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Introduction-Methods-Results-and-Discussion (IMRaD)
5. Spacing.
6. Pagination. All numbered pages that appear before the text are
consecutively numbered with lower-case Roman numerals.
Beginning with the text, all remaining pages (including illustrations,
appendices, and references) are consecutively numbered with
Arabic numerals. The page number position must remain
consistent throughout the manuscript and remains the same even if
tables or figures are horizontal. The page numbers are flushed to
the right margin.
SECTION PATTERN
Title Page Counted, not numbered
Approval Sheet Not counted, not numbered
Acknowledgement Counted, numbered
Dedication Page Counted, numbered
Abstract Counted, numbered
Abstract (succeeding pages) Not counted, not numbered
Table of Contents Counted, numbered
List of Tables Counted, numbered
List of Figures Counted, numbered
List of Illustrations Counted, numbered
Text Counted, numbered
References Counted, numbered
Appendices Counted, numbered
1. Title Page
1.1 This page should include the title of the research, author’s
name, degree, “In Partial Fulfilment…” department, school
and copyright (date).
1.2 The title must remain consistent with the title page, abstract,
and approval sheet.
1.3 The title is written in capital letters.
1.4 No page number should appear on the title page.
1.5 Avoid using quotation marks around the title. When
necessary, single-or double-quotation marks within a title are
allowed. Do not include a period after the title. Avoid using
acronyms, spell out terms fully.
1.6 The name of the researcher should begin with the first name.
1.7 The “In Partial Fulfilment….” element appears on three (3)
lines and the degree is written in full.
1.8 State both the department, school or program and faculty in
three (3) lines format
1.9 See Exhibit A for the template.
2. Approval Page
3. Acknowledgement Page
5. Table of Contents
6. List of Tables/Figures/Illustrations
8. The Text
9. Subheadings
10. References
11. Appendices
1. Title Page
2. Table of Contents
3. Introduction
4. Methods
5. References
6. Appendices
III.1 Title
e.243 Hypothesis
General Guidelines
1.5 Discussion
1.5.4 Conclusion
1. Preliminary Pages
2. Introduction
3. Methods
4. Results
5. Discussion
6. References
7. Appendices
2.1 Works with his/her adviser to develop the research ideas and
selects an appropriate research/thesis/dissertation proposal;
2.2 Schedules regular meeting with the adviser to discuss the
research;
2.3 Submits all drafts to the adviser for evaluation and critic, and
follow adviser’s recommendations;
2.4 Recognizes that writing the research is an interactive
process between him/her and the adviser. It is the student’s
task to write the research and he/she keeps the adviser
informed of his/her progress;
2.5 Becomes aware and accountable of the defense dates and
all manuscript submission deadlines;
2.6 Becomes aware that final acceptance of the research for oral
defense/presentation is determined by the adviser; and
2.7 Submits approved copies by the adviser at the Graduate
School Office one week before the scheduled oral
defense/presentation.
The number of members of the Panel of Evaluators shall be four (4) for
action research/thesis and five (5) for dissertation.
The panel of evaluators will rate the student into two areas namely
summative assessment of the research paper and oral defense. The details of
these criteria are shown in the rubrics given on Exhibit L and Exhibit M.
IX. EDITOR
The English Editor is any faculty member in the area of Languages of the
University. The editor is responsible for the checking of grammatical errors in the
manuscript and observance of the American Psychological Association (APA)
format that must be observed in the manuscript. Once the manuscript has been
edited, the editor signs a certification declaring that the paper has satisfactorily
complied with the grammatical requirements and format as prescribed in this
manual. Should the editor feel that the requirements, as suggested by him/her
were not met, the certification should not be signed.
1. The length of time allotted for the completion of the action research
is during the semester the subject Research Writing is enrolled,
Thesis Writing 2 for Thesis and Dissertation Writing 2 for
Dissertation. The candidate has to complete the revisions and
suggestions of the panel. Failure to comply means Incomplete (INC)
Mark and is subject to the policy of one year period to complete the
subject.
References:
Jewell, Richard (2013). IMRaD Reports and Proposal. Retrieve on March 27,
2017. URL:
www.tc.umn.edu/-jewel001/CollegeWriting/WRITEWORK/DISCIPLINE/IM
RaD.htm
Rodrigues, Velany (2013). Tips on effective use of tables and figures in research
papers. Retrieved on March 27, 2017 from URL:
editage.com/insights/tips-on-effective-use-of-tables-and-figures-in-researc
h-papers
Prepared by:
Important:
Margins: Top (2”); Left (1 ½”); Right (1”); Bottom (1”)
Equal spacing between sections
In Partial Fulfilment
of the Requirements for the Degree
Master of Arts in Education
Major in Educational Management
APPROVAL SHEET
____________________________
Adviser
PANEL OF EXAMINERS
___________________________on ________________________.
___________________________
Chairman
___________________________ ___________________________
Member Member
___________________________ ___________________________
Member Member
Exhibit C
Table of Contents
TABLE OF CONTENTS
TITLE PAGE i
ACKNOWLEDGEMENT ii
DEDICATION iii
ABSTRACT iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
LIST OF ILLUSTRATIONS ix
INTRODUCTION
Theoretical Framework 9
Literature Review 11
Hypothesis 25
METHODS
Research Design 26
Study Site and Participants 26
Research Techniques 27
Data Gathering Procedure 28
Data Analysis 29
RESULTS 31
DISCUSSION 40
Conclusion 42
REFERENCES 43
APPENDICES
LIST OF TABLES
Tabl Pag
e e
1 Error Rates of Older and Younger Groups 11
LIST OF FIGURES
Figur Pag
e e
1 Error Rates of Older and Younger Groups 11
LIST OF ILLUSTRATIONS
Illustratio Pag
ns e
1 Vicinity Map of Santiago City 9
2 Building Blueprint 34
ABSTRACT
adolescent girls in 1940s, 50, and early 60s. Drawing from the history of
Overview
Guidelines
1. Your list of works cited should begin at the end of the paper on a new
page with the centered title, REFERENCES. Alphabetize the entries in
your list by the author’s last name, using the letter-by-letter system (ignore
spaces and other punctuation). Only the initials of the first and middle
names are given. If the author’s name is unknown, alphabetize by the title,
ignoring any A, An, or The
2. For dates, spell out the names of months in the text of your paper, but
abbreviate them in the list of works cited, except for May, June, and July.
Use either the day-month-year style (22 July 1999) or the month-day-year
style (July 22, 1999) and be consistent. With the month-day-year style, be
sure to add a comma after the year unless another punctuation marks
goes there.
4. All entries should use hanging indents, that is, the first line of an entry
should be flush left, and the second and subsequent lines should be
indented one-half (1/2) inch.
5. The APA guidelines specify using sentence-style capitalization for the titles
of books or articles, so you should capitalize only the first word of a title
and subtitle. The exceptions to this rule would be periodical titles and
proper names in a title which should be capitalized. The periodical title is
6. If there is more than one author, use an ampersand (&) before the name of
the last author. If there are more than six authors, and the last author.
Format
Example:
One Author
Two Authors
Nicol, A.M., & Pexman, P.M. (1999).Presenting your findings: A practical guide
for creating tables. Washington, D.D.: American Psychological
Association.
Anonymous Author
One Author
Eight or More Authors (List the first six authors…and the last author)
Wolchi, 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.
Mitchews, J., Berrett, D., &Brillman, D. (2005 May 16). Other winning equations.
Newsweek, 145 (20), 58-59.
Electronic Media and Online Resources (may include CDs, taken from
websites, and the like)
Author, A. A. (Year). Title of work. Retrieved month, day, year, from URL
Kenney, G. M., Cook, A., & Pelletier, J. (2009). Prospects for reducing uninsured
rates among children: How much can premium assistance programs help?
Retrieved on November 5, 2019 from
http://www.urban.org/url.cfm?ID=411823
GVU’s 10th WWW user survey. (n.d.). Retrieved on September 16, 2015 from
http://www.criminology.fsu.edu/jdi/
Appendix G
CURRICULUM VITAE
EDUCATION
Include here scholarly work that has been published in accredited or refereed
journals as well as researches presented in a forum
Include the year, title, journal, and event
For Example:
Publications:
Doe, Jane (2006). Testing Models of Self-Esteem Training in a High School Class
of Boys and Girls: Toward Developing Applied Techniques. Educational
Psychology, 12, 514-520.
Presentations:
PROFESSIONAL AFFILIATIONS
List any affiliations you are part of, your positions, inclusive dates.
Include seminars and trainings attended for the last five (5) years indicating
the title, organizer, place and date.
Arrange chronologically, from the most recent
Appendix E
LITERATURE MATRIX
were found the highest in item, “I see myself as a person who gets nervous
easily” (M=3.30, SD = 1.07) and lowest in the item, “I see myself as person who is
========
The figure below from a paper on the efficacy of oyster reefs as natural
breakwaters27, scores on several counts:
1. The informative title that immediately tells the reader what to expect in the
graph.
3. The key clearly identifies what each element in the graph stands for.
4. A figure legend at the bottom draws the reader’s attention to the graph's key
points.
Exhibit L
Evaluation Form for Proposal Defense
EVALUATION FORM
CRITERIA 5 4 3 2 1
1. Background of the Study. The background of
the study is well written and compelling, provides
a clear overview of the study, present the
significance of the research problems, and
provides a clear overview of the organization of
the research. For doctorate student writing a
dissertation, how it will contribute to theory or
professional knowledge and/or practice is
compelling, innovative, and insightful.
2. Research Questions. The purpose of the study
is described in a logical comprehensible and
explicit manner. The purpose and theoretical
stance are consistently related to each of the
steps in the research, findings, and conclusions.
3. Rationale and Significance. Notable
argumentation in support of research pointing to
gaps in the literature. The significance of the
research is clearly established, with indications
II. Oral Defense for a Proposal. Please rate the ability of the students to
present/defend his/her research based on this scale: 5 – Excellent; 4 –
Very Satisfactory; 3 – Satisfactory; 2 – Fair; 1 – Poor
CRITERIA 5 4 3 2 1
1. Student demonstrates ability to conceptualized
and state a problem clearly.
2. Student demonstrates ability to integrate relevant
literature.
CRITERIA 5 4 3 2 1
3. Student demonstrates knowledge of appropriate
research strategies and methods.
4. Student demonstrates ability to plan for the
research and orally presents problem and
objectives.
5. Student demonstrates ability to respond to
questions about the research.
6. Over-all assessment
Confidential Comments:
Exhibit M
Evaluation Form for Final Defense
[ ] Thesis [ ] Dissertation
II. Summative Assessment. Please rate the paper submitted for oral
defense/presentation based on this scale: 5 – Excellent; 4 – Very
Satisfactory; 3 – Satisfactory; 2 – Fair; 1 - Poor
CRITERIA 5 4 3 2 1
1. Data Analysis. The process by which the data
were analysed is succinctly articulated. Procedures
for dealing with discrepant cases are described.
Software used is described, and the systems used
for keeping track of data and/or emerging
understandings are clearly described. How the
theoretical framework (if applicable) informed data
analysis is transparent
2. Presentation of Findings. The findings build
logically from the problem, research questions, and
research design. Narrative data are connected and
synthesized through substantive explanatory text
and visual displays (where appropriate). The data
presented in support of the findings provide
adequate and convincing evidence of the findings.
Inconsistent, unexpected, or discrepant data are
noted and discussed. All salient data are accounted
for in the findings. Applying findings to broader
and/or diverse context is apparent
3. Discussion and Conclusions. Thematic and
logical connections between the problem, the
II. Oral Defense for a Proposal. Please rate the ability of the students to
present/defend his/her research based on this scale: 5 – Excellent; 4 –
Very Satisfactory; 3 – Satisfactory; 2 – Fair; 1 – Poor
Quality of Presentation 5 4 3 2 1
a. Organization
b. Presentation Style
c. Communication Skills
d. Visuals
Cognitive Skills
a. Depth of knowledge
b. Breadth of knowledge
c. Critical Thinking
d. Assimilation of knowledge
Response to Questions
a. Completeness
b. Professionalism when challenged
Over-all defense assessment
Confidential Comments:
Exhibit N
Ethical Considerations
In studies that do not involve primary data collection, on the other hand,
ethical issues are going to be limited to the points d) and e).