BUKIDNON STATE UNIVERSITY

THESIS/DISSERTATION
FORMAT


RONEL GERALDIZO DAGOHOY
Bachelor of Public Administration


INTRODUCTION

Thesis
Lengthy academic paper:
A dissertation based on original research,
especially as work toward an academic degree

Dissertation
Long essay: a lengthy formal written treatment
of a subject, especially a long paper submitted
as a requirement for a degree

Comparison between a thesis and
dissertation

Thesis Dissertation
Theory validation Theory formulation
Policy formulation


TOPIC OUTLINE

Chapter 1
What are the contents of Chapter 1?

1. Title heading: Chapter 1 The Problem
2. Introduction
3. Framework (Theoretical/Conceptual)
4. Assumptions
5. Statement of the Problem
6. Hypothesis/Hypotheses
7. Significance of the Study
8. Delimitation of the Study
9. Definition of Terms Used

Chapter 2
Review of Literature Organization

Thematically
Topically
According to the variables used
Logically according to the set problems
Chronologically
Historically

Chapter 3
Methodology
What are the sections in Chapter 3

Research Design/Methodology
Research Locale
Subject/respondents of the Study
Sampling procedure/sample size
Instruments Used; scoring procedures
Conduct of the study/Administration of
instruments

Chapter 4
Presentation, Analysis and Interpretation of
Data
Please be guided with the title of this chapter:

Presentation
Analysis
Interpretation of Data
Support of Authorities

Chapter 5
Summary, findings, Conclusions and
Recommendations

Brief summary
List of findings
List of conclusions
List of recommendations

Post Pages

References
Citation of references follows the American
Psychological Association (APA) format.

The format is hanging-indent, with
authors family name, and initials of first
and middle names.
The title of books, journals, and
magazines are in italics.
Internet materials are similarly cited as in
books.
It is advisable to use materials with
authors because you are certain that
there is a person you can refer to.
Internet materials should indicate retrieval
date and the website.
Researchers have to check every material
cited to see if these are found in the
references.


CHAPTER 1 THE PROBLEM

Preliminaries Tips to Remember

1. Use 8x 11 substance 20 bond paper
2. Margins: 1 inch for top, bottom and right
margins; 1.5 inches for left margin
3. Use Times New Roman 12 or Courier
New 12 or Bookman 12
4. Chapter title is at the center heading.
Not all capital letters.
Only the beginning of the word is
capitalicized, and
Use the numeral. e.g. Chapter 1

5. Use 3 single spaces after encoding
Chapter 1,
then encode the next title heading: The
Problem.

This should NOT be all capital letters;
not written in bold; not underlined.
This is still at the center

6. Use 4 single spaces after encoding: The
Problem

7. Type: Introduction - at the left margin.
This is italicized; not bold, not all caps.

8. All subsequent side subheadings are
italicized, e.g. Framework, Assumptions,
Statement of the Problem, Hypotheses,
etc.

9. Use double space all throughout the
manuscript

10. For BSU thesis: Right justified

11. Pagination: Except for the Chapter page,
where no pagination is done, the rest
have page number at the upper right hand
portion.

12. As much as possible, the ink in
your computer should produce a clear print-
out.

Preliminary Pages

Outside Cover Page of the book
Includes the title, the BSU seal, and the name of
the researcher (Outside Cover Page of the book)

Title Page Title of the research (top center),
name of researcher, submitted in fulfillment of
the requirements for the degree ______, major in
_____;
Name of the school and date at the bottom (Title
Page)

Certification Follow correct technical format
Approval Sheet Include the chair, panel
members, adviser & dean (Certification &
Approval Sheet)

Acknowledgement arrange academically
according to importance; limit to 2-3 pages
Dedication Limit to one page
Contents
List of Tables
List of Figures
Abstract - Limit this to one page (250 words).
Include the summary of the study up to the
findings.

Chapter 1

1. Title heading: Chapter 1 The Problem
2. Introduction
3. Framework (Theoretical/Conceptual)
4. Assumptions
5. 5. Statement of the Problem
6. 6. Hypothesis/Hypotheses
7. 7. Significance of the Study
8. 8. Delimitation of the Study
9. 9. Definition of Terms Used

Introduction

Give a brief general overview of the study in one
paragraph. Based this from your title.

Example: If your title is on Instructional Practices
of Teachers in Combination Classes: Bases for
Policy Guidelines.
Introduce what is Instructional practices
all about in one paragraph;
And what is a combination class on the
2nd paragraph.
Cite the problems related to instructional
practices in combination classes. These
problems are true to your locale.
Get a baseline data from what you have
observed; from interviews with teachers;
from some readings.
If you have some statistical baseline data
the better.
You can give scenarios, examples, etc to
solidify your claim for the problem
You can state the problem by saying: As
observed, there are many instructional
practices of teachers in combination
classes where teachers encountered
some problems. Some of these problems
are.. These could run from 3 to 5
paragraphs.
Give the importance or rationale of the
study.
Why are you studying this?
What makes this study relevant:
o to your degree program;
o to your institution or place of work;
o to the local, regional, national
concerns (even global);
o to you as the researcher; etc..
This could be 1 or 2 paragraphs.
Make a concluding paragraph to cite the
relevance of your study
Remember, you should make your
introduction interesting so that the reader
will continue to read your paper.
Sustain the interest of your reader.

Tips for writing Introduction
1. Give a brief general overview to
introduce the topic
2. Give the background of the problem
3. Cite baseline data; information;
observations; situation to illustrate the
problem
4. Give strong rationale/justification of the
study
5. Make a concluding paragraph

Framework of the Study

Cite where your study is anchored. What
is the framework of your study. Where did
you base your study.
If you have several sources, you have to
cite them. You can get their ideas but do
not copy them verbatim.
Should you copy verbatim, this should be
indented and single spaced. However, it is
not advisable to have a long verbatim
citation.
The discussion of the anchorage of the
study could be 1 to 4 paragraphs.
Introduce your schema/framework.
See to it that the variables are described
and discussed.
The discussion should be coherent and
interrelated.
Do not discuss in isolation, as if you are
defining terminologies.
You could represent your framework as a
relationship (cause-effect, that is, one
factor influences/affects/causes the
other);
o as an input-process-output
schema;
o as a developmental process (e.g.
pre-development, development,
post-development);
o as a variable with several
determinants;
o as a flow of the concepts
interfacing the main concept, etc.
Remember: Concentrate on the focus of
your study.

FRAMEWORK provides the base where
concepts/theories are anchored, focusing the
attention of the research on certain features of
the phenomenon under investigation and
provides a language system for describing and
interpreting the evidence gathered during the
study.

Embedded within the frameworks are general
ideas concerning what and who will be
investigated.

These provide a point of view and a language
system for describing the features of the
phenomenon and their relationships.

3 Types of Conceptual System

(a) paradigms and research programs,
(b) theories, and
(c) models

Theory

A set of interrelated constructs/concepts,
definitions and propositions that present a
systematic view of phenomena by specifying
relations among variables with the purpose of
explaining and predicting the phenomena.

Paradigm

Ways of thinking or models, patterns, schemata
for research that when carried out, can lead to
the development of theory. They often represent
variables and their relationships in some graphic
or outline form (NL Gage, 1985)

Models

Models are well developed descriptive analogies
used to help visualize, often in simplified or
imitative way, phenomena that cannot easily or
directly observed.
Each model is thus a projection of a possible
system of relationships among phenomena,
realized in verbal, material or symbolic terms

Tips to write the framework
1. Use a stronger anchorage or bases for
your study.
2. Get an authority to back you up.
3. Study the history/origin of the concept.
Who is the proponent?
4. Get the variables/indicators for the
concepts
5. Draw the schema to conceptualize the
study
6. Schema should jibe with title and
problems
7. Discuss the schema; interconnect the
variables that you mentioned
8. Discuss the variables of the study such
that you relate them to the present study.

Statement of the Problem

Introduce the problem with a general statement.
(Deductive approach General to specific)
Example: This study will examine the
instructional practices of teachers in combination
classes in _______ during the SY _____ to
provide bases for policy guidelines.

Give the specific problems. As much as possible
you should have the appropriate instrument to
answer the problems raised.
Example:
Specifically, it seeks to answer the following
problems:
(cite the problems)

Tips for writing the Statement of the problem
1. Give a brief into to contain the answer to
who, what, when, where, how
2. State problems clearly. These should be
researchable
3. Problems should jibe with appropriate
instrument
4. As much as possible use instrument that
will yield empirical data not just
perceptions
5. Problems should be relevant to answer
the need of the study

Significance of the study

Give a brief introductory statement, like: The
result of this study will benefit the following:

Cite the beneficiaries of the study from the most
benefited to the least benefited.

Give the benefits that could be derived from the
result of the study.

Example: The teachers will be most benefited
because knowing their instructional practices;
they could improve on their weaknesses.

They could continue to practice their strengths.
They could check on which practices would need
to be replaced. Give 4-6 sentences.

Continue with another paragraph for the next
beneficiary.

Tips for writing the Significance of the
Study
1. Cite only those who will be benefited
and how they will be benefited
2. The benefits should be realistic and
doable, and relevant
Example: The teacher, the pupils,
the administrators;
3. Do not number the beneficiaries.
4. Use paragraph form.

Delimitation of the study

Give a brief introductory paragraph, indicating
what the study is about, when it is conducted;
where it is conducted;
This could give the reader the physical/
geographical delimitation of the study.
Example: This study is delimited to the
instructional practices of teachers in
_____ during the school year ____

Indicate how limited is the content; the variables
used; the instrument delimitation (Content
delimitation).
Example: The variables utilized in this
study is delimited to classroom
organization; classroom management;
classroom teaching; and classroom
activities

Indicate how limited is the procedure (Procedural
delimitation).
Example: The instruments utilized in the
study will only be the researcher-
developed questionnaire with some
interview guide questions which will be
conducted to some of the selected
respondents.

Remember: Indicate the delimitation that is true
to the particular study. You can use the word
only or delimited.

Delimitations are not weaknesses, but those
which you limit because you would only need
these parameters. You could have included the
variables to your study but you opt not to include
these.

Tips for writing the delimitation
1. Consider the following delimitation
a) physical/geographical
delimitation
b) content delimitation
c) subject delimitation
d) theoretical delimitation
e) procedural delimitation
2. As much as possible state your
sentences a delimitation and not as
methodology
3. You dont have to be extensive; Be
brief and concise.
4. Write the delimitation in paragraph form

Definition of Terms Used

Give a brief introductory paragraph,
Example: The following terms are defined
theoretically and/or operationally as used
in the study:

Get only the important key words.
You can get these from the title and the variables
used in the problem.
Example: instructional practices,
combination classes, policy guidelines,
etc.

Accordingly, define only the new terminologies.

Remember: Get the author and year for the
theoretical definition and see to it that your
operational definition is what you meant in your
study.

Tips for writing the Definition of Terms
1. Define only the important
terminologies/key concepts
2. Use both theoretical and operational
definition
3. Authorities should be taken from
primary sources. Avoid using the
dictionary
4. Other terms could be discussed in the
conceptual framework

Tips for citing references
1. Use APA format. Authors name are
not all capitals
2. List references cited in the text
3. Check if sources are related and
relevant to the topic
4. Use internet sources especially from
journals, ISI journals, pdf
materialsthose with authors only. Do
not use the wikipedia because these are
still unedited and could change.


CHAPTER 2 REVIEW OF LITERATURE

The first step to identify problems/topics to
consider
Sometimes one cannot easily see what problem
to work on, but when one reads a lot about a
certain issue or topic, the realization that a
problem exist could surface out. This section
gives the extensive readings related to the study

To review is really to look again.

When a researcher has a problem in mind, it is
important to look again as to how other people
see the problem and how they solve the
problem.

When one does a review of related literature,
he/she examines what has been studied about
this problem,
What has been done and said about the problem
by different authors and researchers.

The researcher can then have a point of
reference for the present study, what the
researcher intends to do, and what new
knowledge the researcher could possibly
generate from what has been done.

Benefits derived from the Review of
Literature

a) Finding investigations similar to the present
study and viewing the methodology and design
used;
(b) Finding methods of dealing with common
problems and situations;
(c) Finding useful sources of data;
d) Introducing important and useful personalities;
(e) Providing opportunities to the present study
in historical and associational perspectives;
( f) Providing new ideas and approaches;
(g) Help to evaluate the research efforts by
providing a comparison;
(h) Increasing confidence in choice of selected
topics by viewing the interests of others;
(i) Helping out with the analysis and
interpretation of data and findings;
(j) Giving support or back-up when analyzing
results

Importance of the Review of Literature

1. It helps and guides the researcher in
searching or selecting better research problems
and topics;
2. It helps one to conceptualize and understand
the topic better;
3. It ensures that there is no duplication of the
same study;
4. It helps in locating more sources of related
information;
5. It provides ideas in the type of research to be
done and in making research designs;
6. It guides the researcher in making
comparisons between his/her findings with those
of the previous researchers;
7. It aids in the analysis of findings and
formulating generalizations and principles;
8. It provides information on the status quo of
knowledge in the area of the study;
9. It assists the researcher by pointing out the
strengths and weaknesses of the existing
research;
10. It helps avoid errors that plagued
researchers on studying similar problems.

Literature Review could be organized

Thematically
Topically
According to the variables used
Logically according to the set problems
Chronologically
Historically

Guidelines for good Literature review
1. Research paper must be written in the formal
style, which is the third person;
2. Avoid highly descriptive writing style, not
appropriate for a scholarly work;
3. Use the active voice for direct impact and
easy understanding;
4. Avoid the use of jargon, use familiar terms;
5. Language should be in neutral gender;
6. Give a clear report and clarify contradictions;
7. Use short and clear sentences;
8. Use correct grammar and proofread the work;
9. Never plagiarize; give credit to the original
author of ideas;
10. Pay attention to structure and form of
published work which are good examples of a
good literature review

Locate relevant literature

Identify key authors and journals
Use bibliographic reference sources
Use computerized literature searches
Obtain reprints and preprints
Look at literature from other disciplines
Scan tables of contents of key journals
Use references lists from articles,
chapters, and books
Use primary sources
Avoid the popular press

Tips in writing the review of literature

Present an introductory paragraph on
what is the content of the chapter.
Introduce how the chapter is organized,
e.g. thematically, topically, according to
variables or chronologically according to
dates, etc.

Generally, consider the focus of your
study and use that as the basis in
arranging the subsections of Chapter 2.
For example, if you are considering
Study habits and the Performance
of multigrade pupils you could
have a subsection on study habits
and another subsection on
performance of mutigrade pupils

Get reviewed literature relevant to the
topics in the subsections and weave the
ideas of different authors. Try as much as
possible to write an essay that interlaces
the ideas of different

Authors, not the one-author-one-
paragraph style of writing. Similar ideas
of different authors can be put together in
one paragraph
Every end of the section should contain
the insights gained by the researcher. Cite
the relatedness of the reviewed literature
to the present study. The similarities and
differences could be highlighted.

Make sure to include only those relevant
to the present study. Do not deviate from
your focus. You will be overwhelmed with
several materials, but constantly bear in
mind your focus

Avoid the cut-and-paste style because
this could led to plagiarism.
Ideas of authors have to be
acknowledged.


CHAPTER 3 METHODOLOGY

What are the sections in Chapter 3?

Research Design/Methodology
Research Locale
Subject/respondents of the Study
Sampling procedure/sample size
Instruments used; scoring procedures
Conduct of the study/Administration of
instruments
Ethical considerations
Treatment of Data

Research design is the plan or method which the
researcher used in answering the problems set
in the study and in the conduct of the research.
This is categorized as to the procedure upon
which the researcher collects and analyzes the
data.

The two broad categories for research designs
are the QUALITATIVE research and the
QUANTITATIVE research.
Both have their own merits and flaws, but they
could be complimentary to each other.

Descriptive Research
Correlational
Causal-comparative
Historical
Experimental Research

The research locale indicates the place or
location where the study is conducted or
undertaken.
Its description should have relevance to the
topic/content of the study.
The locale could indicate the population, the
boundaries and the variables.
In many instances, the researcher provides a
map for its geographical illustration.

When this is done, the map should reflect what
the researcher highlights in the study.
This map should be accurately plotted out with
correct scaling and legends, otherwise if the
locale is adequately describe, the map could be
omitted.

The respondents are those who participate in
answering the instruments used in the study.
The respondents could also be the subjects of
the study; hence sometimes the subheading for
this section is the subject-respondents.

In conducting a research work we are often
faced with the dilemma on what constitute a
reliable and acceptable sampling. When the
population to be studied is very small, we do not
need to get a sample, as we can take the whole
population. This is because the population size is
manageable. There are instances when we take
the whole population even if it is very large, and
this happens when we conduct a census.

Gay (1976) defines a population as a group to
which the researcher would like the result of a
study to be applicable to the general body. He
used the word generalizable.

Kerlinger (1973) defines population as all
members of any well-defined class of people,
events or objects.

Ferguson (1976) defines a sample as any sub
aggregate drawn from a population. It is the
small group that you observe from a given
population where your generalization is made.

Sampling (Ary, Jacob and Razavieh) is the
process which involves taking a part of the
population by making observations on this
representative group and generalizing the
findings to the bigger population. It refers to
strategies which enable one to pick a subgroup
from a larger group and then use this subgroup
as a basis for making judgment about the larger
group (Vockell, 1983)

Identification of a population,
Determination of a required sample size
Selection of a sample.

Slovins Formula
n = N/(1+Ne2)
where n = sample size, N = population
size, and e = desired margin of error, which is
the percent allowance for non precision because
of the use of the sample instead of the
population.
For example, in a population of 9000 and a
margin of error set at 2%
n = 9000/[1 + 9000 (.02)2]
n = 1,957

Sampling Strategies

Probability
Simple random sampling
Lottery
Systematic sampling
Stratified sampling, cluster sampling.

Non-probability sampling
Purposive or deliberate sampling. This is
sampling taken on purpose.
Quota sampling. One identifies a set of
important characteristics of a population
and then select the desired sample in a
non random way until the quota is reach.
Convenience sampling. This is based on
the convenience of the researcher, like
through telephone, or survey, etc.

Focus Group Discussion/Interview
Is a carefully planned and moderated informal
discussion where one persons ideas bounce off
anothers creating a chain of relation of
informative dialogue.

Observations
Are concerned with the recording of events and
behaviors of those being studied in their natural
setting

Semantic Differential
Rating scale designed to measure the
connotative meaning of things, events and
concepts

Q-sort
Is ranking of variables typically printed on cards
according to some instructions

Likert Scale
Scale showing agrrement or disagreement of
attitudes or opinions

Could be qualitative or quantitative statistical
treatment makes use of statistical tools and
techniques to discover relationships between
variables, develop generalizations that may be
used to explain phenomenon, and predict future
occurrences.

Descriptive statistics are those that involve mere
counting and tabulation like frequency counts,
percentages, averages, spreads. Inferential
statistics requires statistical tests of significance
where one can make inferences. It can be
parametric or non-parametric

Parametric tests are the z-test, t-test and F-test.

Non-parametric tests do not depend always on
specific type of distribution like the normal curve.
They are also called distribution-free statistics,
applied to both nominal and ordinal data.

The chi-square is a commonly used non-
parametric test

Mean gives the average of the data
Standard deviation - Considered as the most
useful index of variability or dispersion

Test whether the coefficient of correlation is
significant at a particular level

T-test for difference between means (t-test for
independent means, t-test for dependent means

To determine if there are significant differences
among the means of more than two groups;
ANOVA; The F-value is the ratio of two
variances or mean squares

MANOVA multivariate analysis of variance -
general form of analysis of variance which
incorporates two or more independent variables
in the same analysis

Pearson-product moment correlation measure
of relationship between two variables that are
usually of the interval type of data

Spearman Rank-order correlation coefficient-
measure of correlation between two sets of
ordered pairs

Kendalls tau measure o correlation between
ranks

Kendalls coefficient of concordance useful to
determine the relationship among three or more
sets of ranks

Point-biserial coefficient special type of Pearson
product moment correlation coefficient widely
use d in test construction, test validation and
analysis

Biserial correlation coefficient used In test
construction, test validation and analysis like the
point biserial coefficient

Phi coefficient sometimes called fourfold
coefficient used when each of the variables are
dichotomous

Tetrachoric correlation coefficient measure of
correlation between data that can be reduced to
two dichotomies

Partial correlation whenever 2 or more
variables are correlated, there may be possibility
that yet other variables may explain any
relationship that are found

Multiple regression technique that enables
researches to determine a correlation between a
criterion variable (dependent) and the best
combination of two or more predictor variables
(independent)

Coefficient of multiple correlation - indicates the
strength of the correlation between the
combination of the predictor variables and the
criterion variable

Coefficient of determination symbolized by r2,
the coefficient of determination is the square of
the correlation between one predictor variable
and a criterion variable
Discriminant function analysis technique used
in similar fashion as the multiple regression
analysis

Factor analysis technique that allows to
determine if many variables can be described by
a few factors

Path analysis used to test the possibility of a
causal connection among three or more
variables

Techniques for dependent samples:
The sign test non-parametric equivalent test for
t-test for dependent or correlated samples.

The Wilcoxons Matched pairs Signed ranks test
is quite similar to the sign test; more powerful
and efficient since it combines the sign of the
difference with the relative size of the difference;

The Friedman Two way Analysis of variance
both sign test and Wilcoxons matched pairs
signed-ranks tests are used for two correlated
samples.
In case there are three or more correlated or
matched groups involved the Friedman Two-way
ANOVA is appropriate

Tips for writing Chapter 3
1. First, examine the problems you set in
the study
2. Check the type of research
methodology based from the problems
3. Conduct a needs assessment
4. Know how to describe the locale in
relation to the study
5. Determine the subject-respondents,
sample size from the given population
in your study
6. Decide on what instrument to use. Surf
the net to check if there are available
instruments
7. Prepare the instruments, have these
checked, tried-out, validated. Get the
reliability when needed.
8. Consider the scoring procedure, the
criteria used, and the rating scale
9. Get the approval of the thesis
committee prior to the launching of
instrument
10. Get appropriate and adequate sample
size to launch the instrument
11. Retrieve the accomplished
questionnaire; survey; etc.
12. If interview/FGD is conducted
transcribe the discourses
13. Tabulate the data/ put the
transcriptions in matrices
14. Determine the treatment of data to be
utilized for analysis
15. Analyze the results based from the
scoring criteria/descriptive ratings/
qualifying statements

Chapter 3 of your research paper to
include
Research methodology/design
Locale
Subject/respondents
Instruments
Conduct of the study
Treatment of data


CHAPTER 4
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA

Be guided with the title of this chapter:

Present
Analyze
Interpret
Support

Tips in Writing Chapter 4

1. Have focus in the discussion, analysis
and interpretation
2. Provide implications and cite authorities to
support your findings
3. Present the data on the result of the
study. Do this according to the problems
set in the study.
4. If it is a table, be clear about the title and
the data included
5. If it is a matrix/ frame/box, be accurate in
the transcriptions of discourses
6. The data presented in tables, matrices,
frames, box, graphs should have proper
titles and labels so that you can easily
refer to these in the discussion
7. Put the table, matrix, etc. either on top or
at the bottom of the pages to avoid break
in the discussion
8. Once the Table number/Matrix number is
introduced, immediately the table or the
matrix should follow.
9. They should not be far apart.
10. Long tables could be appended, and put
the summary table instead.
11. Graphical presentations are illustrative,
hence these could also be used.
12. Avoid redundant presentations. If you use
the graph, do not use the tables anymore.
13. Pictures could also be used as data for
presentations when needed.
14. Presentation tools could be graphs,
tables, boxes/frames, figures, pictures,
,etc.. and these have to be discussed
clearly.





Analysis

Analysis is breaking into parts for better
understanding of the data. The data in the table,
graph, matrix, etc are analyzed based from the
criteria in the scoring guide/rating scale.

Data could be scrutinized and discussed
deductively from the overall result, to the
specifics eg. high, low, and middle ranks

Interpretation

The data analyzed could be given interpretation.
The qualifying statements could be good bases
for interpretation.

The readings done from different authorities
could enrich ones interpretation of the results

Support with authorities

The analysis and interpretation of the findings
should be given support from the reviewed
materials in Chapter 2.
Cite authorities that support or negate the
findings.
Make sure that the citation of materials from
authorities really supports the findings.

When citing the authorities, make sure that the
names and years are accurate
Avoid redundancy in your discussions. Utilized
all/or most of the authorities cited in Chapter 2 to
back-up/support your findings
Give a logical flow of the discussion of the
problems.

As much as possible, if there are several data,
tables, matrices, etc. for one problem, provide a
summary table for ease in presentation in
Chapter 5.

Qualitative data would need more discussion
and the support documents have to be well
organized

Analysis, interpretation, and implications are
enriched with the authors observations and field
notes, however avoid sweeping opinions and
conclusions.

Discussions have to be objective, well founded,
and supported by evidences and authorities.


CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS

Tips for Writing Chapter 5

1. Give a brief summary of the study, citing
what the study is about, the research
methodology, its objectives, and how the
study was conducted.
2. List the findings of the study as aligned to
your problems/objectives
3. List the conclusions as aligned to your
findings
4. List the recommendations as aligned to
the findings and conclusions of the study
5. There could be several recommendations
based from the results of the different
variables (e.g. the least rated items in the
tables)
6. Recommendations could also be
addressed to the people cited in the
significance of the study

Chapter 5 of your research to include:

Brief summary
List of findings
List of conclusions
List of recommendations