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BACKGROUND ON RESEARCH

Introduction
Man’s innumerable researches bring forth progress and development. As a thinking
being, man never ceases to seek for the whys and wherefores of things around him. His being
national pushes him to think, invent, innovate, search and arrive at answers to his problems.
To satisfy his needs, to improve his life and to make accurate decisions, he needs to undertake
research. Research, therefore, is man’s tool for survival. No new ideas will be learned if no
new researches come at hand. No possible inventions will be out for use if not for research.

The complex nature of research demands thorough study on the different aspects of
the subject or topic at hand.

What is Research?

Many experts defined research from different perspectives, according to their

own interests and fields of expertise. Although their definitions are focused on their
own fields of specialization, all have one basic meaning which is applied in any field of
study.

Research is the systematic investigation into and study of materials and sources
in order to establish facts and reach new conclusions. (Wiki Sym 2014).

Adanza, Bermudo, Rasonable (2009) simply defines research as looking for

answers to a query using the most logical and valid methods.

According to Baac (2008), research is the process by which the collection and
analysis of data to generate a theory or test a theory is done systematically.

Calmorin (2007) defines research as the scientific investigation of phenomena

which includes collection, presentation, analysis and interpretation of facts that link an
individual’s speculation with reality.

Dejillas (2000) defines research as a systematic and scientific way of

investigating a problem with the view of understanding it and finding solutions to it.

According to Mugo (2000), research is a careful or diligent search, studious

inquiry or examination especially investigation or experimentation aimed at the
discovery and interpretation of facts, revision of accepted theories or laws in the light
of new facts or practical application of such new or revised theories or laws. It can also
be the collection of information about a particular subject.
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In summary, research is a process of seeking for new knowledge of theories, of

testing the accuracy of existing theory, applying established facts or knowledge in
generating new products or ideas in solving problems.

Relevance and Purpose of Research

To survive the continuous change in the environment, research has become a

very essential tool. Through research, new truths are continuously unveiled which lead
to the proliferation of knowledge. Consequently, such tool results to development and
progress.

In the educational system, the role of research is central in improving its system
and processes. The Commission on Higher Education (CHED) has mandated the
conduct of research in various learning institutions. Several colleges and universities
recognize the need to improve their research culture as this is necessary in pushing
forward the frontiers of knowledge. The CHED, through its National Higher Education
Research Agenda (NHERA), has identified research thrusts that are in line with the
national goals.

In line with the mandate, and with the desire to improve the standard of
education and the quality of services it offers, SPUP has been conducting researches
that are centered on the four (4) thrusts of the CHED, namely:

Quality and Excellence

Relevance and Responsiveness
Access and Equity
Efficiency and Effectiveness

The University, through its Research and Publications Office (RPO), has
developed the SPUP RESEARCH AGENDA which serves as a framework for all its
research endeavors. Researches to be conducted, implemented and disseminated by the
University are anchored on the University Research Agenda. Such Agenda is
continuously updated to ensure its responsiveness to the needs of the university, as well
as the needs of the local, national and global community.
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Values of Research to Man

Calmorin (2007) listed the following values of research to man:

Research improves quality of life.

Research improves instruction.
Research improves students’ achievement.
Research improves teachers’ competence.
Research satisfies man’s needs.
Research reduces the burden of work.
Research has a deep-seated psychological aspect.
Research improves the exportation of food products.
Research responds to the economic recovery and austerity measure of
the country.
Research trains graduates to become responsive to the economic
development of the country and compete globally.

Characteristics of Research

Calmorin (2007) stressed the following characteristics of research:

Empirical. Research is based on direct experience or observation by the researcher.

Logical. Research is based valid procedures and principles.

Cyclical. Research is a cyclical process because it starts with a problem and ends with
a problem.

Analytical. Research utilizes proven analytical procedures in gathering the data,

whether historical, descriptive, experimental or case study. (Descriptive research is
most common among the four research designs conducted by graduate students.
Experimental research is seldom applied to graduate students due to time constraint.
However, historical research is least conducted by researchers, but case study method
is commonly conducted by guidance counselors).

Critical. Research exhibits careful and precise judgment.

Methodical. Research is conducted in a methodical manner without bias using

systematic method and procedures.

Replicable. The research design and procedures are replicated or repeated to enable
the researcher to arrive at valid and conclusive results.
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Sources of Problems

Calmorin (2007) gave the following as some sources of a good problem:

Classroom-related
Work experiences
Theories which need empirical support
Technology
Science
Off-shoots / recommendations of other researches
Instructional programs
Management practices of organizations

Characteristics of a Good Problem

Adanza, Bermudo, Rasonabe (2009) gave the following characteristics of a

good problem:

It should be of interest to the researcher himself.

It should have practical value to the researcher, the school, and the community.

It is a current novel issue.

More importantly, it can be finished within the allotted time, depending on the
course requirement.

It should not carry moral or legal impediment, nor should it be controversial.

The data are available.

The variables are clear, separable, and updated.

It shall incur expenses affordable to the researcher.

Kinds of Research

There are three kinds of research according to Adanza, Bermudo, Rasonabe

(2009):

Basic Research deals with the processes of objects and things, or information about
different topics with no concern for a direct pay-off.
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Applied Research probes into the unknown using directly the results to a current
problem.

Empirical Research is more specific than basic research, but implies its nature from
the use of data, whether quantitative or qualitative.

Classification of Research

Evaluation Research. This is concerned with the application of theories and facts in
evaluating the relative worth of two or more possible alternatives or decisions.

Research and Development. This research is concerned with the application of existing
theories or body of knowledge in developing new products, systems or procedures.

Action Research. This is concerned with the application of existing theories in the
conceptualization of a possible alternative solution to an existing problem situation.

Library Research. Research is conducted in the library. Data or information needed to

solve the research problems are available in the library.

Field Study. Research is conducted in the natural setting.

Laboratory Research. Research is conducted in artificial or controlled conditions

by isolating the study.

How to Formulate the Research Title

To formulate the research title, Calmorin (2007) suggested the following:

It should not be long and should not be more than 20 words.

It should include the variables (independent and dependent) and the method of analysis.

It should give insight virtually on what the research is all about.

It should serve as a reference for the whole research report which others can use.

It should enable one to claim the paper as his own, and helps other researchers to refer
to one’s work as they survey some theories themselves.

The following words should not be a part of the title since all the researches are studies,
analysis of variable, and an investigation, like: “A Study of,” “An Analysis of,” or “An
Investigation of.”
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It is not important to include the date and location of the investigation as these can be
placed in the Scope and Limitation of the Study.

Approaches to Research

Quantitative Research. This research deals with quantifiable data. Data are gathered
using a structured research instrument. It provides less detail on the variables being
studied. The results are based on larger sample sizes that are representative of the
population and are more objective.

Qualitative Research. This research deals with qualitative data. Data are gathered
using a less structured research instrument. The findings are more in-depth and are
more detailed since they make greater use of open-ended questions. The research is
more intensive and more flexible allowing the researcher to probe. Results are based
on smaller sample sizes and are often not representative sample of the population.

Research Designs

Descriptive Survey Studies. A descriptive survey typically seeks to ascertain

respondents' perspectives or experiences on a specified subject in a predetermined
structured manner. Some of the common data collection methods are applied to
questions within the realm of descriptive research which includes surveys, interviews,
observations and the like.

Example: Learning Motivations of Elementary Pupils in English

Causal Comparative Studies. Causal-comparative research attempts to identify a

cause-effect relationship between two variables. The grouping scheme which serves as
the independent variable is not within the researcher’s control.

Example: Culture, Age and Gender Differences on Students’ Learn

Motivations in English

Correlational Studies. Correlational research attempts to determine how related two or

more variables are. This degree of relationship is expressed as a correlation coefficient.
The higher is the correlation coefficient, the higher is the degree of relationship.
Correlation studies are used for prediction purposes.

Example: Students’ Learning Motivation in English and its Relationship to

Students’ English Proficiency

Experimental Research: Experimental research is commonly used in sciences such as

sociology and psychology, physics, chemistry, biology and medicine, etc. In this
research, the researcher manipulates one variable, and controls/randomizes the rest of
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the variables. It has a control group, the subjects have been randomly assigned between
the groups, and the researcher only tests one effect at a time.

Example: Bronchodilating Effect of Young Indian Mango Leaves’ Extract

Historical Research. This research involves understanding, studying, and explaining

past events. Its purpose is to arrive at some conclusions concerning past occurrences
that may help to anticipate or explain present or future events.

Example: Politico-Historical Roots of the Chronic Mindanao Conflict

Case Study. Case study is an empirical inquiry that investigates a phenomenon within
its real-life context. A case study is an intensive analysis of an individual unit (e.g., a
person, group, or event) stressing developmental factors in relation to context.

Example: Survival Strategies of the Victims of Typhoon Ondoy

Ethnography. An ethnographic study is a qualitative research design aimed at

exploring cultural phenomena which reflect the knowledge and system of meanings
guiding the life of a cultural group.

Example: Beliefs and Practices of Aetas in Peñablanca, Cagayan

Discourse Analysis. This research design enables the researcher to reveal the hidden
motivations behind a text or behind the choice of a particular method of research to
interpret that text. Discourse analysis is generally used in analyzing discourse, writing,
conversation, communicative event, etc..

Example: Emerging Values Expressed in the Paulinian Poetry

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General Text Format

Language

The thesis should be written in English. Exceptions to this may be made when
discipline specific guidelines permit (for example, MAED- Filipino research studies).
Other exceptions are short phrases in Latin or French typically used in English, such
as ‘vis-a-vis’ which should be written in italics.

A thesis is an academic work and needs to be written formally, hence, must not
use informal language. Sentences must be in passive voice using the third person.

Examples: “This work demonstrates that…”, or “Reyes’ work illustrates…”

Research proposals should be written in the future tense. The final research report
should be in the past tense.

Structure of Research Paper

Research reports for undergraduate, post-graduate, faculty, and staff should follow the
following structure:

Preliminary Parts Thesis Proposal Thesis Report

Title Page √ √
Abstract or Executive Summary √
Acknowledgments √
Dedications √
Table of Contents √ √
List of Figures, Tables or Illustrations √
Body of the Thesis Thesis Proposal Thesis Report
Chapter 1 THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction √ √
Review of Related Literature and Studies √ √
Conceptual/Theoretical Framework √ √
Scope and Delimitation √ √
Significance of the Study √ √
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Definition of Terms √ √
Chapter 2 METHODOLOGY
Research Design √ √
Respondents/Subjects of the Study √ √
Instrumentation √ √
Data Gathering Procedures √ √
Data Analysis √ √
Chapter 3 RESULTS AND DISCUSSION √
Chapter 4 SUMMARY OF FINDINGS, √
CONCLUSIONS AND
RECOMMENDATIONS
Summary of Findings √
Conclusions √
Recommendations √
Final Parts Thesis Proposal Thesis Report
Appendices √ √
References √ √
Curriculum Vitae √

Layout and Appearance

The thesis should be computer printed on white A4 paper in 12-point type standard
font, Times New Roman, or Courier New. Do not use special type styles such as Script or
Italics.

The thesis is printed single-sided. Double-spacing should be used in the abstract and
text of the thesis. Single spacing should be used in table and figure titles, table entries, block
quotations separated from the text and references.

Left margins should be 1.5 inches and one (1) inch on all remaining sides.

Lower case Roman numeral paginations are used for the preliminary parts. The title
page is assigned “ i ” although this numeral is not written. The numbering begins with “ ii ”
on the next page of the preliminaries. The body of the text, the references, and the appendices
are numbered continuously with Arabic numerical. Page numbers are located in the upper-
right hand corner of each page, one (1) inch from the top and right margins.
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Chapters should start on a new page, but sections and subsections should not.

Typed and word-processed manuscripts should be justified.

Do not hyphenate words at the end of the sentence; end each line of text with a
complete word.

In general, words and phrases are not emphasized through the use of bold print,
underlining, italic, single/double quotation marks, or all uppercase characters. Instead, writers
must construct sentences so that emphasis is understood.

Citations
Rules

Each quotation is accompanied by a parenthetical citation that includes the name(s) of

the authors(s), the publication date, and the page(s) where the quotation is located.

Follow the “5-word” rule: If 5 or more words from the source are used and in the same
order in your paper, the rules for quoting need to be followed.

All paraphrased works must also be cited parenthetically within the body of the paper
with one exception: If summarizing/critiquing a single article, paraphrasing does not have to
be referred.

Always paraphrase accurately.

Citations for paraphrased works require the surnames of the authors and date. When a
work has multiple authors, the citation should link the last author’s name with the others using
the ampersand symbol (&) if the citation is in parenthesis; otherwise, the work “and” is used.

Use only the source that you have directly accessed.

Obtain permission to quote when necessary. APA copyrighted works require written
permission before using a total of over 500 words from that work. Quotations from a single
source should be limited to fewer than 500 words.

A complete quotation of less than 40 words should be incorporated within the paper’s
text, begun and ended with double quotation (“ ”) marks, and must be followed by a
parenthetical reference citing the author, date of publication, and the page where the quotation
is printed.
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Quotations of 40 or more words must be:

Indented (5 spaces from the left margin)

Without quotation marks
Followed by a parenthetical reference that cites the page(s) where the quoted
materials are located in the original work

Quotations that cite or quote another copyrighted work should be avoided.

The use of ellipsis (…..) points are not recommended. These are used when one omits
part of an original source (when not quoting an entire sentence). Quotations out of context
can be misinterpreted.

Footnotes are not recommended.

Sample Citations

Typical In-Text Citation

(Sample 1)

Although many behavioral scientists feel that punishment should never be

used, Deitz and Hummel (2000) offer two situations where it may be ethical to use the
procedure.

(Sample 2)

There are two situations where punishment procedures may be warranted:

When all other deceleration methods have failed or when the behavior is a clear
procedure (Hummel, 2000).

In-Text Citation for Short Direct Quotation

(Sample 1)

Using punishment instead of other procedures to decelerate behavior is

problematic. “Punishment should be reserved only to very serious misbehaviors and
should be used only when other alternatives have been exhausted” (Deitz & Hummel,
2000, p. 81).

(Sample 2)

Using punishment to decelerate behavior is problematic. According to Deitz &

Hummel (2000), “Punishment should be reserved only to very serious misbehaviors
and should be used only when other alternatives have been exhausted” (p. 81).
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In-text Citation for Direct Quotation Longer Than 39 Words

Punishment is one of the most widely used procedures to decrease behavior in

school settings because teachers are not familiar with other deceleration procedures,
and because it works quickly and effectively. Still, Deitz and Hummel (2000) do not
advocate the reliance of punishment. The decision to use punishment should be made
carefully. Special consideration should be given to whether or not the procedure can
be used.

APA Reference List Examples

(Source: Finger Lakes Community College, Charles J. Meder Library. Retrieved on

August 26, 2014 from library.flcc.edu/APA_example.pdf)

Books with Single Author:

Gore, A. (2006). An inconvenient truth: The planetary emergency of global warming and
what we can do about it. Emmaus, PA: Rodate

In-text reference: (Gore, 2006)

Books with Two Authors:

Michael’s P.J. & Balling, R.C., Jr. (2000). The satanic gases: Clearing the air about global
warming. Washington, DC: Cato Institute.

In-text reference: (Michaels & Balling, 2000)

Book with Editor as Author:

Galley. K. E. (Ed.). (2004). Global climate change and wildlife in North America. Bethesda,
MD: Wildlife Society.

In-text reference: (Galley, 2004)

Brochure or Pamphlet:

New York State Department of Health. (2007). After a sexual assault. [Brochure]. Albany.
NY: Author.

In-text reference: (New York, 2002)

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An Anonymous Book:

Environmental resource handbook, (2001). Millerton, NY: Grey House.

In-text reference: (Environmental Resource Handbook, 2001)

Articles ion Reference Books (unsigned and signed):

Greenhouse effect. (2005). American heritage science dictionary. Boston, MA: Houghton
Mifflin.

In-text reference: (Greenhouse effect, 2005)

Schneider, S. H. (2000). Greenhouse effect. World book encyclopedia (Millennium ed. Vol.8,
pp. 382-383). Chicago, IL: World Book.

In-text reference: (Schneider, 2000)

Magazine Articles:

Allen, L. (2004), August). Will Tuvalu disappear beneath the sea? (Global warming threatens
to swamp a small island nation. Smithsonian, 35(5), 44-52.

In-text reference: (Allen, 2004)

Begley, S. & Murr, A. (2007), July 2). Which of these is not causing global warning? A.
Sport utility vehicles; B. Rice fields; C. Increased solar output. Newsweek, 150(2),
48-50.

In-text reference: (Begley, 2007)

Newspaper Articles (unsigned and signed):

College officials agree to cut greenhouse gases. (2007), June 13). Albany Times Union, p.
A4.

In-text reference: (“College Officials”, 2007)

Miller-Rushing, A. J., Primack, R. B., Primack, D. , & Mukunda, S. (2006). Photographs and
herbarium specimens as tools to document phonological changes in response to global
warming. American Journal of Botany, 93, 1667-1674.

In-text reference: (Miller-rushing, Primack, Primack, & Mukunda, 2006)

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Journal Articles when each issue begins with p. 1.

Bogdonoff, S. & Rubin, J. (2007). The regional greenhouse gas initiative: Taking action in
Main. Environment, 49(2), 9-16.

In-text reference: (Bogdonoff & Rubin, 2007)

Journal Article from a Library Subscription Service Database with a DOI (digital object
identifier):

Mora, C., & Maya, M. F. (2006). Effect of a the rate of temperature of the dynamic method
on the heat tolerance of fishes. Journal of Thermal Biology, 31, 337-341.
doi:10.101b/jherbio. 2006.01.055

In-text reference: (Mora & Maya, 2006)

Website:

United Stats Environmental Protection Agency. (2007, May 4). Climate Change. Retrieved
from the Environmental Protection Agency website: http//www.epa.gov/climate change

In-text reference: United States Environment, 2007)

Gelspan, R. (2007). The Heat Is Online. Lake Oswego, OR: Green House Network.
Retrieved from The Heat Is Online website: http://www.heatisonline.org

In-text reference: (Gelspan, 2007)

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THESIS CONTENT STRUCTURE

Preliminary Parts

Title Page. The title page is the first thing the reader sees when considering the manuscript;
therefore, it should contain information that is as clear and to the point as possible.
The title itself should be able to stand alone, convey the importance of the idea,
communicate the content, and should be no more than 20 words. The title should not
include reference to method and results and should not begin with redundancies like,
“A Study of”, or “An Experimental Investigation of”.

Sample Titles:

PRODUCTIVITY INDICATORS OF ST. PAUL UNIVERSITY PHILIPPINES

THROUGH ENVIRONMENT SUSTAINABILITY INITIATIVE

STUDENTS’ PROBLEM-SOLVING SELF-EFFICACY IN RELATION

TO THEIR PROBLEM-SOLVING PROFICIENCY

EFFECTIVENESS OF GINGER EXTRACT IN REDUCING

BLOOD CHOLESTEROL LEVEL

PUBLICATION MANAGEMENT AND READERSHIP

OF ST. PAUL UNIVERSITY PHILIPPINES
SCHOOL PUBLICATIONS

(See the sample title page at the end of this document).

Approval Sheet. The approval sheet is attached upon submission of the final copy of the
Thesis. (See the Samples of Approval Sheet at the end of this document).
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Abstract or Executive Summary. The abstract is the summary of the contents of a thesis. It
provides enough information for the reader to learn the purpose and results of the research
that is being reported and does so in concise and forthright fashion. It should be self-
contained. The length of the abstract varies from 350 – 600 words. This is written in the
IMRAD (Introduction, Methodology, Results and Discussion) format. (See Samples of
Abstract or Executive Summary at the end of this document).

Acknowledgment. This is an optional page acknowledging people who provided the author
with assistance in the thesis project, notably, but not only the thesis supervisor.

Table of Contents. The thesis must have a table of contents page listing chapter headings,
section headings and sub-headings, Appendices and references as well as their
corresponding page number. (See the Sample of Table of Contents at the end of this
document).

List of Figures, Tables or Illustrations. If appropriate, a separate list of figures, tables, or

illustrations should be included on a separate page immediately following the table of
contents. (See the Sample of List of Figures, Tables or Illustrations at the end of this
document).

Abbreviations (optional). If the thesis makes use of a large number of abbreviations that may
be unfamiliar to a reader, providing a list of them can act as a useful guide. However, if there
are few abbreviations used in the thesis, this may be included in the definition of terms.

Body of the Thesis / Dissertation

Chapter 1

THE PROBLEM AND REVIEW OF RELATED LITERATURE

This chapter describes the background of the study, its conceptual underpinnings, its
research objectives, its benefits and defined bounds.

The components included in this chapter are:

Introduction. The thesis should normally begin with a general introduction presenting an
overview of what it is about and situating it in the existing research. The introduction should
show why the topic selected is worth investigating and why it is of significance in the field.
This will normally be done with reference to existing research, identifying areas that have not
been explored, need to be explored further, or where new research findings justify a
reconsideration of established knowledge. The final section of the introduction should briefly
outline the structure of the body of the thesis. Where appropriate, this can be linked to and
follow logically from the description of the methodology.
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Review of Related Literature. The purpose of the literature review is to summarize, evaluate
and where appropriate compare those main developments and current debates in the field
which are specifically relevant to the research area, according to the guiding principle
embodied in the thesis statement. In effect, the literature review shows that the writer is
familiar with the field and simultaneously lays the ground for subsequent analysis or
presentation and discussion of empirical data, as appropriate. Rather than simply summarizing
other authors’ work, the chapter should make clear the writer’s position in relation to the
issues raised. The literature review should have a logical structure (thematic). Like any other
chapter, a literature review chapter should have its own introduction and conclusions.

Conceptual/Theoretical Framework. Explains in narrative form, the main dimensions to be

studied – the key factors or variables – and the presumed relationships among them.
Theoretical or conceptual scheme is developed from the review of related literature and is
usually presented in a diagram. Conceptual or theoretical framework is not necessary in
qualitative research.

Getting the framework in a single diagram forces the researcher to find the general
constructs that hold the phenomena, to map relationships, to divide the variables that
conceptually or functionally distinct, and to work with all the information at once. General
constructs come from theories and previous empirical research. As a general rule, the more
parsimonious the framework, the better it is.

The theoretical framework presents an integrated set of propositions espoused by an

individual or group of individuals, which has generally been recognized. This is considered as
the foundation and structure upon which the entire research study is developed. It explains
the theory/theories and its relation with the existing problem. Also, it is in this section that the
different variables of the study are set down. The relationship of all the variables are defined
and explained. Moreover, this section “describes the nature, causes and dynamics of the
problem being investigated (Dejillas, 2000).

A conceptual framework is tentative theoretical scheme that the researcher has

developed for his/her research problem. It is introduced by a discussion of the theoretical
orientation used by the researcher. The direction and operationalization of the theoretical
framework is described under the conceptual framework.

Statement of the Problem. This portion should state the problem clearly as a main problem,
written either as a declarative statement or as a question broken down to specific sub-
problems, usually also written in the form of questions.

Major Problem
Sub-Problem

Hypothesis. A hypothesis is a prediction of the possible outcome of a study, a suggested

answer to a problem that is stated in declarative form (Salkind, 2000). Most of the time, in a
qualitative research, a simple conceptual hypothesis is formulated. Qualitative research does
not test hypothesis. However, for a quantitative research, where inferential statistics, such as t-
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test, z-test, ANOVA, and others, are utilized, the statistical hypothesis is used. Some
researchers give importance to indentifying the general hypotheses while other researchers
present more detailed hypotheses in the conceptual framework (Dejillas, 2000).

Guidelines in Stating Hypotheses:

It should be stated in testable form.

Level of significance (alpha level) is usually set at .05 before testing.

It is recommended that a hypothesis should be stated in its expected outcome or

finding rather than in the null form. However, in a highly quantitative study, the null
hypothesis is to be preferred.

Significance of the Study. It describes the theoretical and practical values derived from the
study. It includes potential contributions to various fields, to knowledge, or to research
literature. This section may also be presented in terms of who will benefit from the
investigations and in what ways.

Scope and Delimitation. It specifies the precise boundaries of the study. It indicates what the
study will include and what it will not include. Scope refers to the parameters of the study, its
coverage, method, and subjects. Limitation refers to the limiting aspects of the study as well
as restrictions to generalizability of results.

Definition of Terms. It lists and defines principal terms used, particularly where the terms
have different meanings to different people. It includes both a conceptual and operations or
behavioral definitions, that is, how the variables are manipulated or measured in the study.
The words defined should be alphabetically arranged.

Chapter 2

METHODOLOGY

This chapter describes how the study is conducted. This information is reported in
sufficient detail so that anyone can refer to this section and replicate the study.

The components included in this chapter are:

Research Design. This portion describes the overall plan for the investigation. The design
may be descriptive or experimental.

Respondents/Subjects of the Study. The researcher should describe the population or sample
population used in the study. He/She should mention how the sample is drawn, the method of
sampling and the rationale for the sampling method.
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Instrumentation. It describes each of the instruments used for data gathering in terms of
process of preparation, information about administration, scoring, and interpretation,
evidences of reliability and validity.

Data Gathering Procedure. This portion discusses in detail the procedures, techniques, and
strategies employed in data gathering. Detailed discussion is required to enable another
researcher to replicate the method.

Data Analysis. It identifies the statistical designs used to analyze data including level of
significance employed and mode of analysis. It specifies which variables were used in the
analysis. Statistical formulas should be included in the discussion. For complex statistical
designs (e.g. regression analysis, factorial analysis, etc.), there is a need to include a step-by-
step procedure in using them.

Chapter 3

RESULTS AND DISCUSSION

This reports the findings objectively. Modes of presentation include:

Tabular

Graphical

Qualitative

The presentation can be done by first, briefly stating the main results or findings.
Then, report the data in sufficient detail to justify the conclusions. Mention all relevant
results including those that run counter to the hypothesis. Do not include individual scores or
raw data, with the exception of single-case studies or illustrative samples.

Tables provide exact values and can efficiently illustrate main effects, figures of
professional quality attributes of a test, the degrees of freedom, the probability level, and the
direction of the effect. Be sure to include descriptive statistics (e.g. mean); where means are
reported, always include an associated measure of variability, such as standard deviations,
variances, or mean square errors.

Commonly used alpha levels are .05 and .01. Before you begin to report specific
results, you should routinely state the particular alpha level you selected for the statistical tests
you conducted.

The salient findings must follow discussions that would contain interpretations or
implications, especially with respect to the original hypothesis. In here, the researcher is free
to examine, interpret, and qualify the results, as well as draw inferences from them.
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Theoretical consequences of the results and validity of the conclusions must be emphasized.
The literature review may again be cited to explain the results. Procedural limitations are also
discussed.

Chapter 4

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings. Briefly summarize the findings of the study; wording of the summary
and abstract should not be exactly the same; summary is usually longer than the abstract
presented at the beginning of the report.

Conclusions. General statements or conclusions should be logically inferred from the results.
Generalizations should be clearly delimited. Conclusions may either support or not support
the hypotheses.

Recommendations. It includes suggestions, which may involve change in policies, practices,

etc.

FINAL PARTS

APPENDICES. Appendices may be needed for formulae, maps, diagrams, interview

protocols, survey questionnaires, checklists , letters , computer printouts of statistical
tests, supplementary materials. Or any similar data that are not contained in the body
of the thesis. These should be provided after the conclusion in the logical order they
are mentioned in the main body. A list of appendices should be drawn up, each being
given a consecutive letter, and placed in the table of contents. If there are several
appendices each should receive a title.

REFERENCES. A list of the sources used in the thesis must be supplied which complies the
APA style guidelines. This list should include only those sources cited in the thesis.

The list of references is always started on a new page.

The word “References” should be centered on top of the page.

All sources cited in the manuscript must be listed in alphabetical order in the reference
list.

(References are not bibliographies. Bibliographies refer the interested reader to

additional sources for further reading that were not specifically cited in the manuscript, and
are not used in the APA-style manuscript).
 21

The author’s name is not indented at the left. The lines following the author’ name,
within the entry, are indented 1-tab (to the right).

Within each entry in each set of references is typed single-spaced; the space between
entries, double-spaced.
 22

POLICIES ON THESIS / DISSERTATION

WRITING AND ORAL DEFENSE

FOR GRADUATE SCHOOL

A thesis / dissertation in one’s area of specialization is required for Master’s Thesis and
Doctoral programs.

The master’s thesis carries a total of 7 units, itemized as follows: Thesis Writing 1 with
Seminar (4 units) for proposal and Thesis Writing 2 (3 units) for oral examination. The
dissertation carries a total of 12 units, itemized as follows: Dissertation Seminar (3 units) for
proposal preparation, Dissertation Writing 1 (3 units) and Dissertation Writing 2 (6 units), for
Oral Examination.

A student enrolls in Thesis Seminar / Dissertation Seminar after passing the Written
Comprehensive Examination. Upon enrolment in Graduate Seminar, the student is assigned
an adviser who, together with the professor guides the student in writing the thesis /
dissertation proposal, gives him a grade in the course, and endorses the proposal to the
graduate school dean.

Upon approval of the dean, student submits five copies of the thesis and seven copies
of the dissertation proposal in an 8½ x 11 folder to the office of the Dean. The Dean sets the
date of the Oral Examination.

After the proposal defense, the researcher, together with the adviser incorporates
recommendation of the Panel and submits two bound copies of the defended proposal to the
Office of the Dean within the semester when the proposal was defended.

No substantial change must be made on the proposed research study after its approval.
The thesis adviser, however, may suggest changes that do not alter the main focus and
direction of the research. If major changes are desired, the student submits a new proposal or
a summary of the changes.

A student, who needs to write his Thesis / Dissertation in absencia, may make special
arrangements with the Office of the Dean, in which case the student must communicate
regularly with his adviser.
 23

ORAL EXAMINATION / ORAL DEFENSE

Requirements

The thesis must be defended within a maximum of two years (for the
master’s) and three years (for the doctoral) after approval of the proposal. Failure to
defend the thesis/ dissertation within the specified period shall mean suspension of the
student’s candidacy and re-enrolment in the Thesis Seminar Writing / Dissertation
Seminar Writing.

The Oral Examination / Oral Defense is set two weeks or 12 working days after
the submission of all requirements to the Office of the Dean.

The student must enroll in Thesis Writing II / Dissertation Writing II during the
regular enrolment period on the semester of defense.

The Oral Examination is conducted by an Examination Panel which is composed

of five members appointed by the School Dean.

If any of the members of the Examination Panel finds any basic defect in the thesis
/ dissertation before the scheduled Oral Examination, he notifies the dean who then gets
the consensus of the tribunal on whether the examination should be postponed, or be
allowed to proceed.

After the Oral Defense, the successful candidate submits (1) copy of the revised
thesis/ dissertation to the Office of the Dean for editing.

Afer the editor for language format certifies that the manuscript has been edited,
the dean gives the permission for the final reproduction. Bound Cover should follow the
prescribed color/format.

Front/Back Cover (Green)

Front Page text is similar to
Title Page text

Spine (Royal blue)

 24

Upon approval of the final copy of the thesis, the students should submit the
following:

 Four (4) hard bound copies of the thesis or four (4) hard bound copies of the
dissertation.
[One (1) copy is for the St. Paul University Library, one (1) copy for the
Graduate School department, one (1) copy for the Research and Publications
Office and one (1) copy is sent to the Commission on Higher Education through
the Registrar’s Office]

 Three (3) soft bound copies for the abstract with cover page and approval page.
[One (1) copy for the St. Paul University Library, one (1) copy for the Graduate
School department and one (1) copy is sent to the Commission on Higher
Education through the Registrar’s Office]

 Soft copy of the full paper with abstract in a CD in PDF.

 Submission of the copies is required before the issuance of the Special Order
(S.O.) number.

 Three (3) soft copies of the full paper with abstract in a CD in PDF.
[One (1) copy for the Graduate School department, one (1) copy for the
Research Office and one (1) copy is sent to CHED through the Registrar’s
Office]

The conferment of the degree on the candidate will only be done after the
submission of the bound copies of the successfully defended thesis / dissertation.

Thesis Adviser and Panel of Evaluators

Thesis adviser should always come from the University unless there is no one
with the specialization in the University.

The panel members should consists of:

1 statistician
1 research/format expert
3 content experts with at least one outsider

The panel members who sit on the proposal defense should be the same persons
who will sit down for the Final Oral Defense.
25
 26

POLICIES ON THESIS WRITING AND ORAL DEFENSE

FOR UNDERGRADUATE LEVEL

THESIS WRITING

A thesis in one’s area of specialization is required for any undergraduate course.

This may either include action research, case studies, feasibility studies and system or
product development studies. Although the different departments have different research
focus, the basic components of the University common format for thesis writing must be
followed. However, the research may include other sections in the thesis as prescribed by
their department.

The units allotted for thesis writing depends on the prescribed department
curriculum.

A student enrolls in Thesis course and upon enrollment, the research professor
orients the student in writing the thesis proposal. The student writes the research proposal
through the guidance of the research professor or adviser. The research professor or
adviser gives the students a grade in the course.

Upon completion of the thesis proposal, the student submits three copies of the
thesis in an 8½ x 11 folder to the research professor or adviser. The professor or adviser
endorses the thesis to the evaluation panel and sets the date of the thesis defense.

After the proposal defense, the researcher, together with the research professor or
adviser incorporates recommendation of the Panel and submits one copy of the defended
proposal to the professor or adviser.

No substantial change must be made on the proposed research study after its
approval. The thesis adviser, however, may suggest changes that do not alter the main
focus and direction of the research. If major changes are desired, the student submits a
new proposal or a summary of the changes.

ORAL EXAMINATION / ORAL DEFENSE

Requirements

The Oral Examination / Oral Defense is set one week after the submission of the
full research report to the professor or adviser.
 27

The student must enroll in Thesis Writing during the regular enrolment period on
the semester of defense.

The Oral Examination is conducted by a group of panel of evaluators which is

composed of three members appointed by the professor.

After the Oral Defense, the successful candidate submits (1) copy of the revised
thesis to the professor for editing.

After the editor for language format certifies that the manuscript has been edited,
the professor gives the permission for the final reproduction of the research report.

Bound Cover should follow the prescribed color/format.

Front/Back Cover (Green)

Front Page text is similar to
Title Page text

Spine (Royal blue)

Upon approval of the final copy of the thesis, the students should submit the
following:

 Three (3) hard bound copies of the thesis to the Dean’s Office
 Soft copy of the full paper with abstract in a CD in PDF to the Research
Office

The conferment of the degree on the candidate will only be done after the
submission of the bound copies of the successfully defended thesis.

Procedures for the Thesis Oral Defense

The oral defenses are scheduled one week after the proponent has submitted three
(3) copies of his/her manuscript to the professor for distribution to the members of the
panel and after he/she has settled his/her thesis defense fee.

During the scheduled defense, the adviser sits down with the proponent before
three (3) members of the panel, one of whom acts as the chairman and the other two as
members. The members of the panel vary depending on the nature and subject of the
research study. Panel members are designated by the professor with the approval of the
 28

program coordinator and the dean. One external panel member is invited to sit in the
defense.

All oral defenses start with an opening prayer led by the first researcher/ presenter.
After the Opening Prayer, the professor formally introduces the proponent, his/her adviser
and statistician to the members of the panel. The chairman of the panel sets the tone of
the defense by asking the proponent to present salient points of his/her proposal starting
with the statement of the problem and the other important components of the thesis. If it
is a final oral defense, the proponent starts with the presentation of the statement of the
problem then proceeds to the findings, conclusions and recommendations of the study.

Thesis Proposal Oral Defense

For a Thesis Proposal, the proponent is given 45 minutes to one hour to present
his/her research proposal inclusive of suggestions, recommendations and comments.

The proponent starts with the presentation of the research title, statement of the
problem, the research design, respondents, and the locale of the study, the data gathering
procedure, the research instruments and the statistical tool/s to be used in the study.

Questions, comments, suggestions and recommendations of the panel members

follow in order to help the researcher refine his/her study.

A designated secretary takes down the minutes of the oral defense and submits this
in final form duly signed by the Professor for filing and future reference.

It was agreed upon that the members of the panel during the proposal defense be
the same members during the final defense to avoid conflicts of ideas and unnecessary
confusion on the part of the researcher.

Final Oral Thesis Defense

For a thesis final oral defense, the researcher is given forty-five minutes to present
the findings, conclusions, and recommendations of his/her study. Questions, comments,
suggestions and recommendations of the panel members follow.

A designated secretary takes down the minutes of the oral defense and submits this
in final form duly signed by the Professor.

The paper should be thoroughly edited by a University editor before final

submission.
 29

A student who fails in the thesis defense may take “re-oral” examination. Failure
in the “re-oral” examination means non-conferment of the degree.

Thesis Adviser and Panel of Evaluators

Thesis adviser should be an expert in the focus area under study.

The panel members should consists of :

1 Statistician and methods of research expert

2 Content experts

The members of the panel who sat on the proposal defense should be the same
persons who will sit for the final oral defense.
 30

HOW TO WRITE AN ABSTRACT

Abstract Writing

Abstract Writing gives the reader a panoramic view of the research paper, thesis,
dissertation. Hence, the reader has to decide whether to read the whole research paper,
thesis or dissertation or not, since an abstract is not a part of a paper and neither numbered
or counted as a page.

Remember, the abstract is the first thing a reader reads.

It is an indication of the quality of your thesis, dissertation, research work and what is to
come for the reader.

Information drawn from the reading of the abstract greatly impacts the meaning of your
work.

What is an Abstract?
Abstract is the summary of information of what the thesis/paper contains.

“Executive Summary” of the thesis/paper.

In a business context, an “executive summary” is often the only “piece” of a report

read by people who matter.

A brief summary of main section of the paper.

A mini-version of the thesis/paper.

The very first part that grabs your reader’s attention.

Because on-line research databases typically contain only abstracts, it is vital to write
complete but concise description of your work to entice readers into obtaining copy of the
full paper.

Abstracts have always the function of “selling” your work.

Self-contained, capsule description of the paper.

 31

Brief and compact form of a thesis/paper giving the important details and introduction to
the paper.

Highlights the main points discussed in the paper.

Can you make it compelling enough to attract your reader’s mind?

Purpose of an Abstract
To give a quick identification of the basic contents of the thesis/paper.

Should “stand on its own.”

Self-contained document.

No need to look somewhere in the thesis/paper.

Length
Very concise.

Manuscript length by 50% of one page (outside of the header formatting and keywords
line).

Need to economize your use of words and the ideas together.

Use the most precise, relevant words to express the content of the abstract.

One-paragraph of 100 to 250 words is common. (Other sources allow 350-600 words).

If abstracts are too long, they have to be rewritten).

Consisting of the summary of findings only of the research paper required for publication
in a Research Journal.

Abstracts that are too long have to be rewritten.

Parts of an Abstract

Motivation. Why do we care about the problem/conflict and the results?

 32

Problem Statement. What is the scope of your work (a generalized approach, or for a
specific situation?)

Approach. How did you go about solving or making progress on problem?

Results. What’s the answer? That something is so many percent faster, cheaper, smaller,
or otherwise better than something else. Put results in number, avoid using “very”,
“small”, or “significant”.

Conclusion. What are the implications of your answer? Is it going to change the world,
be a significant “win”? Are your results general, potentially generalizable, or specific to a
particular case?

Content of an Abstract

Short Form. Publication in a Research Journal.

One-paragraph of 100 to 250 words. Consisting of the summary of findings only of
the research paper.

Extended Form. Brief summary of the:

Rationale
Significance of the study
Objectives
Method / Design
Materials
Procedures
Results
Recommendations

This is required for research paper contest and presentation of scientific papers during
symposia and seminars. Consists of 500-900 words.

Long Form. Required for Master’s Thesis / Doctoral Dissertation. Contains the ff:

Title
Name of the Researcher
Number of Pages
Adviser’s Name
School/Institution
Subject Area
Degree Conferred
Statement of the Problem (Main Problem and Sub-Problem
Research Design
Determination of Samples (If sample survey)
 33

Determination of Sample Design &Technique (if sample survey)

Subjects (Respondents)
Research Instruments
Validation of the Research Instrument
Data Gathering Procedure
Statistical Treatment
Findings
Conclusions
Recommendations

One-Paragraph. Consists of 900 to 1,000 words.

Other Considerations
An Abstract is usually written in the past tense; the work is already done.

Use the 3rd person, passive verb.

Use “weasel-words”, such as “might”, “could”, “may”, “seem”.

DO NOT include abbreviations or acronyms in your abstract; if you must, use them with
explanation, e.g. the first time you use the abbreviation, write in bracket, e.g., Magnetic
Resonance Image (MRI). From then on you may use MRI for Magnetic Resonance
Image.

DO NOT use headings for your paragraph (e.g. Objectives, Methods, Results,
Conclusions, etc.

Keep your abstract clean and simple. You are trying to show the Key Points of your
thesis/dissertation abstract interesting.

Always check your grammar, spelling and formatting

 34

Samples of Abstracts

UTILIZING AN INTEGRATED LEARNING ENVIRONMENT IN BACHELOR

OF SCIENCE IN ACCOUNTANCY PROGRAM TOWARD DYNAMIC
INSTRUCTIONAL DELIVERY FRAMEWORK AT
ST. PAUL UNIVERSITY PHILIPPINES

By Dr. Giged T. Battung

ABSTRACT

The study sought to develop a framework for dynamic instructional delivery of

the program at SPUP using an integrated e-learning environment. In identifying areas
for integration, the researcher conducted interviews, consultations and curriculum
review with the faculty members. The integration process was done in three semesters
from first semester of school year 2011-2012 to first semester of school year 2012-
2013. Moreover, observations, interviews and administering of questionnaire were
done on the students who experienced the integrated learning environment in Business
Plan Writing and Auditing in IT Environment courses. The researcher concluded that
an integrated learning environment as an approach to dynamic instructional delivery
can be made possible through the interplay of the elements of the proposed
framework, and that the eDIP of the university can be used as a tool to support the
multidisciplinary approach and integration process.

_____________________________________________________________________
Keywords: Integrated learning environment, dynamic instructional delivery
framework, integration process.
_____________________________________________________________________

Published in SPUP RESEARCH DIGEST, Vol. XV, p. 1, SY 2012-2013.

 35

LEVELING PROGRAM OF ST. PAUL UNIVERSITY PHILIPPINES

GRADE SCHOOL DEPARTMENT

By Sr. Emily C. Bucot, SPC

ABSTRACT

After years of its full implementation, the researcher finds it necessary to

evaluate the Leveling Program of St. Paul University Philippines Grade School
Department particularly during the inclusive school years (2008-2009 to 2010-
2011). This is to obtain significant information on the program’s effectiveness and
also to obtain feedback on how this could be further improved. Four core areas such
as context, input, process, and product were the foci of the evaluation. The study
used the descriptive-evaluation research design and had considered the
administrators, teachers and pupils covered by the Leveling Program. Administration
of survey questionnaires, conduct of interviews and documentary analysis were
undertaken to obtain the data. The frequency and percentage, weight mean, scales
and t-test for independent samples were used to treat quantitative data and thematic
analysis for the qualitative responses. Assessment rating for the programs’ context,
input, process and product ranges from “high” to “very high”. No significant
difference exists on the assessment of the respondents on the program’s process
component in terms of time and grouping, classroom activities and teachers’
teaching methods; however, a significant difference exists on their assessment on the
program’s product component along with attainment of goals and objectives, pupils’
thinking skills and pupils’ value system. The leveling program is considered to be an
effective approach to address pupils’ varied abilities. Addressing its weakness will
define the success of its implementation.

__________________________________________________________________________

Keywords: Leveling Program, Pull-out Program, Ability grouping

__________________________________________________________________________

Published in SPUP GRADUATE SCHOOL JOURNAL, SY 2013-2014, Vol. 1, p. 96.

 36

IMPROVING ACADEMIC PERFORMANCE OF PUPILS 
IN COMPARING FRACTIONS THROUGH 
ONLINE GAME STRATREGY

By Claro A. Mallillin, Jr. and Marlon S. Salvador

ABSTRACT

This action research aimed to investigate the effectiveness of online game

strategy in improving ;pupils’ understanding of comparison of fractions. The quasi-
experimental research design was used. Sixty (60) pupils were taken as subjects;
thirty (30) pupils were assigned for each group, the control group and the experimental
group. Pretest and post test were administered. After the teacher’s discussion on
comparison of fractions, the control group was given the usual paper-pencil grill work
while the experimental group was exposed to the online drills. Pre-test results
revealed that both groups have “poor” entry skills; however, the post-test showed that
the experimental group performed better than the control group after they were
exposed to lessons and drills on comparing fractions. Moreover, data show that
significant differences exist in the pre-test and post-test mean scores of the
experimental group. The results imply that the use of interactive online games as a
strategy in teaching the concept of comparing fractions is deemed to be effective.

_____________________________________________________________________

Keywords: Online games, Game Strategy, teaching fractions

_____________________________________________________________________

Published in the SPUP RESEARCH DIGEST, Vol. XV, SY 2012-2013, p. 45.

 37

References:
Adanza, E. G., Bermudo, P.J., Rasonabe, M.B. (2009). Methods of Research: A
Primer. Manila: Rex Book Store.
APA Format. Retrieved on August 11, 2014 from http://www.apastyle.org).

Baac, V. G. (2008). Thesis and Dissertation Writing: A Guide for Students.

Manila: Bookstore Publishing Corporation.

Calmorin, L. P. and Calmorin, M.A. (2007). Research Methods and Thesis Writing.
Manila: Rex Book Store.

Dejillas, L. J. (2000). A Handy Guide to Research for Higher Educational

Institutions. 2nd Edition Makati: Institute for Development Research and Studies.

Koopman, Philip. (1997). How to write an abstract. Carnegie Mellon University.

Hanze Research. (2014). “Research is a methodical search for new knowledge and
practical solution. Retrieved on August 15, 2014 from https://www.hanze
research/en/research/researchportal/centre -of- applied-research-and-innovation.

http:// www.Writing handbookp presentation abstract. Retrieved on August 15, 2014.

htmldacc.nmsu.edu.Research/Hacker-Sample. Retrieved on August 15, 2014.

http://.educational writing.net/resourcecenter. Thesis writing, thesis abstract.

Retrieved on Aug. 15, 2014.

Mugo, F. W. (2000). “ Sampling in Research.” Retrieved on Aug. 15, 2014 from

http://trohim.human.cornell.edu.tutorial /mugo/tutdorial.htm.
 38

Appendix A
SAMPLE COVER/ TITLE PAGE FOR DISSERTATION (DOCTORATE)

1 inch

THE EFFECTIVENESS OF CONCRETE LANGUAGE-SYMBOL

MODEL IN TEACHING PROBABILITY AND STATISTICS
AMONG SECOND YEAR COLLEGE STUDENTS
1 ½ inch 1 inch
OF ST. PAUL UNIVERSITY PHILIPPINES

_______________________

A Dissertation Presented
to the Faculty of the Graduate School
St. Paul University Philippines
Tuguegarao City, Cagayan

_______________________

In Partial Fulfillment
of the Requirements for the Degree
DOCTOR IN MATHEMATICS EDUCATION

________________________

FE SARANGAY MASIGAN
Summer 2013

1 inch
Appendix B
Appendix B
 39

Appendix B
SAMPLE COVER / TITLE PAGE FOR THESIS (MASTER’S DEGREE)

1 inch

USING MANIPULATIVES IN TEACHING

SCIENCE AND HEALTH V

1 ½ inch 1
________________________

t to the
Presented
Faculty of the Graduate School
St. Paul University Philippines
Tuguegarao City, Cayagan

________________________

In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in General Science

________________________

By
MELITA M. GAMONGAN
October 2012

1 inch
 40

Appendix C
SAMPLE COVER/ TITLE PAGE FOR THESIS (BACHELOR’S DEGREE)

1 inch

GRAMMAR PROFICIENCY OF FRESHMEN COLLEGE STUDENTS

OF ST. PAUL UNIVERSITY PHILIPPINES AS MEASURED
THROUGH DISCRETE–POINT AND INTEGRATIVE 1
1 ½ inch APPROACH TO LANGUAGE TESTING inch

_______________________

A Thesis Presented to the Faculty

of the School of Arts, Sciences and Teacher Education
St. Paul University Philippines
Tuguegarao City, Cagayan

_______________________

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SCIENCE IN EDUCATION
Major in English

________________________

By
JOHN KIT S. MASIGAN
March 2014

Appendix
1 inch B
 41

Appendix D
APPROVAL SHEET TEMPLATE FOR DISSERTATION (DOCTORATE)

APPROVAL SHEET

In partial fulfillment of the requirements for the degree DOCTOR IN

MATHEMATICS, this dissertation entitled, THE EFFECTIVENESS OF CONCRETE
LANGUAGE-SYMBOL MODEL IN TEACHING PROBABILITY AND STATISTICS
AMONG SECOND YEAR COLLEGE STUDENTS OF ST. PAUL UNIVERSITY
PHILIPPINES has been prepared and submitted by FE S. MASIGAN who is hereby
recommended for Oral Examination.

AGRIPINA B. MARIBBAY, Ph.D.

Adviser and Statistician

Approved by the Tribunal of Oral Examination with a grade of PASSED.

PANEL OF EXAMINERS

LINDA P. TUNGCUL, Ph.D.

Chairman

INICIA C. BANSIG, Ph.D. PILAR B. ACORDA, DME

Member Member

EMOLYN M. IRINGAN, Ph.D. RICHARD N. ROMERO, DME

Member Member

Accepted in partial fulfillment of the requirements for the degree DOCTOR IN

MATHEMATICS.

INICIA C. BANSIG, Ph.D.

Dean, Graduate School
 42

Appendix E
APPROVAL SHEET TEMPLATE FOR THESIS (MASTER’S DEGREE)

APPROVAL SHEET

In partial fulfillment of the requirements for the degree MASTER OF ARTS IN

EDUCATION, MAJOR IN GENERAL SCIENCE, this dissertation entitled, “USING
MANIPULATIVES IN TEACHING SCIENCE AND HEALTH V”, has been prepared
and submitted by MELITA MELCHOR GAMONGAN, who are hereby recommended
for Oral Examination.
CHRISTOPHER A. MASIRAG, Ph.D.
Adviser

EMOLYN M. IRINGAN, Ph.D.

Statistician

JEREMY GODOFREDO C. MORALES, Ph.D.

Editor

Approved by the Panel of Oral Examination with a grade of PASSED.

PANEL OF EXAMINERS

SONIA A. TAN, Ph.D.

Chairman

NORMA C. GUILLERMO, Ph.D. NTONIO P. TALAMAYAN, Ph.D.

Member Member

INICIA C. BANSIG, Ph.D. AGRIPINA B. MARIBBAY, Ph.D.

Member Member

Accepted and approved in partial fulfillment of the requirements for the degree

MASTER OF ARTS IN EDUCATION.

INICIA C. BANSIG, Ph.D.

Dean, Graduate School
 43

Appendix F
SAMPLE APPROVAL SHEET FOR THESIS (BACHELOR’S DEGREE)

APPROVAL SHEET

In partial fulfillment of the requirements for the degree BACHELOR OF SCIENCE

IN EDUCATION, this thesis entitled, “GRAMMAR PROFICIENCY OF FRESHMEN COLLEGE
STUDENTS OF ST. PAUL UNIVERSITY PHILIPPINES AS MEASURED THROUGH DISCRETE–
POINT AND INTEGRATIVE APPROACH TO LANGUAGE TESTING ”, has been prepared and
submitted by JOHN KIT S. MASIGAN, who is hereby recommended for Oral Examination.
EMOLYN M. IRINGAN, Ph.D.
Adviser

Approved by the Tribunal of Oral Examination with a grade of PASSED.

PANEL OF EXAMINERS

PILAR B. ACORDA, DME

Chairman

EVELYN L. PACQUING, MST BILLY P. SIDDAYAO, Ph.D.

Member Member

Accepted in partial fulfillment of the requirements for the degree BACHELOR OF

SCIENCE IN EDUCATION, Major in English.

BILLY P. SIDDAYAO, Ph.D. SR. TERESITA Z. PUNAY, SPC

Program Coordinator, Teacher Education Dean, SASTE

Appendix G
 44

SAMPLE TABLE OF CONTENTS

TABLE OF CONTENTS

Title Page

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

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

Dedication ……………………………………………………………….. iii

Acknowledgement ……………………………………………………….. iv

Table of Contents ……………………………………………………….. v

List of Tables ………………………………………………………………..

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

Chapter I THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction ………………………………………………… 1

Related Literature and Studies ……………………………….

Conceptual/Theoretical Framework …………………………..

Statement of the Problem ……………………………………..

Significance of the Study ……………………………….

Scope and Limitation …………………………………………

Definition of Terms …………………………………………

 45

Chapter 2 METHODOLOGY ……………………………………………………

Research Design ………………………………………..

Respondents of the Study ……………………………………

Instrumentation ………………………………………..

Data Gathering Procedure …………………………………..

Data Analysis ………………………………………………..

Chapter 3 RESULTS AND DISCUSSION …………………………….

Results………………………………………………………..

Discussion ……………………….……………………….

Chapter 4 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS ………………………………..

Summary ……………………….……………………….

Conclusions ……………………….……………………….

Recommendations…………………………………………….

APPENDICES ……………………….……………………….……………

REFERENCES ………………………………………………………………

CURRICULUM VITAE ……………………….……………………………

 46

Appendix H
Sample List of Tables

List of Tables

Table No. Title of Table Page

1 Respondents ……………………………………………

2 Correlation of Variables ……………………………….

 47

Appendix I
SAMPLE LIST OF FIGURES

List of Figures

Figure No. Title of Figure Page

1 Paradigm …………………………………………..
 48

Appendix J
SAMPLE LETTER OF PERMISSION TO HEADS OF INSTITUTION

(Letter Head)

January 3, 2013

LOURDES G. ANGOLUAN, Ph.D., CESO IV

Regional Director
Department of Education
Region 02, Carig, Tuguegarao City, Cagayan

Madam:

I am MS. GAYLE ZANNETT A. LUYUN, a head teacher at Enrile Vocational High

School, Enrile, Cagayan. I have recently defended my dissertation proposal at St.
Paul University Philippines and undergoing a study titled, “UTILIZATION OF
UNDERSTANDING BY DESIGN (UBD) IN SCIENCE INSTRUCTION’ in the
seven divisions of Region 02 with the purpose of coming up with baseline
data/information on teachers’ knowledge and extent of utilization of the UBD
framework for future professional development programs. The study is a partial
requirement for the degree of Doctor of Philosophy in Education, major in
Educational Management, at Saint Paul University Philippines, Tuguegarao City.

In this connection, may I request your permission to conduct the above-mentioned

research to school heads/Science coordinator and Grade 7 and Second Year teachers
as my respondents in some schools in the seven divisions of Region 02 making use of
a questionnaire as my tool in gathering data for my dissertation.

Attached are copies of my dissertation proposal and my questionnaire, which will

elicit data from my respondents – the Grade 7 and Second Year Science teachers, the
school heads and the Science Coordinator.

Thank you very much for your valuable support to this professional endeavor.

Very truly yours,

GAYLE ZANNETT A. LUYUN

Researcher

Noted by:

EMOLYN M. IRINGAN, Ph.D.

Adviser
 49

Recommending Approval:

INICIA C. BANSIG, Ph.D.

Dean, Graduate School

ANTONIO P. TALAMAYAN, Ph.D.

Vice President for Academics

Approved:

LOURDES G. ANGOLUAN, Ph.D., CESO IV

Regional Director
Department of Education
Region 02
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Appendix K
SAMPLE LETTER OF PERMISSION TO DEPARTMENT HEADS

(Letter Head)

January 7, 2013

SISTER CHERRYVE R. DAGAIRAG, SPC

Dean, School of Information Technology & Engineering
St. Paul University Philippines
Tuguegarao City, Cagayan

Dear Sister:

Warm Greetings!

This is to request permission from your good office to gather data for my
dissertation, “The Effectiveness of Concrete Language-Symbol Model in Teaching
Probability and Statistics.” This study will be presented to the Graduate School of
St. Paul University Philippines in partial fulfillment of the requirement for the
degree Doctor of Mathematics Education.

The activities to be undertaken by the researcher in the School of Information

Technology for this Second Semester of A.Y. 2012-2013, include the
administration of the Pre-tests and Post-tests to the BSIT 2A and BSIT 2B students
who are currently handled by the researcher in Probability and Statistics.

Your favorable response on this regard is highly appreciated. Thank you and God
bless.

Respectfully yours,

FE S. MASIGAN
Researcher
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Appendix K
SAMPLE LETTER TO RESPONDENTS / SUBJECTS

(Date)

Sir/Madam:

The undersigned is currently undertaking her research titled “IT Education

Curriculum and Instruction of Higher Education Institutions in the Cordillera
Administrative Region and IT Industry Needs”. Thus, she is earnestly seeking
your assistance by completing this questionnaire.

You sincere and honest response will make the result of this study a reliable one.
Thank you very much. Rest assured that all information will be treated with
utmost confidentiality.

Very truly yours,

ROCHELLE DACUYCUY-PACIO
DIT-Candidate

(Note: Please see attached Questionnaire)

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