RESEARCH PROPOSAL

WRITING
 What is research?

• Is the scientific investigation of phenomena which includes

collection, presentation, analysis and interpretation of facts
that links an individuals speculation with reality.
• Systematic process employed to answer questions.
• Is an organized and systematic way of finding answers to
questions.
• Systematic- set of procedures and steps to be followed.
• Organized – structured or method in going about doing
research. Focused and limited to a specific scope
• Finding answers- becomes successful when we find answers.
 Functions of research

To generate a theory
To test a theory – seeks to develop evidence about hypothesis
derived from a theory.
Theory is a statement that purports to account for or
characterize some phenomenon (Barnum, 1990).
- observed relationships among (measured) events
- Provisional explanatory proposition concerning some natural
phenomena
Theory provides structures for the interpretation of initially
puzzling behavior, situations, and events.
Theory are to describe, explain, or predict a phenomena.
 Research helps us to

• Uncover the treasures of the past, historical,

cultural, theological and scientific heritage
• Improves the quality of life
• Improves instructions
• Improves students achievement
• Improves teachers competence
• Makes you immortal
 Types of research

Basic research- also called “fundamental research” or “pure

research”
Seeks to discover basic truths intended to add to the body of
knowledge but has no immediate usefulness to man’ life.
Ex. Boyle’s law -
Charles’ law
Newtons law- law of motion- “a body at rest remains at rest and a
body in motion will continue to move with same velocity in a
straight line unless acted upon by an external force.
Strategic research-
Applied research- seeks new applications of new knowledge
Produces knowledge of practical use to man.
Ex. Fish wastes pollution problem- fish are no longer thrown but utilized into
food items
Gas shortage- research on the production of gas to roll back the prices of oil
Developmental research/ experimental- involves the application of the steps
of the scientific method in response to an immediate need to improve
existing practices.
Creates new or improved materials, products devices, processes or services.
In social sciences, process of transferring knowledge through research into
operational programs.
Ex. Culture of seaweeds, farming technology
 Classification of
Research by Method
• Historical research – involves studying, understanding, and explaining past
events. Sources of data: firsthand knowledge, secondhand information
• Descriptive research- involves collecting data in order to test hypotheses.
• Usually through questionnaire survey, an interview or observation.
• Correlational – attempts to determine whether and to what degree, or
relationship exists between two or more quantifiable variables. The degree
of relationship is generally expressed as correlation coefficient (.00 to 1.00).
• Causal-comparative and experimental research
• Qualitative – includes ethnographic studies – concerned with the
understanding of a social phenomena from a participants’ perspective
through participation in a research role in the life of those actors. Ex.
Participant observation
• Quantitative – involves numerical studies collected through and with the
use of survey and statistical tools.
• Mixed research- combination of quantitative and qualitative research
Qualities of a good researcher
Checklist
Research-oriented
Efficient
Scientific
Effective
Active
Resourceful
Creative
Honest
Economical
Religious
 Research Problem

• any significant, perplexing and challenging

situation, real or artificial, the solution of which
requires reflective thinking
• a perplexing situation after it has been
translated into a question or series of questions
that help the direction of subsequent inquiry

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 Elements of a
Research Problem

1. Aim or purpose of the problem for investigation. This

answers the question “Why?”
 Why is there an investigation, inquiry or study?
2. The subject matter or topic to be investigated. This answers
the question “What?”
 What is to be investigated or studied?

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3. The place or locale where the research is to be
conducted. This answers the question “Where?”
 Where is the study to be conducted?
4. The period or time of the study during which the
data are to be gathered. This answers the
question “When?”
 When is the study to be carried out?

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 5. Population or universe from whom the data are to
be collected. This answers the question “Who?”
“From whom?”
 Who are the respondents?
 From whom are the data to be gathered?

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 Characteristics of a
Research Problem

S Specific

M Measurable

A Achievable

R Realistic

T Time-bound

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• Specific: The problem should be specifically stated.
• Measurable: It is easy to measure by using research
instruments, apparatus, or equipment.
• Achievable: Solutions to a research problem are achievable or
feasible.
• Realistic: Real results are attained because they are gathered
scientifically and not manipulated or maneuvered.
• Time-bound: Time frame is required in every activity because
the shorter completion of the activity, the better.

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 Factors to consider whether that a
problem is researchable or not.

• The problem is existing in the locality or country but

no known solution to the problem.
• The solution can be answered using statistical
methods and techniques
• There are probable solutions but they are not yet
tested
• The occurrence of phenomena requires scientific
investigation to arrive at precise solution
• Serious needs/problems of the people
 Sources of Research Problem

• Specialization of the researcher

• Current and Past Researches
• Recommendations from theses, dissertations, and
research journals
• Original and creative ideas of the researcher based
on the problems met in the locality and country

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 Criteria of a Good
Research Problem

• Interesting
• Innovative
• Cost-effective – “Invest and Harvest”
principle
• Relevant to the needs and problems of the
people
• Relevant to government’s thrusts
• Measurable and time-bound
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 Guidelines in Writing the
Research Title

1. Research Title must be reflective of its problem.

2. It must answer the following questions:
 What question will answer the following
 What are you trying to investigate?
 What are you trying to find out, determine or
discover?
 Who question will answer who are the respondents or subjects of
the study.
 Where question will indicate the research locale, setting or the
place where the research study is conducted.
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 Example of Descriptive
Research Problem:

• “Achievement and nutritional Intake of teacher education

students who reside at Home and boarding houses.”
• Specific problems:
• What is the achievement and nutritional intake of teacher
education students who reside at home and boarding
houses?
• Is there a significant difference on the achievement and
nutritional intake of teacher education students who reside
at home and boarding houses?
 WHAT IS A THESIS?
noun, plural the·ses
1.a proposition stated or put forward for
consideration, especially one to be discussed and
proved or to be maintained against objections: He
vigorously defended his thesis on the causes of war.
2.a subject for a composition or essay.
3.a dissertation on a particular subject in which one
has done original research, as one presented by a
candidate for a diploma or degree.
PARTS OF A
THESIS
 INITIAL PAGES

• Title Page
• Approval Sheet
• Abstract
• Acknowledgment
• Dedication
• Table of Contents
• List of Tables
• List of Figures
 TITLE PAGE
The following information needs to be on the title
page:

• The title (and possibly the subtitle) of your thesis

• First name and surname of the author(s)
• Whether it is a ‘Bachelor’s thesis’ or a ‘Master’s
thesis’
• Faculty and department
• Place and date of completion
 APPROVAL SHEET

• This is to prove that the authors have passed

the requirements needed for the thesis.
• This is signed by the thesis/FS adviser, panel
and the Dean.
• This also states the grade obtained by the
author/s.
 ABSTRACT

• An abstract presents a brief summary of your

thesis.
• The aim of the abstract is to briefly provide the
reader with the most important information
from the entire text.
• An abstract never contains new information.
• This summary is no longer than 2 pages of A4.
 ACKNOWLEDGMENT

• This is a page focused on expressing gratitude

to organizations, agencies or individuals who,
in one way or another, have aided the
researchers in finishing the thesis.
 DEDICATION

• This is the page for dedicating the thesis to

certain people or groups who have inspired
the researchers while doing the thesis.
 TABLE OF CONTENTS

• The table of contents is essentially a topic

outline of the thesis.
• It is compiled by listing the headings in the
thesis down to whichever level you choose.
 LIST OF TABLES / LIST OF FIGURES

• Include a list of figures (illustrations) and a list

of tables if you have one or more items in these
categories.
• Use a separate page for each list.
• List the number, caption, and page number of
every figure and table in the body of the thesis.
 TITLE OF CHAPTERS

1. Problem and Its Background

2. Review of Related Literature and Studies
3. Methodology of the Study
4. Presentation, Analysis and Interpretation of
Data
5. Summary, Conclusions and
Recommendations
 CHAPTER I
Introduction and
Background of the Study
 INTRODUCTION

• The first chapter of your thesis is your

introduction.
• This is where you provide an introduction to
the topic of your thesis: you give the context
in terms of content of the research project.
 The Introduction

• If the research paper can be compared to a

meal, then the introduction is the appetizer.

• The purpose of the introduction is to entice

your reader to further delve your paper.
 The Introduction—Function

• The introduction should:

– Identify the specific topic (general) and then
define, limit, and narrow it down to one specific
issue.
– Provide the relevant background information.
– Identify and explain the complications found
within the topic.
– Use the thesis statement to establish the direction
of study and point the audience toward the
conclusion.
 The Introduction—Form
• Well written paragraphs (up to a page or more)
• Provide a thesis
I wrote these
• Attention grabbers examples during my
– Relate to the well known Master’s program.

– Provide background information

– Literature Review
– Review History and Background of a Subject
– Take Exception to Critical Views
– Challenge the Assumption
– Supply Data, Statistics, and Special Evidence
– Provide a Brief Summary
Click here to go to
Body paragraphs’
discussion.
 Relate to the well known
John Hughes’ movies in the 80s defined teen life. Both adults
and adolescents identified with the characters in the movies Sixteen
Candles, The Breakfast Club and Pretty in Pink. Typically called “teen
angst” movies, these films dealt with the search for identity during the
high school years. The characters wrestled with stereotypes, searched
for identities and tried to find popularity.
In the closing scene of The Breakfast Club, Brian writes to the
principal:
Dear Mr. Vernon... We accept the fact that we had to sacrifice a whole
Saturday in detention for whatever it was that we did wrong, what we
did was wrong. But we think you're crazy to make us write this essay
telling you who we think we are, what do you care? You see us as you
want to see us... in the simplest terms and the most convenient
definitions. You see us as a brain, an athlete, a basket case, a
princess, and a criminal. Correct? That's the way we saw each other at
seven o'clock this morning. We were brainwashed... (Hughes 1985)
Provide background information
Over the recent years, much debate has
centered on the privatization of government services.
Many of the proponents argue that the private
sector can deliver better services for less money.
Opponents of privatization posit that the government
can only run certain government functions—service
and cost should not be issues. In efforts to appease
the taxpayer (who usually think taxes are too high)
and in efforts to stretch shrinking budgets, many
state and local governments have explored the
private sector as means to deliver government
services.
 Literature Review
Essential to understanding the concept of a peer
crowd is (1) its definition, and (2) its purpose. Peer crowds
can be classified in two ways: either a clique (interaction-
based) or a crowd (reputation-based). Cliques are defined by
the “self” and crowds are defined by others. Bradford Brown
(1990) posits that peer crowds “can also be a commentary on
one’s status among peers or level of social skills” (177).
Margaret Stone and B. Bradford Brown state that “one’s
crowd affiliation reveals not only who one “hangs around”
with, but also one’s reputation among peers” (158). All of us
seem to instinctively know the jock, the loner, the nerd and so
on; all of us know the reputation and status that is reflected
by these labels.
Review History and Background of a Subject

Teachers in America were predominately white,

middle-class males until the middle 1800s. The Industrial
Revolution, the opening of the western frontier and the Civil
War combined to offer more opportunities for women in
teaching positions as men were leaving education to pursue
managerial roles in business, settling the frontier and fighting
and dying in the war.
Women’s roles in education increased so rapidly “that
by 1940, only one in five teachers was male” (Kowalski 303).
Although women were rapidly becoming the predominant
force in the classroom, they were still bound by the social
mores of the time. It was not uncommon to find contractual
clauses that specified dating, marriage, religious and moral
requirements.
Take Exception to Critical Views
Truth be told, I do not think there is any
such thing as teacher-proof curriculum. In its
most absolute sense, it would have to exclude
the teacher from the equation and perhaps
the student as well. If one buys into the
notion that each individual learns differently
and has a different framework to which
knowledge is attached, then it follows that no
matter how lock step and prescriptive the
curriculum, it will be experienced differently
by each child.
 Challenge the Assumption
If one argues that teachers and administrators
are professionally trained, educated individuals, then it
follows that teachers and administrators have a level
of expertise in educational matters that most parents
and student do not have. Conversely, if one argues
that students are the direct beneficiary of their
education, then it follows that they should be allowed
to choose that which they would benefit most from
learning. Neither premise is entirely correct; the
answer can and does lie in the middle.
Supply Data, Statistics, and Special Evidence

Most of the current research on and position papers

written about women in educational administration decry the
fact that women hold 70-80% of the elementary teaching
positions and over half of the secondary teaching positions
(Riehl & Byrd 45) while maintaining “only a 13.2% share of
superintendent positions” (Glass). Riehl and Byrd further break
down administration demographics by stating, “In 1993, women
held 34% of the school principalships and 41% of the assistant
principalships in the nation’s schools (Montenegro 1993).
[Overall,] 41% of elementary principals were women, as were
16% of secondary school principals” (“1997”46).
 Provide a Brief Summary
Gail Giles’ first novel is a tale of friendship,
popularity, betrayal and murder. The reader follows
a group of high school boys as they turn the class
geek into the class favorite. Along the way, secrets
about each of the boys are revealed. Group leader,
Rob, is menacing in his need to control people and
events around him. The rest of the group--Young,
Bob and Coop--all find out that they are not the
persons they believe themselves to be.
 SIGNIFICANCE OF THE STUDY

• The significance of the study will mainly focus

on the question “Who will benefit from the
study?”.
• This section will state the contribution of your
study and the usefulness of your study in the
society.
 STATEMENT OF THE PROBLEM

• The problem must be reflected to your title or

the readers must know your problem by just
simply reading your topic.
• The problem must not be answerable by yes
or no and must be arranged in the flow of
your documentation or study.
 Theoretical Framework

A theory is used in the broad sense to refer to

an abstraction which summarizes and
explains phenomena.

The conceptualization part of the research

process might well be called the thinking part
of the research while the factual part of the
research process is more related to the doing
aspect.
 PURPOSES OF THEORIES AND
CONCEPTUAL MODELS

• To make research findings meaningful and

generalizable.
• Efficient mechanisms for drawing together
accumulated facts, sometimes from separate and
isolated investigations.
• Guide a researcher’s understanding of not only the
what of natural phenomena but also the ‘why’ of their
occurrence.
• Theories provide a basis for predicting the occurrence
of phenomena.
• Prediction, in turn, has implications for the control of
the phenomena.
• Help to stimulate research and the extension of
knowledge by providing both direction and impetus.
THEORIST & NAME OF KEY THESIS OF RESEARCH
REFERENCE MODEL THE MODEL EXAMPLE

Imogene Open Personal Doornbos (2000)

King Systems systems, based her framework
Model interpersonal on King's model; she
1981 systems, and tested the prediction
social systems that family stressors,
are dynamic coping, and other
and interacting, factors affected
within which family health with
transactions young adults with
occur. serious mental
illness.
THEORIST & NAME OF KEY THESIS OF RESEARCH
REFERENCE MODEL THE MODEL EXAMPLE

Madeline Theory of Caring is a Raines and Morgan

Leininger Culture universal (2000) studied the
1991 Care Phenomenon culturally grounded
Diversity but varies meanings of the
and transculturally concept of comfort,
Universality presence, and
involvement in the
context of the
childbirth experience
of black women and
white women.
 KEY THESIS
THEORIST & NAME OF RESEARCH
OF
REFERENCE MODEL EXAMPLE
THE MODEL

Myra Levine Conservation Conservation Deiriggi and Miles

1973 Model of integrity (1995) based their
contributes study of the effects
to of waterbeds on
maintenance heart rate in
of a person’s preterm infants on
wholeness. Levine's concept of
conservation.
THEORIST & NAME OF KEY THESIS OF RESEARCH
REFERENCE MODEL THE MODEL EXAMPLE

Betty Health Care Each person is Brauer (2001)

Neuman Systems a complete described common
1989 Model system; the patterns of person
goal of nursing environment
is to assist in interaction in adults
maintaining with rheumatoid
client system arthritis, based on
stability. Neuman’s model.
THEORIST & NAME OF KEY THESIS OF RESEARCH
REFERENCE MODEL THE MODEL EXAMPLE
Margaret Health as Health is viewed Endo and
Newman Expanding as an expansion colleagues
1994 Consciousness of consciousness (2000) Used
with health and Newman’s
disease parts of theory to
the same whole; study pattern
health is seen in recognition as
an evolving a caring
pattern of the partnership
Whole in time, between
space, and nurses and
movement. families of
ovarian cancer
in Japan.
THEORIST & NAME OF KEY THESIS OF RESEARCH
REFERENCE MODEL THE MODEL EXAMPLE
Dorothea Self-Care Self-care activities Anderson (2001)
Orem Model are what people do explored, with
on their own a sample of
1985 behalf to maintain homeless adults,
health and Well- the relationship
being; the goal of between self-
nursing is to help care, self-care
people meet their agency, and
own therapeutic well-being.
self-care demands.
THEORIST & NAME OF KEY THESIS OF RESEARCH
REFERENCE MODEL THE MODEL EXAMPLE

Martha Rogers Science of The individual is Using Rogers’

Unitary a unified whole framework,
1970, 1986 Human in constant Bays (2001)
Beings interaction with explored the
the environment; phenomenon of
nursing helps hope and
individuals associated
achieve factors in older
maximum well- patients who
being within had
their potential. experienced a
stroke.
THEORIST &
NAME OF KEY THESIS OF RESEARCH
REFERENCE
MODEL THE MODEL EXAMPLE

Sr Callista Adaptation Humans are Roy’s Adaptation

Roy Model adaptive systems Model provided the
that cope with framework for
1984, 1991 change through John's (2001)
adaptation; nursing study of whether
helps to promote perceptions of
client adaptation quality of life
during health and change over time in
illness. adults who receive
curative radiation
therapy.
THEORIST & KEY THESIS
NAME OF RESEARCH
REFERENCE OF
MODEL EXAMPLE
THE MODEL

Jean Watson Theory of Caring is the Using Watson's 10

1999 Caring moral ideal, carative factors,
and entails Baldursdottir and
mind-body- Jonsdottir (2002)
soul studied the importance
engagement of nurse caring
with one behaviors as perceived
another. by patients receiving
care at an emergency
department.
 CONCEPTUAL FRAMEWORK

A conceptual framework elaborates the research

problem in relation to relevant literature. This section
may summarize the major (dependent and
independent) variables in your research. The
framework may be summarized in a schematic diagram
that presents the major variables and their
hypothesized relationships. It should also cover the
following:
•Existing research and its relevance for your topic
•Key ideas or constructs in your approach
• Identify and discuss the variables related to the
problem.
• Conceptualized relationships between variables
Independent variables (presumed cause)
Dependent variables (presumed effect)
Intervening variables (other variables that influence the
effect of the independent variable)
Instructional Materials
and Equipment
commonly used in
Effects of the use of
teaching Science instructional
1Traditional
Materials and
Materials equipment
2Technological
Equipment

Profile of the respondents

1Age
2Gender
3Civil Status
4Educational Attainment
5Years of Service
Input Process Output
Independent Variables Methods Outcome of the study
Survey Effects
Age Correlation Impacts
Sex Other statistical analysis Relationship
Civil Status Qualitative Difference
Other Socioeconomic Quantitative methods
variables
 SCOPE AND DELIMITATION

• The scope is mainly the coverage of your study

• Think the project scope as a box. High-level scope defines the
sides of the box and separates what is relevant to your project
from what is irrelevant.
• The scope refers to the work that needs to be accomplished
to deliver a product, service, or result with the specified
features and functions.
• The scope explains the nature, coverage, and time frame of
the study
• The Delimitation is the limitation of your
study or topic.
• It explains all that are NOT included in your project.
• In other words, the scope of the project gives an
overview all the deliverables (i.e. the things that
your project gives/delivers), and the tools and
technologies used that will be used in the project
development while the limitations of the project are
the boundaries of the project (i.e. areas/things that
are out of scope).
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Answers the four W’s in your research problem
such as Who, What, Where and When.
 DEFINITION OF TERMS

The definition of terms must be arranged in

alphabetically. It must be also stated if you used
your definition of terms in technically or
operationally.
• Conceptual Definition – definition based on
books, encyclopedia, dictionary, articles, etc.
• Operational Definition – definition of terms on
how it is being used in the study.
CHAPTER II
Review of Related
Literature and Studies
 RELATED LITERATURE

In this part you must get your data and information from any books,
magazines, and news papers. You must label your published material with
local or foreign.

1. Must be also organized to cover specific problems.

2. Must take all the evidences about the problem with the author’s
experiences.
3. As much as possible, get the latest published materials. Avoid old published
materials.
4. It must be related to your topic. If not, do not get it.
5. On the last part of this part you must have a statement how this old
published material helps the researcher in their current study and relate it to
your study.
 RELATED STUDIES

In this part you must get your data and information from unpublished
material such as previous or old study, research or thesis. In some
format, you must label your unpublished material with local or foreign.

1. This should be organized to cover the specific problems.

2. You must take note all of the evidences that the previous researcher
came up.
3. The unpublished material should not be older than 5 years if possible.
4. It must be related to your topic. If not, do not get it.
5. On the last part of this part you must have a statement how this old
unpublished material helps the researcher in their current study and
relate it to your study.
 Reminders:

• Materials reviewed must be objective and unbiased.

• Materials surveyed must be relevant to the study.
• Surveyed materials must have been based upon
genuinely original and true facts or data to make
them valid and reliable.
• Reviewed materials must not be too few or too
many.
 Sources of Related Literature
and Studies

Related Literature:
Books, encyclopedias, almanacs, and other
similar references. Articles published in journals,
magazines, periodicals, newspapers, and other
publications. Manuscripts, monographs, memoirs,
speeches, letters, and diaries.

Related Studies:
Unpublished theses and dissertations
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 • The Constitution, and laws and statues of the land
• Bulletins, circulars, and orders emanating from
government offices and departments, especially
from the Office of the President of the Philippines
and the Department of Education
• Records of schools, public and private, especially
reports of their activities
• Official reports of all kinds, educational, social,
economic, scientific, technological, political, etc.
from the government and other entities
• Articles from the Internet
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CHAPTER III
Methodology of the
Study
 RESEARCH DESIGN

• The appropriate research design should be

specified and described.
• Ex. Experimental
 Field Research

The researcher retains control over the

independent variables, but conducts the
research in a natural setting, without any control
over environmental influences.
 Observational Research

The researcher is limited to measuring, rather

than manipulating the independent variable.
Like field research, observational research
designs exert no control over the setting in
which the hypothetical process occurs.
 POPULATION AND SAMPLES

• Describe the population of interest and the

sampling of subjects used in the study.
 RESEARCH INSTRUMENT

• Describe the instrument and what it will

measure.
• State qualifications of informants if used in the
study.
 VALIDATION PROCEDURE

• Discuss how the validity and the reliability will

be established. Specify the level of reliability
(probability).
 DATA GATHERING
PROCEDURE

• Describe how instrument will be administered.

 DATA PROCESSING PROCEDURE AND
STATISTICAL TREATMENT OF DATA

• Describe the processing and treatment of data

CHAPTER IV
Presentation, Analysis
and Interpretation of
Data
 PRESENTATION OF DATA

• Present the findings of the study in the order

of the specific problem as stated in the
statement of the Problem.
• Present the data in these forms:
– Tabular
– Textual
– Graphical (optional)
 ANALYSIS OF DATA

• Data may be analyzed quantitatively or qualitatively

depending on the level of measurement and the number of
dimensions and variables of the study.

• Analyze in depth to give meaning to the data presented in

the data presented in the table. Avoid table reading.

• State statistical descriptions in declarative sentences, e.g. in

the studies involving:
 INTERPRETATION OF DATA

• Establish interconnection between and among data

• Check for indicators whether hypothesis/es is/are
supported or not by findings.
• Link the present findings with the previous literature.
• Use parallel observations with contemporary events
to give credence presented in the introduction.
CHAPTER V
Summary of Findings,
Conclusions and
Recommendations
 SUMMARY OF FINDINGS

• This describes the problem, research design, and

the findings (answer to the questions raised).
The recommended format is the paragraph form
instead of the enumeration form.
• For each of the problems, present:
– The salient findings,
– The results of the hypothesis tested
 CONCLUSIONS

• These are brief, generalized statements in answer to the general

and each of the specific sub-problems.
• These contain generalized in relation to the population. These are
general inferences applicable to a wider and similar population.
• Flexibility is considered in making of conclusions. It is not a must
to state conclusions on a one-to-one correspondence with the
problems and the findings as all variables can be subsume in one
paragraph.
• Conclusions may be used as generalizations from a micro to a
macro-level or vice versa (ZOOM LENS approach).
 RECOMMENDATIONS

• They should be based on the findings and conclusion

of the study.
• Recommendations may be specific or general or both.
They may include suggestions for further studies.
• They should be in non-technical language.
• They should be feasible, workable, flexible, doable,
adaptable.
 REFERENCES:

http://dictionary.reference.com/browse/thesis

http://www.jpsimbulan.net/thesis-writing-guide
/how-to-write-a-thesis/