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Chapter I

INTRODUCTION

Background of the Study/The Problem and its Setting

This part/section should contain the following:1

 What is the problem all about;

 problematic situations must surface;

 justifications for the claimed problem (legal bases,

results of previous studies, observations);

 the relation of the research to the researched;

 the relation of the research to the researcher;

 the expected result significant to the researcher and

other group/entities; and

 the expected contribution to the pool of knowledge.

 Use simple words which are straight to the point.

Should not be a cut-and-paste. Limit the borrowing of

ideas

 Quotations must not be more than five lines. Do not

under write nor over write. Statistical proof to the

claimed problem must be the latest/most recent.

1
T. M. Cabili, “Thesis format for social “soft” sciences.” A
paper presented during the Seminar on Thesis, Dissertation, Colloquium,
Re-entry Plan Writing on December 20, 2014 at the Center for Advance
Studies.
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Note: Background of the Study is for master’s thesis;

The Problem and its Setting is for dissertation.

Footnote is for masters’ work; while parenthetical

notes is for the dissertation. Use APA style of

documentation.

Another thing, use paragraph form; the bullet form

indicated here is used for the purpose of listing down the

items that should be included in every section.

Objectives of the Study

 Objectives of the Study should be stated in

general and specific form

 The specific questions must start with

independent, then dependent, and other

variables. Specific objectives should be

numbered.

 For relationship, consider the hypothesized

relationship between the dependent and

independent variables.

 Quantitative: Always specify pre-determined

variables/indicators, etc. and sub

variables/indicators
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 Qualitative: no pre-determination of

variables/indicators/parameters

Significance of the Study

 This section should spell out the name of agency,

group of persons, individuals who are the

beneficiaries of the study.

 Benefits may not just be from the result but from

any part of the study.

 Benefit is the specific thing a beneficiary

directly or indirectly gets.

The first paragraph is the general statement of the

significance of the study, then the beneficiaries should be

written as follows:

The Academe. Findings of this study will be useful to

the academic institutions like the University of Eastern

Philippines to conduct potential researches pertaining to

coastal and marine conservation, protection, and

management. Information from this study will also serve as

valuable baseline data or reference for future research

undertakings.
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Scope and Limitation of the Study

 Scope is the coverage of the study: subject areas of

the study, the respondents , the place, and the

time frame.

 Limitation is the weakness of the research and

may be the researcher.

Theoretical Framework

 A core theory must be that theory which really

captures the substance of the study.

 Support theories strengthen the claim of the

major theory

 Corresponding explanation in relation to the

study must be provided.

 In the presentation, start with what the theory

is, who the theorist is, when it was established,

what the theory claims in relation to the study

and the utility of the same to other studies

previously conducted.
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Conceptual Framework

 If the study is quantitative, explain or discuss

relationship of the variables.

 If the study is qualitative, explain or discuss

the interplay of the concepts in the entire

study.

 Relationships/correlations are dependent on the

research design/type of research.

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Paradigm of the Study

 This section (usually contained in one page)

shows the flow of the study.

 It shows the relationships/interplay of the

variables/concepts/parameters

 Its structure is dependent on the type of

research.
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Hypotheses

 This section will be part of the paper depending

on the type of research.

 The hypothesis lends itself to the relationships

of the variables/concepts.

Definition of Terms

 Important words should be defined conceptually

and operationally.

 The words usually defined are the variables in

the paradigm.

The format is:

An introductory sentence like : “Some terms are herein

defined to facilitate understanding of the study.” Then the

key terms presented as:

Coastal resources. Conceptually and operationally, the

term refers to…

 Remember that conceptual definition must be taken

from technical book/references which is cited as

footnote.
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ChapterII

REVIEW OF LITERATURE

Teacher-student Interaction

Certain elements of teaching and teacher’s work in the

classroom were understandably considered important elements

of appraisal and feedback. In fact, across TALIS countries,

the quality of teachers’ relations with students was the

most important item as it emphasizes the importance

accorded to teacher-student relations in school education.2

This perspective is supported by research suggesting

that teachers who develop such relationships experience

fewer classroom behavior problems and better academic self-

efficacy which ultimately result to better academic

performance.3 Similarly, Brekelmans and his associates4

explore the significance of the experience of the teacher

in realizing appropriate relationships with students. They

2
_________Creating Effective Teaching and Learning Environments:
First Results from Teaching and Learning International Survey (TALIS) –
ISBN 978-92-64-05605-3. P. 10 retrieved from
http://www.oecd.org/education/preschooland school/43023606.pdf, on
January 3, 2013.

3 D. M. Decker, Dona, D. P. & Christenson, S. L. (2007).

“Behaviorally at-risk African-American students: The importance of
student-teacher relationships for student outcomes.” Journal of School
Psychology, 45(1), 83-109.

4 M. Brekelmans, Theo Wubbels and Perry den Brok, “Teacher

experience and the teacher-student relationship in the classroom
environment.” Studies in Educational Learning Environments: An
International Perspective, Singapore: WorK Scientific, pp. 73-99).
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have proven that this can contribute to general improvement

of the learning environment and that teacher-student

interactions are an important means for preventing

discipline problem and fostering professional development.

The example page shows how studies and literature are

intertwined in the discussion of teacher-student

interaction.

 This chapter is arranged according to

essential/substantial topics/concepts

 Topics are arranged according to significance as

they appear in the title, objectives or paradigm

of the study

 Literatures and studies are lumped

 Similarities and differences are given as

literatures and studies are presented

 Sub-variables, concepts and topics are integrated

in the major variable, concepts or topic.

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Chapter III

METHODOLOGY

Locale of the Study

This section presents the description of the locale of

the study

 Vivid description of the specific place/ highlight

the place of study

 Layout and features

 In case of an institution like UEP, show curricular

offerings, indicate the area in hectare, population

 The rationale behind the choice of the research locale

must be presented

 If map is to be used, contain only the necessary

feature/s

Research Design

This section indicates the research design utilized in

the study .

 Must answer the “why this research design” and not the

definition of the research design.

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The Variables

This section describes the variables, and categories

of variables and must be arranged according to their

arrangement in the objectives of the study section.

Population and Sampling

The sampling technique and procedure used must be very

well-described. Steps in the selection must be presented in

detail. The nature and characteristics of the sampling

groups as well as the rationale for their choice must be

well explained.

The Respondents

Present in this section the following:

 Total population and the number of the samples of the

study

 Nature of the sample

 The universally-accepted sampling technique used

 There should be delineation of terms used: subjects of

the study for experimental; informants or research

participants of the study for qualitative; and

respondents of the study for surveys.

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Research Instrument

The research instrument must be very adequately

presented. State if it is researcher made, standardized and

adopted from whom/where/what study. Acknowledge and

properly document the source.

Explain briefly the parts of the research

instrument/s.

Scoring and Interpretation

Indicate how the variables are scored/categorized.

Indicate the range and how the scores will be interpreted

or the meaning of the data. This section may include

comparison with and in the light of all previous

researches.

Validation of Research Instrument

Explain in this section how, where, to whom (the

valuators) the research instrument is validated.

It must be comprehensively discussed especially how

validity and reliability indices are established.

If the research instrument is standardized and no

longer needs validation, state the reason why it validation

is no longer necessary.
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Data Gathering Procedure

Present adequate explanation how the data is gathered.

Steps in the data gathering must be well-explained. Point

out the control employed to insure the validity of the

results, environmental conditions, and other occurrences.

Statistical Treatment

See to it that the statistical measures used are

appropriate for the kind of data used. Present the

statistical tools, reasons for using such statistical

tests, and explanation on the scoring, weighing of scores

and other essentials.

The level of significance must be stated in cases

where the treatment requires hypothesis testing.

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Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

 This part follows the sequence of the objectives.

Data are presented textually first, followed by the tabular

presentation.

Use the following table format:

Table 1

Profile of the Respondents

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Chapter V

SUMMARY,CONCLUSIONS,IMPLICATIONS AND RECOMMENDATIONS

Summary

• This section presents the summary of findings only)

Conclusions and Implications

 Conclusions are not mere repetitions of findings

 Conclusions are answers to question “if this is the
finding, so what?
 Conclusions may or may not include reviewed theories
and other literatures
 Implications to persons/education must be stated

Recommendations

 One to one correspondence is usually observed

 Objectives conclusionsimplications
recommendations

 Recommendations must be doable.

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LITERATURE CITED

This section presents the alphabetically (by authors’

surname) arranged references and no grouping as to books,
journals, etc.

Use APA documentation style or format. Examples

presented below are unpublished material, internet source,
journal, book, respectively.

Cerbito, E.(2012). “Communicative Competence of the college

and arts and communication english language and
literature and literature teachers as rated by the
students in the university of eastern Philippines.”
Unpublished Master’s Thesis. University of Eastern
Philippines.

Doenia, D. “Deviations in linguistics conventions on poetry

(English version). Retrieved August 21, 2014.
http://doeniadevi.wordpress.com.

Nofal, KH (2011). “Systematic aspects of poetry: a

pragramtic perspective.” International Journal of
Business and Social Sciences. Vol. II, No. 16 2-6.

Zulueta, F. M. (2006) Principles and Methods of Teaching.

Manila: National Bookstore.
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APPENDICES

A. Letter request
B. Research Instrument
C. Other support documents
D. Tables generated/printed from the program like SPSS