Final Research Format[1]

8/3/2019 Final Research Format[1]

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Thesis Format Guide

PART III

PREPARING THE FINAL THESIS REPORT

Preliminary Parts

A dissertation is introduced by preliminary

materials which may include the following:

Title Page

1. The title page includes the following information:

The name of the school and its address;

The exact title of the paper;

The degree for which the paper is

presented;

The full name of the group researchers;

and

The month and the year the research

paper is defended.

1

TITLE PAGE

APPROVAL SHEET

ACKNOWLEDGEMENT

ABSTRACT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES


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(Please refer to Appendix A).

2. The name and address of the school should be typed

in title case letters, centered on the page and typed

on the 1st single-space line of the paper.

3. The title page of the paper should be typed in upper

case letters, centered on the page and typed on the

8th single spaces line from top of the paper. The

recommended length for a title is 10 to 12 words.

4. The group researchers name should be typed in

uppercase and lowercase letters centered on the

page.

5. The submission statement should follow theadopted form shown in Appendix A. The last line

of the title page should be one inch from the bottom

of the paper.

6. The title page has no page number although it is

considered the first page of the preliminaries.

7. The title should be as specific and concise as

possible. It should suggest clearly the purpose of

the study. Such phrases as A Study of, An

Investigation of, or An Analysis of are

superfluous. The title should focus on the topic

investigated and the main variable(s) studied.

8. The title should not be stated so broadly that it

seems to provide an answer that cannot be

generalized either from the data gathered of from

the methodology employed. An example of a

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broadly stated title is Effects of Methods on

Student Achievement. This is too broad because itis not likely that the investigator undertook a

general investigation of motivation as well as

different aspects of learning achievement. A

specific title suggesting what was covered in the

study might be something like this: Cooperative

Learning Compared Traditional Approach: Effects

on High School Mathematics Achievement Scores.

Approval Sheet

The approval sheet immediately follows the title

page. It generally contains a statement of acceptance of the

research report.

1. The approval sheet should contain the signatures of

the following: the research adviser, members of the

panel, and dean of the college.

2. The phrase Approval Sheet is centered and bold

in capital letters on the 8th single-space line from the

top of the paper.

3. The statement of acceptance is typed in the usual

indented form.

4. The page number appears at least 1 inch (2.54 cm.)

from the right hand edge of the page, in the space

between the top edge of the paper and what shouldbe the first line of the text.

(For sample approval sheet please see Appendix B.)

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Acknowledgment Sheet

The acknowledgment sheet contains the writers

expression of appreciation for the assistance and

encouragement given him / her in the course of his/ her

research. As much as possible, the acknowledgement

should not exceed two pages, double-spaced.

1. The acknowledgement sheet follows the approval

sheet.

2. The word Acknowledgment is typed in capital

letters, centered and bold on the 8 th single spaced

from the top of the paper.

3. The acknowledgment should be simple and sincere.The writer should avoid overdoing the expression

of his gratitude. Only those who gave assistance

without payment should be mentioned in the

acknowledgement.

4. Typist and others who have been paid for their

services should not be included in theacknowledgement.

5. The initials of the authors, in capital letters and with

no spaces between, should be placed two double

spaces below the last line of the acknowledgement

and one inch from the right-hand margin.

Abstracts

The abstract is a brief summary of the research.

Generally, it gives a concise summary of the problem, the

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research methodology used, the findings and conclusions.

The abstract allows readers to survey the contents of theresearch report quickly.

1. The abstract includes:

a brief description of the background and

purpose of the study;

a statement of the theoretical and conceptualframework and hypothesis (es);

a specification of the subjects or samples

(ethnic group, age, sex, number), the

research design, the instrument, and the

data-gathering procedure; and

the main results and conclusion.

2. The abstract must be completed in one-paragraph

form, single-spaced, and in 120 words or less. The

following writing guidelines should be used for

abstracts:

Do not repeat the title of the thesis in first

few lines of the abstract to statements of

what was done and the results found.

State whatever has to be said in as few

words as possible; dont be redundant.

A well-constructed and informative abstract

is a very important part of your document.

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It should pass the test of being a Free-

standing summary of the study.

(For sample of abstract see Appendix C.)

Table of Contents

1. The table of contents lists the preliminary parts, the

chapter title along with the subdivisions of the

body of the report, and the supplementary materials

in the appendix.

2. The term Table of Contents should appear in

capital letters, centered and bold on the 8th single-

spaced line from the top of the paper.

3. The preliminary parts are listed first, after these,

the word Chapter is typed flush on the left-hand

margin; the word Page, flush with the right-hand

margin. Each of these terms has only the first letter

capitalized.

4. The chapter number, in Arabic numeral, should betyped first followed by the chapter title.

5. The first chapter should be listed in a double space

below the word Chapter. The wording,

capitalization and punctuation of titles and

headings should be exactly the same as they are in

the text.

6. Leaders (Dots) should be used from the end of

the title to two spaces before the space immediately

below the letter P in the word Page. The spaced

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periods or dots used as leaders from the different

titles should be aligned. No period should appearin the space immediately following the last word of

a title.

7. The page number should be aligned below the

letter e of the word page.

8. A chapter in the table of contents should not extend

beyond the right-hand margin of the leaders. If it is

more than one line in length, typed single space

and the carry-over should begin immediately below

the first letter of the title.

9. Heading of subdivisions within chapters should

appear in the table of contents beginning one

double-space below the first letter of the chaptertitle.

(For sample Table of Contents please see Appendix D.)

List of Tables

Tables should be listed separately from the chapter

and section headings.

The words List of Tables should appear in capital

and bold letters (on the first page of the list) on the

8th single space from the top of the paper.

Two spaces below the page heading, typed the word

Table flush on the left-hand margin followed by

colon (:) and the word Page is typed flush on the

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right-hand margin. Each of these terms has only the

first letter capitalized.

The table titles in the list of tables should have only

the first letter of principal words capitalized.

Table titles should be typed double-spaced. The

carry-over in the case of titles longer than one

typewritten line should begin immediately belowthe first letter of the title.

Tables appearing in the appendix should be

included in the list of tables.

Leaders (Dots) are used in the same way as in the

Table of Contents.

(For sample List of Tables please see Appendix E.)

List of Figures

1. Titles of pictures, graphs, charts and other

illustrative materials are all included in the List of

Figures.

2. The word List of Figures should be typed in

capital and bold letters centered on the 8 th single

space from the top of the paper.

3. On the first page and on succeeding pages of thelist of figures, the heading and page numbers

appear in the same manner as in the List of

Tables.

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4. The number of each figure should appear after theword Figure.

5. Figures appearing in the appendix should be

included in the List of Figures.

(For sample List of Figures please see Appendix H).

Organization of the Main Report

The thesis report contains five main chapters. These

are:

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Chapter I THE PROBLEM AND ITS

BACKGROUND

Chapter II REVIEW OF RELATED

LITERATURE

Chapter III METHODOLOGY

Chapter IV PRESENTATION, ANALYSIS

AND INTERPRETATION OF

DATA

Chapter V SUMMARY, CONCLUSIONS,AND RECOMMENDATIONS


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APPENDIX A

San Juan de Dios Educational Foundation, Inc.

2772-2774 Roxas Boulevard, Pasay City

ENGLISH LANGUAGE PROFICIENCY OF FRESHMEN AND

SOPHOMORE IN NURSING, MEDICAL TECHNOLOGY AND

PHYSICAL THERAPY DEPARTMENTS IN SAN JUAN DE DIOS

EDUCATIONAL FOUNDATION, INC. SY 2006-2007

A Thesis Presented to the Faculty of the

College of Nursing

In Partial Fulfillment of the Course Requirement for the

Degree of Bachelor of Science in Nursing

By:

Achacoso, Justin Carlo S.

Cuneta, Reina A.

Dela Cruz, Mary Chloe S.

Detorio, Shiela Mae A.

Ilano, Maria Catherine S.Magday, Jamssen A.

Recana, Christine Erikson

Robles, Pearly Anne N.

Turingan, Juan Paolo Q.

10

(7 single spaces from top of page)

(3 single spaces)

(3 single spaces)

(3 single spaces)

(1 single space)

(First line from top of page)


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October 15, 2006

APPENDIX B

APPROVAL SHEET

This hereto entitled

Comparative Study on the Effectivity of

Selective Family Leguminocaeae

for Alternative Anti-Sera A

By:

Arcabal, Felmark I.

Garcia, Charisse Kaye A.

Miranda, Hazel Marie V.

Tan, Christine H.Velasquez, Cecille M.

In partial fulfillment of the requirements for the degree of Bachelor of Science

in Medical Technology has been examined and is recommended for acceptance

and approval for ORAL EXAMINATION.

PENELOPE DAGMAN, RMT

Adviser

Approved by the Oral Examination Committee on October 23, 2006.

RAQUEL L. PASIGPASIGAN, Ed.D.

Chair

ROSANA TALA, RMT ALLAN AURELIO, RMT

Member Member

Accepted in partial fulfillment for the Degree of Bachelor of Science in

Medical Technology

11

(last line from bottom

of page)


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October 23, 2006 MA. TERESA S. MARCELO, RMT

Dean, Medical Technology

APPENDIX C

ABSTRACT

Title: Bachelor of Science in Nursing Program Offered In Selected

Public and Private Colleges

Proponents: Nery, Joanna Marie

Ragub, Jamilah

Sabandal, Girlie Mae

Sales, Veronica

Soriano, Suzanne

Suarez, Ma. Angeline Joanne

Tadao, Maria Thereza

Aurelian, Mark Anthony

Duremdes, Jonas

Background: There is nursing shortage in the United States because of

the steep population growth resulting in an increasing need for health

care services, a diminishing pipeline of new students in nursing, and

aging nursing work force and the lack of interest among youths to take

up nursing because of the difficult and risky working conditions. In the

Philippines, nursing education extensively exist in order to meet the

demands of the global market. Public and private schools offeringnursing education continue to proliferate in the country and many high

school graduates take up the program since definite employment awaits

the new professionals.

Purpose: The study sought to compare four selected Colleges of

Nursing along eight dimensions namely curriculum, tuition fee, nursing

skills laboratory, faculty, classrooms, Instructional Standards, Library

and Physical Plant.

Setting: The study was conducted in Colleges of Nursing situated in

Metro Manila. Two public and two private colleges were involved.

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Subjects: There were 100 respondents in the study. Twenty-five third

year regular nursing students from each school were requested to rate

the colleges along the different dimensions.

Research Design: The study used the descriptive-comparative method

of research.

Data Collection and Analysis: The respondents used random

sampling to select the respondents. The main instrument used to gather

data was the survey questionnaire. There were 5 t0 10 statements

describing each of the dimension. The respondents were asked toindicate the extent to which the condition or provision exists in the

institution where 4 means to a great extent and 1 means not at all. The

mean was used to describe the institution along the different

dimensions. To analyze differences between two public and two

private Colleges of Nursing, t-test was employed. Analysis of variance

was used to test whether or not more than two groups are significantly

different from each other.

Findings: Results revealed that there was no significant difference inthe tuition fee and instructional standards of the two public Colleges of

Nursing. Results further revealed that there were significant difference

between the two public Colleges of Nursing in terms of curriculum,

library and physical plant. Public school 2 was better than school 1.

Results further revealed that there was significant difference in all the

dimensions of the two private Colleges of Nursing. Private school 1

was better than private school 2. Results further revealed that there is a

significant difference in the different dimensions of the public and

private Colleges of Nursing.

Recommendations: (1) Modernization of the library; (2) There should

be periodic examination of the curriculum, facilities, equipment and the

Related Learning Experience; (3) Provision of a central fire signal

system, fire fighting equipment and fire exits; (4) Feedback

mechanism should be instituted to continually raise the satisfaction of

the students, faculty and personnel.

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APPENDIX D

TABLE OF CONTENTS

Page

List of Tables .. i

List of Figures .. ii

List of Appendices .. iii

CHAPTER I: INTRODUCTION OF THE STUDY

Introduction .. 1

Theoretical Framework .. 4

Conceptual Framework .... 5

Statement of the Problem .. 7

Hypotheses .. 7

Scope and Delimitations .. 8

Significance of the Study .. 9

Definition of Terms .. 10

CHAPTER II REVIEW OF RELATED LITERATURE

AND STUDIES

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Foreign Literature 11

Foreign Literature 35

Local Studies 44

Local Studies 62

Synthesis and Relevance to the Study 73

CHAPTER III METHODOLOGY

Research Design . 79

The Population and the Sample of the Study. 79

Description of the Respondents. 81

Instrumentation . 81

Data Gathering Procedure . 81

Statistical Treatment of Data.... 82

CHAPTER IV PRESENTATION, ANALYSIS AND

INTERPRETATION OF THE DATA.. 83

CHAPTER V SUMMARY, CONCLUSIONS

AND RECOMMENDATIONS

Summary .. 96

Conclusions ... 98

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Recommendations.. 101

BIBLIOGRAPHY.. 104

APPENDICES .. 107

CURRICULUM VITAE .. 110

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APPENDIX E

LIST OF TABLES

Table: Page

1 Students Profile According to Mean Age.23

2 Students Profile According to Mean Age.24

3 Students Profile According to HSG .. 25

4 Students Profile According to Residence.26

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APPENDIX F

SAMPLE TABLE WITH ONE PAGE

Table 1: T- test value of the scores obtained by different

departments

Department x t - value Classification

General Education

Physical Therapy

85.28

78.57 0.254

No significant

difference

General EducationNursing

85.2878.33 0.209

No significantdifference

General Education

Medical Technology

85.28

85 0.937

No significant

difference

General Education

Non-Teaching

85.28

83.095 0.567

No significant

difference

Physical Therapy

Medical Technology

78.57

85 0.200

No significant

difference

Physical TherapyNursing 78.5778.33 0.969 No significantdifference

Physical Therapy

Non-Teaching

78.57

83.095 0.390

No significant

difference

Medical Technology

Nursing

85

78.33 0.141

No significant

difference

Medical Technology

Non-Teaching

85

83.095 0.418

No significant

difference

Nursing

Non-Teaching

78.33

83.095 0.328

No significant

difference

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APPENDIX G

SAMPLE TABLE WITH MORE THAN ONE PAGE

Table 2: thinking skills activities employed by teachers

during the second semester of SY 2006-2007MEAN INTERPRETATION

A. Brainstorming

Members generated

ideas related to a keyword

and record them.

3.67 Often

B. Clustering

Students apply mentalorganizers by clustering

information into chunksfor easier manipulation

and remembering

3.35 Sometimes

C. Inferring

Students assume theroles of different people

and infer their motives,

personalities and thoughts.

3.35 Sometimes

D. Memory strategies

The student use

acronyms and memories

3.39 Sometimes

E. Outlining

Students complete anoutline that contains some

of the main ideas.

3.80 Often

F. Paraphrasing

Students restate a 3.64 Often

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short selection of what washeard or read.

G. Reciprocal teaching

Students take turns at

summarizing, questioning,

clarifying and predicting

3.75 Often

Table 2 (cont.)MEAN INTERPRETATION

H. Review

Students are activelyinvolved in planning and

implementing the review

3.77 Often

I. Comparing

Students examine twoor more situations, objects,

ideas, or events and seek

out relationships,

similarities and differences

3.93 Often

J. Analyzing

Students examine the

problem to be solved,

identifying its elements and

finding relationships

4.11 Often

K. Interpreting

Students use their

perceptions in examiningtheir assumptions when

making a judgment orreaching a conclusion

4.04 Often

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APPENDIX H

LIST OF FIGURES

Figure: Page

1 The Most Preferred Subject . 54

2 The Type of Teachers Student Want . 55

3 What Students Think About . 55

4 The Most Serious Problem . 56

5 What Students Want to Improve . 57

6 How Students Have the Most Fun . 57

7 What Students Would Do if They . 58

8 Students Want Their Brother/Sister . 59

9 What Students Would Do for Their.. . 60

10 Students Want Their Friend to Do. 61

11 What Students Would Like Most. 62

12 What Students Find Easiest To Do. 63

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55% 55

46%

55%

50%

38%

50%

60%

13 What Students Want To Do Most. 64

14 Students Prefer to Marry . 65

15 What Students Would Most Want to Be. 66

APPENDIX I

SAMPLE OF BAR GRAPH

Figure 1. Percentage of Students Encountering

Difficulties in Time Management

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9%

77%

1%

1%

9%

3%

Medical Exam

Medical

ConsultationDental Exam

Dental

ConsultationBP Check-up

Treatment

APPENDIX J

SAMPLE OF PIE GRAPH

Figure 2. Summary of Health Services Rendered to

Personnel

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APPENDIX J

SAMPLE OF LINE GRAPH

1 1

8

1 1

01

00

1

-1

01

2

3

4

5

6

7

8

9

10%

discount

30%

discount

50%

discount

75%

discount

100%

discount

Nursing MLS

Figure 3. Scholarship Grant

According to Employees Benefit

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Final Research Format[1]