RESEARCH AND EVALUATION

Research is the careful, systematic study in the

field of knowledge undertaken to discover or
establish facts or principles
(Webster 1984)
The word Research comes from 2 words:
Re = which means “again”
Search = which means “to look for”
DISSERTATION
• is a lengthy, formal document that argues in defense of a
particular thesis.
• It is original and substantial.
Does your dissertation ask new questions or address important
problems?
Does it use current or new tools or methods?
Does it expand boundaries of the discipline?
Does it have practical or policy implications?
Would an interdisciplinary community find your project
interesting?
DIFFERENCE BETWEEN THESIS AND DISSERTATION
DIFFERENCE THESIS DISSERTATION

1. Requirements Master’s Degree Phd. Degree

2. Depth of For those pursuing master's For those seeking Phd., they
Knowledge degree they must perform must contribute something
research on a specific completely new and
subject that demonstrate undiscovered to your field or
their knowledge acquired you have to contribute
through their program. original knowledge to the
subject.
 DIFFERENCE THESIS
3. Length It is typically over 100 pages,
4. Process It is more closely related to a
research paper. One is expected
to use the research of others and
provide your own analysis on
your discoveries. It demonstrates
your level of critical and
analytical thinking and defines
the subject you are most
interested in pursuing within your
field.
DISSERTATION
At least double or sometimes
triple the length of a thesis
You are expected to use
research of others only to guide
you in your own research to
come up with a completely new
hypothesis.
Analysis of existing literature
The Research Process
The Research Problem
A problem is a situation involving an enigmatic, perplexing or
troubling condition, which should be answered or solved by
research through the accumulation of information that could
lead to understanding or explanation of it. In short, a problem is a
phenomenon or reality or condition that researchers want to
understand and/ or improve; there may also be difficulties that
should be eliminated; if not, there may be a question that needs
answers or information gaps that should be filled or theories
needing validation.
The Research Problem
A problem exists when the following conditions are present:

1. When there is an absence of information resulting in a “gap” in

knowledge;
2. When there are contradictory results;
3. When a fact exists and you intend to explain it;
4. There is a perceived discrepancy between what is and what
should be; and
5. There are two or more plausible reasons for the discrepancy.
Sources of Problem
1. Experiences
2. Problems in the work environment
3. Classroom discussions
4. Technological and Scientific Advancement
5. Off shoots of other researchers
6. Management Practices prevailing in different organizations which
need to be assessed or evaluated
Factors that Influence
the Selection of a Research Problem

There are certain factors that ultimately influence researchers in the

selection of a problem. These are:
1. knowledge
2. availability and accessibility of data
3. time constraint
4. financial Resources
5. capability of the researcher/ knowledge of the researcher
6. attitudes and interest of the researcher
7. interest of the sponsor or the benefactor
8. recency of such issues
9. cooperation of others
10. facilities and equipment
PARTS OF A RESEARCH
I . PRELIMINARIES
• The Title Page
• Approval Sheet
• Acknowledgement
• Table of Contents
• List of Tables
• List of Figures
• Abstract
II . MAIN TEXTOR BODY OF THE DISSERTATION
• The Problem and Its Background
• The Review of Related Literature and Studies
• The Research Design and Methodology
• The Presentation, Analysis and Interpretation of Data
• Summary of Findings, Conclusions and Recommendations
III . REFERENCES
• Bibliography
• Appendix
MAIN TEXT OF THE DISSERTATION
I . The Problem and Its Background
• Introduction
• Theoretical Framework
• Conceptual Framework
• Research Paradigm
• Statement of the Problem
• Hypothesis of the Study
• Significance of the Study
• Scope and Limitation of the Study
• Definition of Terms
II . Review of Related Literature and Studies
• Foreign Literature
• Local Literature
• Foreign Studies
• Local Studies
• Synthesis

III . Research Design and Methodology

• Research Design
• Research Locale
• Respondents of the Study
• Sample and Sampling Techniques
• Data Gathering Instrument
• Data Gathering Procedure
• Statistical Tools
IV. Presentation, Analysis and Interpretation of Data

V. Summary of findings, Conclusions and Recommendations

Bibliography

Appendix
GUIDELINES IN WRITING THE DIFFERENT
PARTS OF THE DISSERTATION PAPER

CHAPTER I - THE PROBLEM AND ITS SETTING

INTRODUCTION
1.Cite the reasons why you have chosen the topic of your study.
2.Cite the problematic situation which prompted you to conduct the study
from the macro and micro levels (globally, regionally, nationally and
locally) to zero-in on the local setting of the study.
3. Support your discussion with legal basis relevant to your study.
4. Pertinent statistical data should support your claims.
5. Make your presentation emphatic and explosive. It should create an
impact on the reader of your research. It should prod your readers to go
on and find out what good is there in your research study.
Theoretical Framework
The theoretical framework refers to the symbolic construction of ideas
using abstract concepts, facts or laws, variables and their relations
that explains and predicts how an observed phenomenon exists and
operates.

It links a chosen topic to a body of knowledge and published works. It

is derived from one or more theories or paradigms through the
processes of induction and deduction. It provides the structural frame
or base of the study.
Conceptual Framework

This refers to the researcher’s concepts about the study and

“operationalizes” the theory or theories that will be used in the research
study.

The Conceptual Framework presents specific and well-defined

concepts called constructs. In this part, the variables of the study and the
expected flow of relationships among them are shown.
RESEARCH PARADIGM
Is a schematic chart of the constructs presented in the conceptual
framework. The researcher will now have to draw a model of the
different variables he/she presented and how these are related to
one another.
1. The paradigm should illustrate or concretize the conceptual framework.
2. The variables should be appropriately placed in their corresponding boxes. The use
of one-headed or two-headed arrows will clarify which variables are to be
correlated.
3. Write the figure number under the whole paradigm and label it.

STATEMENT OF THE PROBLEM

1. Make a general statement of the problem.
2. Cite the specific problems in logical and sequential order as they appear in your study.
3. The problems must be in accord with the paradigm, conceptual framework, hypothesis,
methodology and research instrument.
HOW TO STATE THE PROBLEM
A. Question Form

1. Single Question
2. A Single Question followed by a series of questions

B. Declarative sentence or a series of complete

statements
1. Single declarative sentence
2. Series of declarative sentences

C. Both – Declarative sentence followed by a series of

questions.
TYPES OF RESEARCH QUESTIONS
1. Factor-Isolating – the question generally starts with
“WHAT”
2. Factor-Relating – the question seek information on
the relationship of variables or effects of variables
on other variables.]
3. Situation-Relating – a question that it involves the
results of the manipulation of the variables.
4. Situation-Producing – the question establishes
explicit goals or action. It requires development of
plans under which the goals may be achieved.
LEVELS OF INQUIRY
- determine the standard of the paper.

1. Level I questions – this is asked when the researcher

has limited knowledge of the topic “WHAT”,
exploratory in nature. imminent in descriptive
research.
2. Level II questions – focus on the relationships or effects
of variables.
3. Level III questions – questions that assumes
relationships and effects and ask “WHY” of the results.
This questions involve more variables, outcomes and
predictions.
HYPOTHESIS OF THE STUDY
 tentative explanation for certain behaviors,
phenomena or events which have occurred or will
occur.
 a shrewd guess or inference that is formulated and
provisionally adopted to explain observed facts or
conditions and to guide further the investigation.
FORMS OF HYPOTHESIS
1. Null Hypothesis

1. The null hypothesis should be clearly stated.

Using the null hypothesis will aid in rejecting or
accepting it.
2. The null hypothesis should be in accord with
the number of variables to be studied.
2. Alternative Hypothesis
2.1 Non-Directional Hypothesis
- indicates that the researcher is not interested on
whether one variable is greater or lesser than the other,
but only the relationship or difference.
Ho: A=B Ha: A=B (A & B have significant effects)

2.2 Positive Directional Hypothesis

- it uses the positive tail of the upper tail of the curve. It is
a one-tailed test and is a less rigid test.
Ha: A>B A is more effective than B

2.3 Negative Directional Hypothesis

- it uses the lower tail of the curve and is like the positive
directional hypothesis.
Ha: A<B B is less effective than A
SIGNIFICANCE OF THE STUDY
1. Name those who are to benefit from the study: people, institutions, agencies, etc.
2. Cite how they will benefit from the findings of the research.
3. Do not fail to include yourself (researcher) as beneficiary and your expected benefit
from the study.

SCOPE AND LIMITATIONS OF THE STUDY

1. Define the scope of your study, the parameters or boundaries of the investigation, the
variables included and the respondents to be involved.
2. What weakness or limitations of the study do you anticipate? How are you going to
handle them so that they will not become bottlenecks of the investigation?

DEFINITION OF TERMS
1. Key terms or phrases used in the study should be defined conceptually (conceptual
definitions are taken from books, encyclopedias, periodicals, magazines and journals).
2. After the conceptual definition, define the key terms and phrase operationally or how
these are taken to mean in your study.
3. Terms to be defined should be arranged alphabetically.
CHAPTER II - REVIEW OF RELATED LITERATURE AND STUDIES
RELATED LITERATURE
1. Make an introductory statement before you present your related literature.
2. Cite conceptual literature taken from books, periodicals, and magazines.
3. The conceptual literature should be logically presented.
4. Statements copied from original sources should be typed single space/inset.
5. Long citations should be paraphrased. In this case, you should restate the author’s
thoughts in your own words.
6. Document your sources properly.
RELATED STUDIES
1. Cite those studies which are relevant to your study.
2. Present the related studies by citing the research methodologies used, the respondents,
the statistical treatment, and the major findings, conclusions and recommendations.
NB. The review of related literature and studies constitute 10% of the study.
References to be used should be of recent edition (within the 10 year period)
SYNTHESIS
SIMILARITIES AND DIFFERENCES OF THE PRESENT STUDY AND THOSE REVIEWED

• Cite first the similarities of the related study with your study, then cite the
aspects where they differ.

• Similarities and differences should be cited even the minor details.

• Cite the aspects that make your study original or novel.

• Have a last paragraph that would recapitulate the similarities and differences.
CHAPTER III - RESEARCH DESIGN AND METHODOLOGY

RESEARCH DESIGN
1. Decide on what research design to use. Your decision should be based
on the purpose of your research - will you do it to search a theory? To test
a theory? Or to solve a problem?
2. Make a justification why you are going to use it, why you think it is
appropriate, how you are going to do it, etc.
3. Cite authorities to support your choice of research design.
1. The Historical Method
2. The Descriptive Method
3. The Experimental Method
LOCALE OF THE STUDY
1. Describe the locale or place of the study.
2. If the study is about the educational practices of a
certain locality, present some educational statistics. If
the topic is about health, present some health
statistics and so on.
3. Include a map or a locator.
HISTORICAL RESEARCH
– Is a systematic and critical inquiry of the whole truth of
past events using the critical method in the understanding
and the interpretation of facts which are applicable to
current issues and problems.

– It is concerned with describing past events or facts in a

spirit of inquiry critically for the whole truth.

The purpose of historical method is to explain the present or

anticipate the future based on a systematic collection and
critical evaluation of data pertaining to past occurrences.
Sources of Historical Research
1. Primary Sources
Two primary sources of historical research in education: documents and remains.
These are the only solid bases for historical investigation.

Documents
– include school directives such as orders, memoranda, circulars, constitution,
laws, charters, court decisions, executive and other official records such as
proceedings of meeting of administrative officer and bodies, reports of school
survey, annual reports, courses of study, catalogues and prospectus,
newspapers and periodicals such as autobiographies, biographies, legal
instruments executed by individuals in contracts, will and deeds.
Remains
– include the physical plant, equipment, apparatus, teaching aids and devices,
pictures of buildings or furnishings, diplomas and certificates, textbooks, and
reference books.

2. Secondary Sources
Includes materials such as histories of education, bibliographies, encyclopedias,
etc.
Ways of Criticizing Gathered Data
1. External Criticism - refers to the assessment of the document
itself, its validity, trustworthiness in terms of originality.
– determining if the material is genuine and if it possesses
textual integrity;
– determine whether the material can be admitted as
evidence;
– questions ask to check the textual integrity of the
documents;
– who made or produced the document?;
– is this material just a copy or is it an original work of the
credited author?; and
– What were the contents of the documents derived?.
 Ways of Criticizing Gathered Data
2. Internal Criticism
– check on the meaning and trustworthiness of the data without the document;
– much of the work in internal criticism is textual criticism;
– questions ask in order to establish internal criticism:
 What is the real meaning of the author’s statement as distinguished from
its literal meaning?
 Was the statement made in good faith? Did the author have interest in
deceiving the reader? Was he under pressure to tell the untruth? Was he
affected by the public opinion?
– was the statement accurate? Does the author a mere witness or trained
observer?; and
– when the author was not the original observer, were the sources of his
information true and accurate?.
Descriptive Method
– focuses on present conditions its purpose is to find new truth.
– it provides essential knowledge about the nature of objects and persons.

TYPES OF DESCRIPTIVE METHOD OF RESEARCH

a. Case Study

b. Survey
b.1 descriptive survey
b.2 descriptive normative survey

c. Developmental Studies
c.1 the Longitudinal Method
c.2 the Cross-Sectional Method

d. Evaluation/Assessment Method

e. Comparative Studies

f. Correlation Studies
The Experimental Method
This is the most prestigious method of advancing scientific knowledge because it
can truly test the cause-and-effect relationship in the hypothesis and has a
problem-solving approach where certain variables are carefully, controlled or
manipulated.

CHARACTERISTICS OF THE EXPERIMENTAL METHOD

1. All independent variable or experimental variable (cause or treatment) is

manipulated.
2. All other variables except the dependent variable or criterion variable
(change or difference) are held constant.
3. The effect of the manipulation of the independent variable is observed or
measured.
Categories of Experimental Designs

1. Pre-experimental

2. True experimental

3. Quasi – experimental
Pre-experimental Design
These are designs that do not possess two (2) or more
characteristics of experimental design. Most commonly
used pre-experimental designs:

1. One – shot case study

X–O

2. One – Group Pre-test Post-test Design

O1 – X – O2

3. Static Group Comparison

O1
x =
O2
True Experimental Designs
Must have the following characteristics:
1. Manipulation
2. Control
3. Randomization A
O1 X
R
a. Pre-test Post-test Control Group Design B O2
O3 -
O4
b. Solomon Four Group Design
A O1 X O2
B O3 - O4
R
C - X O5
D - - O6

c. Post-test Control Group

A Design
- X O1
R - O2
B
Quasi – Experimental Designs
– These designs are used in experimental studies when
randomization of subject is not possible.

– The commonly used quasi –experimental design in research

for the social and behavioral sciences are:

1. Non-Randomized Pre-Test – Post -Test Control Group

Design A O1 → X → O2
O 3 → - → O4
B

2. Time Series Experiment

A O 1 → O2 → O3 → O4 → O 5
Quasi – Experimental Designs

3. Control Group, Time Series Design

A O 1 → O 2 → O3 → O 4 → O 5 → O 6
B O1 → O 2 → O3 → O 4 → O 5 → O 6

4. Equivalent Time – Sample Design

[X1O1] → [XoO2] → [X1O3] → [X0O4]

THE RESPONDENTS
1. Describe the respondents: their characteristics and profile and how to identify them.
2. Present a table depicting the total respondents, the population and sample size, type,
number, frequencies and percentages, and so on.

SAMPLE AND SAMPLING TECHINQUE

1. Describe sampling procedure: how to derive the sample size, what sampling technique to use.
2. The sampling procedure should be scientific. Avoid arbitrariness.
3.The sampling procedure and sample size determination should pass the test of representativeness. Most
commonly used formula to determine the sample is the Slovin’s formula.
𝑁
𝑛=
𝑡𝑁𝑒2
Where
n= is the sample size
N=Population Size
e=the desired major of environment
 VARIABLES
1. Describe all the variables and how they will be assessed or evaluated.
2. The presentation of the variables should follow the sequencing in the
paradigm

Variable
– a characteristic that has two or more mutually exclusive values or properties.
1. The independent variables or the X variable or the predictor or STIMULUS
 responsible for bringing about change/s in a phenomenon or

2. The dependent variable or the Y variable or the criterion

– measures the outcome of the change/s brought about by changes in the
independent variable.
– this is the response variable which is observed and measured to determine the effect
of the independent variable.

3. Intervening variable
 variable interfering with the dependent and independent variables.

g. Follow-up Studies
h. Trend Analysis
RESEARCH INSTRUMENTS
1. Decide on the type of research instruments that will best gather the data and
information needed in the study. Will you use the questionnaire, interview guide,
observation? Will you use the triangulation method or a combination of other research
methods?
2. From whom will you adopt your research instruments? Have they been validated? If so,
are they reliable and valid? Is there still a need to revalidate them?
3. Do they posses the basic characteristics of a good research instrument?
4. Make sure the instruction are clear and explicit. Erroneous instructions will affect the
respondents’ responses and therefore , the data are affected too.
VALIDATION OF RESEARCH INSTRUMENTS
1. Research instruments which have been adopted from previous studies usually
do not need to be validated. But when changes or revisions have been made
to suit the needs of the present study, there is a need to validate them.
2. Research-made instruments need to be validated.
3. Decide on how to validate the research instruments. Will you employ field
testing? Expert Validation? Or a combination of the validation techniques?
4. If you are going to frame your testing instruments, will you subject the test items
to item analysis?
5. Cite your justification why you will no longer validate them (if you think that
validation is not acquired).
6. Where will you validate your instruments? Who will be your pretest group? How
many will be involved?
SAMPLING PROCEDURE
1. Cite the procedure for determining the sample size.
2. Decide on the sampling technique you are going to employ
and why. Will you use a combination of different sampling
techniques or procedures?
3. Make sure the determination of the samples and the
identification of the respondents have been done following
scientific procedures and not arbitrary decision or subjective
judgment.
SCORING AND INTERPRETATION OF DATA
1. Describe your scoring or point system for every variable. Your
data quantification should help you in your statistical analysis.
2. Mention the source or author of the scoring pattern you have
adopted.
3. Explain how your data will be interpreted.
DATA GATHERING PROCEDURE
1. Describe the step-by-step process in your data gathering,
what you actually intend to do and the individuals who will
act as research aids.
2. Take note of unusual events, occurrences, or comments of
the respondents in the course of your data gathering.
3. If you are using the triangulation method, be extra observant
of whatever happens during the data gathering.
STATISTICAL TREATMENT OF DATA
1. Describe the statistical tools you are going to use and for
what purpose you are going to use them.
2. Indicate the different formulas and the legend for the symbols
used.
3. Indicate also at what level or significance will the
interpretation be based.
CHAPTER IV - PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
GENERAL GUIDELINES
1. The manner and order of presentation of data will be in the same
manner and order presented in the statement of the problem.
2. Clarity demands that each specific question under the statement of the
problem must be written first before the presentation of data.
3. To present the data, choose between tabular or graphical presentation,
plus the textual presentation.
4. Do not forget to include in the textual presentation the interpretation or
implication of the data you have gathered. Your interpretation shall be
your primary contribution to the research work. You may use the data
(validate/negate) in Chapter 2 when you interpret your data.
5. Never cut a table into separate pages. Always place it on the same
page. If space is not enough, move the table to the next page.
6. Titles of table are single-spaced and are placed at the center top of the
table while the title of the graphical presentation are placed at the
center below the figure.
7. Always check the consistency of the data in the table and graph and in
the textual presentation.
8. Should you use acronyms in the headings of your table, always put a
legend.
9. Provide an introductory paragraph before you start to discuss the
different findings.
10. Follow the prescribed formal and spacing when using tables.
CHAPTER V - SUMMARY OF FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS
SUMMARY OF FINDINGS
1. There should be a brief statement about the main purpose of the study.
2. The findings may be slumped up all together, but clarity demands that each
specific question under the statement of the problem must be written first to be
followed by the findings that would answer it. The specific questions should
follow the order they are given under the statement of the problem.
3. The findings should be textual generalizations, summary of the important data
consisting of text and numbers. Every statement of fact should consist of words,
numbers, or statistical measures woven into a meaningful statement. No
deduction on the interpretations should be made.
4. They should be stated as concisely as possible.
CONCLUSIONS
1. Conclusions are inferences, deductions, abstractions, interpretations, general statements, and/or
generalizations based upon the findings. Conclusions are logical and valid outgrowths of the findings. They
should not contain any numeral because numerals generally limit the forceful effects or impact or scope of a
generalization. No conclusions should be made that are not based upon the findings.
2. Conclusions should appropriately answer the specific questions, raised at the beginning of the investigation,
under the statement of the problem. The study becomes almost meaningless if the questions raised are not
properly answered by the conclusions.
3. Conclusions should point out what were factuality learned from the inquiry. However, no conclusions should
be drawn from the implied effects of the findings.
4. Conclusions should be formulated concisely, brief and short, and convey all the necessary information
resulting from the study as required by the specific questions.
5. Without any strong evidence to the contrary, conclusions should be stated categorically. They should be
worded as if they are 100% true and correct. They should not give any hint that the researcher has some
doubts about their validity and reliability. The use of qualifiers such as probably, perhaps, maybe and the like
should be avoided as much as possible.
6. Conclusions should not be repetitions of any statement in the thesis. They may be recapitulations but they
should be worded differently and should convey the same information.
RECOMMENDATIONS
1. Recommendations should aim to solve or help problems discovered in the investigation.
2. No recommendations should be made for a problem, or anything for that matter, that has not
been discovered or discussed in the study. Recommendations for things not discussed in the
study are irrelevant.
3. There may be recommendations for the continuation of a good practice or system or even
recommendations for its improvement. This is to ensure a continuous benefit being accorded to
the universes involved.
4. It should aim for the ideal but must be feasible, practical and attainable. It is useless to
recommend the impossible.
5. It should be logical and valid. If the problem is the lack of facilities, it is only logical to recommend
and acquisition of the lacking facilities.
6. It should be addressed to the persons, entities, agencies or offices who or which are in the
position to implement them.
7. There should be recommendation for further research on the same topic in other places to verify,
amplify or negate the findings of the study.
BIBLIOGRAPHY
1. The entries in the bibliography should be classified into four:
a. books
b. periodicals
c. unpublished materials
d. other sources
2. Books, dictionaries, encyclopedias and handbooks should fall under books.
3. Newspapers, magazines and dailies fall under periodicals.
4. Unpublished theses, dissertations, researches, studies fall under unpublished material.
5. Speeches, monographs, lectures, letters, etc. are classified under other sources.
6. The author’s surname should be arranged alphabetically. (See appendices for a
sample bibliography.
APPENDICES
1. The following documents are placed under appendices:
a. permission to conduct the study;
b. cover letter to respondents;
c. questionnaires, interview schedule, observation guide, checklist,
testing instrument, appendix, tables, etc.
2. Make sure that whatever you append are related to your study and will
be useful in facilitating the understanding of the text of your study.
Examples of a Thesis Title:
 1. The Family Involvement and Family Structure Its Influence on Student’s
Achievements: A Basis for a Proposed Instructional Program.
 2. the Relationship of Teacher Self- Leadership and Psychological Empowerment
with Performance and Job Satisfaction.
 3. Exploring the Relationship of Organizational Culture and Implicit Leadership
Theory to Performance Differences in the Public School System
 4. The Influence of Standards on K- 12 teaching and School Learning.
 5. The Emerging Leadership Decision Making Practices of Public Secondary
School Principal of IloIlo its effect on Work Performance of Teachers
 6. A Cross Analysis of the VMG of Selected secondary Schools of IloIlo: A basis for
Continuous School Improvements.
 7. The School’s Original Culture: Its Effect on the Work Performance of Teachers.
 Form and Style of Writing the Research Output
There is no specific and best format for the writing of the research paper.
However, there are better and acceptable form and style in writing it. The form and
style depends upon the institution and the discipline’s prescribed rules on the
format and style in writing the research output.

The Preliminaries of the Research Paper

1. The Title Page
2. Approval Sheet
3. Acknowledgement
4. Table of Contents
5. List of Tables
6. List of Figures
7. Abstract
The Title Page
This is the first page of the research paper and it presents the
title, the kind of research work (research paper, thesis or
dissertation), the College (name of school) or faculty, the
submission statement, the degree granted, full name of the
researcher, the month and year of the completion of the study.
The Title Page
Approval Sheet
This is the second page of a research paper and it furnishes
the following information.

1. Complete title of the research paper 6. Panel of Examiners’ full names and
2. Full name of the researcher highest degrees
3. Degree to which the research paper is 7. Grade of the research paper
applied for 8. Complete date of submission
4. Statement of acceptance and 9. College Dean’s Full name and highest
approval degree
5. Adviser’s full name and highest degree
 APPROVAL SHEET

This dissertation entitled “THE MACHINE SHOP INDUSTRY IN METRO MANILA”

prepared and submitted by Mr. Nestor V. dela Cruz in partial fulfillment of the
requirements for the degree of Doctor of Philosophy in Commerce, has been
examined and is recommended for acceptance and approval for ORAL
EXAMINATION.

CAROLINA T. PRADA, Ph.D.

Adviser

Date:_________________

---------------------------- ----------------------------------

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a grade of MERITISSIMUS.

Sample
RODOLFO DE LERA, Ph.D.
Chairman
Approval Sheet
PABLO GABRIEL, Ph.D. MERCEDES M. LEVIERO, Ph.D.
Member Member

RIZALINA MONTANA, Ph.D. JOSE BENEDICTO, Ph.D.

Member Member

Accepted and approved in partial fulfillment of the requirements for the

degree of Doctor of Philosophy in Commerce.

Rev. Fr. PAUL P. ZWAENEPOEL, Ph.D.

Dean
Date:__________________
Acknowledgement
In this part, the researcher expresses his gratitude to
the different people who assisted, facilitated and
guided him in the completion of his research paper.

It is also in this section that the researcher expresses

his appreciation for and recognition of the assistance
and effort extended to him by his adviser.
Table of Contents
This section contains the list of all the elements
contained in the research including the bibliography,
appendix and curriculum vitae.
Table of Contents
Table of Contents
List of Tables
This section contains all the tables presented in the entire research paper.
This should follow the table of contents.

Sample List of Tables

List of Figures
This includes flowchart, graph, paradigms charts, drawing, maps and
diagrams.

Sample List of Figures

Abstract

It is a brief and concise descriptive summary of the research that gives the
reader an overall picture of the research paper. It includes the following:

· Statement of the problem

· Hypothesis (es)
· Research design
· Sample size and sampling technique
· The research instrument
· The data gathering procedure
· Data processing
· Statistical analysis
· Findings
· Conclusions
· Recommendations

The abstract is typed single space and should not be more than 10 pages.
The Main Text of Research Paper

The main Text or Body of the Research Paper consists of

five chapters.

These are:
1. The Problem and Its Background
2. The Review of Related Literature and Studies
3. The Research Design and Methodology
4. The Presentation, Analysis and Interpretation of Data
5. Summary of Findings, Conclusions and Recommendations
THANK YOU