Chapter 1

INTRODUCTION

The section consists of the Background of the Study, Statement of the Problem,

Hypothesis/es, Theoretical and Conceptual Framework, Scope and Delimitation, Significance of

the Study and Definition of Terms in this order.

Background of the Study

It gives the ideal conditions and presents situational problems within the workplace or

environment that motivated the researcher to investigate why the problem of interest is of value

and is significant in finding solutions to the identified problems and in what way it will

contribute to the existing body of knowledge and the improvement of human life.

It must be limited to three paragraphs and two pages. The first paragraph should present

the ideal situation. The second paragraph should discuss the existing problems, gaps and realities

as observed in the present situation. Lastly, the third paragraph should discuss the research

strategy to address the gap between what is ideal and what is existing.

Statement of the Problem

The section follows the Background of the Study and is an explicit statement of the main

objective of the study and what the researcher aims to investigate. It should contain the main

objective in one sentence, followed by the specific descriptive problems and lastly the inferential

problems (if there are any).

Theoretical Framework and Conceptual Framework

The section discusses the research paradigm with variables and their relationship. Also, it

presents the theory or theories on which the study is anchored.

As for technological researches, the paradigm contains the input, process, output and

feedback. However, for action researches, the paradigm may or may not be included.

Hypothesis/es

They are predictions of the possible outcomes of the study given two or more variables

subjected to the process of verification or disconfirmation. Only the null hypothesis/es should be

stated in the study and included if there are inferential problems.

Scope and Delimitation

The section gives the boundary /ies of the study and the analysis/es as defined by the

researcher such as the focus of the research, the locale and the period of the conduct of the

study, the persons involved, and the sampling design. It also includes statistical to be used in

the data analysis. It is limited to two paragraphs.

Significance of the Study

The section identifies the beneficiaries of the study. It states the relevance to felt needs,

potential contribution of research to new knowledge, and implications to policies. The

beneficiaries should be arranged according to the degree of beneficiality. It is written in a

paragraph form.

Definition of Terms
 The section presents the key terms conceptually and operationally defined. The

conceptual definition is generic, which may be taken from a dictionary, professional books,

journals, and/or other printed materials. On the other hand, an operational definition is specific

as to the context of the study. The terms should be alphabetically arranged with the conceptual

definition first followed by the operational definition. Write the term followed by the period. Do

not repeat the term in the definition. The operational definition should start with the phrase “In

this study….”
 Chapter 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Prior Arts

The section is applicable to technological researches. Prior Arts presents a written or oral

description (patent draft), its usage or any other ways about the invention. It is a subject matter

and information which is used to assess the novelty and inventive step requirements for

patentability. It constitutes published patent specifications that are relevant to the invention. It is

established in order to make necessary data available for the public.

Researchers may search and select at least three prior arts of the desired innovations

through the following websites: (a) google scholar, (b) WIPO, (c) http://www.uspto.gov (d)

http://ipophil.gov.ph (e) http://espacenet.com (f) http://www.goggle.com/patents

In case of the Food technology researches, the section includes the standard recipe which

serves as basis for the new product development.

Related Literature

The section provides the general information about the study variables. The literature

must present related articles and manuscripts published within the last five years. The write-up

should focus on the main point of the study and must avoid discussion on variable history except

for social researches. It is limited to two pages.

Related Studies

The section presents local and/or international scholarly researches related to the study. It

should focus on the result of the study and the summary of the method that will serve as

reference for the discussion of the present study. It establishes what had been done by other
researchers and presents the gap to be addressed. The studies are published within the last five

years. It is limited to two pages.

Synthesis

The section is the last part of Chapter 2. It explains how the cited literature and studies

relate to the present study and states the gap to be filled in.
(sample format Chapter 2)

Chapter 2

REVIEW OF THE RELATED LITERATURE AND STUDIES

Related Literature

The Nature of Attitudes.

Gordon W. Allport (2012) delineate an attitude to be a mental and neural state of

readiness, established through experience, employing a command or an active impact upon the

individual's response to all objects and situations with which it is related.

An attitude is a cognition (form of thought) that is formed through experience and

influences on one’s behavior. One’s reaction to an object is often in line with what that

individual believes about and how he feels toward that object since attitudes are formed through

experience. This implies that an individual can potentially change his/her attitude towards

something. The cognitive component signifies a person’s knowledge that held varying degrees of

certitude, about what is true or false, good or bad, desirable or undesirable (Rokeach, 2012).

The feelings or the affective component emphasizes competence of producing influence

of changing intensity that target (a) around the object of the belief, or (b) around other objects

(individuals or groups) taking a positive or negative position with respect to the object of belief,

or (c) around the belief itself, when its validity is critically questioned, as in an argument.

The focus on an object or a situation refers to an attitude object, which may be concrete

or abstract such a person, a thing, a product, a group, an institution, or an issue. It also refers to a

specific situation such as an on-going event or activity around which a person organizes a set of

interrelated beliefs about how to behave. In this manner, the attitudes of the respondents in this

study towards the ideas, feelings and uses of the internet are considered as the focus on an object,
otherwise known as attitude object and to establish its relationship with their academic

performance.

A final point is that all three types of responses —toward attitude objects, toward other

objects, and toward the maintenance of the attitude itself —may be expected to be positively

inter-correlated because they are all mediated by the same attitude. As attitudes signify what

people think of, how they feel about and how they tend or intend to behave toward an attitude

object.

Internet and Academic Performance.

Internet became more advanced and access became easier that its fame had developed

swiftly. The impact it has provided for all users is a positive addition to society, especially on the

education aspect where the increased internet use was viewed having an effect on the academic

performance at the collegiate level.

Internet and academic performance go hand in hand with the following proven realities

and fundamental skills needed for the students to maximize the use and benefits of the internet:

(a) ability to search proper information required for them, (b) ability to judge critically because

not all information is a good one, (c) ability to communicate in order to obtain new information;

(d) ability to work with several documents in the same time, and (e) ability to access numerous

programs and to manage them competently,

Students must have the higher skills to obtain academic performance such as selecting

Internet resources, adopting powerful search strategies for realizing the goals, designing the

search process for attaining the goals, and evaluating one's search strategies and the information

being searched.
 Students like to learn using the internet because it motivates them to be performers and

more active. They experience a sense of satisfaction when they acquire information in less time

and with less effort. They use internet to collect, consolidate, and evaluate information and to

solve professional or personal problems. Internet assists them to spend less time doing

calculations and more time making strategies for solving complex problems and for a deep

understanding of different subjects or themes; allows them to write, edit information and to

transform it to a better form.

Internet is perceived by some students as a shallow way to access information, to

understand and to develop it. By some other students it is a milieu which permits them to

communicate with others, to create social contact with persons all around the world. Internet and

the new technology motivate dynamic learning, helping students to achieve better performances

and to enhance their self- efficiency, an important factor of academic motivation. Computer-

based technologies command immense possibilities both for cumulative access to knowledge and

as a means of promoting learning and better academic performances.

It is very important that university must design new environments which encourage

students to further be engaged in their own learning, to become vigorous participants to their

own advancement and academic performance, by being essentially driven. Driscoll (2002)

detailed that when students become active participants in the knowledge construction process,

the spotlight of learning swing from embracing the curriculum to working with ideas, thus, lead

to using technology tools ‘to think with’ which facilitates working with ideas and learning from

that process.

Related Studies
 Numerous researches had been conducted about the use, influence and impact of the

Internet in the education. Napaporn (2013) investigated attitudes toward using the Internet as a

learning tool among students at Bangkok University; students’ expectation of social networks

and search engines in learning English, as well as their perceived usefulness. It also examined

their use of the Internet for learning English. Results from the study indicated that there was a

positive relationship between students’ attitudes toward using the Internet as a learning tool and

their use of the Internet for learning English.

A cross-disciplined investigation of student engagement by Cramptona, et. al (2012)

determined that students studying first-year introductory subjects at a distance (off campus) from

two different faculties, Arts and Science, using the analysis of the web access data from the

learning management system (Sakai) showed that students who accessed the most resources in

terms of diversity and percentage of available resources achieved higher grades. They therefore,

postulated that the resources prompted students to spend more ‘‘time-on-task’’ and facilitate

more active styles of learning.

Ur-Rehman, et. al (2010) emphasized in their study that the most important success factor

about Internet usage by students from two universities of the twin cities (Islamabad and

Rawalpindi), that most students find that having the Internet knowledge is essential for

educational and research purposes. Internet also provides extensive information on the required

assignments, and thus covers many dimensions’ that meet educational needs. Students find the

Internet more informative as compared to teachers and that majority of students feel comfortable

using the Internet.

Wu and Tsai (2006) found out that male students from three universities in Taiwan

expressed significantly more positive attitudes and self-efficacy toward the Internet than female
students. In addition, students’ grade level also played an important role in students’ Internet

attitudes; graduate students tended to possess more positive Internet attitudes. The results of this

study indicated that students’ attitudes toward the Internet could be viewed as one of the

important indicators for predicting their Internet self-efficacy.

The study of Spennemann in 2006 about the increased use of computers of the primary

and secondary students and revealed a comfort level of using them thus resulted to the improved

use of the Internet as tool learning.

The study of Johnson (2005) examined the attitudes of the students registered on a

psychology course using a learning system management on the Internet and their relationships

with students’ alienation and its impact on their academic achievement. The findings revealed a

negative connection between students’ alienation and the number of times of the classes of

psychology on the Internet. On the other hand, there was a positive connection between

academic achievement and the visit rate of the webpage of the course on the Internet.

Several studies have been done regarding impact of social networking on Learning and

on student's psychology. Whittemore School of Business and Economics conducted a survey on

1000 students. They surveyed on which social websites was used and how much time they spent

on a site and what was their grade point average (GPA). It was concluded that time spent on

social networking websites and grades have no relation. A study from the North-western

University published that social networking sites are not affecting students GPAs. Ina study they

also said that parental education has more influence than time spent on social networking

websites. However, this is opposed by the study of Karpinski which focused on the relationship

between time spent on Facebook and the academic performance of students (San Miguel, 2009).

Its finding indicates that more the time spent on social website the lesser the grades were. These
findings have been justified in American Educational Research Association 2009 annual

conference. In the presentation if was found that students who work tend to use social

networking sites less than those students who are more activities based within campus.

Synthesis

Every study related to the attitudes towards internet and academic performance may yield

similar or different result. Yet, one thing remains that education must adopt with the demands of

time especially with the fast-paced development of technology.

It is in this light that this study was conducted in order to determine the attitudes of

Senior Education college students towards internet with its cognitive component (ideas about the

internet), emotional component, (feelings towards the internet), and the performance component,

(uses of internet) and its influence on their academic performance.

 Chapter 3

METHODOLOGY

For Technological researches, the section consists of Project Design, Sources of Data,

Materials and Instrumentation, Data Gathering Procedures, and Data Processing Techniques.

Project Design

The section refers to the pictorial view, drawing and dimensions of the gadget, prototype,

product and process including the labels and specifications of materials to be used in the

completion of the gadget.

Sources of Data

The section presents the designs/ plans of the project such as constructing procedure,

revision, the performance parameter of the gadget in terms of functionality, efficiency, and

acceptability and the project evaluators to be employed in the study.

Materials and Instrumentation

The section is used for technology researches. It identifies the materials to be used and

describes the instruments used to gather data such as Likert and Hedonic Scales.

The first paragraph presents the list of the materials. However, the costing of the

materials should be part of the Appendices.

Instrumentation
 The section is applicable for educational and social researches. It describes the

instruments used to gather data such as questionnaires and interview schedules. It describes how

the instrument is developed and validated.

Data Gathering Procedure

For educational and social researches, the section includes the processes in fielding and

retrieving of the research instrument.

For technology researches, this includes the three phases for preparation which are Phase

1, 2, and 3.

Phase 1: Preparation of Materials

Phase 2: Development of New Product and Process

Phase 3: Evaluation of the Product

Data Processing Techniques

The section includes the descriptive and inferential statistical tools used in the analysis

and interpretation of the gathered data. The generic statistical tools (e.g. mean, SD, percentage)

should not be defined.

 Chapter 4

RESULTS AND DISCUSSIONS

The chapter presents the results of the descriptive and inferential analyses of the data.

Descriptive Data Analysis

The section presents the tables and textual presentation of the results with discussion.

Discussion should focus only on the highlight in the table such as the highest and the lowest data.

Other items in the table should not be discussed in the text. Statistical results should be

presented in text as:

… mean of 87 ± sd

…described as high ( M=87±sd )

Percentages are presented instead of frequencies.

Inferential Data Analysis

The section presents the results on differences among variables whether or not they are

significant. Discussion should focus on the results of the related studies supporting or negating

the result of the recent study. Statistical results should be presented in text as:

There is a significant difference in the taste of the two formulations of squash ice cream,

t(df) = .034, p = .03.

There is no significant difference in the academic performance when classified in terms

of economic status, F(df) = .54, p = .67.

 Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

The chapter presents the summary of the findings, the conclusions, and the

recommendations of the researcher to find solutions to the problems of the study.

Summary of the Findings

The section summarizes the findings according to the stated specific problems and it is

presented in paragraph form briefly and concisely.

Conclusions

The section provides the researcher’s insight based on the findings of the study and it

refers back to the title. It should not begin with the phrase “IN CONCLUSION”.

Recommendations

The section contains the suggestions based on the findings of the study for entities

or organizations that corresponds to the entries in in the significance of the study.

REFERENCES

The section includes the list of all sources that were used in the writing of the study. All

entries must be listed alphabetically in a hanging indention style and in double space. It contains

all important information to help the reader access the same works that had been used in the

study. It must be accurate and complete.

 APPENDICES

The section includes supplementary materials used in the study. It contains

communications, instruments such as Likert and Hedonic Scales, standard questionnaires, range

of means, statistical outputs, Gantt Chart for Technology researches, pictures and

documentations, and other pertinent tables that are not needed in the body of the study.

Research-made instruments and raw data results should not be included in the

appendices.