RESEARCH WRITING GUIDE

Copyright 2014
St. Paul University Philippines

Published by Northern Forum

and printed by Golden Press
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ISSN: 978-971-95873-1-3

Cover Design by Rucelj D. Pugeda

 FOREWORD

Thesis or dissertation is the single most important element

of a research degree. It is a test of the student’s ability to
undertake and write up a research in a coherent form according
to the institutional policies. A satisfactory thesis or
dissertation should not only be adequately demonstrate its
author’s familiarity with the relevant literature; but it should
also be written in correct, coherent language, in an appropriate
style, correctly following the conventions of citation, the
layout and physical appearance of the research paper should also
conform with the University standards.

The Research Writing Guide outlines the standard

requirements and guidelines that an undergraduate thesis,
master’s thesis or doctorate dissertation should adhere to in
order to be accepted at St. Paul University Philippines.

It is the duty of the student to ensure that such paper

meets the standards prescribed, and it is the duty of the
adviser and department head to ensure that the student takes the
necessary steps to meet these requirements.

For the succeeding presentations, the word “thesis” will

generally be used to stand for any research requirement; such as
undergraduate thesis, master’s thesis, and doctorate
dissertation

The search Team

 Table of Contents
Foreword ……………………………………………………………………………………………..i
Table of contents …………………………………………………………………………ii
Background on research …………………………………………………………. 1

Introduction………………………………………………………………………………………..1
What is Reseach? ……………………………………………………………..1
Relevance and Purpose of Research ………………..2
Values of Research to Man ……………………………………….3
Characteristics of Research ………………………………….4
Sources of Problem ………………………………………………………..4
Characteristics of Good Problem ……………………….5
Kinds of Research …………………………………………………………..5
Classification of Research…………………………………… .6
How to Formulate the Research Title……………..6
Approaches to Research ……………………………………………..7
Research Designs………………………………………………………………..7
General Text Format ……………………………………………………..8
Structure of Research Paper…………………………………..10
Layout and Appearance ………………………………………………..11
Citations…………………………………………………………………………………..12
APA Reference List Examples…………………………………..15

Thesis contents structure……………………………………………………..18

Chapter 1 The Problem and Review
Of related literature ……………………..20
Chapter 2 Methodology ………………………………………………..23
Chapter 3 Results and Discussion……………………..24
Chapter 4 Summary of Findings, Conclusions
And Recommendations……………………………..25
References……………………………………………………………………………………………..26
Appendices……………………………………………………………………………………………..26

Policies on thesis/ Dissertation Writing

And Oral Defense (For Graduate School)…………………..27

Policies on thesis Writing and oral

Defense (For Undergraduate Level)………………………………..31

How to write an abstract ……………………………………………………….36

Abstract 1- Sample for Graduate School …….41
Abstract 2- Sample for Graduate School ……..42
Abstract 3- Sample for Undergraduate……………..43

References ……………………………………………………………………………………………….44

Appendices………………………………………………………………………………………………..45
A Sample Cover/ Title page for dissertation….45
B Sample Cover / Title Page for thesis …………..46
C Sample Cover/ Title Page for Thesis ……………..47
D Approval Sheet Template for Dissertation…..48
E Approval Sheet Template for Thesis…………………..49
F Approval Sheet Template for Thesis ………………..50
G Sample Table of Contents……………………………………………..51
H Sample List of Tables……………………………………………………..53
I Sample List of Figures ………………………………………………..54
 Background on Research

Introduction
Man’s innumerable 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 re4searches 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 interest 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, studios 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.

In summary, research is a process of seeking for new truths

are unveiled which lead to the proliferation of knowledge.
Consequently, research findings result 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 researchers 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.

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 student’s achievement
Research improves teacher’s competence.
Research satisfies man’s needs
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:

Emperical. Research is based on direct experience or observation

by the researcher.
Logical. Research is based valid procedures and principles.

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 constraints. However, historical research is least
conducted by researchers, but case study method is commonly
conducted by guidance counselors).

Critical. Research exhibits careful and precise judgement.

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.

Source 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
 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.

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 alternative 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.
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.”
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 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.

Research Designs

Descriptive Survey Studies. A descriptive survey typically

seeks to ascertain respondents perspective 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: Learning Motivations of Elementary Pupils in English

Casual 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 Elementary Pupils in

English

Correlation 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, researcher manipulates one variable, and controls/
randomizes the 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 actual
group.
Example: Beliefs and Practices of Aetas in Penablanca,
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

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-à-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 follow the following structure:

Preliminary Parts Thesis Thesis

Proposal Report
Title Page / /
Abstract or Executive Summary /
Acknowledgement /
Dedication /
Table of Contents / /
List of Figures, Tables or Illustrations /
Body of the Thesis Thesis Thesis
Proposal Report
Chapter 1 The Problem and Review of Related / /
Literature
Introduction / /
Review of Related Literature and Studies / /
Conceptual/ Theoretical Framework / /
Scope and Limitation / /
Significance of the study / /
Definition of terms / /
Chapter 2 Methods / /
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 Thesis
Proposal 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 is assigned “i” although this
numeral is not written. The numbering begins with “ii” on the
next page 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.
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 the 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.
 Quotations of 40 or more words must be:
Indented (5 spaces from the left margin)
Without quotation marks
Followed by a parenthetical references 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, Deits and Hummer (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”(Debits & Hummel, 2000,p.81).

(Sample 2)
Using punishment to decelerate behavior is problematic.
According to Deits & Hummel (2000, “Punishment should be
reserved only to every serious misbehaviors and should be used
only when other alternatives have been exhausted” (p.81).

In-text citation for Direct Quotation Longer Than 39 Words

Punishment is one of the most widely used procedures to decrease
behavior in school setting because teachers are not familiar
with other deceleration procedures, and because it works quickly
and effectively. Still Deits 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 Author:

Michael’s P.J. & Balling, R.C., Jr. (2000). The satanix 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)

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

In-text reference: (Environmental Resources 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. Worl 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 warming? A. Sport utility vehicles; B. Rice
fields; c. Increased solar output. Newsweek, 150(2),48-50.

Bin-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)

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 Articles from a Library Subscription Service Database

with a DOI (Digital object identifier):

Mora, C., & Maya,M.F. (2006). Effect of a 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: (Mona & Maya, 2006)

Website:

United States 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 referene: (Gelspan, 2007)

 Thesis Content Structure

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 SUSTAINABLE 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

TECHNOLOGY-SAVY NURSES: KEEPING UP WITH FIRST-WORLD STANDARDS

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).

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 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).

Acknowledgement. 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 Illustration. 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
may be included in the definition of terms.
 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.

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. Well-selected sources should convince the audience
that research gaps have been identified correctly and that the
writer has posed the right research questions, which will then
be further addressed in subsequent chapters. 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 relationships
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 researche 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-Problems

Hypothesis. A hypothesis is a prediction of the possible

outcomes 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 does not test hypothesis. However, for a
quantitative research, where inferential statistics, such as t-
test, z-test, ANOVA, and others, are utilized, the statistical
hypothesis is used. Some researchers give importance to
identifying the general hypothesis while other researchers
present more detailed hypothesis in the conceptual framework
(Dijillas, 2000).
Guidelines in Stating Hypothesis.

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 limitation. 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, methods, 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.

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 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, Models 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. 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 hypothesis.

Recommendation. it includes suggestions, which may involve

change in policies, practices, etc.

References. A list of the sources used in the thesis must be

supplied which compiles 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).

The author’s name is not indented at the left. The lines

below the author’s name, within the entry, are indented 1-tab.

Within each entry, in each set of references, is typed

single-spaced. Between each entry is type double-spaced.

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.

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 (3units) for oral examination. The
dissertation carries a total of 12 units, itemized a follows:
Dissertation Writing 1 with Seminar (6units) for proposal
preparation, and Dissertation Writing 2 (6units), 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 data, student submits five copies of

the thesis and seven copies of the dissertation proposal in an 8
½ x11 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 tale special arrangements with the Office of the
Dean, in which case the student must communicate regularly with
his adviser.
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 panel members 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.

After 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)

Upon approval of the final copy of the thesis, the students
should submit the following:
 Four (4) hard bound copies of the thesis or gour (4) bound
copies of the dissertation.
(one (1) is 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 on (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, inPDF.
 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
CHEDE 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 Avaluators

Thesis adviser should always come from the University

unless there is no one with the specialization in the
University.

The panel members should consist of:

1 statistician
1 research/ format expert
3 content expert 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.
 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 of 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 8 ½ 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 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 the main focus and direction of the
research. If major changes are desired, the students 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.
 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 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 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 program coordinator and the
dean. One external panel member is invited to sit in 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 tools/
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.

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 consist 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 to avoid conflict of ideas.
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
decided 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. It is also called Executive Summary of the
thesis/ Paper.

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.

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

Self-contained, capsule description of the paper.
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 pare (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 abstract 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?

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
Methods/ design
Materials
Procedures
Results
Recommendations

This is required for research paper contest and

presentation of scientific papers during symposia and
seminars. Consist of 500-900 words.

Long Form. Required for Master’s Thesis/ Doctoral

Dissertation.

Contains the following.

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-Problems)
Research Design
Determination of Samples (If sample survey)
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-word,” 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

 Samples of Abstract

UTILIZING AN INTEGRATED LEARNING ENVIRONMENT

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 RESEARCHER DIGEST^, Vol. XV,p.1, SY 2012-2013.

 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 feed back 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 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
products ranges from “high” to “very high”. No significant
differences 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 exist on their assessment on the
programs’ 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.

Keyword: Leveling Program, Pull-out Program, ability grouping

Published in SPUP GRADUATED SCHOOL JOURNAL, SY 2013-2014, Vol. 1

p 96.
 IMPROVING ACADEMIC PERFORMANCE
OF PUPILS IN COMPARING FRACTIONS
THROUGH ONLINE GAME STRATEGY

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

ABSTRACT

This action research aimed to investigate the effectiveness of

online fame 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 posttest 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. 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, Games Strategy, teaching fractions

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

p.45.
References

Adanza, E.G. Bermundo, 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 Institution. 2nd Edition Makati: institute for
Development Research and Studies.

Koopman,Philop. (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.hanseresearch/en/research/researchportal/center-of-
applied-research-and-innovation.

Htmldacc.nmsu.edu.Research/Hacker-sample. Retrieved on August

15,2014.
http://.educational writing.net/reseurcecenter. Thesis writing,
thesis abstract. Retrieved on August 15, 2014.

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

2014 from
http://trohim.human.cornell.edu.tutorial/mugo/tutdorial.htm.
 Appendix A
SAMPLE COVER/ TITLE PAGE FOR DISSERTATION (DOCTORRATE)

1 inch

THE EFFECTIVENESS OF CONCRETE LANGUAGE – SYMBOL

MODEL IN TEACHING PROBABILITY AND STATISTICS

AMONG SECOND YEAR COLLEGES STUDENTS

OS ST. PAUL UNIVERSITY PHILIPPINES

___________________

A dissertation presented
1 inch To the faculty of the Graduate School 1 inch
St. Paul University Philippines
Tuguegao City, Cagayan

_________________

By

FE SARANGAY MASIGAN

Summer 2013

1 inch
 Appendix B
SAMPLE COVER/ TITLE PAGE FOR DISSERTATION (DOCTORRATE)

1 inch

USING MANIPULATIVE IN TEACHING

SCIENCE AND HEALTH V

___________________

Presented to the
1 inch To the faculty of the Graduate School 1 inch
St. Paul University Philippines
Tuguegao City, Cagayan

_________________

In Partial Fulfillment
Of the Requirements for the Degree
MASTER OF ARTS IN EDUCATIOn

________________

By

MELITA M. GAMONGAN

October 2012

1 inch
 Appendix C
SAMPLE COVER/ TITLE PAGE FOR DISSERTATION (DOCTORRATE)

1 inch

GRAMMAR proficiency of freshmen college

students of St. Paul University
Philippines through discrete-point
and integrative approach to
language testing

___________________

A Thesis presented
1 inch To the faculty of the School of Arts,
Science and Teacher Education 1 inch
St. Paul University Philippines
Tuguegao City, Cagayan

_________________

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

By

FE SARANGAY MASIGAN

Summer 2013

1 inch
 Appendix D
APPROVAL SHEET TEMPLATE FOR DISSERTATION (DOCTORATE)

APPROVAL SHEET

In partial fulfillment of the requirements for the degree

DOCTOR IN MATHEMATICS EDUCATION, this dissertation entitled, THE
EFFECTIVENESS OF CONCRETE LANGAUGE_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.
PILAR B. ACORDA, DME
Adviser and Statistician

Approved by the Panel of Oral Examination with a grade of

PASSED.

Panel of examiners

LINDA P. TUNGGUL,Ph.D.
Chairman

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

Member Member

EMOLYN M. IRINGIN, PH.D. RICHARD N. ROMERO,DME

Member Member

Accepted and approved in partial fulfillment of the

requirements for the degree

DOCTOR IN MATHEMATICS EDUCATION.

INICIA C. BANSIG,PH.D.

Dean, Graduated School

 Appendix E
APPROVAL SHEET TEMPLATE FOR DISSERTATION (MASTERS 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 is hereby recommended for oral examination.

CHRISTOPHER A. MASIRAG,Ph.D.
Adviser

EMOLYN M. IRINGIN, 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. ANTONIO 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

DOCTOR IN MATHEMATICS EDUCATION.

INICIA C. BANSIG,PH.D.
Dean, Graduate School
 Appendix F
APPROVAL SHEET TEMPLATE FOR DISSERTATION (BACHELOR’s DEGREE)

APPROVAL SHEET

In partial fulfillment of the requirements for the degree

BACHELOR 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. IRINGIN, PH.D

Adviser

Approved by the Panel of Oral Examination with a grade of

PASSED.

PANEL OF EXAMINERS

PILLAR B. ACORBA,DME
Chairman

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

Member Member

Accepted and approved 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

Associate Dean, Teacher Education Dean, SASTE
 Appendix G
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 1 THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction ……………………………………………………………………………………………………………… 1

Related Literature ………………………………………………………………………………………………

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

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

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

Scope and Limitation …………………………………………………………………………………………

Definition of Terms ……………………………………………………………………………………………

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

Research Design …………………………………………………………………………

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

Instrumentation …………………………………………………………………………

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

Data Analysis ………………………………………………………………………………

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

Result …………………………………………………………………………………………………

Discussion ………………………………………………………………………………………

Chapter 4 SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATION …………………………………………………………………………………………

Summary of Findings ………………………………………………………………

Conclusions ………………………………………………………………………………………

Recommendations ……………………………………………………………………………

REFERENCES ……………………………………………………………………………………………………………………

APPENDICES ……………………………………………………………………………………………………………………

CURRICULUM VITAE ……………………………………………………………………………………………………

 Appendix H
SAMPLE LIST OF TABLES

LIST OF TABLES

Table No. Title of Table Page

1 Respondents …………………………………………………………

2 Correlation of Variables ………………………

 Appendix I
SAMPLE LIST OF FIGURES

LIST OF FIGURES

Table No. Title of FIGURE Page

3 Paradigm …………………………………………………………