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This chapter provides the framework for the problem that is being studied and a context
for the statement of the purpose of the study. Sufficient information and justification on
why the researcher considered the problem worthy to be investigated is the ultimate goal
of this major section.
Introduction
This portion aims to acquaint the reader of the problem to be dealt with by describing the
facts, personal concerns, or actual conditions and situations in the environment, which
become the basis for selecting the research problem.
The introduction should not exceed three pages and may include the following:
Gaps in knowledge
Need to clarify conflicting practices in a specific field
Need for data base in evaluating practices and policies
Development of new or better research procedures for scholarly work
Validation of certain theories/principles
The purpose of reviewing the past literature on the topic is to expand the context of the
study, to help further define the problem, and to provide an empirical basis for the
hypotheses. This section cites references of significant publications and current journal
articles related to the problem.
In summarizing related studies, avoid non-essential details; emphasize major findings and
methodological issues. This section should be terminated with a coherent and systematic
synthesis of all information reviewed.
Related Literature
Foreign Studies
Local Literature
Local Studies
Relationship of the Study to the Literature Reviewed
Explains in narrative form, the main dimensions to be studied – the key factors or
variables – and the presumed relationships among them. Theoretical or conceptual
scheme is developed from the review of related literature and is usually presented in a
diagram. Conceptual or theoretical framework is not necessary in qualitative research.
Getting the framework in a single diagram forces the researcher to find the general
constructs that hold the phenomena, to map relationships, to divide the variables that
conceptually or functionally distinct, and to work with all the information at once.
General constructs come from theories and previous empirical research. As a general
rule, the more parsimonious the framework, the better it is.
A conceptual framework is tentative theoretical scheme that the researcher has developed
for his/her research problem. It is introduced by a discussion of the theoretical
orientation used by the researcher.
This portion should state the problem clearly as a main problem, written either as a
declarative statement or as a question broken down to specific sub-problems, usually also
written in the form of questions.
Hypothesis
It describes the theoretical and practical values derived from the study. It includes
potential contributions to various fields, to knowledge, or to research literature. This
section may also be presented in terms of who will benefit from the investigations and in
what ways.
Scope and Delimitation
It specifies the precise boundaries of the study. It indicates what the study will include
and what it will not include.
Scope would refer to the parameters of the study, its coverage, method, and subjects.
Definition of Terms
It lists and defines principal terms used, particularly where the terms have different
meanings to different people. It includes both a conceptual and operations or behavioral
definitions, that is, how the variables are manipulated or measured in the study.
Chapter 2
METHOD
This chapter describes how the study is conducted. This information is reported in
sufficient detail so that anyone can refer to this section and replicate the study.
Research Design
This portion describes the overall plan for the investigation. The design may be
descriptive or experimental.
The researcher should describe the population or sample population used in the study.
He/She should mention how the sample is drawn, the method of sampling and the
rationale for the sampling method.
Instrumentation
It describes each of the instruments used for data gathering in terms of process of
preparation, information about administration, scoring, and interpretation, evidences of
reliability and validity.
This portion discusses in detail the procedures, techniques, and strategies employed in
data gathering. Detailed discussion is required to enable another researcher to replicate
the method.
Data Analysis
It identifies the statistical designs used to analyze data including level of significance
employed and mode of analysis. It specifies which variables were used in the analysis.
Statistical formulas should be included in the discussion. For complex statistical designs
(e.g. regression analysis, factorial analysis, etc.), there is a need to include a step-by-step
procedure in using them.
Title Case
Chapter 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE Single space ALL
CAPS
Introduction A
Title Case, Underline
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Related Literature
(topical arrangement)
(synthesis of the literature review)
Related Studies
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(synthesis for each study)
Conceptual Framework
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xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
(introduce paradigm)
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xxxxxxx.
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xxxxxxxxxxxxxxxx.
Specifically,xxxxxxxxxxxxxx:
1.xxxxxxxxxxxxxxxx
2.xxxxxxxxxxxxxxxxx
3.xxxxxxxxxxxxxxxxxx
4.Is there a significant difference between x1 and x2?
5. Is there a significant relationship between x and y?
Hypothesis/Hypotheses
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxx at 0.05 significance level.
1. There is no significant difference between x1 and x2.
2. There is no significant relationship between x and y.
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xxxxxxxxxx.(hierarchial)
Administrator. The results of the studyxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
Teachers. This results of the studyxxxxxxxxxxxxxxxxxxxxxxxx
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Students. The results of the study provides….
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xxxxxxxxxxxxxxxxx.
Definition of Terms
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxx (alphabetize)
Academic Performance. The scores of the students in the achievement test.
Beliefs. This is the students’ views, perceptions and attitudes towards the subject.
Chapter 2
METHOD
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xxxxxxxxxxxxxxxxxxxxxxxxxxxx.
Research Design
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xxxxxxxxxxx.
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Instrumentation
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xxxxxx.
Questionnaire. This is used to……..
Documentary Analysis. This is used to ………
Interviews Inventories. This is used to ….
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xxxxxx.
Data Analysis
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xxxxxx.
Frequency and Percentage. This is used toxxxxxxxxxxxxxxxx
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Mean. This is used to xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxx.
T Test for Independent Means . This is used to….xxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
ANOVA. This is used to…..
Chi-Square . This is used to….
(to be continued)
Chapter 3
RESULTS AND DISCUSSION
Results
Tabular
Graphical
Qualitative
The presentation can be done by first, briefly stating the main results or findings. Then,
report the data in sufficient detail to justify the conclusions. Mention all relevant results
including those that run counter to the hypothesis. Do not include individual scores or
raw data, with the exception of single-case studies or illustrative samples.
Tables provide exact values and can efficiently illustrate main effects, figures of
professional quality attributes of a test, the degrees of freedom, the probability level, and
the direction of the effect. Be sure to include descriptive statistics (e.g. mean); where
means are reported, always include an associated measure of variability, such as standard
deviations, variances, or mean square errors.
Commonly used alpha levels are .05 and .01. Before you begin to report specific results,
you should routinely state the particular alpha level you selected for the statistical tests
you conducted.
Discussion
It begins with a summary of salient findings. Then, evaluate and interpret their
implications, especially with respect to the original hypothesis. In here, the researcher is
free to examine, interpret, and qualify the results, as well as draw inferences from them.
Emphasize any theoretical consequences of the results and validity of the conclusions.
The literature review may again be cited to explain the results. Procedural limitations are
also discussed.
Guide questions for the researcher to come up with an understandable and integrated
discussion are:
Summary
Briefly summarize the findings of the study; wording of the summary and abstract should
not be exactly the same; summary is usually longer than the abstract presented at the
beginning of the report.
Conclusions
Recommendations
APPENDIX
All sources cited in the manuscript must be listed in alphabetical order in the
reference list.
A. Books
(Alphabetically arranged)
Gannon, T.A., (2004). Psychology principles and applications (3rd ed.). New
B. Journal
C. Conference Paper
Hummel, J.H., Hutt, W.G., & Walters, L. (1994, April). What you measure is
what you get. A data –based presentation made at the annual meeting of the Southeastern
D. Electronic Media
ROM).
E. ERIC Document
F. Unpublished Materials
Use 12-point type standard font such as Geneva, Times New Roman, or Courier.
Do not use special type styles such as Script or Italics.
Do not hyphenate words at the end of the sentence; end each line of text with a
complete word.
Every page should be assigned a number. On the title page and on the half-title
pages introducing major sections, the page numbers are not shown.
Lower case Roman numerals are used for the preliminary parts. The title page is
assigned “ i ” although this numeral is not written. The numbering begins with “ ii ”
on the next page of the preliminaries. The body of the text, the references, and the
appendices are numbered continuously with Arabic numerical. Page numbers are
located in the upper-right hand corner of each page, one (1) inch from the top and
right margins.
In general, words and phrases are not emphasized through the use of bold print,
underlining, italic, single/double quotation marks, or all uppercase characters. Instead
writers must construct sentences so that emphasis is understood.
Citations
Follow the “5-word” rule: If 5 or more words from the source are used and in the
same order in your paper, the rules for quoting need to be followed.
All paraphrased works must also be cited parenthetically within the body of the
paper with one exception: If summarizing/critiquing a single article, paraphrasing
does not have to be referred.
Citations for paraphrased works require the surnames of the authors and date.
When a work has multiple authors, the citation should link the last author’s name
with the others using the ampersand symbol (&) if the citation is in parenthesis;
otherwise, the work “and” is used.
(Sample 1)
Although many behavioral scientists feel that punishment should never be used, Deitz
and Hummel (2000) offer two situations where it may be ethical use the procedure.
(Sample 2)
There are two situations where punishment procedures may be warranted: When all
other deceleration methods have failed or when the behavior is a clear procedure.
(Sample 1)
(Sample 2)
Punishment is one of the most widely used procedures to decrease behavior in school
settings because teachers are not familiar with other deceleration procedures, and
because it works quickly and effectively. Still, Deitz and Hummel (2000) do not
advocate the reliance of punishment. The decision to use punishment should be made
carefully. Special consideration should be given to whether or not the procedure can
be implemented correctly; punishment will diminish misbehavior faster and most
efficiently than any other reductive technique. However, in many cases, once the
procedure is stopped, there is high probability that the misbehavior will return to its
original level unless the child has been taught alternate, desirable behavior that can be
done instead of the misbehavior (p. 96).
ii
APPROVAL SHEET
PARAS, JANICE ACCAD, and LOIDA MACAPIA, who are hereby recommended
Name of Adviser
Adviser
Panel of Examiners
Name of Chairman
Chairman
Science in Psychology.
TABLE OF CONTENTS
Title Page
ii
Acknowledgement ……………………………………………………….. iv
Chapter
Introduction ………………………………………………… 1
2 METHOD …………………………………………………… 26
Instrumentation ……………………………………….. 27
Results……………………………………………………….. 30
Discussion ……………………….………………………. 40
Summary ……………………….………………………. 45
Conclusions ……………………….………………………. 47
Recommendations……………………………………………. 49
APPENDIX ……………………….……………………….………………. 50
REFERENCES ……………………….……………………………………… 55
List of Tables
1 Respondents …………………………………………… 15
vi
List of Figures
1 Paradigm ………………………………………….. 10