THESIS WRITING

AND ORAL DEFENSE

ENH2
III. Writing process (Chapter I – Introduction)

Background of the study

Writing the background of the study follows the process in identifying

the problem or formulating the research title. The process are:

1. Write the actual situation of the problem(what is).

The conditions which gave rise to research question (Present evidences from service
statistics or related literature that will confirm the existence, seriousness and
distribution of your problem.)
III. Writing process (Chapter I – Introduction)

Background of the study

Writing the background of the study follows the process in identifying

the problem or formulating the research title. The process are:

1. Write the actual situation of the problem(what is).

Ex. The dropout rate in many high schools in a certain province has been consistently
high as per records of the DEP ED. The record shows 10 to 15 percent of high school
students dropped out of school every year.
III. Writing process (Chapter I – Introduction)

2. Write the Ideal Situation of the problem (What Should Be).

The ideal situation would have been: (standard, rule, expected,
mandated, recommended)
III. Writing process (Chapter I – Introduction)

2. Write the Ideal Situation of the problem (What Should Be).

Ex. High school education in the Philippines is free so all high schools
students should go to school. (state the Republic Act to support this
claim)
III. Writing process (Chapter I – Introduction)

3. Write the discrepancies between the actual and

the ideal situations of the problem. State possible
reasons for the discrepancies.
III. Writing process (Chapter I – Introduction)

3. Write the discrepancies between the actual and the ideal

situations of the problem. State possible reasons for the
discrepancies.

Ex. No one should drop out or drop out should be minimal.

On the contrary, a big number dropped out.
III. Writing process (Chapter I – Introduction)

4. Write what Is already known about the problem

(based on literature). Look for studies related to your
problems ( at least 3 studies)
III. Writing process (Chapter I – Introduction)

Example .What Is Known About The Problem:

According to REYES (1988), the dropout rate in many high schools has
been consistently high due to the following reasons; a. They are not
interested. b. They do not like their teachers. c. They have indifferent
attitudes towards education. d. They find no need for high school
education.
III. Writing process (Chapter I – Introduction)

5. Write the Information Gaps. Questions that

remains unanswered.
III. Writing process (Chapter I – Introduction)

Example. Question/S That Remain Unanswered:

What factors could have caused students dropping out?

What factors could have influence their dropping out?

III. Writing process (Chapter I – Introduction)

6. End the process with the reasons

why you conduct the study.
III. Writing process (Chapter I – Introduction)

6. End the process with the reasons why you

conduct the study.
Ex. The researchers would like to know the answers
to these questions, thus the study will be conducted.
III. Writing process (Chapter I – Introduction)
“Factors Related to High Dropout Rate of Public High School Students in Province Y .” “
III. Writing process (Chapter I – Introduction)

Statement of the Problem

Writing the Statement of the Problem follows the following the process.

1. Start with general statement of the problem. Begin with infinitives,

such as, “This study will be conducted to determine…. to find out….. To
ascertain…. Etc..

2. Restate the research title making sure it answers the following

questions; a. What will be done(research design)? b. For what purpose?
c. Who will be studied? d. Where? e. When(optional)
III. Writing process (Chapter I – Introduction)

Example.

Research Title: “Factors Related to High Dropout Rate of Public High

School Students in Province Y .”

Statement of the Problem

This study will be conducted to determine the factors related to

High Dropout Rate of Public High School Students in Province Y .
III. Writing process (Chapter I – Introduction)

3. After writing the general statement of the problem, the

specific statement of the problem will be written next. The
following process will be followed.
a. Start with the phrase, “ Specifically, it seeks answers to the following questions:
b. In identifying the specific statement of the problems, make a paradigm showing
the dependent and independent variables.

[Grab Independent Variables w

Dependent Variables great quote
Factors from the document or use this
space to Drop – out rate point. To
a. Socio – Economic Status
place this text box anywhere on
b. Parents Highest Educational the page, just drag it.]
Attainment quote from the document
or use this space to emphasize a key
point. To place this text box anywhere
on the page, just drag it.]
III. Writing process (Chapter I – Introduction)

c. State the problems.

This study will be conducted to determine the factors related to High Dropout Rate of Public High
School Students in Province Y .
Specifically, it seeks answers to the following questions:
1.What is the socio – economic status of the respondents?
2.What is the parents’ highest educational attainment of the respondents?
3.What is the drop – out rate of the respondents when taken as a whole and when grouped according to socio-
economic status and parents’ highest educational attainment?
4. Is there a significant difference in the drop –out rate of the respondents when grouped according to socio-
economic status?
5. Is there a significant difference in the drop –out rate of the respondents when grouped according to socio-
economic status?
III. Writing process (Chapter I – Introduction)

Hypothesis/es
In writing the hypothesis/es the following process will be
used.
1. Check the specific statement of the problem. Look for
problems which are inferential problems(comparison of
difference or relationship between or among the
variables)
III. Writing process (Chapter I – Introduction)

Hypothesis/es
In writing the hypothesis/es the following process
will be used.
2. Write the null hypothesis/es(absence of
difference or relationship between or among the
variables) of the problem/s.
III. Writing process (Chapter I – Introduction)

Ex.
This study will be conducted to determine the factors related to High Dropout Rate of Public High School Students in Province Y .

Specifically, it seeks answers to the following questions:

1. What is the socio – economic status of the respondents?

2. What is the parents’ highest educational attainment of the respondents?

3. What is the drop – out rate of the respondents when taken as a whole and when grouped according to socio-economic status and
parents’ highest educational attainment?

4. Is there a significant difference in the drop –out rate of the respondents when
grouped according to socio-economic status?
5. Is there a significant difference in the drop –out rate of the respondents
when grouped according to socio-economic status?
III. Writing process (Chapter I – Introduction)

Ex.
4. Is there a significant difference in the drop –out rate of the respondents when grouped
according to socio-economic status?
5. Is there a significant difference in the drop –out rate of the respondents when grouped
according to socio-economic status?
Hypotheses
1. There is no significant difference in the drop –out rate of the respondents when grouped
according to socio-economic status.
2. There is no significant difference in the drop –out rate of the respondents when grouped
according to socio-economic status?
III. Writing process (Chapter I – Introduction)

Activity 2. Given the problem and the diagram which

classify the independent and dependent variables,
formulate the following;
a. General and specific objectives/ statement of the
problem
b. Hypothesis/es
III. Writing process (Chapter I – Introduction)

1. Problem: Level of Knowledge on the Dangers of TB and Extent of

Medication Compliance of Dots Patients

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

LEVEL OF KNOWLEDGE ON EXTENT OF MEDICATION

THE DANGERS OF TB COMPLIANCE
III. Writing process (Chapter I – Introduction)

2: Problem: Factors Related To Level of Stress of Hospital Employees

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

PERSONAL FACTORS
a. Sex Level of Stress
b. Age
c. Civil Status

WORK-RELATED FACTORS
a. Employment Status
b. Work Shift
c. Monthly Income
III. Writing process (Chapter I – Introduction)

Theoretical and Conceptual Framework

In writing the theoretical framework of
the problem, look for theories which can
explain its existence.
III. Writing process (Chapter I – Introduction)

Example of Theoretical and Conceptual

Framework
Research Title: “The Effect of Curfew on
the Attitude of Students towards their
Studies and their Academic Performance”
III. Writing process (Chapter I – Introduction)

Example of Theoretical and Conceptual Framework

Background of the study.
Many parents or guardians prevent their children from staying out late at
night by imposing curfew, so that they can study and perform well in school.
But, many students, still perform badly in school, even if they are forced to
be home early. Is curfew an effective means of improving students’ attitudes
towards their studies and consequently their school performance? Does
curfew adversely affect students’ school performance?
III. Writing process (Chapter I – Introduction)

Example of Theoretical and Conceptual

Framework

General Statement of the problem:

This study will be conducted to determine whether imposing
curfew can significantly affect students’ attitude towards their
studies and their academic performance.
III. Writing process (Chapter I – Introduction)

Example of Theoretical and Conceptual Framework

Theoretical Framework
“People value their sense of freedom and like to protect an image of efficacy (Baer,
et. al., 1980). When social pressure threatens their sense of freedom, they tend to
rebel.” According to the theory of psychological reactance, people act to defend
their freedom. Experiments have shown that attempts to restrict a person’s
freedom often results in a reactive “boomerang effect.” Restricting someone’s
movement is also reducing or taking away one’s freedom. Most people use
restrictions as a preventive measure. For some it may work, for others, it may not.
It may produce good result for others, for some it may do more harm than good.
III. Writing process (Chapter I – Introduction)

Example of Theoretical and Conceptual Framework

Conceptual Framework
Imposing curfew can be viewed as a form of freedom restriction. When students are
prevented from staying out late by their parents, and are expected to be home not later
than the specified curfew, the young students may view this as a curtailment of
freedom. While the parents’ intentions are good, they may be perceived by their
children as unjust and unfair and they may harbor ill feeling against their parents and
rebel. Instead of coming home early, they may even come home very late or drunk to
spite their parents. This rebellion can possibly result to irregular attendance in classes,
indifference towards their studies and consequently poor grades.
III. Writing process (Chapter I – Introduction)

Example of Theoretical and Conceptual Framework

Conceptual Framework
In this study, exposure or non-exposure to curfew serves as the independent
variable, while school performance is the dependent variables. If the effect of
curfew is positive, those who will be subjected to curfew is expected to have
better grades than those who were not subjected to curfew. On the other
hand, a negative effect will be evidenced by poor grades. The diagram below
shows the expected flow of relationship between variables.
III. Writing process (Chapter I – Introduction)

Example of Theoretical and Conceptual

Framework
Conceptual Framework
III. Writing process (Chapter I – Introduction)

Significance of the Study

In writing the significance of the study you may follow the following
process.
1. Provides a rationale for justifying why the research activity is
conducted.
2. Determine who will be able to use the results of the study. In what
way can the results help the users?
III. Writing process (Chapter I – Introduction)

Examples significance of the Study

Research Title:” Professional

Achievement Profile And Emotional
Competencies in Relation To The Career
Path Of Agriculture Graduates”
III. Writing process (Chapter I – Introduction)

Examples significance of the Study

The results of this study will be significant to the following:

Instructors. The practitioners of the teaching profession
will benefit from the study as they will be challenged to
give ample time to teach and guide the students
academically as the latter go through the process of
preparing their career for life.
III. Writing process (Chapter I – Introduction)

Examples significance of the Study

The results of this study will be significant to the following:

Commission on Higher Education. The findings of this
study will provide the Commission on Higher Education
(CHED) with relevant information that will serve as
reference for policy decisions in improving the agriculture
education and allied programs.
III. Writing process (Chapter I – Introduction)

Examples significance of the Study

The results of this study will be significant to the following:

Human Resource Management Officer. ……………
Graduates. …………….
BSA students…………..
Future researchers………….
III. Writing process (Chapter I – Introduction)

Scope and Limitations of the Study

In writing the scope and limitations of the study ,states

specifically the limitations in terms of variables,
physical area to be covered (place or location where
the data shall be obtained), the number of subjects or
respondents, the research methodology, the type of
research instruments to be used, the procedure and
data analysis, and the date started and completed.
III. Writing process (Chapter I – Introduction)

Example of Scope and Limitations of the Study

Scope and Limitations of the Study
This study was conducted to determine the professional achievement profile and emotional
competencies in relation to the career path of employed Agriculture Graduates of ISCOF, DINGLE
CAMPUS from academic year 2013-2014 to 2015-2016.
The descriptive-correlational research method was employed using the questionnaire-checklist as
the data gathering instrument.
Descriptive and inferential statistics were applied in the analysis of data. The significance level
was set at 0.05.
The gathering of data was done from April 8, 2013 to September 29, 2016.
III. Writing process (Chapter I – Introduction)

Example of Scope and Limitations of the Study

Scope and Limitations of the Study
This study was conducted to determine the professional achievement profile and emotional
competencies in relation to the career path of employed Agriculture Graduates of ISCOF, DINGLE
CAMPUS from academic year 2013-2014 to 2015-2016.
The descriptive-correlational research method was employed using the questionnaire-checklist as
the data gathering instrument.
Descriptive and inferential statistics were applied in the analysis of data. The significance level
was set at 0.05.
The gathering of data was done from April 8, 2013 to September 29, 2016.
III. Writing process (Chapter I – Introduction)

Definition of Terms
In writing the definition of terms, you may follow the
given process.
1. find important words and phrases in the statement of
your research problem. They are important because you
will mention these terms over and over again in the entire
research report
III. Writing process (Chapter I – Introduction)

Definition of Terms
In writing the definition of terms, you may follow the given process.
2. Define these important terms in two ways ;
a. Operational definition – based on the observable characteristics of that
which is being defined. It is related in terms of how the word or phrase
operates.
b. Technical definition – referred to as the dictionary’s definitions. This is
useful and informative but cannot substitute for the operational definition.
III. Writing process (Chapter I – Introduction)

Example of Definition of Terms

Definition of terms
Important terms in this study were defined conceptually and operationally:
BSA program. It is a four-year program which aims to produce well-rounded professionals in agriculture
capable of meeting the country’s needs for highly trained farm manager/administrators, technologists,
plant breeders, researchers, supervisors in government and private agri-industries and agents for rural
development (Minimum Standards for Agricultural Education and Allied Programs).
In this study, this referred to the Bachelor of Science in Agriculture (BSA) with majors in Agronomy (Crop
Science), Animal Husbandry (Animal Science), Agro-Forestry, Agricultural Education, Agricultural
Economics, Soil Science, Agricultural Engineering, Crop Science and Agricultural Extension offered AT
ISCOF, DINGLE CAMPUS.