TOURISM Inverted

Single spacing DESTINATIONS IN TALICUD ISLAND Triangle
Format

5 single lines

An Undergraduate Thesis

5 single lines

Presented to

The Faculty of Tourism Management Program

Samal Island City College

5 single lines

In Partial Fulfillment

Double spacing of the Requirements for the

Degree Bachelor of Science in Tourism

Management

7 single lines

Jovanie Bartolome
Edlyn Dela Cerna
Single spacing JamesRussel Husain
Jophet Lanzaderas Arrange
Christian Mark alphabetically
Double spacing Silawan based on last
name
December
2022
 ii

APPROVAL SHEET

This thesis entitled, “TITLE OF THE THESIS”, prepared and

submitted by NAME OF PROPONENTS (in the same order as the title
page), in partial fulfillment of the requirements for the degree,
Bachelor of Science in Tourism Management, has been examined
and is, hereby, recommended for oral examination, approval and
acceptance.
NAME OF THE ADVISER
Adviser

PANEL OF EXAMINERS

APPROVED by the Panel of Examiners with a grade of .

NAME OF PANEL MEMBER 1 NAME OF PANEL MEMBER 2

Member Member

NAME OF THE CHAIRPERSON

Chairperson

ACCEPTED in partial fulfillment of the requirements for the

degree, Bachelor of Science in Tourism Management.

REY M. NAVARRO, PhD, LAgri, LPT, EnP

Vice-President for Academic Affairs
 iii

ACKNOWLEDGEMENT

The researchers would like to extend their sincerest

gratitude and deepest appreciation to the following people:
 iv

DEDICATION
 v

DECLARATION OF ORIGINALITY

We, Names of Proponents, declare that this research is

original to the best of our knowledge. We declare further that this
activity was undertaken by us.

NAME OF PROPONENTS
Researchers

December
2022 Date
Signed
 vi

ABSTRACT

A single paragraph (150-200 words) in block format that provides a

brief and comprehensive summary of the study. It describes the
problem under investigation, the participants or subjects, the
research metho, including the research instruments, data gathering
procedures, statistical test employed, major findings, and the
conclusions, implications and applications.

Keywords: (Provide at least 3 keywords separated by commas)

 vii

TABLE OF CONTENTS

Page
Title Page………………………………………………………..…….... i

Approval Sheet…………………………………………………………. ii

Acknowledgement……………………………………………………... iii

Dedication………………………………………………………….…... iv

Declaration of v
Originality………………………………………………
Abstract……………………………………………………..………….. vi

Table of Contents……………………………………………………… vii

List of Tables…………………………………………………………… x

List of Figures…………………………………………………………... xi

CHAPTER

1 THE PROBLEM AND ITS SETTING

1.1 Background of the 1

Study…………………….
1.2 Statement of the Problem (if
quantitative) / 2
Research Question (if qualitative)
…………………
1.3 Theoretical and Conceptual 3
Framework…….
1.4 Scope and Delimitations of the 4
Study……….
1.5 Significance of the 6
Study……………………..
1.6 Definition of 6
Terms……………………………
2 REVIEW OF RELATED LITERATURE AND STUDIES 8

3 METHODOLOGY

3.1 Research Design……………………………… 12

3.2 12
Subjects/Respondents/Participants…...........
 viii

Table … (cont’d.)
3.3 Research 14
Instruments……………………...........
3.4 Data Gathering 15
Procedure……………………….
3.5 Data 15
Analysis……………………………………...
3.6 Ethical 16
Considerations……………………..........
4 RESULTS AND DISCUSSION 17

4.4 Title of Result 18

1……………………………………
4.5 Title of Result 19
2……………………………………
4.6 Title of Result 20
3……………………………………
4.7 Title of Result 21
4……………………………………
4.8 Title of Result 22
5……………………………………
4.9 Title of Result 23
6……………………………………
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary………………………………………………………… 29
.
Conclusions…………………………………………………… 29
….
Recommendations…………………………………………… 30
….
REFERENCES 31

APPENDICES 32

A Permission Letters…………. 33
…………………......
B Request Letters 34
……………………………………
C. 35

D. 36

E. 37
 ix
F. 38
 x

Table … (cont’d.)
G. 39

H. 40

I. 41

J. 42

L. 43

M. 44

CURRICULUM VITAE 45
 xi

List of Tables
 xii

List of Figures
 Only the first
letter is capital 1” Page number is
Bold not shown

All caps Chapter 1

Bold Written in Arabic
THE PROBLEM AND ITS Numeral
SETTING
2 single lines
Background of the
Study
2 single lines
The background should start with a contextual view of the

study. This first paragraph should be strong enough to capture the

main perspective of the problem. The researcher should make sure

that the context is supported by

authorities to establish the trustworthiness of the study. This paragraph

1.5”
must skillfully use the element of persuasion to convey to the readers that

the study 1”

will help solve some educational problems/discover new knowledge or

prove existing theories.

The second and succeeding paragraphs should set the global

situation. Major arguments related to the occurrence of the

problems and the solutions employed by various practitioners in

international settings should be presented. The discussion must

illustrate critical analysis of the arguments. A well written situationer

is evident by extensively comparing and contrasting the viewpoints

from different countries. If possible, major comparison must be

presented between advanced and third world countries or among

continents.

Aside from the global scenes, a national situationer is needed

to establish the occurrence of the problems at a national level. This

section must be written the way the global situationer is discussed.

T complete the background of the study, a local situationer must be

o discussed. Just like the two situationers, this section must be strong

enough to establish the worth of the study.

1”
 2

The background of the study must be concluded by

establishing the urgency of needs of conducting the study. This can

be achieved by presenting the significance of the study. However,

this is not considered as belonging to

another subheading.
2 single
lines Statement of the Problem
2 single
lines
The statement of the problem is written in interrogative form.
These

questions are the bases of developing the methods of the study. The

questions posed should be answered clearly after the study has

been conducted.

In writing the statement of the problems, include only

questions which are mutually inclusive. Do not include questions

which are not contributory to the attainment of the objectives of the

study.

Researchers should beware with stereotyping in writing the

problems. Almost all theses start with asking the profile of the

respondents. If the variables of the study do not include the profiles

of the respondents, do not include this

in your research problems.

2 single
lines
Null Hypothesis/Assumptions (if qualitative)

2 single
lines
Though in some studies, there is more than one hypothesis, it is
widely

accepted that the heading is Hypotheses but the ones presented in

the study is the Null Hypothesis denoted by the symbol Ho. It is

written in negative form. Avoid stereotype statement of the

 3
hypothesis. For example, the hypothesis, “there is no significant

relationship between age and academic performance” can be written as:

“academic performance is not a function of age” or “academic

 4

performance is not affected by age”. These are just two ways which the

null hypothesis can be written. Other examples include:

Ho1 Sex does not discriminate students’ Reading

Comprehension. Ho2 Y is not a factor of X

Ho3 The performance of male and female are not the same.
2 single
lines
Theoretical Framework
2 single
lines
Though theoretical and conceptual paradigms of the study are under
one

heading, two frameworks are needed for every study. They must be

clearly discussed separately in order to give a clearer understanding

where the study is being anchored into.

The theoretical framework contains the different theories by

which the study is being anchored. Each theory should be

contributory to the development

of the conceptual framework.

2 single
lines
Conceptual Framework
2 single
lines
The conceptual framework is the synthesis of the key

concepts from different theories presented. This is the framework of

the study showing the interplay of the variables being investigated.

Each variable used is taken from the theories discussed and it must

be operationally defined at this section.

If the study is about proving certain theories, the researcher

should see to it that all variables have theoretical underpinning.

Dependent variables which are link to the independent variables

that were not established in theoretical framework should not be

 5
inclu

ded.
 6

For studies related to theory building (mostly qualitative), the

theoretical framework of the study is not as strong as the other

study. Also included in this

section is the scope and limitation of the study.

2 single
lines
Scope and Delimitations of the Study’

The scope identifies the boundaries or coverage of the study

in term of subjects, objectives, facilities, area, time frame, and the

issues to which the research is focused.

The delimitations of the study defines the constraints or

weaknesses, which are not within the control of the researcher,

hence they are not expected to be covered by the study.

It sets the precise limits of the problem area – what the

researcher will include and what he will not include. They can be in

terms of the subject and location coverage of the investigation,

including the reasons for such limitations. Other coverage of the

limitations are program/project components and time span,

including availability of time and resources.

Examples of phrases to express the scope of

the study The study will focus on…

The coverage of this

study… The study

includes…

The study is concerned

with… The study consists

 7
o

T
h
e

s
t
u
d
y
i
n
v
o
l
v
e
s
t
h
e
…
 8

Examples of phrases to express the delimitations of

the study The study is limited to…

The study does not cover the…

The investigator limited this research to …

2 single The study does not seek to include…

lines

Significance of the Study

2 single
lines
A short paragraph explaining why the research is important and
what

possible effects the results of the study will have on present

conditions. In writing this part, one basic question has to be

answered: Of what use will be the findings of the study?

It should specify who or what agency/ organization will benefit

from the findings of the study and in what way will they benefit.

By setting forth the significance of the study, the researcher provides

a

convincing rationale for justifying the research problem.

2 single
lines
Definition of Terms
2 single
lines
It is useful to provide brief operational definitions of the

variables It is not necessary to operationally define all terms, just

the principal variables.

The terms 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.

9
 Only the first
letter is capital 1” Page number is
Bold not shown

All caps Chapter 2

Bold Written in Arabic
REVIEW OF RELATED LITERATURE AND Numeral
STUDIES
2 single
lines
This section is often mistaken as discussion of the concepts

related to the study. This is NOT a conceptual review but rather, a

literature review. One

should note that this section is a critical analysis of the results of related
1.5”
studies
1”
conducted before. However, if the concepts are broad, a brief discussion of
the
2 single
lines concepts is needed to clarify the terms.

In writing this section, planning is essential. Thorough

research is needed to gather results of related studies. The process

of writing starts with identifying the major arguments and finding

supporting details for each argument. While doing this, a focus on

the research problems is necessary.

The researcher must clearly identify key arguments before

writing. These arguments must support the claim that the study

conducted is original and is not a replication of previously conducted

studies. This is the main aim why this section is a major part if

introduction. If this portion is weak, the whole study can be

perceived as just a product of shallow thinking or just a mere

duplication of previous studies.

To strengthen this section, the elements of argumentation are

required. For every argument, support it by elaborating through

giving examples, comparing and contrasting results of previous

studies, and giving personal observation.

R a ause plagiarism is often committed. To avoid this, the rules in citing

e r ideas of other authors must be carefully observed, like the following:

s e

a i

r n

h c

e i

r t

s i

m g

s l

t i

t e

a r

k a

e t

e r

x e

t s

a b

c c
 9

1. Paraphrase – arguments/ideas of other authors must be

paraphrased in order to avoid plagiarism. This requires stating

the work of other people using different words and changing

the organization (order of sentences and ideas) of the

statement.

2. Direct quotes should be used only when the original phrasing

is unique and cannot be paraphrased without changing the

meaning. When using a short quote (3 lines or less than 40

words) it must be integrated in the text. It must be introduced

with a complete sentence and a colon, then the whole quote

must be italicized or be enclosed with a quotation mark. For

quotation longer than 3 lines, it must be written in single

space, indented, not in quotation mark and be referenced at

the start or at the end.

In citing the source of the literature, variation in style is

expected. There are two ways by which the quotation or idea of

other authors can be cited. One is the information-prominent, where

the surname of the author with the year of publication is written at

the end of the idea enclosed with a parenthesis. For example:

Literature review is a discussion of previously written studies (Alonzo,

2010).

Another way to cite the source of the idea is the author-

prominent where emphasis is given to the person who made the

proposition. This style is highly suggested if the author is well known

in the field for this adds credibility to the information. This style also

can be done in several ways by using various discourse signals.

 10
Words that can be used include:
 11

o Claims o Defines
o Argues o Affirms
o Asserts o Maintains
o Speculates o Assumes
o Confirms o Points out
o Mentions o Concludes
o Suggests o Implies
o Mentions o Highlights
o Admits o Observes
o Agrees/disagrees o Disputes
o Proposes o More!!!

Sources from the internet must be cited the way information

from the books of journals is cited. If the article contains the name

of the author, the family name and year format must be used. If not,

the name of the organization, year format must be used. If the

name of the author is unknown and the publisher is not given, this

literature must not be included because the source is not reliable.

Incompetent researchers are tempted to use the information while

citing the web address. This is not a professional practice in

research.

This section must be concluded by a paragraph summarizing the

major arguments presented. Advancing herein, that the study in

particular bridges the gap in the existing literature.

*Note: as agreed, following the APA format, when citing about

the work, past tense must be used.

Example: This is supported by the work of Marcos (2007) where

he tested the effect of cooperative….

However, if ideas, concepts and results of the study are being

discussed, the present tense is preferred.

 12

Example: Santos (2009) argues that cooperative learning is …….

 Only the first
Page number is
letter is capital 1”
not shown
Bold

All caps Chapter 3

Bold Written in Arabic Numeral
METHODOLOGY
2 single
lines
Presented in this chapter is the methodology used to answer the

research questions posed.

2 single lines to separate the subheads

Research
Design
2 single lines

This section presents the research design used in the study. It

is a common practice for novice researchers to discuss the research

design conceptually like giving the definition. However, the

discussion should focus on the utilization of the research design in

relation to the quest in finding answers to the research questions.

Researchers should make use of this section to justify the

selection of the research design. To achieve this, the application of

the research design in gathering and treating the data to answer the

research questions must be explained.

For the qualitative research design, be specific if it’s a case

study, ethnography, and etc.

2 single lines to separate the subheads

Subject/Respondents/Participants
2 single lines

Researchers are often confused what term to use to refer to

the samples of the study. If the study requires the samples to be

under treatment, just like those in experimental studies, the

appropriate term is subject of the study. If the study requires the

samples to answer a questionnaire, then the samples are called

respondents. But if the study requires the samples to contribute to

 13

discussion, dialogue, argument, symposium and the like, then the

samples are called participants.

The main aim of this section is to provide answers to the

following questions: who are the subjects, why and on what capacity

are they selected, and what contributions can they make toward the

achievement of the aims of the study?

Include table showing the distribution of participants!!!

2 single lines to separate the subheads

Sampling Design
2 single lines

This section discusses how the subjects were selected. The

selection of the total number of respondents/participants must be

clearly argued to show that the samples are true representative of

the population.

The selection of samples is necessary requisite to establish

the worth of the data gathered. The sampling design influences the

discussion of the results. If the samples are the true representative

of the population, then generalization can be made. However, if the

samples are not reflective of the true nature of the population, then

the researcher must be careful in discussing the result of the study.

2 single lines

Research
Instruments
2 single lines

The research instruments used should be presented here. If

the questionnaire used is adopted, then its characteristics (reliability

and validity) must be presented. The extensive utilization track of

the questionnaire and its applicability on the current study also be

 14
argued. Researchers should take
 15

proper caution in using adopted questionnaire. If the questionnaire

was not originally written in the context of Philippine settling, there

is a need to re-pilot the instruments to establish its reliability index

and validity issues including clarity of the language and

acceptability of the population.

The process of questionnaire development is outlined as follows:

1. Identify the domains of each variable.

2. Identify the indicators of each domain.

3. Develop test items for each indicator.

4. Pilot test the questionnaire with samples similar to your subject.

5. Analyze the result of the pilot test.

6. Revise the questionnaire based on the result of the pilot test.

7. Re-test the revised questionnaire to determine the reliability

index of the questionnaire.

All these seven steps must be elaborated in this section of the

study. The veracity of research of findings depends on how valid

and reliable the instruments are.

2 single lines

Data Gathering Procedure

2 single lines

This section outlines the step by step process3 of gathering

the data needed. The following questions must be answered:

1. How the permit from proper authorities was granted?

2. How the assessment (testing, retrieval of the questionnaire,

recording) was conducted?

3. What data management strategies were used?

 16
2 single lines to separate the subheads

Data
Analysis
2 single lines

All statistical tools should be explicitly discussed in this

section. The focus of the discussion should be the utilization of each

statistical tool in treating the different variables of the study.

The software used should also be presented in this section. If

the computation was done through manual operations, then the

source of “Tabular value” should be cited.

2 single lines

Ethical
Considerations
2 single lines

Like any other research activity, whether simple or complex,

there are ethical considerations. Researchers may face dilemmas

during fieldwork and data analysis. Miles, Huberman, and Saldaña

(2014) laid out some of the ethical considerations in research:

1. Worthiness of the project

2. Competence

3. Informed Consent

4. Harm and Risk

5. Honestly and Trust

6. Privacy, Confidentiality, and Anonymity

7. Intervention and Advocacy

8. Research Integrity and Quality

9. Ownership of Data and Conclusions

10. Use and Misuse of Results

 17

Discuss how each of the listed ethical considerations were applied in the
study.
 Page number is
Only the first letter 1”
not shown
is capital, Bold

Chapter 4 Written in Arabic Numeral

All caps, Bold RESULTS AND DISCUSSION

This section presents the guidelines in presenting the results

of the study and elements of the discussion of the findings. The

presentation of the findings follows the statement of the problems.

The first subheading must answer question number 1, the second

subheading question number 2 and so on.

For every table included in the paper, introduce it first before

presenting the table. It is a big mistake using the title of the table to

introduce it. A good introduction of the table states the relationship

of the table to the totality of the paper.

The title of the table must be written above the table and it

must be properly labelled as ti what table number it is. The

discussion text of the table follows two (2) lines below the table.

The discussion of the data in the table focuses only on the

trends that can be inferred from the table. In establishing the

trends, researchers should look for the data with highest, average

and lowest values, odd from of data, highest and lowest frequency

and zero responses.

After these trends are established, discuss these thoroughly

by giving examples and comparing and contrasting them to the

results of the previous studies. A discussion of the data without

argumentations which cites other authorities is just a presentation

of the data. The heart of the discussion of the data is shown when

the results are discussed on the premise of the existing literature.

 18

After the data in table was critically analyzed, the implications

of these data must be stated. These implications are your bases

later in drawing conclusions.

In summary, for every data presented, the structure of the

arguments would be:

1. Identify the trends from the data

2. Support them by literature, compare, contrast, elaborate, give

evidence

3. Propose implications of the data

Table Text

The indicators in the table are not exactly stated the same

how they are stated in the questionnaire. In the questionnaire, items

can be stated using first person pronoun, however, in the table for

discussion, nominalization of the items is required. An example is

given below:

For example, in the questionnaire, the following are the items.

1 2 3 4 5

I read memorandum from the

office

I personally check my email

Once the data on this questionnaire are presented in the

discussion section, these two items should be written as follows:

Rating Description
 19

Reading of memorandum from

the office

Personal checking of email

Statistical Tables

The result of statistical computations must be presented in

this section. However, if SPSS or any other softwares were used, not

all outputs of the computation must be presented. Consider the

tables below:

Statistics

As a general rule, every table must be introduced first before

it is presented. For example, the table below can be introduced as:

Presented in Table 1 is the result of the test conducted to

determine the proficiency of students in Mathematics.

Bold, no theorie
period after Table 1 Mean scores of students in three groups of students
s. One
Grou M SD n
p way to
A 4.0 2.23 5 Onl
0 achiev
line
B 6.0 .08 5 e this
0
C 5.0 2.73 5 is by
0 Decimal points must be compa

ring
aligned The discussion must continue after the table. The
and
emphasis should be
contra
the implications of the result as supported by previous studies or
sting
 20
the results

of the

current

y 3 vertical s
 21

study with other studies. However, the researcher should be careful

in doing this. Too much comparison may weaken the veracity of

his/her own research findings.

One should keep in mind that the discussion should persuade

the readers to believe the credibility of the study.

ANOVA

Grou M SD n
p
A 4.0 2.2 5
0 3
B 6.0 .08 5
0
C 5.0 2.7 5
0 3

Table X Descriptive Data for Variables Considered

Sourc df F p
e
Treatment 2 0.6 0.5
8 2
Subjects Within

Group 12

(Error)

While mean scores did differ among participants exposed to A

(M = 4.0, SD = 2.23), group B instruction (M = 6.0, SD = 3.08), and the

Group C approach (M = 5.0, SD = 2.73), when analyzing the

differences in test scores for subjects exposed to these three

different teaching methods no significant differences were observed

F(2, 12) = 0.68, p = 0.52.

 22

Pearson Correlation

Table X Intercorrelations Among Variables

Variable Self- Exam

efficacy Scores
Self-efficacy -- .895***

Exam Score --

*** sig at. 001

SIMPLE AND MULTIPLE LINEAR REGRESSION

Table X Goodness of Fit of the Regression Model

Source SS df MS F p

Regression 954.21 2 477.1 4.74 0.017*

1 5 *
Residual 2714.8 12 100.5
4 5
= XXXX,

sig at. 05

Table X Regression coefficients

Variable B SE t P

Constant 41.6 3.1 13.1 .000**

9 7 5 *
D1 10.8 4.8 2.42 .022**
6 4 *
D2 12.8 4.8 2.86 .008**
3 4 *
*** sig at. 01

*** sig at. 05

 23

General Guidelines in Reporting Statistical Results

1) Report the results of the data analysis used to test a hypothesis.

2) Report should be in condensed format.

3) Do not discuss why or how the experiment was performed,

whether your results are good or bad, interesting or

uninteresting.

4) Statistical report should relate directly to a hypothesis.

5) Begin the results section by restating each hypothesis, the

state whether your results

supported it, then give the data and statistics that allowed you

to draw this conclusion.

6) If you have multiple numerical results to report, it’s often a

good idea to present them in a figure (graph) or a table.

7) In reporting the results of statistical tests, report the

descriptive statistics, such as means and standard deviations,

as well as the test statistic, degrees of freedom, obtained

value of the test, and the probability of the result occurring by

chance (p value).

8) Test statistics and p values should be rounded to two decimal

places.

9) All statistical symbols that are not Greek letters should be

italicized

(M, SD, t, p, etc.)

10) When reporting a significant difference between two

conditions, indicate the direction of this difference, i.e. which

condition was more/less/higher/lower that the other

condition(s). Assume that your audience has a professional

 24
knowledge of statistics. Don’t explain how or why used a

certain test unless it is unusual.

 25

Ways to present the p values

1) Use the alpha level (the a priori criterion for the probability

of falsely rejecting your null hypothesis), which is typically

.05 or .01. Example: F(1, 24) = 44.4, p < .01.

2) Report the exact p value (the a posteriori probability that

the result that you obtained, or one more extreme, occurred

by chance). Example: t(33) = 2.10, p = .03. If your exact p

value is less than .001, it is conventional to state merely

p<.001. If you report exact p values, state early in the results

section the alpha level used as a significance criterion for your

tests.

Example: “We used an alpha level of .05 for all statistical tests.”

Guide to interpreting results:

Descriptive Statistics

Mean and Standard Deviation are most clearly presented in

parentheses:

The sample as a whole was relatively young (M = 19.22, SD =

3.45).

The average age of students was 19.22 years (SD = 3.45).

Percentages are also most clearly displayed in parentheses

with no decimal places:

 26

Nearly half (49%) of the sample was enrolled in the program.

Reporting a significant single sample t-test (µ ≠ µ0):

Students taking Mathematics courses in psychology at the

University of Southeastern Philippines reported studying more hours

for tests (M = 121, SD

= 14.2) than did Holy Cross college students in general, t(33) = 2.10, p
= .034.

Reporting a significant t-test for dependent groups (µ1 ≠ µ2):

Results indicate a significant preference for coke soft drink (M

= 3.45, SD = 1.11) over pop cola (M = 3.00, SD = .80), t(15) = 4.00,

p =.001.

Reporting a significant t-test for independent groups (µ1 ≠ µ2):

USeP students taking Mathematics courses had higher IQ

scores (M = 121, SD = 14.2) than did those taking statistics courses

in Holy Cross (M = 117, SD = 10.3), t(44) = 1.23, p =.09.

Over a five-day period, participants ate significantly fewer

fruits in the experimental group (M = 0.667, SD = 1.15) than did

those in the control group (M = 8.00, SD = 2.00), t(4) = -5.51, p=

.005.

Reporting the results of a chi-square test of independence:

Chi-Square statistics are reported with degrees of freedom

and sample size in parentheses, the Pearson chi-square value

(rounded to two decimal places), and the significance level:

 27

The percentage of participants that were enrolled did

not differ by gender, X2 (1, N = 90) = 0.89, p > .05.

The sample included 30 respondents who had never

married, 54 who were married, 26 who reported being

separated or divorced, and 16 who were widowed. These

frequencies were significantly different, X2 (3, N = 126) =

10.1, p = .017.

As can be seen by the frequencies cross tabulated in

Table xx, there is a significant relationship between marital

status and depression, X2 (3, N = 126) = 24.7, p < .001.

A chi-square test of independence was performed to

examine the relation between sex and college interest. The

relation between these variables was significant, X2 (2, N =

170) = 14.14, p <.01. Male teens were less likely to show an

interest in attending college than were female teens.

Reporting a significant omnibus F test for a one-way ANOVA:

An analysis of variance showed that the effect of time was

significant, F(3,27) = 5.94, p = .007. Post hoc analyses using the

Scheffé post hoc criterion for significance indicated that the average

number of errors was significantly lower in the time 1 condition (M =

12.4, SD = 2.26) than in the other two time conditions (2 and 3

hours) combined (M = 13.62, SD = 5.56), F(3,27) = 7.77, p

= .042.
 28

Reporting results of major tests in factorial ANOVA; non-significant

interaction:

Attitude change scores were subjected to a two-way analysis

of variance having two levels of message discrepancy (small, large)

and two levels of source expertise (high, low). All effects were

statistically significant at the .05 significance level. The main effect

of message discrepancy yielded an F ratio of F(1, 24) = 44.4, p

< .001, indicating that the mean change score was significantly

greater for large-discrepancy messages (M = 4.78, SD = 1.99) than

for small discrepancy messages (M = 2.17, SD = 1.25). The main

effect of source expertise yielded an F ratio of F(1, 24) = 25.4, p

< .01, indicating that the mean change score was significantly

higher in the high-expertise message source (M = 5.49, SD = 2.25)

than in the low-expertise message source (M = 0.88, SD = 1.21). The

interaction effect was non-significant, F(1, 24) = 1.22, p

> .05.

Reporting results of major tests in factorial ANOVA; non-significant

interaction:

A two-way analysis of variance yielded a main effect for the

diner’s gender, F(1, 108) = 3.93, p < .05, such that the average tip

was significantly higher for men (M = 15.3%, SD = 4.44) than for

women (M = 12.6%, SD = 6.18). The main effect of touch was non-

significant, F(1, 108) = 2.24, p > .05. However, the interaction

effect was significant, F(1, 108) = 5.55, p < .05, indicating that the

gender effect was greater in the touch condition than in the non-

touch condition.
 29

Correlations

Correlations are reported with the degrees of freedom (which

is N-2) in parentheses and the significance level.

The two variables were strongly correlated, r(55) = .49, p < .01.
 Only the first letter
1” Page number is
is capital, Bond not shown

Written in Arabic Numeral

All caps, Bold Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This section presents the summary, conclusions drawn from the

implications of the data and recommendations advanced to by the

researcher.

2 single lines to separate the subheads

Summary
2 single lines

Owing to the title of this subsection, only the summary should

be presented herein. Numbers like frequency and percentage, have

no room for this section. Only the major trends that directly answer

the research problems should be included. No further discussion of

the summary is needed.

2 single lines to separate the subheads
Conclusions
2 single lines
The conclusions are based from the implications of the data.

Take note that not all problems would require conclusions. The

conclusions are presented in numbered format.

2 single lines to separate the subheads

Recommendations
2 single lines
The recommendations should be formulated based primarily

on the significance of the study. To develop sensible

recommendations, they must be taken as follows:

1. Recommendations that address the need of the

respondents/participants;

2. Recommendations that will help improve the educational process; and

3. recommendations for future studies.

 30

Each item above can have more than 1 recommendation for as

long as the recommendations given fit in the significance of the

study.
 Page number is
1” not shown

All caps
Bold
REFERENCES
2 single lines

All references used in the study must be reflected in this

section. The rules are as follows:

1) References must be written in alphabetical order.

2) All references, regardless of types and source must be

written as one. Bibliographical

entries from internet, books and journals are also

incorporated in this section.

Example:

Brown, C.L. (2004). Content based ESL curriculum and academic

language. The Internet TESL Journal, Vol. X, No. 2.

[Link] Retrieved [Link]: [Link]

Brown, D. (2001). Teaching by principles: an interactive

approach to language pedagogy. (2nd Ed.). New York:

Longman

The following notes illustrate the APA format:

APA Format-6th Edition

Retrieved from [Link]

Overview: The American Psychological Association (APA) style is

widely accepted in the social sciences and other fields,
such as education, business, and nursing. The APA
citation format requires parenthetical citations within
the text rather than endnotes or footnotes. Citations
in the text provide brief information, usually the
name of the author and the date of publication, to
lead the reader to the source of information in the
reference list at the end of the paper.

Note: Although the examples in this guide are shown in single space,
APA style requires double spacing throughout (e.g. text,
references, etc.)
 32

APA Rules for the References Page – The following sections show
some of the more commonly used APA citation rules.

Note: All citations must be in the Hanging Indent Format with the first line flush
to the left margin and all other lines indented.

Journals, Magazines, Newspapers in Print Format

General Form

Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article.

Title of Journal, xx, xxx-xxx.

Note: The journal title and the volume number are in italics. Issue numbers
are not required if the journal is continuously paged. If paged
individually, the issue number is required and is in regular type in
parentheses adjacent to the volume number.

One Author

Williams, J. H. (2008). Employee engagement: Improving

participation in safety. Professional Safety, 53(12), 40-45.

Two to Seven Authors [List all authors]

Keller, T. E., Cusick, G. R., & Courtney, M. E. (2007). Approaching the

transition to adulthood: Distinctive profiles of adolescents
aging out of the child welfare system. Social Services Review,
81, 453-484.

Eight or More Authors [List the first six authors,…. and the last author]

Wolchik, S. A., West, S. G., Sandler, I. N., Tein, J. –Y., Coatsworth, D.,
Lengua, L.,…Griffin, W. A. (2000). An experimental evaluation
of theory-based mother and mother-child programs for
children of divorce. Journal of Consulting and Clinical Psychology,
68, 843-856.

Magazine Article

Mathews, J., Berrett, D., & Brillman, D. (2005, May 16). Other
winning equations. Newsweek, 145(20), 58-59.

Newspaper Article with No Author and Discontinuous Pages

Generic Prozac debuts. (2001, August 3). The Washington Post, pp. E1, E4.

Books, Chapters in Books, Reports, Etc.

 33

General Form

Author, A. A. (Year). Title of work. Location: Publisher.

One Author

Alexie, S. (1992). The business of fancy dancing: Stories and poems.

Brooklyn, NY: Hang Loose Press.

Corporate Author with an Edition and Published by the Corporate Author

American Psychiatric Association. (1994). Diagnostic and statistical

manual of mental disorders (4th ed.) Washington, DC: Author.

Anonymous Author

Dorland’s illustrated medical dictionary (31 st ed.). (2007).

Philadelphia, PA: Saunders.

Chapter in a Book

Booth-LaForce, C., & Kerns, K. A. (2009). Child-parent attachment

relationships, peer relationships, and peer-group functioning.
In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook
of peer interactions, relationships and groups (pp. 490-507).
New York, NY: Guilford Press.

ERIC Document

Shyyan, V., Thurlow, M., & Liu, K. (2005). Student perceptions of

instructional strategies: Voices of English language learners
with disabilities. Minneapolis, MN: National Center on
Educational Outcomes, University of Minnesota, Retrieved
from the ERIC database. (ED495903)

Online Journals, Magazines, Newspapers

General Format – Databases

Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article.

Name of Journal, xx, xxx-xxx. doi:xxxxxxxxxx

Article Retrieved from an Online Database

Note: Use the article’s DOI (Digital Object Identifier), the unique code given
by the publisher to a specific article.

Senior, B., & Swailes, S. (2007). Inside management teams:

Developing a teamwork survey instrument. British Journal of
Management, 18, 138- 153. doi: 10.1111/j.1467-
8551.2006.00507.x
 34

Note: Use the journal’s home page URL (or web address) if there is
on DOI. This may require a web search to locate the journal’s
home page. There is no period at the end of web address.
Break a long URL before the punctuation.

Koo, D. J., Chitwoode, D. D., & Sanchez, J. (2008). Violent

victimization and the routine activities/lifestyle of active drug
users. Journal of Drug Issues, 38, 1105-1137. Retrieved from
[Link]

Article from an Online Magazine

Lodewijkx, H. F. M. (2001, May 23). Individual-group continuity in

cooperation and competition under varying communication
conditions. Current Issues in Social Psychology, 6(12), 166-
182. Retrieved from
[Link]

Other Online Resources

General Form

Author, A. A. (Year). Title of work. Retrieved from web address

Online Report from a Nongovernmental Organization

Kenney, G. M., Cook, A., & Pelletier, J. (2009). Prospects for reducing
uninsured rates among children: How much can premium
assistance programs help?
Retrieved from Urban Institute
website:
[Link]
ID=411823

Online Report with No Author Identified and No Date

GVU’S 10th WWW user survey. (n.d.). Retrieved from

[Link]
1998-10/

Web Sites in Parenthetical Citations: To cite an entire Web site (but

not specific document within the site); it is sufficient to give the
URL of the site in the text. No entry in the reference list is needed.
Example:

Kidpsych is an excellent website for young children

([Link]

Reference Citations in Text – APA utilizes a system of brief

referencing in the text of a paper, whether one is paraphrasing or
providing a direct quotation from another author’s work. Citationsin
 35
the text usually consists of the name of the author(s) and the year
of publication. The page number is added when utilizing a direct
quotation.
 36

Indirect Quotation with Parenthetical Citation

Libraries historically highly value intellectual freedom and patron

confidentiality (LaRue, 2007)

Indirect Quotation with Author as Part of the Narrative

LaRue (2007) identified intellectual freedom and patron

confidentiality as two key values held historically by libraries.

Direct Quotation with Parenthetical Citation

Darwin used the metaphor of the tree of life “to express the
other form of interconnectedness-genealogical rather that
ecological” (Gould & Brown, 1991.p.14)

Direct Quotation with Author as Part of the Narrative

Gould and Brown (1991) explained that Darwin used the metaphor
of the tree of life “to express the other form of interconnectedness-
genealogical rather than ecological” (p.14).

Citing Secondary Sources – When citing in the text a work discussed

in a secondary source, give both the primary and the secondary
sources. In the example below, the study by Seidenberg and
McClelland was mentioned in an article by Coltheart, Curtis, Atkins,
& Haller.
Seidenberg and McClelland’s study (as cited in Coltheart, Curtis,
Atkins, & Haller, 1993) provided a glimpse into the world in
the references page, you would cite the secondary source you
read not the original study.

Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of
reading aloud: Dual-route and parallel-distributed processing
approaches. Psychological Review, 100, 589-6
36