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TITLE OF YOUR PROPOSAL

PREPARED BY: YOU AND YOUR THESIS PARTNER.


(NOT TO EXCEED 4 PAGES, DOUBLE SPACED. INCLUDES BIBLIO)

INTRODUCTION
This section introduces, of course, as well as explains the rationale of the study.
You know what to include here
It would do well for you to bring in what you have learned from the research
literature in this section.
Remember, you also have to impress your audience with the efforts you took to
search for relevant materials and to CRITICALLY ANALYZE those you say are related.
RESEARCH PROBLEM (QUESTIONS)
GENERAL OBJECTIVE: This links with the conceptual framework, remember?
SPECIFIC OBJECTIVES:

FRAMEWORK OF THE STUDY


If presenting a model, whether conceptual or operational, you complete the sentence:
The model shows ...................
PROPOSED METHODOLOGY FOR ACCOMPLISHING THE RESEARCH (REALLY JUST
DESIGN AND METHODS)
In line with the objectives, the study will employ .... (e.g., a combination of
quantitative and qualitative research methods, i.e., content and textual analyses, survey
using structured questionnaires, observations, intensive interviews, and focus group
discussions.)
The following tables present methodological details to be used for the proposed
study. Specifications regarding concepts/variables, indicators/measures (as relevant), and
appropriate quantitative or qualitative research methods are organized for each of the
specific objectives listed above.

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For Example:
TABLE 1. CONCEPTS, INDICATORS, AND RESEARCH METHODS FOR OBJECTIVE 1
Objective 1: Ascertain how ESTUDYANTIPID production values manifest intended concepts
and lessons regarding financial literacy.
RESEARCH
CONCEPT
INDICATORS
METHODS
Financial concepts
embedded in lessons Explicitness of financial literacy concepts
Content/textual
How production
analysis
Appropriateness
and
understandability
of
financial
values are employed
concepts
to deliver concepts
TABLE 2. CONCEPTS, INDICATORS, AND RESEARCH METHODS FOR OBJECTIVE 2
Objective 2: Discover/document actual use and reception of ESTUDYANTIPID in beneficiary
schools.
RESEARCH
CONCEPT
INDICATORS
METHODS
!Teacher-initiated activities in class
Observation
Teacher utilization Actual in-class implementation procedures and
(supplemented by
focus interviews)
processes
!Attentiveness during watching
!Other class behaviors during ESTUDYANTIPID
Observation
lessons.
Student reception !Salience of topics/issues raised in ESTUDYANTIPID
FGD
lessons
(supplemented by
!Expressions of relevance of ESTUDYANTIPID lessons observation)
TABLE 3. VARIABLES, MEASURES, AND RESEARCH METHODS FOR OBJECTIVE 3
Objective 3: Define changes in knowledge, skills, practices or behaviors of teachers
resulting from integration of the Estudyantipid series for classroom instruction.
RESEARCH
VARIABLE
MEASURES
METHODS
Awareness or
acknowledgement of Rating of importance (e.g., freedom
from poverty, need to be careful with
Survey
the importance of
money)
(supplemented
Knowledge financial literacy
by focus
change
Understanding of
Knowledge
scores
on
financial
literacy
interviews)
financial literacy
principles
and
practices
(see
below
for
principles and
examples)
practices
Use of learning modules
Changes in Class preparation
teaching
and in-class
practices
utilization
Financial
literacy
behaviors

Financial literacy
skills and behaviors

Integration of financial literacy principles


and practices in other subjects taught Focus
interviews
Implementation of in- and out-of(supplemented
classroom activities to engage
by observation)
students
Practice of desirable financial
responsibility

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TABLE 4. VARIABLES, MEASURES, AND RESEARCH METHODS FOR OBJECTIVE 4


Objective 4: Determine learning outcomes of the learning series on students awareness,
knowledge, predispositions, and behaviors.
RESEARCH
VARIABLE
MEASURES
METHODS
Awareness or
Survey
acknowledgement Rating of importance (e.g., freedom from
(supplemented
of the importance of poverty, need to be careful with money)
by FGD)
financial literacy
Difference between needs and
wants
Career and financial planning
(e.g., setting long-term/future
goals or pangarap and
specifying short-term
objectives as steps towards
long-term goals)
Test scores on Growing and managing money
Understanding of
Survey
financial
(e.g., the importance of early (supplemented
financial literacy
literacy
savings; banking and
principles and
by FGD and
principles and
investing, including knowing observation)
practices
practices, e.g.:
different types of bank
accounts, opening an
account, making a deposit,
Lea
understanding interest;
rnin
entrepreneurship, setting up
g
a business; good spending
out
habits
co
Inflation,
cost of money, etc.
me
s
!practicing self-discipline in
shopping/purchasing:
postponing purchase of
wants
Predisposition
educating family members and
towards and
Attitudinal
Survey
friends about need for
confidence to
scores/Self(supplemented
financial
literacy
practice desirable
rating of
observing financial planning as by FGD)
financial
confidence:
family affair
responsibility
ability to invest/open bank
account
becoming an entrepreneur.
Survey
(supplemented
!expressing career choice
by observation
Financial literacy
and FGD)
skills and behaviors
Survey
budgeting and tracking expenses
(supplemented
saving/having a bank account
by FGD)

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