Thesis Writing APA Format

Republic of the Philippines
Pangasinan State University

Urdaneta City Campus
INTRODUCTION TO THESIS WRITING

USING APA FORMAT
MR. BOBBY F. ROARING

Faculty, Math and Natural Science Department
College of Computing
CHAPTER 1 – SCIENCE, THEORY AND RESEARCH
- Concept of Science
- Scientific Knowledge
- Functions of Research
- Objectives of Research
- Characteristics of Research
- Research Process
- Types of Research
- Research Approaches
CHAPTER 2 – ETHICS OF RESEARCH
- Definition
- Principles of Research Ethics
- Plagiarism
- Types of Plagiarism
- Quoting and Paraphrasing
- Citing References in Text
- Application of Research Ethics
CHAPTER 3 – IDENTIFICATION AND SELECTION OF RESEARCH TOPIC
- Selecting the Problem
- Technique Involved in Defining a Problem
- Factors that Influence the Selection of a Problem
- Ways to Locate a Research Problem
- Subject Selection
CHAPTER 4 – WRITING THE INTRODUCTION
- Research Proposal/Thesis Outline
- Background of the Study
- Research Problem
- Criteria in Formulating Problem Statement
- Types of Specific Research Questions
- Significance of the Study
- Scope and Limitations
- Definitions of terms
CHAPTER 5 – WRITING THE REVIEW OF RELATED LITERATURE
- Review of Related Literature and Studies
- Purpose of Literature Review
- Transitions
CHAPTER 6 – WRITING THE RESEARCH METHODOLOGY
Intro to Thesis Writing

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- Research Methods/Design
- Research Setting/Environment
- Sources of Data
- Data Gathering Instrument/Procedure
- Statistical Techniques Used
- Bibliography
- Appendices
CHAPTER 7 – DATA PRESENTATION, ANALYSIS, AND INTERPRETATION OF

FINDINGS
- Results
- Discussion
- Interpretation
CHAPTER 8 – CONCLUSIONS AND RECOMMENDATIONS

- Summary
- Conclusions
- Recommendations
CHAPTER 9 – WRITING THE ABSTRACT

- Abstract
- Content
- Types of Abstract
- Keywords
- References
- Footnotes
- Appendices and Supplemental Materials
REFERENCES
APPENDIX – Sample Format

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CHAPTER 1
SCIENCE, THEORY AND RESEARCH
Objectives: At the end of the chapter, the students should be able

to:
1. Understand the meaning of science, theory and research;
2. Discuss the interrelationship of science, theory and research;
3. Explain the different classification of research.
Concept of Science
Science is an objective, accurate, systematic analysis of determinate body of empirical
data in order to discover recurring relationships among phenomena.
Objective means unbiased, unprejudiced, detached, and impersonal. It is the
characteristics of viewing things as they are.
Accurate means that we strive to be definite, precise and exact.
Systematic carries with the implication that science is methodological, thorough
and regular in its procedures.
Analysis means that we are concerned with the identification and study of the
component parts of elements which make up the things which we study.
Determinate means that there are relatively agreed upon defined traits or
boundaries which specify which kind of things or boundaries we study.
What constitutes scientific knowledge?

i. Objective—Measurements that are not affected by personal bias and that are well-
defined and specified are considered objective.
ii. Data driven—Interpretations of research that are based on objective results of a
project are considered data driven.
iii. Replicable—When scientists can recreate a previous research study, that study is
replicable.

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iv. Verifiable—When scientists can reproduce a previous research study and generate
the same results, it is verifiable.
Theory
A theory is a set of interrelated constructs, definitions and propositions that present a
systematic view of phenomena.
Purpose:
i. Classify and organize event/things.
ii. Explain or make intelligible facts.
iii. Predict the occurrence of events/outcomes.
iv. Make things understandable.
Functions
i. It identifies the start of a research problem by presenting the gaps, weak points,
and inconsistencies of previous research.
ii. It puts together all the constructs/concepts that are related to your topic for
investigation.
iii. It presents the relationships among variables that have been investigated.
Research
Research is the systematic, controlled, and critical investigation of a natural phenomenon
guided by a theory and hypotheses about the presumed relations among phenomena.
Redman and Mory (1923) define research as a ―systematized effort to gain new
knowledge‖.
Research is, thus, an original contribution to the existing stock of knowledge making for
its advancement. It is the pursuit of truth with the help of study, observation, comparison and
experiment. In short, the search for knowledge through objective and systematic method of
finding solution to a problem is research. The systematic approach concerning generalization and
the formulation of a theory is also research.
As such the term ‗research‘ refers to the systematic method consisting of enunciating the
problem, formulating a hypothesis, collecting the facts or data, analyzing the facts and reaching
certain conclusions either in the form of solutions(s) towards the concerned problem or in certain
generalizations for some theoretical formulation.
Objectives of Research

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The purpose of research is to discover answers to questions through the application of
scientific procedures. The main aim of research is to find out the truth which is hidden and which
has not been discovered as yet. Though each research study has its own specific purpose, we may
think of research objectives as falling into a number of following broad groupings:
1. To gain familiarity with a phenomenon or to achieve new insights into it (studies with
this object in view are termed as exploratory or formulative research studies);
2. To portray accurately the characteristics of a particular individual, situation or a group
(studies with this object in view are known as descriptive research studies);
3. To determine the frequency with which something occurs or with which it is associated
with something else (studies with this object in view are known as diagnostic research studies);
4. To test a hypothesis of a causal relationship between variables (such studies are known
as hypothesis-testing research studies).
Characteristics of Research
1. Problem – solving activity
2. Development of new principles and generalizations
3. Empirical observation – accurate and precise
4. Collection of novel information – observations are recorded
5. Requires time, resources and expertise
6. Systematic and well – planned activity
7. Needs a virtuous worker
8. Requires validation and testing
Research Process
Before embarking on the details of research methodology and techniques, it seems
appropriate to present a brief overview of the research process. Research process consists of
series of actions or steps necessary to effectively carry out research and the desired sequencing
of these steps. The chart shown in Figure 1 will illustrates a research process.

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Define
Formulating the
research
research problem
problem
Review the Review concepts Review previous

literature and theories research finding
Formulate Development of
working hypotheses
hypotheses
Design Preparing the research

research design
Collect data Collecting the data
Analyse Analysis of data

Execution of the
project
data
Interpret Generalisations Preparation of

and the report or the
and report interpretation thesis
Figure 1. Flowchart of Research Process

Types of Research
A. According to Purpose
Fundametal/Pure/Basic
- Starting point for the search of new knowledge
- Done to discover broad pronciples/generalizations which could serve as base
for further research.
- It asks ―is it true‖
Applied
- aims at finding a solution for an immediate problem facing a society or an
industrial/business organization.
- Address issue of application
- It asks ―does it work‖
Action
- Advances the aims of basic and applied research to the point of utilization
- Concerned with the production of results for immediate application or
utilization
- It improves practices and methods and generates technologies and innovations
for application to specific technological situations.
- The emphasis is here and now
B. According to Methods
Historical
- Involves studying, understanding and explaining past events
Descriptive
- Involves description, recording, analysis and interpretation of conditions that
now exist
Experimental
- Investigates the effect of the independent variable (cause) on a dependent
variable (effect)
Research Approaches
Qualitative approach to research is concerned with subjective assessment of attitudes,
opinions and behavior.
Quantitative establishes cause – effect relationship. It relates occurrences of a variable
with other variables. Establishes generalization for prediction and control.

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Chapter 2
ETHICS OF RESEARCH
At the end of the chapter, the students should be able to:

1. Understand the concept of ethics in research
2. Identify the different applications of research ethics
Ethics
The moral principles or system of a particular leader or school of thought. The moral
principles by which a person is guided. The rules of conduct recognized in certain associations
or departments. (Fellow, 2008)
Ethics are norms or standards of behavior that guide moral choices about our behavior
and our relationship with others. (Cooper et al 2008)
What is research ethics?

Concerned with how scientific data are obtained, and the social consequences of their
discovery and analysis. It aims to establish practical moral norms and standards for the conduct
of research. (Kimmel as cited by Diaz, 2009)
Research ethics refers to the moral principles guiding research from its inception through
to its completion and publication of results and beyond. (ESRC, 2007 as cited by Fellows (2008)
Why research ethics?

- Researchers and participants may have different standards of what is morally right or
wrong.
- Helps to ensure that our scientific endeavors are compatible with our values and goals
via shared guidelines, principles, unwritten laws
- The goal of research ethics is to ensure that no one is harmed or suffer adverse
consequences from research activities

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- Unethical research activities include violating non-disclosure agreement, breaking
participant confidentiality, misrepresenting results, deceiving people, using invoicing
irregularities, avoiding legal liability.
Principles of Research Ethics

1. Research should be designed, reviewed and undertaken to ensure integrity and quality.
2. Research staff and subjects must be informed fully about the purpose, methods and
intended possible uses of the research, what their participation in the research entails and
what risks, if any are involved.
3. The confidentiality of information supplied by research subjects and the anonymity of
respondents must be respected.
4. Research participants must participate in a voluntary way, free from any coercion.
5. Harm to research participants must be avoided.
6. The independence of research must be clear, and any conflicts of interest or partiality
must be explicit.
Plagiarism
Plagiarism is ―the deliberate or reckless representation of another‘s words, thoughts, or
ideas as one‘s own without attribution in connection with submission of academic work, whether
graded or otherwise. ―UNC Honor court, Instrument of Student Judicial Governance, Section
11.B.1)
Types of Plagiarism
1. Submitting a paper bought from somebody who makes it his/her official business to
sell papers. (paper mill)
2. Submitting a paper that somebody else has written. (paid it or not)
3. Copying a paper from a source text without acknowledging the source.
4. Paraphrasing materials from a source text without acknowledging the source.
How to avoid plagiarizing?

Step 1. Accentuate the positive. Change your attitude about using citations.

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Step 2. Improve your note – taking.
Step 3. Locate the appropriate style manual.
You can double – check your work using the checklist below:
 You put all direct quotes in quotation marks.
 You changed the words used by the author into synonyms.
 You completely paraphrased the ideas to which you referred.
 Your sentence is mostly made up of your own thoughts, but contains a reference to the
author‘s ideas.
 You mention the author‘s name in the sentence.
Quoting and Paraphrasing

a. Direct Quotation of Sources
Sample 1
Interpreting these results, Robbins et al. (2003) suggested that the "therapists in
dropout cases may have inadvertently validated parental negativity about the adolescent
without adequately responding to the adolescent's needs or concerns" (p. 541),
contributing to an overall climate of negativity.
Sample 2
Others have contradicted this view:
Co-presence does not ensure intimate interaction among all group members.
Consider large-scale social gatherings in which hundreds or thousands of people
gather in a location to perform a ritual or celebrate an event.
In these instances, participants are able to see the visible manifestation of
the group, the physical gathering, yet their ability to make direct, intimate
connections with those around them is limited by the sheer magnitude of the
assembly. (Purcell, 1997, pp. 111—112)
b. Direct Quotations of Online Material Without Pagination

Sample 1
Basu and Jones (2007) went so far as to suggest the need for a new "intellectual
framework in which to consider the nature and form of regulation in cyberspace"
(para. 4).
Sample 2
In their study, Verbunt, Pernot, and Smeets (2008) found that "the level of
perceived disability in patients with fibromyalgia seemed best explained by their

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mental health condition and less by their physical condition" (Discussion section,
para. 1).
Sample 3
In their study, Verbunt, Pernot, and Smeets (2008) found that "the level of
perceived disability in patients with fibromyalgia seemed best explained by their
mental healthcondition and less by their physical condition" (Discussion section,
para. 1).
c. Accuracy of Quotations
If any incorrect spelling, punctuation, or grammar in the source might confuse readers,
insert the word sic, italicized and bracketed, immediately after the error in the quotation.
d. Changes from the Source Requiring No Explanation
The first letter of the first word in a quotation may be changed to an uppercase or a
lowercase letter. The punctuation mark at the end of a sentence may be changed to fit the
syntax. Single quotation marks may be changed to double quotation marks and vice
versa.
e. Changes from the Source Requiring Explanation
Sample
Miele (1993) found the following:
The "placebo effect1" which had been verified in previous studies, disappeared
when behaviors were studied in this manner. Furthermore, the behaviors were
never exhibited again (emphasis added], even when reel [sic] drugs were
administered. Earlier studies (e.g., Abdullah, 1984; Fox1 1979) were clearly
premature in attributing the results to a placebo effect. (p. 276)
f. Citations Within Quotations
"In the United States, the American Cancer Society (2007) estimated that about 1
million cases of NMSC and 59,940 cases of melanoma would be diagnosed in
2007, with melanoma resulting in 8,110 deaths" (Miller et al., 2009, p. 209).
Citing References in Text
a. One Work by One Author
b. One Work by Multiple Authors
c. Groups as Authors
d. Authors with the Same Surname
References:
Light, I. (2006). Deflecting immigration: Networks, markets, and regulation
in Los Angeles. New York, NY: Russell Sage Foundation.
Light, M. A., & Light, I. H. (2008). The geographic expansion of Mexican
immigration in the United States and its implications for local law
enforcement. Law Enforcement Executive Forum Journal, 8, 73—82.
Text Cites:

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Among studies, we review M. A. Light and Light (2008) and I. Light (2006).
e. Works with No Identified Author or with an Anonymous Author

on free care ("Study Finds," 2007)
the book College Bound Seniors (2008)
(Anonymous, 1998)
f. Two or More Works Within the Same Parentheses
Training materials are available (Department of Veterans Affairs, 2001,
2003)
Past research (Gogel, 1990, 2006, in press)
Several studies (Miller, 1999; Shafranske & Mahoney, 1998)
(Minor, 2001; see also Adams, 1999; Storandt, 2007)
g. Secondary Sources
Allport's diary (as cited in Nicholson, 2003)
h. Classical Works
(Pearson, trans. 1931)
James (1 890/1 983)
1 Cor. 13:1 (Revised Standard Version)
(Qur'an 5:3—4)
i. Citing Specific Parts of a Source
(Statistics Center, 2009, p. 67)
(Roaring, 1988, Chapter 13)
j. Personal Communications
B.F. Roaring (personal communication, August 18, 2010)
(B.F. Roaring, personal communication, June 28, 1978)
k. Citations in Parenthetical Material
Sample
(see Table 3 of U.S. Department of Labor, 2007, for complete data)
Basic Citation Styles

Type of First citation in Subsequent Parenthetical Parenthetical
Citation text citation in text format, first format,
citation in text subsequent
citation in text
One work by Roaring (2016) Roaring (2016) (Roaring, 2016) (Roaring, 2016)
one author
One work by Roaring and Roaring and (Roaring & (Roaring &
two author Bacani (2001) Bacani (2001) Bacani, 2001) Bacani, 2001)
One work by Roaring, Bacani, Roaring et al. (Roaring, (Roaring et al.,

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three authors and Flores (2009) Bacani, & Flores 2009)
(2009) ,2009)
One work by Roaring et al. Roaring et al. (Roaring et al., (Roaring et al.,
six or more (2009) (2009) 2009) 2009)
authors
Groups (readily Pangasinan State (PSU, 2010) (Pangasinan (PSU, 2010)
identified University (PSU, State University
through 2010) [PSU], 2010)
abbreviation)
as authors
Application of Research Ethics

1. Theory and literature
Accuracy and completeness of citations
2. Data collection, use and disposal
Data collected are from the sources identified and collection methods are
followed and record accurately. Boundaries of use of data.
3. Data analysis, intellectual property and data protection
Accuracy of inputting, use of appropriate techniques. Disclose report accurately
and with integrity. Compliance of copyrights and patents of results/outputs.

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CHAPTER 3
IDENTIFICATION AND SELECTION OF

RESEARCH TOPIC
At the end of the chapter, the students should

be able to:
1. Identify the sources of research problems.
2. Discuss the factors to consider in selecting a
research topic.
3. Apply the criteria in formulating a research title.
Preliminaries
A research problem, in general, refers to some difficulty which a researcher experiences
in the context of either a theoretical or practical situation and wants to obtain a solution for the
same.
Selecting the Problem

(i) Subject which is overdone should not be normally chosen, for it will be a difficult task
to throw any new light in such a case.
(ii) Controversial subject should not become the choice of an average researcher.
(iii) Too narrow or too vague problems should be avoided.
(iv) The subject selected for research should be familiar and feasible so that the related
research material or sources of research are within one‘s reach.
(v) The importance of the subject, the qualifications and the training of a researcher, the
costs involved, the time factor are few other criteria that must also be considered in
selecting a problem.
(vi) The selection of a problem must be preceded by a preliminary study.
Technique Involved in Defining a Problem

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(i) statement of the problem in a general way;
(ii)understanding the nature of the problem;
(iii) surveying the available literature
(iv) developing the ideas through discussions; and
(v) rephrasing the research problem into a working proposition.
Factors that Influence the Selection of a Problem

A. Personal
i. Interest and Training
ii. Cost and Time
B. External
i. Availability of related information
ii. Recency/importance of the issue
iii. Facilities and equipment
Ways to Locate a Research Problem
1. Identify broad areas that are closely related to your interests and professional
goals and write them down.
2. Then choose among the areas that relate to your future career, an area or a
research topic that is feasible.
3. Collaborate with other people; join an on – going projects
4. Read textbook where rather comprehensive topics in a field are summarized, and
problems and future research needs are identified; journal article for the state of
art of the field and authors recommendations; review articles for both.
5. Test a theory.
6. Replication. Replicate major milestone study. Replicate studies using different
populations, samples, methods.
7. Observations. Observe carefully the existing practices in your area of interest.
8. Develop research ideas from advanced courses you take.
Subject Selection
A. Topic of interest to the researcher
B. Personal strength and weaknesses

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C. Topics of current interest in practice
D. Data required for each topic
E. Sources of data for each topic
F. Research limitations for each topic
Activity 1:
1. Discuss or brainstorm with your classmates, ask other professors related to your
field. Identify a problem situation or issues related to mathematics/statistics.
2. Select a specific topic based on the problem situation.
‗The Title of the Investigation

A title should summarize the main idea of the manuscript simply and, if possible,
with style. It should be a concise statement of the main topic and should identify
the variables or theoretical issues under investigation and the relationship between
them.
A title should be fully explanatory when standing alone.
Good title is easily shortened to the running head used within the published
article.
Avoid using abbreviations in a title; spelling out all terms helps ensure accurate,
complete indexing of the article. The recommended length for a title is no more
than 12 words.
The title should be typed in uppercase and lowercase letters, centered between the
left and right margins, and positioned in the upper half of the page.
Importance of the title

1. Introduces the work to a reader
2. Give impression that the contents are desirable and deserve a deeper look
3. Helps the reader to know whether the contents are within his range of interest
Activity 2:
Based on the topic/problem you have selected, formulate a research title of your
proposed study.
CHAPTER ACTIVITY: Presentation of three (3) proposed titles.

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CHAPTER 4
WRITING THE FIRST CHAPTER OF YOUR

RESEARCH PROPOSAL
Objective
At the end of the chapter,
the students should be able to
write the Chapter 1 of their
research proposal following the
guidelines in writing Chapter 1.
Research Proposal/Thesis Outline

- A blueprint or plan for research
- It is like a business contract as it depicts the work to be done to achieved
desired results
- An instrument which lays down the basic component of the proposed research
activity.
Characteristics
- A straightforward document
- Not a literary production
- Clearly organized
Background of the Study

This is an introduction of the problem. It is an account describing the circumstances
which brought about the research.
- The body of a manuscript opens with an introduction that presents the specific
problem under study and describes the research strategy.
- The reason why the study was chosen or why it is necessary to solve the
problem.
- Relevance of the issue/problem to be studied
- Global, national and local perspective of the issue

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- The factors that lead to the conceptualization of the problem i.e. historical
background when, how, and where and the contextual background.
- Description of the problematic situation, the extent and gravity of the
situation, who are affected and its effect.
Activity 3:
Based on your approved title, write the background of the study component of your
proposal.
Research Problem
- An interrogative statement that asks:
What is the relationship between the student‘s admission test score and the
time wherein the student attains his degree?
Criteria in Formulating Problem Statement

- Must be stated in question form
- Should express relation between two or more variables
- Imply possibilities of empirical testing
Types of Specific Research Questions

1. Descriptive/Description
Ex. What is the performance of the Powderized Organic Malungay?
2. Comparison/Difference
Ex. What is the difference in the survival time (time finishing their degree)
between courses?
3. Relationship/Association
Ex. What is the relationship between the student‘s admission test score and the
time wherein the student attains his degree?
4. Prediction
Ex. What are the factors that may predict the student‘s academic performance?
Activity 4:

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Write the statement of the problem of your proposed study.
Hypothesis
- Is a conjectural statement of the relation between two or more variables.
- A tentative explanation for certain behavior, phenomena or events which have
occurred or will occur
- Is a testable statement of a potential relationship between two or more
variables
- Is a tentative, intelligent guess set forth as possible explanation for an
occurrence.
Characteristics of Good Hypothesis
- Testable
- Logical
- Directly related to the research problem
- Represents a single unit or subject of the problem factually or theoretically
based
- States relationship between variables
- Sets limits of the study
- Stated in such a form that it can be accepted or rejected
Types of Hypothesis
I. Directional vs. Non – directional hypothesis
- Directional hypothesis is one that specifies not only the existence but the
expected direction of the relationship between variables
- Non – directional hypothesis by contrast does not stipulate the direction of the
relationship
II. Simple vs. Complex Hypothesis
- Simple hypothesis is a hypothesis that expenses an expected relationship
between one independent and one dependent variable
- Complex hypothesis is a prediction of a relationship between two or more
independent variables and two or more dependent variables. It is often times
referred to as multivariate hypothesis because they involve multiple variables.
III. Research vs. Null Hypothesis
- Research hypothesis also referred to as substantive, declarative, or scientific
hypothesis, are statements of expected relationship or difference between
variables.

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- Null hypothesis or statistical hypothesis state that there is no relationship or
difference between the independent and dependent variables.
Criteria in Formulating Hypothesis
- Must be stated in declarative sentence form
- Statements about the relation between variables
- Carry clear implications for testing the stated relations
Activity 5:
Write the research hypothesis of your study proposed study (if any)

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Significance of the Study
This section states why the problem investigated is important, and what significance the
result has. It should include a statement on relevance to felt needs, the potential contribution of
the research to new knowledge, to whom the findings would be useful for a policy implications
and other possible uses or its results.
1. Explore importance of the problem.
2. State why the problem deserves new research.
3. Identify the value of the results of the study to the body of knowledge, policy
formulation, etc.
4. Write the specific benefits to specific individuals, groups or organizations.
5. Explain in what ways the expected outcome or describe the benefits accruing to
each of the beneficiaries.
Activity 6:
Write the significance of the study component of your proposal.
Scope and Limitations

This is a discussion of (a) what the study covers, i.e. scope and (b) what it does not, i.e.
delimitation.
Scope
- Set boundaries in terms of geographical location, time, content, applicability
and people/object studied.
Limitations
- Identify constraints outside one‘s control or beyond the control of the
researcher such as availability of records, weather/environmental and must be
explained.
Activity 7:
Write the scope and limitations of the study of the proposal.
Definitions of terms
In this section, the terms used in the study are alphabetically arranged and defined.

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What are these terms? These are the variables, concepts, terms that encompasses these
variables or concepts, especially those that are mentioned in the title, statement of problem, and
hypothesis
How are they Defined?
I. Conceptual Definitions
- Refers to the definition found in the dictionaries. It is the academic or the
universal meaning given to a word or group of words.
II. Operational Definitions
- Refers to the specific way or the meaning used in the study. It is the definition
that operates or function in the investigation.
- For example, let us define ‗Intelligence‘ conceptually and operationally
Conceptual: The capacity for abstract thought, understanding,
communication, reasoning, learning, planning, and problem solving
Operational: The score resulting from performing the Test.
Rules in defining the terms

1. Circularity – the definition should not contain the word to be defined or include a
cognate of it.
Ex. Age – is the number of years one has lived from birth to his/her last birthday.
2. Convertibility – the word to be defined and the definition should be
interchangeable.
Ex. A teacher is any person, male or female who engages in the teaching of young
or adults as a means of livelihood.
3. Affirmation – the definition should state what the meaning of the term is not what
it is not. (definition be negation)
Ex. Adoption is the continuous use of a technology following exactly the
recommendation for at least three years.
4. Clarity – avoid ambiguity or vagueness.
Ex. A full time teacher is one who devotes the greater proportion of his/her
working time to his only source of livelihood which is the teaching of the young or
old.
5. Structure – the grammatical form of the definition follows correct grammar
whether it is on one‘s own language or in some foreign language.
Activity 8:
Define conceptually and operationally the variables/terms to be used in the proposed
study.

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Chapter Activity:
- Integrate the comments/suggestions given by the professor and finalize the
first chapter of your proposal.
- Email or give personally to the professor for checking.
Summary
Chapter 1
INTRODUCTION
 Background of the Study
 Statement of the Problem
 Research Hypothesis (if any)
 Significance of the Study
 Scope and Limitations of the Study
 Definitions of terms

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CHAPTER 5
WRITING THE SECOND CHAPTER OF YOUR

RESEARCH PROPOSAL
Objective
At the end of the chapter, the students should be
able to write the Chapter 2 of their research proposal
following the guidelines in writing Chapter 2.
Review of Related Literature and Studies

A literature review discusses published information in a particular subject area, within a
certain time period. It surveys scholarly articles, books and other sources such as dissertations
and conference proceedings relevant to a particular issue, area of research, or theory, providing a
description, summary, and critical evaluation of each work. The purpose is to offer an overview
of significant literature published on a topic. A literature review can be just a simple summary of
the sources, but it usually has an organizational pattern and combines both summary and
synthesis. A summary is recap of the important information of the source, but a synthesis is a re
– organization, or re – shuffling, of that information. It might give a new interpretation of old
material or combine new with old interpretations.
Placement and Part of the Review. The placement of the Review of Related Literature
and Studies in a thesis/dissertation report may vary according to the practice adopted by a
particular college/university and the style of a particular field of specialization.
This chapter involves the systematic identification, location, analysis, and discussion of
the literature related to the research on hand. This chapter has the following distinct parts:
I. Related Literature – It consists of theories, concepts, ideals, principles, and other established
knowledge (or literature) on the topic of a research on hand. Sources of related literature include
books/monographs, textbooks, general reference books, professional journals, bulletin and
circulars emanating from government offices and department, report from seminar, constitutional

BFR 26
laws and statutes. It is sometimes referred to as Conceptual Literature – for which reason it may
also take place of the Theoretical and Conceptual of a study.
II. Related Studies. These are documented reports in the findings/results of previous
researches/studies. These may be published, such as those appearing in scientific and
professional journals(e.g. Journal of Educational Research), research abstract journals, or their
equivalent in CD format, and even specialized reference books (e.g. Encyclopedia of Educational
Research). They may also be unpublished (such as thesis and dissertation).
The related studies are distict from the related literature in that the former are the results of
investigations. Therefore, they involve a problem and research design; they have findings,
conclusion, and recommendations.
Purpose of Literature Review
1. Place each work in the context of its contribution to the understanding of the
subject under review.
2. Describe the relationship of each work to the other under consideration.
3. Identify new ways to interpret, and shed light on any gaps in, previous research.
4. Resolve conflicts amongst seemingly contradictory previous studies.
5. Identify areas of prior scholarships to prevent duplication of effort.
6. Point the way forward for further research.
7. Place one‘s original work in the context of existing literature.
8. The literature review itself, however, does not present new primary scholarship.
General Note
1. Always keep in mind that as you read scholarly literature, you are looking for a GAP
your own research might fill.
2. The purpose of a review is to analyze critically a segment of a published body of
critically a segment of a published body of knowledge through summary, classification,
and comparison of prior research studies, reviews of literature, and theoretical articles.
What to Include in the Review?

Selectively should be the consideration on what to include in the Review. The following are the
characteristics of related literature and studies that make them of true value.
1. They must be as recent as possible. The rapid changes in the social, economic,
scientific, and technological fields make the literature and studies of several years
ago of little value. Findings of studies of 15 years ago may be have little value
today unless the study is comparative inquiry about the past and the present.

BFR 27
2. Materials reviewed must be objective and unbiased. They must have been based
upon genuinely original and true facts or data to make them valid and reliable.
Distorted interpretations and generalizations may result form the use of extremely
one – sided or unreliable and invalid literature and studies.
3. Materials surveyed must be relevant to the study. Include only those that have
some direct bearing on or similarly to the research problem at hand.
4. Reviewed materials must be sufficient enough to give insight into the research
problem or to indicate the nature of the present investigation.
How to Write the Review?

1. Avoid treating each article or related study as a separate paragraph, resulting in an
enumerative manner. Instead, bring all the studies with the same or similar findings in the
same paragraph.
2. Avoid excessive use of quotations or exact citation. Paraphrase, summarize, or synthesize
the findings. Experts are one in their view that a research report can be made interesting
if quotations are used when the material quoted is specially written and can be inserted
without spoiling the continuity of the presentation.
3. Related materials may be cited chronologically, citing first those written earlier.
4. Cite only the major findings, generalizations and conclusions, relevant to the problem
under the investigation.
Transitions
Transitions – to tie a piece of writing together into a unified whole.
 Words to illustrate – for example, for instance, take the case of, consider, to illustrate.
 Words to show comparison – similarly, in the same manner, by comparison, in the same
way, so, likewise, in the same way.
 Words to show sequence – logically, chronologically, primarily, one, two, first, second,
step by step, sequentially.
 Word to show consequence – therefore, accordingly, consequently, as a result, for this
reason, all this suggests, thus, hence.
 Words to tie relationships – next, then, later on, sometimes later, a year later, at present,
at the same time, earlier, meanwhile.
Chapter Activity:
 Search for literature/studies related to your study.
 Write the second chapter of your proposal.

BFR 28
CHAPTER 6
WRITING THE THIRD CHAPTER OF YOUR

RESEARCH PROPOSAL
Objective
At the end of the chapter,
the students should be able to write
the Chapter 3 of their research
proposal following the guidelines in
writing the third chapter.
This chapter describes the research methods, sources of data, instrument(s), the data gathering
procedure, coding and encoding the data, and treatment/analysis (quantitative/qualitative) of
data.
The methodology section describes in detail how the study will be conducted. This chapter is
typically divided into labeled subsections. Often a subsection describing participants or subjects
is followed by subsections describing testing or other measurement procedures to be undertaken
with the participants and a subsection describing how the resulting measurements will be
analyzed to help resolve the problems stated in the introduction.
Research Methods/Design
This sections describes briefly the appropriate methods used (e.g. descriptive,
experimental, historical, etc.). If there are specific sub – types (e.g. descriptive – comparative,
descriptive – evaluative, randomized experimental – control groups – pretest – post – test
design.) these are also mentioned and described in this section.
It is the plan, structure, and strategy of investigation conceived to obtain answers to
research questions. The plan is the overall scheme of the research which includes the outline of
what will be done from writing the hypothesis to final analysis of data. The structure is the

BFR 29
scheme of the paradigm/model of the operation of the variables. The strategy includes the
methods for data collection and analysis appropriate to reach the objectives and answer the
research problem.
A. Descriptive Method – describes contemporary events and that the research problems
are based on appreciation of the present state of affairs, they are rooted in the past and may affect
the future. It also describes the nature of a situation as it exists at the time of the study and to
explore the causes of particular phenomena. It involves description, recording, analysis and
interpretation of conditions that now exist. It aims to determine profiles or statuses, assess
attitudes, opinion, views, or behaviors, compare and contrast characteristics of communities,
people, events, discover a cause and effect relationship, making specific predictions.
Types of Descriptive Method:

1. Case study – seeks answers to a research problem by writing the problematic
situation which is an objective description of an event, occurrence at a specific
time. A case is a written and systematic record of human experience centered on a
problem or issue faced by a person, a group of persons or an organization.
2. Correlational study – attempts to determine whether and to what degree a
relationship exists between two or more quantifiable variables. The purpose is to
establish relationship or lack of it to use relationship in making predictions.
3. Survey
4. Developmental Studies
5. Assessment/Evaluation Studies
6. Comparative Studies
7. Follow – up studies
8. Trends and Projection Method
B. Experimental Method
Research Setting/Environment
Describe the setting (it may be a school, community, school district, community, etc.) in
terms of the important characteristics that would have bearing on the study and its findings.
Sources of Data
(Also called: Population Sample, and Sampling procedure; Subject of the Study,
Respondents of the Data – whichever is appropriate). Mention: Who/What were the subjects?
How many? What formula was used to determine the sample size? What sampling technique was
used to draw out the sampling unit from the population?

BFR 30
Data Gathering Instrument
Mention and describe each instrument used. Instruments include test questionnaires,
interview guides and/or schedules, etc. apparatuses, devices, and laboratory equipment used. The
description includes information about its construction, validation, reliability, what data it will
gather. If an existing instrument was used, cite its source. It was modified, explain, how and
why. In the case of complex or custom – made equipment, a drawing or photograph is
recommended.
Data Gathering Procedure

The procedure followed in conducting the study should be explained in complete detail.
Techniques, devices, and procedures followed should be described. In the case or experiment,
this section should include instructions given to the participant, the formation of the groups, the
experimental manipulations, and control features in the design.
Statistical Techniques Used

The first part of this section should be about the Coding of the Variables. The coding
guide should be included.
General Note
Remember that the method section tells the reader that you did and how you did it. Any
errors or weaknesses in the procedures that have been discovered during the conduct of the
research should be pointed out, and any consequent limitations upon the research results should
be fully noted.
Bibliography
- Listing of the references used in the personal such as books, journals, magazines, thesis,
etc.
- Group the references and arrange alphabetically
-
Appendices
- Include in this part of your proposal the following: Request letters, Questionnaires, and
Location of the study (map)

BFR 31
Preliminaries – these are components of the proposal which are to be placed before the major
chapter.
- Title page
- Approval sheet
- List of tables (if any)
- List of figure
Chapter Activity:
Write the third chapter of your proposal.

BFR 32
CHAPTER 7
DATA PRESENTATION, ANALYSIS, AND

INTERPRETATION OF FINDINGS
Objective
At the end of the chapter, the
students should be able to write the Chapter
4 of their research following the guidelines
in writing the fourth chapter.
RESULTS
In the Results section, summarize the collected data and the analysis performed on those data
relevant to the discourse that is to follow. Report the data in sufficient detail to justify your
conclusions. Mention all relevant results, including those that run counter to expectation; be sure
to include small effect sizes (or statistically nonsignificant findings) when theory predicts large
(or statistically significant) ones. Do not hide uncomfortable results by omission. Do not include
individual scores or raw data, with the exception, for example, of single-case designs or
illustrative examples. In the spirit of data sharing raw data, including study characteristics and
individual effect sizes used in a meta-analysis, can be made available on supplemental online
archives. Discussing the implications of the results should be reserved for presentation in the
Discussion section.
Methods of Presenting Data
1. Tabular Presentation
Tables can be classified according to their dimensions:
- One – way table – data classified according to only one variable.
- Two – way table – shows the relationship between a given variable and two other
variables.
- Three – way table – shows the relationship of one variable with three other
different variables.

BFR 33
Parts of a Table
- Title – must be clear, short, and should describe the contents and answer the
question what, how, where and when.
- Stubs – contains the headings of all the row and must be brief and informative.
- Body – central portion which presents the numerical data.
- Boxhead – contains the column headings and must be brief and informative.
- Footnote – contain explanations concerning an individual figure in the row or
column.
2. Pictorial Presentation
Graphical presentation is appropriate when there is a continuum in the data so that the point
representing paired observations of two variables maybe connected by a line.
- Scatter diagrams are appropriate in showing the extent of association between two
variables in the data when no clear continuum exists.
- A histogram is useful in indicating the nature of underlying frequencies.
- A bar chart is used to represent the magnitude of variables. When two or more
variables, the bar may be shaded in different ways. A bar chart can be extended to
show the composition of the total magnitude represented by the bars by segmenting
each bar in proportion in the magnitudes of the different components.
- Pie chart is a simple method of representing the composition of sum total such as the
percentage of an aggregate falling into different categories. In a pie char, a circle is
divided into segments such that the size of each segment is proportional to the
frequency or magnitude of that class.
- Pictograph portrays data by means of picture symbols. Quantities are represented by
appropriate pictures or identical symbols.
3. Textual form
It is used in presenting data in paragraph or narrative form.
Important Notes
• Summarize findings in text and illustrate them, if appropriate, with figure and tables.
• In text, describe each of your results, pointing the reader to observations that are most
relevant.
• Provide a context, such as by describing the question that was addressed by making a
particular observation.
• Either place figures and tables within the text of the result, or include them in the back of
the report.

BFR 34
• Each table must be titled, numbered consecutively and complete with heading.
• Each figure and table must be sufficiently complete that it could stand on its own.
DISCUSSION
After presenting the results, you are in a position to evaluate and interpret their implications,
especially with respect to your original hypotheses. Here you will examine, interpret, and qualify
the results and draw inferences and conclusions from them. Emphasize any theoretical or
practical consequences of the results. (When the discussion is relatively brief and
straightforward, some authors prefer to combine it with the Results section, creating a section
called Results and Discussion.)
Open the Discussion section with a clear statement of the support or nonsupport for your original
hypotheses, distinguished by primary and secondary hypotheses. If hypotheses were not
supported, offer post hoc explanations. Similarities and differences between your results and the
work of others should be used to contextualize, confirm, and clarify your conclusions. Do not
simply reformulate and repeat points already made; each new statement should contribute to
your interpretation and to the reader's understanding of the problem.
Your interpretation of the results should take into account (a) sources of potential bias and other
threats to internal validity, (b) the imprecision of measures, (c) the overall number of tests or
overlap among tests, (d) the effect sizes observed, and (e) other limitations or weaknesses of the
study.
You may also consider the following issues:
a. What is the theoretical, clinical, or practical significance of the outcomes, and what is the
basis for these interpretations? If the findings are valid and replicable, what real-life
psychological phenomena might be explained or modeled by the results? Are applications
warranted on the basis of this research?
b. What problems remain unresolved or arise anew because of these findings?
The responses to these questions are the core of the contribution of your study a justify why
readers both inside and outside your own specialty should attend to the findings. Your readers
should receive clear, unambiguous, and direct answers.
Important Notes
• Use reasoning and logic in discussing the data.
• If your result differ from your expectations, explain why that may have happened. If your
results agree, then describe the theory that the evidence supported.
• Decide if each hypothesis is supported, rejected or if you cannot make a decision with
confidence.

BFR 35
• Refer to work done by specific individual (including yourself) in past tense.
• Refer to generally accepted facts and principles in present tense.
• What do the results mean? How do they relate to the objectives of the project/research?
To what extent have they resolved the problem?
Some Pointers in Discussing the Results

• Data should be discussed in logical order that is consistent with the major objectives or
focus of the research problem.
• All supporting data required for tackling the major research problem should be discussed
before presenting the complex tables embodying the relationship among several
variables.
• The discussion should draw attention to the main points or relationships illustrated in
the table.
• Discuss the observable trend of the data for the total group and then dwell upon the
outstanding trends of the data for the subgroups.
INTERPRETATION
Interpretation means an adequate exposition of the true meaning of the material presented in
terms of the purpose of the study being reported. It throws light on the real significance of the
material in the context where it is found. The purpose of interpretation is to search for the
broader meaning of answers to research questions by linking them to other available knowledge
or to look for the explanation of the observed relationship.
Important Notes
• The purpose of generalization is to indicate the extent to which they could be applied to
the population or to other similar groups.
• Do not present a superficial interpretation. It is necessary to suggest why results came
out as they did, focusing on the mechanisms behind the observations.
• Interpret your data in appropriate depth. This means that when you explain a
phenomenon you must describe mechanisms that may account for the observation.
Chapter Activity:
Write the fourth chapter of your research.

BFR 36
BFR 37
CHAPTER 8
SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS
Objective
At the end of the chapter, the students
should be able to write the Chapter 5 of their
research following the guidelines in writing the
fifth chapter.
This section gives you the opportunity to discuss

the meaning of your results beyond what they
mean statistically; that is, you interpret the
findings and indicate what can be concluded from
them.
Summary
- The summary recounts everything that was mentioned in the previous chapters but in
brief while dwelling on the research and the key findings you have come up with. A
couple of paragraphs is all it takes but it is a condensed version that includes an
introduction, problem statements, methodology you used and the reason for its success
followed by a couple of sentences on the data and findings.
- This leads to the summary paragraph supporting the evidence and an objective statement
about the result.
- A paragraph is dedicated to discussion of results, dwelling on the important and unique
insights you have drawn from your studies and researches and how they all interconnect.
- It is customary to end with a recommendation for further research into the topic and the
ideas you have uncovered.
Conclusions
– Conclusions are answers to the questions/problems raised or the statements of
acceptance or rejection of the hypothesis proposed.
– Stated in specific terms

BFR 38
– Logically connected with the findings.
Some tips on what you can do in your conclusion:
1. Implicitly restate your thesis/position.
2. Emphasize the importance of your subject by placing it in a larger context.
3. Offer suggestions for the future based on what you have argued.
4. End on a relevant and powerful quote or anecdote that serves to ―sum up‖ your
paper.
Some tips on what NOT to do in your conclusion:
1. Do not bring in new material.

2. Do not weaken your position by apologizing for what you have already argued.
3. Do not end on a ―cliff hanger,‖ leaving the reader feeling unsatisfied.
Recommendation
– Should be in line with the findings and conclusions.
– Calls for specific actions that are feasible and show parallel construction.
– Discusses the logical implications of the findings for practical application or
future studies.
– These can take two forms: recommendations for further study, or
recommendations for change, or both.
– Each recommendation should trace directly to a conclusion.
– You should not really recommend anything that you have not previously
discussed in the Discussion. The rule ‗no new material‘ in your Conclusion is also
applicable to your ‗Recommendations‘.
– Recommendations are not the same as conclusions. Consider recommendations go
one step further than conculsions as (a) ‗something‘; (b) ‗someone‘; and (c)
‗needs to do‘.
Chapter Activity:
Write the fifth chapter of your research.

BFR 39
CHAPTER 9
WRITING THE ABSTRACT
Objective
At the end of the chapter, the students
should be able to write the Abstract of their
research following the guidelines in writing the
abstract.
Abstract
The abstract is a brief summary of the research project‘s area of investigation and
expected course. It is comprehensive summary of the contents of the article; it allows readers to
survey the contents of an article quickly and, like a title, it enables persons interested in the
document to retrieve it from abstracting and indexing databases.
It should reflect familiarity with current issues in the field and raise research questions or
hypotheses suggested by findings in the current literature. In the abstract, the investigator should
briefly describe proposed methods and expected conclusions.
A good abstract is: accurate, nonevaluative, coherent and readable, concise
Why Are Abstracts Used?

Abstracts give readers a chance to quickly see what the main contents and sometimes methods of
a piece of writing are. They enable readers to decide whether the work is of interest for them.

BFR 40
Using key words in an abstract is important because of today‘s electronic information systems. A
web search will find an abstract containing certain key words.
Important Notes
• Is a non-critical, informative digest of the significant content and conclusions of the
primary source material.
• Is intended to be intelligible in itself without reference to the paper but not a substitute for
it.
• Is short, should be two hundred words or fewer.
• Use complete sentence and do not sacrifice readability for brevity
• Stands on its own, complete in itself; can be understood when read separately from the
article.
• Contains all the key words for proper indexing
Content
• Purpose of the study/objective – hypothesis, scope
• Brief methodology
• Results, if the results are quantitative in nature report quantitative data; results of any
statistical analysis should be reported
• Important conclusions and their significance
Types of Abstract
– Informative abstract – designed to capsulize the research paper.
– Indicative/Descriptive Abstract – is a summary mentioning all sections of the
manuscripts in sufficient detail. No limit on the length but it should be not too
long. It is used in review papers and conference reports among other.
Keywords
• Reflect the information contained in the paper
• Make the article reach a wider audiences

BFR 41
• Useful in literature search and in making topical outlines
• Example:
• Techniques (bioassay, teaching techniques)
• Concept (heat tolerance, transformative education)
• Fields of study (machine design, instructional materials development)
• Name of plants (vegetable, ornamental)
References
References acknowledge the work of previous scholars and provide a reliable way to the
locate it. References are used to document statements made about the literature, just as data in
the manuscript support interpretations and conclusions. The references cited in the manuscript do
not need to be exhaustive but should be sufficient to support the need for your research and to
ensure that readers can place it in the context of previous research and theorizing.
Start the reference list on a new page. The word References should appear in uppercase
and lowercase letters, centered. Double-space all reference entries. APA publishes references in
a hanging indent format, meaning that the first line of each reference is set flush left and
subsequent lines are indented.
Footnotes
Footnotes - Footnotes are used to provide additional content or to acknowledge copyright
permission status.
a. Content footnotes. Content footnotes supplement or amplify substantive
information in the text; they should not include complicated, irrelevant, or nonessential
information. Because they can be distracting to readers, such footnotes should be included only if
they strengthen the discussion A content footnote should convey just one idea; if you find
yourself creating paragraphs or displaying equations as you are writing a footnote.
b. Copyright permission. Copyright permission footnotes acknowledge the source of
lengthy quotations, scale and test items, and figures and tables that have been reprinted or
adapted. Authors must obtain permission to reproduce or adapt material from a copyrighted
source.
Appendices and Supplemental Materials

BFR 42
Appendices – In general, an appendix is appropriate for materials that are relatively brief
and that are easily presented in print format. Some examples of material suitable an for an
appendix are (a) a list of stimulus materials (e.g., those used in psycholinguistic research), (b) a
detailed description of a complex piece of equipment, (c) a list of des that provided the source
data for a meta-analysis but are not directly referred to in any other way in an article, (d) a
detailed demographic description of subpopulations in the study and other detailed and/or
complex reporting items suggested in the reporting standards section of this chapter, (e) Letters,
(f) Content validity, (g) Questionnaire, and (h) Data Set.
If your manuscript has only one appendix, label it Appendix; if your manuscript has more
than one appendix, label each one with a capital letter (Appendix A, Appendix B, etc.) in the
order in which it is mentioned in the main text. Each appendix must have a title.
Like the main text, an appendix may include headings and subheadings as well as tables,
figures, and displayed equations. Number each appendix table and figure, and number displayed
equations if necessary for later reference; precede the number with the letter of the appendix in
which it is included (e.g., Table Al). In a sole appendix which is not labeled with a letter, precede
all tables, figures, and equation numbers with the letter A to distinguish them from those of the
main text. All appendix tables and figures must be cited within the appendix and numbered in
order of citation.
If one table constitutes an entire appendix, the centered appendix label and title serve in
lieu of a table number and title. Generally, treat multiple tables as separate appendices. If
multiple tables (but no text) are combined into one appendix, number the tables.
Begin each appendix on a separate page. Center the word Appendix and the identifying
capital letters (A, B, etc., in the order in which they are mentioned in text) at the top of the page.
Center the title of the appendix, and use uppercase and lowercase a letters. Begin the text of the
appendix flush left, followed by indented paragraphs.
Supplemental materials. Web-based, online supplemental archives tend to be more

appropriate for material that is more useful when available as a direct download as well as
materials that are not easily presented in standard print format. Some examples of materials
suitable for inclusion in online supplemental archives are (a) lengthy computer code, (b) details
of mathematical or computational models, (c) audio or video clips, (d) oversized tables, (e)
detailed intervention protocols, (f) primary or supplementary data sets, (g) expanded
methodology sections, and (h) color figures. Because this content may be useful to the field,
APA and many other publishers make it possible to provide them to a wide audience by posting
them on the web, with a link to the published article. These files (like an appendix) then become
part of the primary journal record and cannot be augmented, altered, or deleted.
Chapter Activity:

BFR 43
Write the abstract of your research.

BFR 44
REFERENCES
Barker, Donald I., Barker, Melissa S.,. Pinard, Katherine T. Internet Research—Illustrated,
Fifth Edition. 2010. Course Technology, Cengage Learning
Beins, Bernard C. and McCarthy, Maureen A.. Research Methods and Statistics. 2012. Pearson
Education, Inc.
Breach, Mark. Dissertation Writing for Engineers and Scientists, Student Edition. 2009.
Pearson Education
Bond, Greg. Writing Abstracts for Bachelor‘s and Master‘s Theses. 2009. https://www.th-
wildau.de/fileadmin/dokumente/studiengaenge/europaeisches_management/dokumente/Dokume
nte_EM_Ba/Abstracts_in_English.pdf (Retrieved: August 13, 2017)
Funk, Robert, Elizabeth McMahan, and Brian Way. ―Composing Effective Paragraphs.‖ Print
Preview: A Guide to Academic Writing Success. Toronto: Pearson Education Canada Inc.,
2005. 40-56.
Green, Brian, and Sarah Norton. ―Writing Introductions and Conclusions.‖ Essay Essentials
with Readings. 3rd ed. Scarborough: Thompson Nelson, 2003. 97-108.
Hess, Dean R. How to Write an Effective Discussion.
http://cancer.dartmouth.edu/documents/pdf/effective_discussions.pdf (Retrieved: August 13,
2017)
Hon, Linda Childers. Guidelines for Writing a Thesis or Dissertation. 2007 – 2008
Koopman, P. How to Write an Abstract. 1997. Carnegie Mellon University
Kothari, C.R.. Research Methodology, Methods and Techniques. 2004. New Age
International (P) Ltd., Publishers
Regoniel, Patrick A. Thesis Writing: 9 Tips on How to Write the Results and Discussion.
http://simplyeducate.me/2015/05/25/thesis-writing-9-tips-on-how-to-write-the-results-and-
discussion/ (Retrieved: August 13, 2017)
Scarry, John, Sandra Scarry, and Clifford Werier. ―Understanding Essay Form.‖ The Essay
Workplace. Scarborough: Thompson Nelson, 2002. 19-36.
Singh, Y.K.. Fundamental of Research Methodology and Statistics. 2006. New Age International
Publication Manual of American Psychological Association. 6th Edition. 2010. Pearson

Higher Education, Inc.

BFR 45
APPENDIX

BFR 46
TITLE OF THE THESIS PROPOSAL IN FULL
CAPITAL AND IN INVERTED PYRAMID
FORM IF LONG
__________________________
A Proposal Presented to
The Faculty of Mathematics and Natural Sciences Department
Pangasinan State University
Urdaneta Campus
________________________
In Partial Fulfillment of the

Requirements for the Degree
Bachelor of Science in Mathematics
Major in Statistics
_________________________
by
NAME OF STUDENT

BFR 47
APPROVAL SHEET
In partial fulfillment of the requirements for the degree of Bachelor of Science in
Mathematics, Major in Statistics, this proposal entitled ―TITLE OF THE PROPOSAL‖,
prepared and submitted by NAME OF STUDENT, is recommended for acceptance and
approval.
_________________________ _______________________
Critic Reader Adviser
Approved by the Panel of Evaluators
____________________________
Chairman
_________________________ ______________________
Member Member
Approved in partial fulfillment of the requirements for the degree of Bachelor of Science in
Mathematics, major in Statistics.
_____________________________ ___________________________
Department Chairman College Dean
________________________________

BFR 48
Campus Executive Director
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
TABLE OF CONTENTS iii
BODY
Introduction
Background of the study 1
Statement of the Problem 5
Significance of the Study 6
Scope and Delimitations of the Study 6
Definition of Terms 6
Review of Related Literature

Related Literature ` 8
Related Studies 11
Theoretical Framework 19
Conceptual Framework 21
Research Methodology
Research Design 23
Respondents of the Study 24
Sampling Scheme 24
Data Gathering Instrument 24
Data Collection Procedure 25
Statistical Data Analysis 25
BIBLIOGRAPHY 26
APPENDICES
A Letter _______________________ 28

BFR 49
B Letter _____________________________ 32
C Letter ______________________ 36

BFR 50
RUNNING HEAD PAGE NUMBER
INTRODUCTON
Background of the Study
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BFR 51
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adijfepiu alfei apijf epfj a;pfjoa efo a;dlkfa woekf ;dkmf a;sjf ;amf ;eof ;admf pewf a;jf apwjf
;skdmf apejf ak;lsmdf paejf a;mf apeojf a;ksdmfapowejfadkmfeojra;sdmfaeojf;admfaeof afj
apojf askdmfapeof a;kfd apeof a;sdmf apoe a;dmfaeo a;dmfaofdlmfap[
Statement of the Problem
Research Hypothesis (if any)

BFR 52
Significance of the Study
Scope and Limitations of the Study
Definitions of terms
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BFR 53

BFR 54
REVIEW OF RELATED LITERATURE AND STUDIES
askdmfapeof a;kfd apeof a;sdmf apoe a;dmfaeo a;dmfaofdlmfap

BFR 55

BFR 56
METHODOLOGY
Research Methods/Design
Research Setting/Environment
Sources of Data
Data Gathering Instrument

BFR 57
Data Gathering Procedure
ak;lsmdf paejf a;mf apeojf a;ksdmfapowejfadkmfeojra;sdmfaeojf;admfaeof afj apojf a;sdmf apoe
a;dmfaeo a;dmfaofdlmfap
Statistical Techniques

BFR 58
BIBLIOGRAPHY
A. Theses and Dissertations
Cantuba, Jake. 2014. Box-Jenkins Modeling and Forecasting of Monthly Electric
Consumption. Rex Bookstore, Manila, Philippines
Fawumi, Kehinde. 2015. Design of an Interactive and Web-based Software for the
Management, Analysis and Transformation of Time Series. Rex Bookstore, Manila,
Philippines
Green, Shakira. 2011. Time Series Analysis of Stock Prices Using The Box-Jenkins
Approach. Rex Bookstore, Manila, Philippines
Herrera JL. 1999. Time Series Prediction Using Inductive Reasoning Techniques. Rex
Bookstore, Manila, Philippines
B. Internet Sources
[1] https://www.senate.gov.ph/publications/AAG%202013-5%20%20Crime%20Statistics .pdf
(Retrieved January 4, 2018)
[2] http://www.flatplanet.com.au/hard-heads-the-bpo-business-case/237-bringing-down-crime-
levels-in-the-philippines. (Retrieved January 4, 2018)
[3] http://www.philstar.com/nation/655584/crimes-central-luzon-1873-admits-regional-police-
chief. (Retrieved January 4, 2018)

BFR 59

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Republic of the Philippines

Pangasinan State University

INTRODUCTION TO THESIS WRITING

MR. BOBBY F. ROARING

Intro to Thesis Writing

CHAPTER 7 – DATA PRESENTATION, ANALYSIS, AND INTERPRETATION OF

CHAPTER 8 – CONCLUSIONS AND RECOMMENDATIONS

CHAPTER 9 – WRITING THE ABSTRACT

APPENDIX – Sample Format

Intro to Thesis Writing

SCIENCE, THEORY AND RESEARCH

Objectives: At the end of the chapter, the students should be able

What constitutes scientific knowledge?

Intro to Thesis Writing

Intro to Thesis Writing

Intro to Thesis Writing

Review the Review concepts Review previous

Design Preparing the research

Collect data Collecting the data

Analyse Analysis of data

Interpret Generalisations Preparation of

Figure 1. Flowchart of Research Process

Intro to Thesis Writing

At the end of the chapter, the students should be able to:

What is research ethics?

Why research ethics?

Intro to Thesis Writing

Principles of Research Ethics

How to avoid plagiarizing?

Intro to Thesis Writing

Quoting and Paraphrasing

b. Direct Quotations of Online Material Without Pagination

Intro to Thesis Writing

Intro to Thesis Writing

e. Works with No Identified Author or with an Anonymous Author

Basic Citation Styles

Intro to Thesis Writing

Application of Research Ethics

Intro to Thesis Writing

IDENTIFICATION AND SELECTION OF

At the end of the chapter, the students should

Selecting the Problem

Technique Involved in Defining a Problem

Intro to Thesis Writing

Factors that Influence the Selection of a Problem

Intro to Thesis Writing

‗The Title of the Investigation

Importance of the title

CHAPTER ACTIVITY: Presentation of three (3) proposed titles.

Intro to Thesis Writing

WRITING THE FIRST CHAPTER OF YOUR

Research Proposal/Thesis Outline

Background of the Study

Intro to Thesis Writing

Criteria in Formulating Problem Statement

Types of Specific Research Questions

Intro to Thesis Writing

Intro to Thesis Writing

Intro to Thesis Writing