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:

to your degree program;

to your institution or place of work;

to the local, regional, national concerns (even global);

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);

as an input-process-output schema;

as a developmental process (e.g. pre-development, development, post-development);

as a variable with several determinants;

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 4PRESENTATION, 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 5SUMMARY, 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

RONEL GERALDIZO DAGOHOY

BPub.Ad.