Research and Writing Manual

for Masters Theses

Master of Arts (MA) in Education Program

2012-2013

TABLE OF CONTENTS
Page
INTRODUCTION

10 Keys to Successful Thesis Writing

What a Masters Thesis Is

What It Takes to Write a Masters Thesis

Other General Guidelines

1. Academic Writing

2. Ethical Norms

THE THESIS WRITING PROCESS

10

Your Thesis Writing Itinerary at a Glance

10

Thesis Writing in SED: A Three-Stage Process

11

Your Thesis Panel: Formation and Composition

14

YOUR THESIS TOPIC: CHOICE, PROPOSAL, AND APPROVAL

15

General Guidelines

15

Assessing Prospective Thesis Topics

16

The Thesis Topic Rationale

19

The Thesis Topic Conference

21

What Happens after the Thesis Topic Conference

22

YOUR THESIS PROPOSAL

23

General Guidelines

23

Writing Chapter I (Introduction)

24

Writing Chapter II (Review of Related Literature)

28

Writing Chapter III (Conceptual Framework and Methodology)

40

1. Conceptual Framework

40

2. Writing the Methodology Section

42

The Thesis Proposal Defense

44

Approval of the Thesis Proposal

45

YOUR FULL THESIS

47

General Guidelines

47

Revisions of Chapters I to III

48

Writing Chapter IV (Presentation of Data)

49

Writing Chapter V (Discussion of Findings)

50

Writing Chapter VI (Conclusions and Recommendations)

51

The Thesis Defense

52

Approval of the Full Thesis

53

PREPARATION OF THE MANUSCRIPT

General Guidelines

54
54

1. Basic Page Format

54

2. Choice of Manual of Style

55

3. Content and Sequence of Sections

56

Other Matters

58

1. Binding of the Approved Thesis

58

2. Submission of Copies of Thesis

58

REFERENCES

59

SUGGESTED READINGS

60

APPENDIXES

61

ii

A. Trends and Issues in Graduate Education Research:

Focus on Ethics in Research

62

B. Worksheet for Assessing Prospective Research Topics

67

C. Thesis Topic Rationale: Suggested Format and Outline

68

D. Thesis Topic Proposal Form

72

E. Sample Letter of Invitation to Prospective Thesis Consultant

74

F. Recommended Format of Title Page of Thesis

76

iii

INTRODUCTION
10 Keys to Successful Thesis Writing
The following list of key success factors is drawn from the
experience of students who have completed their masters theses and
graduated from the MA in Education Program:

1.

Work on a topic you are keen on and really care about.

In the thesis writing process, there invariably comes a time
when practically the only thing that will keep you going is
your interest in and passion for the thesis topic you have
chosen. So, choose your topic well.

2.

Work closely and well with your Thesis Adviser.

Your Thesis Adviser is and has to be your No. 1 ally.
Learn how to work effectively with him or her. Agree with
him or her on a plan of attack and how the two of you will
interact. Keep your Thesis Adviser regularly informed about
the progress of your work. But since the completion of the
thesis is primarily your responsibility, always take the
initiative to keep your work moving forward.

3.

Start early.
Writing a thesis, especially a good one, takes a great deal
of time. In fact, even finding a topic that is researchable and
that will truly interest you may not be easy. The earlier you
pin down your thesis topic, the sooner you can complete your
thesis.
Do not wait for a muse to inspire you. You are not
writing poetry or music, but a masters thesis. So, you need to
learn and be able to write on demand.

4.

Set specific, time-bound goals.

Since you have to complete your masters thesis within the
maximum residency period for your degree program, you
need to draw up and follow an appropriate and realistic
timetable for your thesis research and writing work.

5.

Question your questions.

Thesis research is all about asking the right questions
i.e., the ones most appropriate to your chosen thesis topic.
Your principal point of referencethe central research
problem to be addressed in the thesisis best expressed as a
question. In turn, the central research problem is broken down
into a few well-phrased research questions. The different
stages of the thesis writing process (see p. 11) likewise call for
asking and answering relevant questions.

6.

Document, document, document.

It is best not to underestimate the importance of this aspect
of thesis research and writing for one simple reason: you are
engaged in scholarly writing, the final output of which (your
thesis) will be read and evaluated not only by the members of
your Thesis Panel, but also by peers and experts in your field
and by other researchers.
Thus, you should exert every effort to provide accurate and
complete documentation of your work, especially the sources
you consulted and used in your review of related literature,
how you conducted your field work, and how you gathered
and analyzed your field data.
An equally valuable piece of advice: Periodically back up
or make a hard copy of your working files.

7.

Step back often.

Serious research can be very intellectually absorbing.
Moreover, as a thesis researcher and writer, you will also
often find yourself multitasking. It is thus important to be able
to stop, step back, and ask yourself perspective questions
such as these: What am I trying to do here? How is it related
to what I have previously done or to what I am supposed to do
next? What have I found out so far? Where should I go from
here?

8.

Keep your focus.

It will be best if you can work continuously on your thesis.
That way, it will be easier for you to build up and sustain
momentum, something much needed in thesis research and
writing. But other concurrent work and responsibilities may
not allow you to concentrate only on thesis research and
writing for solid and extended blocks of time. The challenge
in this case is that of not losing your focus and, when you
resume working on your thesis, being able to pick up quickly
from where you last stopped.

9.

Pace yourself.
Thesis research and writing is not a sprint event, but a
marathon or a multistage race. You need to learn to pace
yourself through the different stages of the process, which
gets increasingly demanding from one stage to the next. You
should also be ready to work patiently through several
versions of your draft, taking into account the revisions
suggested by your Thesis Adviser or by your Thesis Panel.
Many thesis researchers and writers do not get to complete
the marathon or the multistage race for one frequent reason:
they run out of intellectual stamina.

10. Believe you can complete your thesis.

Completing a masters thesis is not a mere matter of ones
having supreme confidence about ones capability to bring the
task to a successful conclusion. There are many things about
thesis research and writing that lie beyond ones control. But
if you expect to be able to put together a whole thesis and
successfully defend it, you do need a certain degree of selfconfidence and belief that, with thoughtful and persevering
work, you can do the job.
This is where you see the importance of working on a
thesis topic that is of real interest to you, as well as believing
that your central research problem and related research
questions are worth looking into and that your research
findings will be of great value and use. This conviction,
coupled with a fair degree of confidence in your ability to
conduct serious and scholarly research, will serve you in good
stead.

What a Masters Thesis Is

Writing a masters thesis is both an academic research project and an
intellectual journey or adventure.
As an academic research project, it requires thoughtful, careful, and deliberate
conceptualization, planning, organization, and executionall which call for
disciplined, systematic work.
At the same time, it is a journey or adventure, in the sense that at the beginning
you may not know or not be able to state what exactly you are looking foror,
even if you may have a rough idea of what you want to look into, you cannot really
tell in advance the likely outcome of the undertaking. This means you should be
ready to take risks and to deal with the uncertainty and ambiguity that go hand in
hand with serious research, especially the kind that involves human subjects or
topics on which little local research has been done.
As outputs of scholarly research, theses and dissertations have special
characteristics. Glatthorn and Joyner (2005) pointed out some of these attributes:
1. They are longlonger than a term paper, shorter than a book (p. 6). Their
average length is around 200 pages (the usual range is between 125 and 225
pages).
2. They look scholarlythey are replete with citations of previous research.
They build upon previous knowledge. You cant simply make assertions;
you have to document them (pp. 6-7) (i.e., cite previous studies to support
your statements).
3. They sound scholarly. They do not sound like informal essays or
editorials. They are written in a style that is formal, not colloquial and is
objective, not subjective (p. 7).
4. They are organized in a special way, usually following this time-honored
pattern: introduction, review of the literature, methodology, results, and
summary and discussion. There can be variations from this standard
pattern, but the order is predictable: tell what problem you studied; explain
how you studied it; report the results; summarize and discuss the findings
(p. 7).
5. They tend to follow very specific rules about matters of style (p. 7),
faithfully following the preferred style guide.

6
Chandrasekhar (2002) mentioned a few other key characteristics of theses:
1. A thesis is a written record of the work that has been undertaken by a
candidate. It constitutes objective evidence of the authors knowledge and
capabilities in the field of interest and is therefore a fair means to gauge them
(p. 3, italics in the original).
2. Undergraduate and postgraduate theses differ in degree, rather than kind. They
share a common structure and need for logical rigour. It is only in the substance
and the emphasis placed on it that the differences arise (p. 4).
3. Undergraduate and postgraduate theses are judged on a similar basis: the
quality of research, the significance of the contributions and the style of
presentation, with emphasis on three qualities: originality, independence, and
mastery (p. 4). 1
4. Candidates writing a higher degree thesis are required to present their
research in the context of existing knowledge. This means a thorough and
critical review of the literature, not necessarily limited to the narrow topic of
research, but covering the general area (p. 4, italics in the original).
5. A thesiswhether undergraduate or postgraduateis evidence of the
candidates capacity to carry out independent research under the guidance of a
supervisor, and to analyse and communicate the significant results of that work.
The candidate for higher degrees must demonstrate, in addition, mastery of the
literature and indicate clearly which is his or her original work, and why it is
significant (p. 4).
6. Most of all, a thesis is an attempt to communicate. The thesis writer shares his
or her findings with a larger community and perhaps even the public. In
that sense, the thesis is not merely a record of technical work, but is also an
attempt to communicate it to a larger audience (p. 4, italics in the original).

A doctoral thesis or dissertation, however, must also make an a substantial and original
contribution to scholarship through the discovery of knowledge, the formulation of theories or the
innovative re-interpretation of known data and established ideas (p. 4).

What It Takes to Write a Masters Thesis

Judging from the experience of students who have completed their masters
theses and graduated from the MA in Education Program, you need the set of
knowledge, skills, and other attributes listed in the table below to complete the task.
KNOWLEDGE

Principles of and
theories in the field
of specialization

Characteristics,
methods, and
instruments of
educational
(qualitative,
quantitative, and
mixed) research

Use of information
and
communication
technology in
research
Specific
knowledge related
to thesis topic or
research problem

SKILLS

Thinking
(divergent,
convergent,
creative, critical,
systems)
Planning and
implementation of
an educational
research project

Multitasking and
time management

Negotiation and
interpersonal
relations

Written and verbal

communication

Problem solving

Searching for
related literature;
data collection
(conducting
interviews,
observations, FGDs,
surveys, archival
research)

Data analysis and

synthesis

Documentation and
management of
collected data and
information and
records

OTHER ATTRIBUTES

Imaginativeness, creativity, and

resourcefulness

Resiliency

Use of connections and

networking

Intellectual stamina

Other General Guidelines

1. Academic Writing
As Glatthorn and Joyner (2005) pointed out, a thesis should look scholarly
(p. 6) and sound scholarly (p. 7). In other words, it should measure up to the
standards of academic writing. This means, among other things:
1. Avoiding making unsupported assertions. Careful documentation and
citation of previous research to support statements and arguments is a
must.
2. Adopting a formal and objective writing style. As Glatthorn and Joyner
put it, You write to report the results of your research. You do not write
to persuade, or to entertain, or to express personal feelingsbut to
inform. That informing function indicates that the primary quality of
writing is clarity, not creativity (p. 5).
Chandrasekhar (2002) identified three components that can be used for
analyzing (and, by extension, for putting together and writing) a thesis:
structure, substance, and style. He added that these components influence one
another and that a good thesis will not be found wanting in any of these three
(p. 3). In his view, structure confers logical coherence; substance, significance
and depth; and style, elegance and appeal (p. 2).
According to Chandrasekhar:
1. The structure of a thesis is governed by logic. It also has to follow the
prescribed format in terms of its organization, subdivision, and sequence
of presentation.
2. The substance varies with subject, and its quality is determined by the
technical knowledge and mastery of essentials exhibited by the student.
3. Style has two components: language and layout. The former deals with
the usage of English as a medium of sound technical communication; the
latter with the physical presentation of the thesis on paper (p. 3).
Other tips on academic writing may be found in related articles listed in the
Suggested Readings (see p. 60).

9
2. Ethical Norms
As a thesis researcher and writer, you should keep in mind and respect the
key ethical norms and values at play in educational research, summarized in the
table below.
The Researcher

Other Researchers

Academic integrity

Intellectual property
rights

Intellectual honesty
Self-respect

Justice

Research Subjects
Human dignity
Right to privacy, good
name, and reputation
Justice and charity

Macfarlane (2009) listed a set of general ethical principles that should

inform university-level research. Many of these principles apply to thesis
research and writing, especially the following:

Minimal risk of harm to participants and researchers

Potential for benefit by society
Maintenance of the dignity of participants
Minimal risk of harm to the environment
Voluntary informed consent by participants, or special safeguards where
this is not possible
Transparency in declaring funding sources
Confidentiality of information supplied by research participants and
anonymity of respondents
Acknowledgment of assistance
Appropriate publication and dissemination of research results
Independence and impartiality of researchers. (p. 28, italics in the
original)

An excellent summary of the ethical questions that you may have to deal
with in your thesis research and writing work is provided in the paper of Dr.
Milagros Ibe on ethics in graduate education research (see appendix A).

10

THE THESIS WRITING PROCESS

Your Thesis Writing Itinerary at a Glance
Your thesis writing itinerary can be summarized in these 10 steps:
1. Choose a topic.
2. Do initial research (review of related literature, consultation with
faculty members or experts on the topic, interviews with
prospective research subjects, etc.)
3. Write and submit your thesis topic rationale (together with your
thesis topic proposal form).
4. Schedule your thesis topic conference and get your thesis topic
accepted and your Thesis Adviser appointed.
5. Work on your thesis proposal (chapters I to III).
6. Submit and defend your thesis proposal.
7. Choose and propose your Thesis Consultant.
8. Conduct your field work.
9. Analyze your data and write your first draft for review by your
Thesis Adviser.
Note: You may have to update or revise some sections of
chapters I to III.
10. Submit and defend your thesis draft (chapters I to VI).

11

Thesis Writing in SED: A Three-Stage Process

If you are in the thesis writing track of the MA in Education program and if you
have finished your coursework and passed the comprehensive examination, you are
eligible for enrollment in Thesis Writing I and II.
In Thesis Writing I, your objective will be to complete and successfully defend
your thesis proposal (the first three chapters of your thesis). In Thesis Writing II,
your objective will be to complete and successfully defend your full thesis.
The current thesis writing process being followed in the School of Education
and Human Development involves three milestones:
1. The thesis topic conference
In the thesis topic conference, you will present your thesis topic
rationale to your Thesis Panel. Your objective in this stage is to get your
proposed thesis topic approved by the panel. If the thesis topic is approved,
you will receive a written notice of approval, including information on who
your Thesis Adviser will be.
2. The thesis proposal defense
This stage involves the presentation and defense of your thesis proposal
(chapters I to III of your thesis). The defense will be scheduled upon the
recommendation of your Thesis Adviser, with the concurrence of the Course
Instructor of Thesis Writing I.
3. The full thesis defense
This final stage involves the presentation and defense of your full thesis
(chapters I to VI). The defense will be scheduled upon the recommendation
of you Thesis Adviser, with the concurrence of the Course Instructor of
Thesis Writing II.
The thesis writing process is summarized in the charts on p. 12 (for Thesis
Writing I and II) and on p. 13 (the thesis writing process from the proposal of the
thesis topic to the start of fieldwork, after the thesis proposal has been approved).

The review can

include literature
on the research
methodology to
be used in the
study.

Review of
related
literature

II

* The thesis proposal

presents the
proposed or
intended research
plan. The final
thesis will describe
the actual
methodology used
and explain and
justify the
deviations from the
original plan or
design.

Research
methodology*

Conceptual
framework

III

The full thesis will contain chapters I to VI, with the

necessary revisions in or updating of chapters I to III
to ensure internal coherence and consistency.

The thesis proposal will include chapters I to III.

Note:

Framing
of
research
problem

Orienting
decisions

Chapter
I

The basic concern

in this chapter:
What do the field
data say?

Writing this
chapter involves
data reduction, data
analysis, and data
display.
Whenever possible,
do cross-tabulation
for deeper data
analysis.
The chapter
presents
information on the
research subjects
and informants,
together with the
data from the
fieldwork, analyzed
and summarized.

Data from
field work

IV

Toward the end of

the chapter, give
explicit answers to
your research
questions.

The basic concern

in this chapter:
What do the data
mean or imply?

Discussion
of findings

An Overview of the Thesis Writing Process and Output

The recommendations
for future research will
include suggested
improvements in the way
the study was conducted,
as well as future research
directions.

This chapter gives a

summary describing the
significance of the
research findings with
respect to any or all of
the following
viewpoints: theory,
policy, practice, and
social action measures.
It should also redeem the
claims and promises
made in chapter I
regarding the purposes
and significance of the
study.

Conclusions and
recommendations

VI

12

Nomination of Thesis
Consultant

Fieldwork

Thesis Adviser

Student

Thesis topic
proposal form
(1 copy)

Thesis topic rationale

(3 copies)

Evaluation and
recommendation by
Thesis Adviser

Thesis proposal
(Chapters I to III)

Formation of
Thesis Panel

Approval by Thesis
Committee Chair

Thesis proposal
defense

Thesis topic
conference

An Overview of the Thesis Writing Process and Output

(up to the start of fieldwork)

Letter of appointment
for Thesis Consultant

Approval of thesis
proposal

Appointment of
Thesis Adviser

Notice of approval of
thesis topic

13

14

Your Thesis Panel: Formation and Composition

As much as possible, the composition of the Thesis Panel will be kept the same
throughout the three stages of the thesis writing process. This arrangement is meant
to facilitate the completion of your thesis by assuring you that the same panel
members will review, evaluate, and approve your thesis topic, your thesis proposal,
and your full thesis.
The Thesis Panel will consist of at least three faculty members, usually all
from SED (in some cases, depending on the thesis topic, other UA&P faculty
members may form part of the panel). Upon approval of the thesis topic, one of
these faculty members will be designated your Thesis Adviser.
The panel will be headed by a Chair designated by the Dean of SED. In
addition, the Dean will appoint a Thesis Consultant from outside UA&P who will
form part of the Thesis Panel at least during the full thesis defense.

15

YOUR THESIS TOPIC:

CHOICE, PROPOSAL, AND APPROVAL
General Guidelines
It is primarily up to you to choose your thesis topic. However, as emphasized in
the Introduction, it is best that you choose and work on a thesis topic that you are
keen on and really care about. If you have only a slight or marginal interest in your
thesis topic, it is likely that you will give up working on it when the going gets
rough.
Nonetheless, having a keen interest and strong belief in your thesis topic is not
enough reason for choosing the topic. You also need to take the following
considerations into account:
1. The thesis topic should have a clear relation to your field of specialization.
You will have to show this relation in your thesis topic rationale, in your
thesis proposal, and in your full thesis.
2. The inquiry into the thesis topic should call for more than just desktop or
library research. It should involve field work or the gathering of empirical
data on the topic from actual research subjects and informants. SED has set
this policy for the following reasons:
a. The ability to carry out educational research is a specific competency
that all graduates of SEDs masters degree programs are expected to
develop. This ability is considered necessary for the improvement of
their teaching practice and also for their long-term scholarly
development.
b. Education is not only a practice-intensive field; it is also increasingly
becoming a research-intensive profession. Moreover, there is growing
pressure for educational policymaking and teaching practice to be more
evidence-based. SED believes that working on a thesis will hone the
research and writing skills of its graduate students.
3. The thesis topic should be researchablei.e., you should be able to turn it
into a specific central research problem and related research questions that
can be addressed through a workable research plan involving field work.
4. The thesis topic should be specific and narrow enough to allow the
completion of the research plan (to be approved by the Thesis Panel) by one
principal researcher (you) working over a period of a few months.

16

Assessing Prospective Thesis Topics

Students working on their masters theses usually begin with a few prospective
thesis topics in mind.
If you do not yet have a clear and specific thesis topic to work on, it will be best
for you to have a fewperhaps three at the most and preferably related to one
anotherpossible topics under consideration.
If all you have in mind at the start is an area of general interest, you can go over
the titles of completed and approved masters theses in the Ejercito Library or in the
SED Library and see if there are any titles that may be related to your area of
general interest. You can then go over the corresponding theses and read the section
on Recommendations for Further Research. These recommendations can give you
some leads to prospective thesis topics.
You can also consult your Program Director or SED faculty members and ask
for suggestions on lines of inquiry or topics that you can consider for your thesis.
You may also have to do some preliminary search for literature related to your
general area of interest or even preliminary interviews with experts or specialists in
the field of interest to you.
If you are considering several possible topics, it is preferable that they be related
to facilitate your initial search for literature.
To help you assess these possible thesis topics, you can use the worksheet
shown in appendix B. The worksheet is based on the suggestions in chapter 2 of
Glatthorn and Joyner (2005) for assessing prospective thesis topics using the
following selection criteria:
1.

Professional significance
The study makes an important contribution to the field in any of these
ways:

Tests a theory
Contributes to the development of theory
Extends existing knowledge
Changes prevailing beliefs
Suggests relationships between phenomena
Extends a research methodology or instrument
Provides greater depth of knowledge about previously studied
phenomena

17
The study can also be professionally significant because of the way it
examines the topic.
Significance does not necessarily mean originality. If a study has
been previously done on the same topic or even the same research
subjects, put in your own variation: different methodology, different
research instruments, more research subjects, etc.
2. Continuing professional interest
This refers the extent to which the topic will continue to be of interest to
the profession or field in general. Avoid studying educational fads (i.e.,
popular only for a short period). Focus on a topic or problem not likely to
fade soon.
3. Personal interest
Choose a topic in which you are keenly interested. [However, it can also
happen that in looking more deeply into a relatively new or unfamiliar topic,
you may find it highly interesting.]
4. Career advancement
You also need to weigh the impact of your thesis topic on your present
and future career. Is it of immediate value to your current school or
employer? If you expect to be promoted or to change jobs or schools, is the
topic professionally timely? If you hope to pursue a scholarly career, will
your study enable you to publish a few articles or even a book?
5. Professional knowledge, experience, and skills
It may be more advantageous for you to work on a thesis topic that
allows you to draw on your professional knowledge and experience and/or
your research skills.
6. Likely support
The more support you have (from your school or your superior at work),
the easier it will be to finish your thesis. It will also help if your Thesis
Adviser is highly knowledgeable about your thesis topic.
7. Time required
Make sure that the thesis topic is sufficiently narrow and focused so that
it can be intensively studied within a reasonable time.

18
8. Accessibility
This refers to issues of access: to prospective research sites, research
subjects and informants (including their willingness to provide the
information you will need to gather).
Depending on the relative weights you assign to these criteria and the ratings
you give each topic across the criteria, your first choice would be the topic that gets
the highest total rating.

19

The Thesis Topic Rationale

Your thesis topic rationale is a concisely written paper that states your proposed
thesis topic and presents your reasons, arguments, and considerations for choosing
this topic.
Your rationale should include the following:
1. The tentative or working title of the thesis
2. A concise statement of the central research problem to be addressed in the
thesis (including, if applicable, a brief literature-supported description of the
phenomenon that you will look into)
3. The proposed research questions
4. Working operational definitions of key terms in the title, in the central
research problem, and the research questions
5. A brief explanation of why you are interested in and propose to undertake
the study
6. Description, explanation, and justification of the following research
parameters:
a. The research population or subjects
b. The site(s) or setting(s) (schools, firms, organizations, etc.) in which you
will gather data and how you plan to secure research access to the site(s)
or setting(s)
c. The aspects or features of the study showing its relation or linkage to
your field of specialization
7. Supplementary background information (from preliminary literature review,
previous studies, initial interviews, etc.) that can help the SED Thesis
Committee in evaluating the thesis topic rationale
In preparing your thesis topic rationale, please use the suggested format and
outline shown in appendix C.
If there are aspects or sections of the rationale that you are not clear about,
confer with the Thesis Writing Course Instructor or consult with a SED faculty
member who may be knowledgeable about your prospective thesis topic.

20
It is likely that you will have to make more than one draft of your thesis topic
rationale. Make it a point to save a copy of each one of your successive drafts (you
may later find it useful or even necessary to refer to the earlier versions of your
rationale).
The Thesis Writing Course Instructor, in consultation with other SED faculty
members, will determine the readiness of your thesis topic rationale for presentation
in a thesis topic conference.
Once you are informed that your thesis topic rationale can already be presented
in a thesis topic conference, make at least three hard copies of the rationale and
submit the copies, together with one filled-in copy of the Thesis Topic Proposal
form (see appendix D), to the Thesis Writing Course Instructor.
A lead time of around one week (from the submission of the thesis topic
rationale) is usually required before the thesis topic conference is held. The Dean of
SED will form the Thesis Panel and designate the Chair of the panel. The Thesis
Writing Course Instructor will set the day and time of the conference and will
inform you accordingly.
If, after having submitted the thesis topic rationale, you would like to make
minor revisions in the draft or if you have additional information to present, there is
no need to submit a new version of the rationale. You can just point out the
revisions or present the additional information at the start of the thesis topic
conference.

21

The Thesis Topic Conference

In the thesis topic conference, the Thesis Panel will meet with you for the
following purposes:
1. Formal presentation of your thesis topic rationale, including clarification or
presentation of additional information
2. Discussion of the comments and suggestions of the panel members
3. Agreement on these major research parameters: the central research problem
and the related research questions; the research population or subjects, the
research site(s) or setting(s); and the aspects or features of the study that the
student will highlight or focus on to show its relation or linkage to the
students field of specialization.
In short, the thesis topic conference is meant to help you clear up your thinking
on the kind of study you plan to undertake and the kind of research such a study
will call for.
At the end of the conference, you will be asked to do the following:
1. Consider the comments and suggestions given by the panel members.
2. State explicitly that the topic and the kind of study and research defined
during the conference is what you would like to work on for your thesis.
(If you find the directions defined or proposed by the Thesis Panel
unacceptable, you will have to submit to the Thesis Writing Course
Instructor a new thesis topic rationale describing the kind of study and
research you wish to undertake and explaining why you prefer this kind of
study and research, instead of what the Thesis Panel was suggesting. In this
case, a new Thesis Panel will be formed and another thesis topic conference
will be held.)

22

What Happens after the Thesis Topic Conference

Depending on the outcome of the thesis topic conference, you will be given
a written notice (signed by the Dean of SED) of the approval of your thesis
topic.
be.

The written notice of approval will also state who your Thesis Adviser will

You can then confer with your Thesis Adviser to identify an individual from
outside UA&P who is knowledgeable about your thesis topic or your area of
interest and who can be appointed your Thesis Consultant.
Once the Thesis Adviser agrees with the choice of the candidate, you will be
responsible for contacting this person and finding out if he or she is willing to
be your Thesis Consultant.
If the candidate is willing, you should get a copy of the persons curriculum
vitae and present it to the Thesis Writing Course Instructor.
If the candidate is not willing, you and your Thesis Adviser can identify and
agree on another prospective Thesis Consultant.
The letter of invitation to the proposed Thesis Consultant will be signed by
the Dean. It will state the Thesis Consultants terms of appointment. A sample
letter of invitation is shown in appendix E.

23

YOUR THESIS PROPOSAL

General Guidelines
The thesis proposal consists of three chapters:
1. Chapter I (Introduction)
2. Chapter II (Review of Related Literature)
3. Chapter III (Conceptual Framework and Methodology)
The thesis proposal is meant to provide a threefold grounding to the thesis topic,
the central research problem, the related research questions, and the basic research
parameters of the proposed study. This threefold grounding consists of the
following:
1. Grounding in existing knowledge about the topic (the related literature)
2. Grounding in a real-world phenomenon, problem, or situation
3. Grounding in a specific context (the research setting and research sites)
Your thesis proposal is also a statement of your specific research purposes and
plani.e., what you intend to do to address your central research problem and
answer your research questions. So, you should write most of it (at least the parts
that refer to your research purposes and plan) in the future tenseto convey the fact
that you will still carry out the required field work and gather the data that you will
need to answer your central research problem and research questions.
To minimize changeovers when you prepare your full thesis, it is best that in
drafting your thesis proposal you already follow the recommended format for the
thesis manuscript (see Preparation of the Manuscript on pp. 54-55).
Make at least three drafts of your thesis proposal:
1st draft: Put your ideas and facts together. (Your concern: substance)
2nd draft: Rewrite or revise for coherent and logical thought flow. (Your
concern: structure)
3rd draft: Edit for clarity and proofread for correctness (consistency with
chosen manual of style, grammar, spelling, etc.). (Your concern: style)

24

Writing Chapter I (Introduction)

The introductory chapter is meant, among other things, to answer these
questions (not necessarily in the stated order and allowing for some degree of
overlap for related questions):

What is the study all about? (Essence)

Why is the study needed? (Rationale)

What are the studys ultimate purposes or goals?

What audience or readership does the study target or appeal to?

What is significant about the study?

*

What contribution will the study make?

In what way is it different from previous, similar, or related studies?

Where does the study jump in (in relation to these other studies)?

Why should the study matter to the target audience or readership? Why
should they care about the results of the study?

What key issues does the study seek to illuminate or draw attention to?

What practices does the study seek to influence?

Why does the researcher want to conduct the study?

What central or main research problem does the study seek to answer or
resolve? Why is it important to answer or resolve this problem?

How does the study propose to answer or resolve the central or main
research problem? (A brief description of the research methodology)

In other words, the introductory chapter sets up the whole study and shows
both its importance and its logic chain.
Chapter I is also meant to do the following:

Define and frame the central or main research problem, as well as the
related research questions

Present the research problem in its immediate and broader contexts

25

Concisely define and explain the key terms to be used in the study

Define the scope and delimitations of the study

The central or main research problem is best presented and framed when the
study takes off from a current or emerging and significant phenomenon (trend,
conflict, controversial or highly debated issue, etc.). The study can consider the
whole phenomenon or major aspects or dimensions of it, but the important thing is
to begin from a phenomenon and seek to understand, explain, or further explore it
(or key aspects or dimensions of it)rather than start with some abstract theoretical
or conceptual considerations that may have little basis or foundation in reality.
For this reason,

Chapter II is titled Review of Related Literature.

The focus of the review is on literature related to (a) the phenomenon and
(b) the central or main research problem and the corresponding research
questions.

The literature review is presented after the phenomenon has been generally
described and is meant to shed light on the phenomenon or on the central or
main research problem.

These then are the main elements of chapter I:

The Essence of the Study

The Context of the Study

The Research Problem

Purposes of the Study

Research Questions

Definition of Key Terms

Significance of the Study

Scope and Delimitations of the Study

Relation of the Study to the Researchers Specialization

26
A frequent point of confusion in writing chapter I is the distinction between the
purposes and the significance of the study.
Most qualitative research studies intend to explore, explain, and/or describe
phenomena, and quantitative research to test hypotheses, correlate variables, or
predict outcomes.
Marshall and Rossman (1999) enumerated four common purposes of qualitative
research and gave examples of each (the four are not mutually exclusive, in the
sense that one can do a study that is both exploratory and descriptive, explanatory
and descriptive, etc.):

Exploratory
*
*
*

Explanatory
*
*

To investigate little-understood phenomena

To identify or discover important categories of meaning
To generate hypotheses for further research

To explain the patterns related to the phenomenon in question

To identify plausible relationships shaping the phenomenon

Descriptive
*

To document and describe the phenomenon of interest

Emancipatory

To create opportunities and the will to engage in social action. (p. 33)

Marshall and Rossman (1999) also suggested that the significance of a study
can be described by answering these questions:

What are the potential contributions of the study?

Who might be interested in the results?

With what groups might the results be shared?

In what way is the study significant in relation to (1) theory, (2) policy, (3)
practice, and (4) social issues and action?

A study can thus be significant in any or a combination of the following ways:

Significance for theory

27

Potential contribution to fundamental knowledge: describe or show how

the study fits into and can contribute in new, insightful, or creative ways
to the theoretical or research traditions or the foundational or scholarly
literature in the field concerned

Filling important gaps in the related literature

Testing or expanding the theory or the generalizations of previous

research (by using a different setting or different research subjects)

Significance for policy

*

Potential contribution or inputs to policy making (new or better or more

detailed information, insights, deeper understanding of phenomenon
being studied, etc.)

Significance for policy at various levels (international, national,

regional, local, or institutional)

Significance for practice

*

Potential contribution to the improvement of teaching or administrative

or school practice

Potential contribution to the resolution of practice-related issues

Significance for social issues and action

*

Illumination or better understanding of lived experiences of interest by

providing rich description

Potential contribution to the formulation of action measures to address

social issues by showing what can be done, why, and how

28

Writing Chapter II (Review of Related Literature)

Related literature refers to both published and unpublished materials related
to your thesis topic. However, related is a very relative term. Relatedness can
range from very close to tangential. Imagine your thesis topic at the center of a
series of concentric circles representing sets or categories of published and
unpublished materials with different degrees of relatedness or closeness to your
topic. Naturally, in your search for related literature, you will give first priority to
materials falling in the inner circles and move on to the outer circles as you exhaust
the possibilities of the inner ones.
How to View the Task
You can view the task of writing your Review of Related Literature (RRL) in
several ways. For instance:

You can think of the task as writing a narrative essay that integrates,
synthesizes, and critiques the important thinking and research on a particular
topic [i.e., your main research problem] (Merriam, 1998, p. 55).

You can look at the task as putting together an account that will convey to
your reader what knowledge and ideas have been established on [your]
topic by accredited scholars and researchers, and what their strengths
and weaknesses are (Taylor, 2007, p. 1).

You can consider the task as that of making an accounting of what is out
there on a particular topic or of what has been published on a topic
(Lichtman, 2006, p. 104) to show the researchers understanding between
what is presented and what has preceded it (p. 105 ).

The Importance of a Good RRL

The importance of doing a good RRL cannot be overemphasized.

Burton, Brundrett, and Jones (2008) said that conducting a high quality
review of existing ideas is probably the most important element of any
successful research study in the Social Sciences and education in particular
(p. 29).
While this may not always be the case, the exceptionswhat the three
authors referred to as blue skies (p. 29) research (i.e., research on
relatively unexplored topics)are rare.

29

According to Lunenberg and Irby (2008), the RRL can illuminate every
aspect of a research problem (p. 137) in the following ways:
a.
b.
c.
d.
e.
f.
g.
h.
i.

providing a historical background for it

describing its current status
supporting the purpose of the study
identifying gaps in the literature
becoming aware of variables relevant to the problem
understanding the seminal studies widely cited
identifying the leading scholars relevant to the problem
proposing useful theoretical constructs for the study
understanding the application of appropriate methodological procedures,
and
j. observing comparative studies that assist in analyzing data and
interpreting the results. (p. 137)

Hart (1998) considered an RRL important

because without it you will not acquire an understanding of your topic,
of what has already been done on it, how it has been researched, and
what the key issues are. In your written project, you will be expected to
show that you understand previous research on your topic. This amounts
to showing that you have understood the main theories in the subject
area and how they have been applied and developed, as well as the main
criticisms that have been made of work on the topic. (p. 1)
Hart noted that many literature reviews are only thinly disguised annotated
bibliographies. For him, these are the criteria for judging the quality of a
literature review: (a) appropriate breadth and depth, (b) rigour and
consistency, (c) clarity and brevity, and (d) effective analysis and
synthesis (p. 1).
He added that a good RRL uses the ideas in the literature to (a) justify the
researchers approach to the topic at hand and the selection of research
methods to be used and (b) show that the researchers work will contribute
something new to the current body of knowledge in the field and to the
related literature.

Purposes of the RRL

According to Gall, Gall, and Borg (2003), a thorough review of the literature is
useful for any or a combination of the following research purposes:

30

Delimiting your research problem. Focusing on a specific problem and

looking deeply into it will be far better than doing a superficial study of a
broad problem.

Seeking new lines of inquiry. A good literature review should help you (a)
find out if any previous research has been done in your area of interest or on
your specific research problem and, if so, what the research was all about;
(b) identify aspects or facets of the research area or problem that earlier
studies have overlooked; and (c) perhaps even see a new, unique, and
creative way of approaching the research problem.

Avoiding fruitless approaches. If your literature review is not thorough

enough, you might pursue a line of inquiry or use a research methodology
that previous studies have already shown to be unproductive.

Gaining methodological insights. Previous studies can be useful to you not

only because of their findings but also because the way they were designed
and conducted can give you ideas and insights on how to go about the
research you have in mind.

Identifying recommendations for further research. In reviewing the

literature, pay attention, too, to what previous researchers recommend at the
end of their studies for future investigation. These recommendations can
help you identify lines of inquiry that may be interesting to pursue because
they extend earlier research or cover new ground.

Seeking support for grounded theory. A study can be designed this way:
collect data and then formulate or derive a theory out of the data. Theory
drawn out in such fashion is called grounded theory (i.e., grounded in a set
of real-world data). If you plan to do this type of research, experts advise
that you do your literature review after you have collected and begun
analyzing your field data and generated your data-grounded theory. This
way, you wont be unduly influenced beforehand by the concepts and
conclusions of previous studies or by the theories developed by earlier
researchers.

Hart (1998) cited another major benefit of doing a good RRL: ensuring the
researchability of your research problem or topic before you begin your actual
research. Beginners make the frequent mistake of thinking that the broader their
research, the better and more valuable it will be. As a result, they submit very
general and also usually very ambitious research proposals. However, the key to
doing effective and useful research and ensuring that your topic is researchable
(and that you can complete your research) is to do the exact oppositei.e., to
progressively narrow down your research topic or problem. A good RRL can be of
great help in this progressive narrowing process.

31
Moreover, according to Hart, the literature review can serve the following
specific purposes (not necessarily in the order of importance and without ruling out
their merging with one another):
1. distinguishing what has been done from what needs to be done;
2. discovering important variables relevant to the topic;
3. synthesizing and gaining a new perspective;
4. identifying relationships between ideas and practice;
5. establishing the context of the topic or problem;
6. rationalizing the significance of the problem;
7. enhancing and acquiring the subject vocabulary;
8. understanding the structure of the subject;
9. relating ideas and theory to applications;
10. identifying the main methodologies and research techniques that have been
used;
11. placing the research in a historical context to show familiarity with state-ofthe-art developments. (p. 27)
How to Go about the Task
You can conduct your literature review in three phases:
1. Broad scan
Look for previous reviews of literature on your research topic. Your
objective: to identify a research problem.
2. Focused review
Your objective: develop and provide documented support for your thesis
topic rationale and thesis proposal.
3. Comprehensive critique
Look for all available sources, especially scholarly ones, that have a direct
bearing on your research problem. Your objective: provide a solid and
scholarly foundation for your thesis.
After having defined your research problem, you can follow these four steps
recommended by Gall, Gall, and Borg (2003) in doing your literature review:
1. Search preliminary sources. These are indexes of publications that are
similar in function to the subject index of a library catalog, in the sense that
they can lead you to particular bodies of literature and help you draw up a

32
working list of books, articles, papers, and other publications related to your
topic.
Examples of preliminary sources are indexes to bibliographies, book
reviews, books, curriculum materials, directories, dissertations and theses,
journal articles, papers, and reports, and magazines and newspapers.
A major course of information about the literature on educational
research and practice is the Educational Resources Information Center
(ERIC). The center publishes hard-copy and electronic versions of two
preliminary sources: Current Index to Journals in Education (CIJE) and
Resources in Education (RIE). CJIE indexes articles in many hundreds of
education-related journals; RIE indexes various nonjournal documents
(conference papers, technical reports, progress reports of ongoing research,
etc.).
2. Use secondary sources. Preliminary sources can lead you to studies of other
researchers who may already have written reviews of literature relevant to
your research problem or topic. These reviews are one example of
secondary sources (documents written by individuals who did not actually
do the research, develop the theories, or express the opinions they have
synthesized into a literature review).
Secondary sources include textbooks, scholarly books, encyclopedias,
handbooks, and review articles in journals. These are useful because they
combine knowledge from many primary sources into a single publication.
Among very helpful secondary sources for education are the
Encyclopedia of Educational Research and the International Encyclopedia
of Education; the Review of Research Education published by the American
Educational Research Association; the Review of Educational Research; and
the ERIC Digests.
3. Read primary sources. It is advisable that you do not rely mainly on
preliminary and secondary sources, because these may not provide you with
enough detail on the studies they cite. For such detailed information, you
will have to get access to and read the original studies or reports. These are
referred to as primary sources (documents written by the individuals who
actually conducted the studies or who formulated the theories or opinions
described in the documents).
You should try your best to get access primary sources that are most
critical to your proposed study, especially the most recent ones, and to
include these in your RRL. It will also be helpful, especially when you begin
writing your literature review, to have your own photocopies of the primary
sources that are highly relevant to your research, rather than relying on

33
incomplete notes or having to make return trips to the library to consult or
reread these sources.
Expert researchers also advise that you do the following: (i) look for
ways of classifying and coding your primary sources (e.g., according to the
questions or objectives guiding your research); and (2) judge the relevance
of each primary source to your study and the quality of the research
described in the report.
4. Synthesize the literature. Your literature review is supposed to inform the
reader about (i) what is already known and (ii) what is not yet known about
your research problem or topic. It is also supposed to show clearly how your
proposed research relates to and builds upon the body of knowledge
currently available in the literature on the problem or topic of interest to
you. For these reasons, you will have to synthesize the information you have
gathered from all the documents you have read or consulted into a coherent
RRL.
Making this synthesis is perhaps the most complex and demanding part
of writing your literature review. It will be helpful to consult exemplary
RRLs, such as those in high-quality research journals (e.g., the Review of
Educational Research).
These four steps need not be done sequentially. You can do them iteratively or
you can backtrack as needed (e.g., to use your insights from the literature review to
reformulate your research problem or research questions or to find more relevant
preliminary or secondary sources).
Here are some additional tips:

Make good use of related abstracts. These can help you quickly figure out
the relevance or usefulness of the studies concerned without having to go
through the full text.

Retrieve the full texts of your most relevant or useful sources (books,
chapters of books, journal articles, etc.). Make sure your copy has full
bibliographic information.

Whenever possible, look for and use primary sources.

Things to Avoid
The RRL should not be and should not read like any of the following:

34

A largely descriptive list of source materials or references on your research

topic

A he said, she said enumeration of summaries of published materials that

seem to have some general relation to your research problem

A set of paragraphs consisting of paraphrased passages combined with

direct quotations from specific authors or works and randomly strung
together (i.e., without any evident effort to organize, relate, analyze,
synthesize, or critique them).

Gall, Gall, and Borg (2003) cited four specific flaws to be avoided in writing a
literature review:
1. The RRL does not show how the work done by earlier researchers,
especially the studies cited in the review, relates to the writers research.
2. In citing or discussing findings of other researchers or in drawing
conclusions from these findings, the RRL does not show evidence of having
considered the soundness of the methodology used in arriving at such
findings.
3. The RRL does not describe the search procedures used in identifying
relevant literature.
4. The RRL consists of isolated or disconnected findings, opinions, and ideas.
There is no evident effort to fit these findings, opinions, and ideas into a
coherent conceptual or theoretical framework that will guide the writers
research.
How to Organize Your RRL
There are many ways of organizing the RRL, but the way you organize or
present it should ultimately show how the RRL bears on your research topic or
problem. Here are some possible ways of organizing your RRL:

You can organize the RRL thematically (i.e., according to general and
specific themes, concepts, theories, schools of thought, issues, or points of
debate or controversy that can be discerned in the literature you have
reviewed and included).

You can organize the RRL chronologically (i.e., show how the thinking of
experts or key authors or how the debate on your research topic has
developed or shifted over time).

35

You can combine the thematic and chronological approaches (e.g., begin
with a chronological overview of early important literature on the topic and
then focus on relevant themes, trends, or developments highlighted in more
recent works).

You can synthesize and summarize the results of your review into what is
and what is not known (or what things have been and have not been looked
at or are not being looked at) about your research topic or problem, as well
as the approaches or methodologies that have been used in previous
research.

Hart (1998) pointed out that an RRL

should show that all relevant documents, both published and unpublished,
have been identified and analyzed. This means demonstrating that all the
main concepts, theories, theorists, and methodological approaches relevant
to the topic have been identified, understood and critically evaluated. For
these reasons the review is not a continuous piece of writing: it might well
have several sections dealing with different concerns and different levels
at different locations in its structure. The main challenge is to ensure that
all of these demands are met in a review that flows, leading the reader
from one set of ideas to the next, and that provides systematic reasoning
for the topic you have identified for your own research project. (p. 172)
Here is a suggested process for developing your final outline for chapter II:

Determine the major components of the chapter.

The basic pattern:
*
*
*

The search process (this may be required by the panel)

The theoretical literature
The empirical research

Analyze the major components and sort into divisions and subdivisions.

Use levels of headings that reflect the structure and content of the outline

The Importance of Selectivity

It is very important to be selective in using and citing sources. When you are
deciding whether to use or cite a specific material, ask yourself these questions:

Why should I include this study, source, or reference?

36

What is this particular source adding to the development of my thesis?

How does it relate to my research problem?

How does it help me answer my research questions?

Lunenburg and Irby (2008), quoting Swetnam, offered this list of possible
reasons why you will include a specific source or reference in your RRL:

It deals with a theory that undergirds your study.

It makes a definite statement about an aspect of your study.
It deals with your subject matter or overlaps it.
It assists in the maintenance of a coherent argument.
It puts your study into an external context.
It defines the current state of research in your area.
It shows your acknowledgment of the work of others. (p. 145)

Synthesizing the RRL

Lunenburg and Irby (2008) suggested these strategies for synthesizing the
literature:
(a) provide a historical context to help the reader understand a phenomenon,
(b) point out gaps in the literature, (c) show how a study differs from a
group of previous studies, (d) identify themes in a group of studies, (e)
report practical significance, (f) reconcile conflicting theories concerning an
important variable, (g) use tables to summarize research on a single variable,
(h) clarify inconsistent findings, and (i) signal a continuing line of inquiry.
(p. 154)
What Your RRL Should Show
Your RRL should demonstrate or show evidence of the following:

Your having done a diligent and wide enough search for related literature
(both international and local), taking into account the scope and
delimitations you have set for your study and perhaps even looking beyond
your own discipline for such literature

Your ability to find, spot, or identify related literature or materials

containing relevant data or information

Your having cited and considered the widest possible range of current major
views and perspectives (or schools of thought) on your research topic or

37
problem, including those that are contrary to or significantly different from
your line of thinking

Your ability to make a critical assessment of the literature you have included
in the RRL. It is important to state what you think about key works (e.g.,
how valid their findings are or in what significant ways they have shaped or
advanced the thinking on your topic or added to the body of related
literature) and about the major themes, trends, or developments reflected in
the literature.
Your ability to critically assess the related literature will also show in
your being able to (a) find significant inadequacies, flaws, or gaps in the
literature or in the knowledge base; (b) identify inconsistent or conflicting
findings, (c) offer possible reasons for or explanations of the inconsistencies
or points of conflict, (d) show how these inconsistencies or points of conflict
can be reconciled, if at all, (e) give an overview of the critical population
involved and the general setting or context in which the study is being
conducted, and (f) suggest specific areas or directions for further research.

Your familiarity with previous research and theory in the general or specific
area of your study. The best proof of this familiarity is your ability (a) to
situate your study or research problem in the knowledge base of the field
(i.e., to show just where your study jumps in or joins the ongoing
scholarly conversation on your research topic or problem) and (b) to
extract information and/or insights from this knowledge base that shed light
on your problem statement or that support or provide a firm theoretical,
conceptual, or contextual basis for your overall research framework and
design.

Other Ideas to Keep in Mind

In searching for related literature, give priority to books and journal articles.
This is still the preferred practice among academic scholars. Use online sources
mainly as a supplement, not as the core of your literature review.
The last thing you would want to happen is to discover, after having gone
through a lot of data gathering and analysis, that you are merely reinventing the
wheel because someone else has already done what you are trying to do and may
have, in fact, done a far better job (or, even worse for you, clearly disproved your
main assumptions or claims). A diligent and methodical search for literature related
to your thesis topic can help you avoid getting into this unpleasant situation.
Avoid doing a very superficial survey (citing many authors or their works in a
few paragraphs that offer very little substantive information, especially to readers
already familiar with your topic). Look for authors or works that have made

38
significant contributions to your field of inquiry, and then in your review provide a
concise, clear, accurate, and critical discussion of the views and claims of these
authors or works that bear on your topic. You can cite other authors or works of less
significance, but there may be no need to consider their ideas in detail. It will be
enough to show that you are aware of them. But you have to make sure you have
included the main relevant authors or worksboth recent and earlier onesin your
review.
A good literature review does not limit itself to materials that support the thesis
writers hypothesis or views. As much as possible, it will include authors and works
representing different schools of thought or offering different theories and
approaches, different perceptions, or different findings or results with respect to the
thesis topic.
Get leads for your literature review from your Thesis Adviser, but dont depend
entirely on what he or she recommends. You may come upon materials that your
Thesis Adviser may not even be aware of, and it can well happen that by the time
you begin writing your literature review, you may know much more about the
relevant literature than your Thesis Adviser does.
When you go over books, articles, and other sources containing literature related
to your topic, pay attention to the references and other bibliographical data provided
in these materials. These can give you useful leads and help you direct and widen
your search for related literature.
Your literature review must hang together with the other parts of your thesis,
especially your conceptual or theoretical framework. This goal can be achieved in
several ways:

Your conceptual framework, together with how you defined or framed your
research problem and research questions, can guide your search for related
literature and facilitate your classification and critical evaluation of the
materials that your search has yielded.

It can also happen that your literature search may help you put together,
refine, or even recast your conceptual framework. In fact, you may even end
up redefining or revising your research problem and/or your research
questions.

A good literature review can also provide ideas and guidelines for finetuning your research design and methodology, as well as you actual data
collection and analysis.

In any case, you should clearly show in your thesis how your study or research
relates to the work of othersi.e., whether and in what way it builds upon, extends,
improves, confirms, or perhaps disproves what other authors or researchers have

39
earlier said, proposed, or claimed. This is an important part of your research work
because it will help establish the originality and significance of your study.
As a researcher, you are expected, according to The Chicago Manual of Style
(2003), to identify the sources of direct quotations and of any facts or opinions not
generally known or easily checked (p. 594). You should conscientiously follow
this guideline not only in your literature review, but in all other parts of your thesis.
It is also essential that you carefully observe the established norms for
documenting your sources and references. Whichever [documentation] system is
chosen, The Chicago Manual of Style points out, the primary criterion is
sufficient information to lead readers to the sources used, whether these are
published or unpublished materials, in printed or electronic form (p. 594).

40

Writing Chapter III (Conceptual Framework and Methodology)

Chapter III of your thesis should have two parts: (1) the conceptual framework
that will guide your study as a whole and your field work in particular; and (2) the
methodology section.
1. Conceptual Framework
The term conceptual framework has two elements:

Conceptual - This refers to the theoretical and conceptual assumptions or

underpinnings or to the concepts or conceptual context to be given attention
in the study.
In that regard, there is a need for balance between too little theory (no
focus or direction) and too much of it (which can become a blinder) in
conducting a study and formulating a conceptual framework.

Framework As its name implies, this element has the function of putting
boundaries (inside and outside) and providing points of attachment (for
ideas, relationships, categories, data sets, etc.).

Here are some metaphors or analogues that have been offered to help thesis
researchers and writers understand what a conceptual framework (CF) is:

A flashlight or spotlight, in the sense that a CF focuses on a specific set

of concepts and relationships

An analytical lens, in the sense that a CF guides and facilitates the

analysis and understanding of data, information, issues, relationships, etc.
from a specific viewpoint or perspective

A latticework or a set of coat hangers or pegs, in the sense that a CF

provides a conceptual structure on which you can hang clusters of related
data, information, insights, etc. in an orderly and logical manner

A set of mailboxes or a mailroom sorting stand, in the sense that a CF

facilitates the systematic categorization and organization of data

Here is a simple definition of CF that you can keep in mind: an ordering and
structuring principle or schema that helps you make sense of data or information.
In that regard, a CF is useful for

compelling you to be explicit about what you plan to do or think you are
doing, to be selective, and to decide which are the important features or

41
aspects of the topic and the important relationships (and hence what data
you will collect and analyze);

sifting through massive literature;

asking and constructing the appropriate research questions;

guiding the formulation of the research methodology; and

analyzing and making sense of data (especially if you have more than you
can use).

The moment you think of a topic, you actually begin thinking in terms of a CF,
even if it may be fuzzy at the start. But it can be risky to choose or align yourself
prematurely with a specific CF. In doing so, you can cut yourself off too soon from
other relevant or important ideas and thus exclude them from your consideration. It
is thus best that

you have an initial CF or attempt to formulate one before actually doing the
study;

you let your CF evolve (i.e., do not regard your initial CF as definitive); and

you continually revisit your CF.

The following elements can go into a CF or be reflected in it:

Inputs from previous research or from your RRL;

Your key assumptions

Main features, aspects, or dimensions (of the topic) to be covered

Factors or variables to be considered

Presumed or established relationships (among the features, aspects,

dimensions, factors, or variables)

Here is a very rough rule of thumb that you can consider: When a third of the
time that you have set or that is available for data gathering has passed, review your
initial CF in the light of your field experience. Until then, be very open to
alternative formulations of your CF and look out for key features, aspects, themes,
or relationships not captured in your initial CF. Failing to revise your CF in the light
of new information would turn the CF into an intellectual blinder, straitjacket, or
handcuffs.

42
It is not likely that you will get your CF right the first time you formulate it.
In the first place, it is unlikely that there is just one right CF for your study. To
illustrate: you can present the same body of data or evidence to different researchers
and they can come up with very different CFs for making sense of the data or
evidence and thus draw very different conclusions.
It is best that you try to map all the different inputs and ways of looking at
your topic or at the issues you are dealing with, so that you can see possible
overlaps, inconsistencies, etc. Thus, you may have to go through two or three (or
even more) iterations of your CF. In the later iterations, however, you should aim
for greater simplicity and internal coherence or consistency.
CFs can take these forms: visual (or diagrammatic), narrative (or descriptive),
or a combination of visual and narrative.
For specific examples of CFs, please refer to Chapter 2 (Focusing and
Bounding the Collection of Data: The Substantive Start) of Qualitative Data
Analysis, by Miles and Huberman (1994).
2. Writing the Methodology Section
In this section, you describe the HOW of your studyi.e., how you plan to
gather and analyze the data and information that you need in order to answer your
research questions and ultimately your central research problem.
You should describe this plan with enough detail to make the following points
clear to the thesis panel:
1. The kind of study you propose to do (e.g., qualitative-descriptive, case
study, phenomenological or ethnographic study, grounded theory, action
research, quantitative-experimental, or mixed-method study) and why you
have chosen to do this kind of study
2. The kind of data or information you plan to gather
3. The sources of these data or information
4. Description of research settings or sites, research population, research
participants, informants, and selection criteria
5. The data collection methods or procedures (including the instrumentation)
you intend to use
6. If your data collection will include the use of a sample, the sample size to be
taken and the sampling procedure to be followed

43
7. The matching of the research questions and the research methods or
procedures to be used (to show that all the research questions can be
answered, using the proposed research methods or procedures)
8. The flow or sequence of data gathering and analysis, showing the specific
stages or activities and the corresponding objectives of each stage or activity
9. How you plan to record data and information (e.g., from interviews, focus
group discussions, or observations)
10.

How you plan to analyze the data and information you will gather

11.

Questions related to research reliability and validity and how these will be
addressed in the research

12.

Aspects or issues related to research ethics and how you plan to address or
handle them

In general, the section should be written in the future tenseto reflect the fact
that it is describing a research plan that will be carried out. (In the full thesis, this
section will have to be written in the past tense to indicate that the research has been
actually conducted and completed.)
If you plan to use standardized tests or instruments (questionnaires, etc.) in your
research, copies of the specific tests or instruments to be used should be included in
the thesis proposal. Describe these instruments and explain why you have chosen
them.
The thesis panel will pass judgment on the proposed methodology and approve
(or disapprove) it. For this reason, while there is no objection to including authordesigned research instruments (questionnaires, interview protocol, focus group
discussion guide questions, etc.) in the thesis proposal, the student will not be
required to present such instruments in the thesis proposal or during the thesis
defense. It can well happen that the thesis panel may ask the student to revise
portions or elements of the proposed methodology or suggest an altogether different
methodology.
If your thesis involves action research (design of a proposed intervention), you
should at least do a pilot run of your proposed intervention (e.g., a training program
or a set of teaching modules or lesson plans). In this case, your thesis proposal
(specifically chapter III) should include the proposed intervention to be pilot-tested,
together with a description of how the pilot run will be conducted and evaluated.

44

The Thesis Proposal Defense

Once the thesis proposal (chapters I to III) is considered ready for presentation,
the thesis proposal defense will be scheduled. Your Thesis Adviser will make the
judgment on the readiness of your thesis proposal for presentation and defense
before your Thesis Panel.
Upon being notified by the Thesis Adviser that your thesis proposal is ready for
defense, the Thesis Writing Course Instructor will confer with the members of the
Thesis Panel to schedule the thesis proposal defense.
You should furnish each panel member a hard copy of the thesis proposal. Each
copy should be formatted following the guidelines given in Preparation of the
Manuscript and put together in such a way as to facilitate leafing through (the copy
can be either bound with a side plastic grip, placed in a binder, or fastened to a
folder).
For the scheduling of the thesis proposal defense, you should provide for a lead
time of around 10 calendar days from the time you submit hard copies of the thesis
proposal.
Unless the Thesis Panel requires you to do so, there will usually be no need for
you to prepare a PowerPoint presentation or summary of the thesis proposal. It will
be assumed that every panel member will have read the entire thesis proposal before
the thesis proposal defense.
The thesis proposal defense can have any of four possible outcomes:
1. The thesis proposal is approved as presented.
2. The thesis proposal is disapproved.
3. The thesis proposal is approved, but with required revisions to be reviewed
and accepted by all the panel members.
4. The thesis proposal is approved, but with required revisions to be reviewed
and accepted by the Thesis Adviser on behalf of the Thesis Panel.

45

Approval of the Thesis Proposal

Soon after the thesis proposal defense, you will receive a copy of the approved
summary of the panel discussion during your defense. The summary will contain
the Thesis Panels observations and suggestions regarding your thesis proposal,
including the required revisions, if any.
If the Thesis Panel requires any revisions, carry them out as thoroughly as you
can. Then submit the revised version of your thesis proposal to your Thesis Adviser.
To facilitate the review process, it is best that you attach a concise explanation of
the revisions that you have made, item by item.
Depending on the outcome of your thesis proposal defense, the review and
acceptance of the required revisions will be done either by your Thesis Adviser
alone (on behalf of the Thesis Panel) or by all panel members.
For revisions that will be reviewed by the Thesis Adviser alone, the approval
process will be as follows:
1. Once the revisions are accepted, your Thesis Adviser will notify the Thesis
Panel Chair and the Thesis Writing Course Instructor in writing about the
acceptance of the revisions.
2. The thesis proposal will be considered approved once the Thesis Writing
Course Instructor receives the written notice of acceptance, together with a
copy of the revised thesis proposal.
3. The Thesis Writing Course Instructor will then give you your final grade for
Thesis Writing I.
For revisions that will be reviewed by all panel members, the approval process
will be as follows:
1. The Thesis Adviser will be the first to review the revised version, followed
by the other panel members, with the Thesis Panel Chair doing the review
last.
2. If the revisions are accepted by all panel members, the Thesis Panel Chair
will inform the Thesis Adviser accordingly. The Thesis Adviser will then
notify the Thesis Writing Course Instructor in writing about the acceptance
of the revisions.
If there are unacceptable revisions, the Thesis Chair will inform the Thesis
Adviser accordingly. Your Thesis Adviser will then confer with you about
how the remaining required revisions can be carried out properly.

46
Once you have done the necessary revisions, you should submit the revised
version, together with a note explaining the revisions you have made, to
your Thesis Adviser. The final review and acceptance will be done by the
Thesis Adviser, who may, if necessary, confer with the Thesis Panel Chair.
3. The rest of the process will be similar to that for a review done by the Thesis
Adviser alone.

47

YOUR FULL THESIS

General Guidelines
The full thesis consists of six chapters:
1. Chapter I (Introduction)
2. Chapter II (Review of Related Literature)
3. Chapter III (Conceptual Framework and Methodology)
4. Chapter IV (Presentation of Data)
5. Chapter V (Discussion of Findings)
6. Chapter VI (Conclusions and Recommendations)
In a nutshell, the full thesis is your full report on the research (including
fieldwork) that you have done on your thesis topic. You should thus write it in a
manner or style that clearly conveys the fact that you are reporting about a
completed study.
In that regard, you can follow these guidelines from the Publication Manual of
the American Psychological Association (2010) regarding tense:
Past tense (e.g., Smith showed) or present perfect tense (e.g., researchers
have shown) is appropriate for the literature review and the description of the
procedure if the discussion is of past events. Use past tense (e.g., anxiety
decreased significantly) to describe the results. Use the present tense (e.g., the
results of Experiment 2 indicate) to discuss implications of the results and to
present the conclusions. By reporting conclusions in the present tense, you
allow readers to join you in deliberating the matter at hand. (pp. 65-66)
Make at least four drafts of your thesis, following the recommended format.
1st draft: Put your ideas and facts together. (Your concern: substance)
2nd draft: Rewrite or revise for coherent and logical thought flow. (Your
concern: structure)
3rd draft: Make final check of facts and evidence offered in support of claims,
arguments, and conclusions. Rewrite and revise for internal consistency
and continuity (proper forward and backward linkages).
(Your concern: substance and structure)

48
4th draft: Edit for clarity and proofread for correctness (consistency with
chosen manual of style, grammar, spelling, etc.). (Your concern: style)
When you have completed your third draft, get at least someone else, aside from
your Thesis Adviser, to go over your thesis and make a critique of its overall
content, coherence, readability, and presentation.

Revisions of Chapters I to III

While the first three chapters of your full thesis have the same titles as the first
three chapters of your thesis proposal, you cannot and should not simply recycle
these three chapters and incorporate them in your full thesis. That is because while
the thesis proposal is a statement or description of a research plan, the full thesis is a
report on how the research plan was actually carried out and on the findings of the
research.
To be able to make use of the three chapters of your thesis proposal and
incorporate them in your full thesis, you will have to make these revisions:
1. Rewrite chapter I to reflect the fact that you are talking about a study that
has been done and completed. In fact, it is advisable that you rewrite this
introductory chapter last (i.e., after you have completely rewritten chapters
II to VI) to assure its coherence and consistency with the rest of your thesis.
2. Rewrite chapter II to (a) incorporate new or additional sources (not cited or
referred to in the thesis proposal); (b) improve the structure and organization
of the literature review; and (c) ensure greater coherence and consistency of
the literature review with the other chapters of the thesis.
3. Rewrite chapter III to (a) reflect changes in your conceptual framework (or
present even an entirely new and more appropriate one); (b) describe what
you actually did in your fieldwork; and (c) point out significant deviations
from or changes in your research plan and methodology (the one described
in your Thesis Proposal and approved by the Thesis Panel) and explain why
you made those deviations or changes in your fieldwork.

49

Writing Chapter IV (Presentation of Data)

In this chapter, you will present the data and information you have gathered in
your fieldworknot in their raw form, but after you will have done the necessary
compilation, tabulation, summarization, analysis, and interpretation. Writing this
chapter thus involves resolving questions that have to do with data reduction, data
analysis and interpretation, and data display. But the basic concern of this chapter
is: What do the field data say?
Data reduction is necessary because once you have completed your fieldwork,
you will most likely have gathered more data than you will actually use and report
in your full thesis. For example, if you did several in-depth interviews as part of
your research methodology, there may be no need to include the full interview
transcripts in your full thesis (unless the Thesis Panel requires you to do so). You
will then have to find a way of reducing the data or information in the transcripts
through appropriate ways of summarizing them for purposes of analysis or
providing supporting evidence (in the form of direct quotations from the
interviews).
In doing your data analysis and interpretation and in thinking about how you
will report and display the set of data and information that you think should be
included in your full thesis, you should be guided primarily (1) by your central
research problem and research questions and (2) by the suggestions and
recommendations of your Thesis Adviser.
Here are other suggestions you can keep in mind:
1. Make it a point to construct and present a profile of your research subjects
and informants, using whatever demographic indicators or categories may
be relevant or applicable.
2. Whenever possible, do cross-tabulation for deeper data analysis and
interpretation.
3. Present your data and information in as clear, concise, and logical a manner
as possible, combining well-selected and well-thought-out tables and
diagrams with descriptive or explanatory texts.

50

Writing Chapter V (Discussion of Findings)

Your basic concern in this chapter is: What do the data (as presented in chapter
IV) mean or imply?
While you will have to figure out, with the help of your Thesis Adviser (and
perhaps your Thesis Consultant as well), how to structure and organize this chapter,
it may be best to discuss your research findings and their implications with the end
in view of giving clear and explicit answers to your research questions and your
central research problem. It is thus recommended that you reiterate your central
research problem and research questions in this chapter and answer them
accordingly.
Here are other suggestions to consider:
1. Relate your findings from your fieldwork to the insights you have drawn
from your review of related literature (chapter II). It is not necessary that
these two sets of information be consistent with one another. The basic idea
is to use your literature review to shed light on your research findings and
help you make sense of your data and information or the results of your
analysis. If your findings seem to be consistent with what is said in your
literature review, then cite the specific points of agreement or how your
findings fit in with the current literature. If there are inconsistencies, offer
plausible reasons or explanations for such differences.
2. Draw out and discuss the implications of your research findings and of your
answers to your central research problem and research questions. Think of
possible questions that those who will read your findings may ask
(especially the question So what?) and address these questions as well as
you can. In short, help readers fully understand what you have found out,
what your findings mean, and how they relate to other areas of concern.
3. Point out the limitations of your findings and of your study as a whole.
Make the reader see that you have duly considered the aspects of validity
and reliability in relation to your methodology and findings.

51

Writing Chapter VI (Conclusions and Recommendations)

In this chapter, you should present a summary that brings out the significance of
your research findings and conclusions in relation to any or all of the following
viewpoints: theory, policy, practice, and social action measures (refer to Writing
Chapter I [Introduction], pp. 24-27). You should also redeem the claims and
promises that you make in chapter I regarding the purposes and significance of the
study by highlighting the corresponding aspects or findings of your study and
showing the appropriate connections.
In presenting your conclusions, avoid making sweeping generalizations or
statements that can give readers the impression that you consider your findings and
conclusions definitive and incontestable. At the end of any empirical study, a
researcher cannot and should not expect or claim to have resolved all the questions
that can be raised about the topic or subject matter of the study. By definition, any
empirical research answers some questions, leaves some still unanswered or
inadequately addressed, and raises new ones. Thus, aside from citing the limitations
of your findings and study as a whole, present your conclusions with a sense of
contingency and a stance of openness to what other researchers on the same or
related topic may find out.
Your recommendations for future research should thus include suggested
improvements in the way you conducted your study, as well as future research
directions related to your thesis topic.

52

The Thesis Defense

The procedure for the thesis defense is basically the same as that for the thesis
proposal defense (see Thesis Proposal Defense, pp. 44-45).
Your Thesis Adviser will pass judgment on the readiness of your full thesis
(chapters I to VI) for presentation and defense. If the full thesis is deemed ready for
presentation, your Thesis Adviser will notify the Thesis Writing Course Instructor,
who will confer with the members of the Thesis Panel (including the Thesis
Consultant) to set the schedule of the thesis defense.
You should furnish each panel member a hard copy of the full thesis, formatted
following the guidelines given in Preparation of the Manuscript and put together
in such a way as to facilitate leafing through (the copy can be either bound with a
side plastic grip, placed in a binder, or fastened to a folder).
For the scheduling of the thesis defense, you should provide for a lead time of
around 15 calendar days from the time you submit hard copies of the full thesis.
Unless the Thesis Panel requires you to do so, there will usually be no need for
you to prepare a PowerPoint presentation or summary of the full thesis. It will be
assumed that every panel member will have read the entire thesis before the thesis
defense.
The thesis defense can have any of four possible outcomes:
1. The full thesis is approved as presented.
2. The full thesis is disapproved.
3. The full thesis is approved, but with required revisions to be reviewed and
accepted by all the panel members.
4. The full thesis is approved, but with required revisions to be reviewed and
accepted by the Thesis Adviser on behalf of the Thesis Panel.

53

Approval of the Full Thesis

A few days after your thesis defense, you will receive a copy of the approved
summary of the panel discussion during your defense. The summary will contain
the Thesis Panels observations and suggestions regarding your thesis, including the
required revisions, if any.
The thesis approval process will be similar to that for the approval of the thesis
proposal (see pp. 45-46).
Your thesis will be considered approved once the Thesis Writing Course
Instructor receives the written notice of acceptance, together with a copy of the
revised thesis, from your Thesis Adviser. The Thesis Writing Course Instructor will
then give your final grade for Thesis Writing II.
You can then request the Office of the Dean of SED to issue the Thesis
Approval Sheet. You will take care of getting all the members of your Thesis Panel
to sign the Thesis Approval Sheet. Once you have secured all the required
signatures, you can then have enough copies of your approved thesis reproduced
and bound.

54

PREPARATION OF THE MANUSCRIPT

General Guidelines
1. Basic Page Format
For both the thesis proposal and the full thesis, follows these specifications:
a. Typing and Printing: Type and print on only one side of 8.5 x 11 bond
paper (thick enough so that the printing does not show on the back of the
paper).
b. Margins: Provide for these margins:
Top: 1
Left: 1.5 (to allow for binding)
Right: 1
Bottom: 1
c. Font type and size: Use any of these fonts (and the recommended font size
for the text) , but use the chosen font consistently throughout the
manuscript:
Times New Roman (12 points)
Courier New (12 points)
Garamond (12 points)
Bookman Old Style (11 points)
Palatino Linotype (11 points)

d. Page numbering:
The title page is considered the first page of the manuscript but should not
bear any page number.
All prefatory pages (i.e., those that come after the title page and before the
first page of chapter I) should have page numbers that are formatted as
follows: centered at the bottom, using small Roman numerals (ii, iii, etc.).
All pages beginning from the first page of chapter I (including all
appendixes) should have page numbers formatted as follows: upper right
corner, using Arabic numerals (1, 2, 3, etc.).

55
e. Spacing of text: Use double-space typing within and between paragraphs.
Note:
To make sure you keep double-space typing between paragraphs, check your
setting for Line Spacing Options (in the Paragraph menu). For
Spacing, set both Before and After at 0 and Line spacing at
Single.
f. Text alignment: Use align left format. (This means that the left side of the
text will be straight and the right side ragged.)
g. Paragraph indention:
For regular paragraphs, indent the first line of each paragraph by 0.5.
For direct quotations, follow the paragraph indention recommended by the
manual of style that you have chosen.
h. Footnotes:
These should be typed at the bottom of the pages where the corresponding
index numbers appear.
The index numbers in the text should use superior Arabic numbers placed a
half-space above the line and should appear immediately (with no
intervening space) after the punctuation (period, comma, or closing
quotation marks).
Footnotes should be numbered consecutively, beginning from 1, throughout
each chapter or throughout the manuscript, whichever you prefer. The last
footnote on any page should appear above the 1-inch bottom margin.
2. Choice of Manual of Style
For both the thesis proposal and the full thesis, the author-date system of
documentation and bibliographic citation will be used.
You can choose either of these two author-date systems, but you should
consistently follow the chosen system throughout the manuscript:

The system recommended in the Publication Manual of the American

Psychology Association (2010).

56

The author-date (or Text + References) system recommended in The

Chicago Manual of Style (2003).

Other than the general guidelines and specific instructions given in this manual,
follow consistently whatever style your chosen system recommends, especially
in relation to the formatting of in-text citations, direct quotations, and
references.
3. Content and Sequence of Sections
The thesis proposal should have these content and sequence of sections:
Title Page (see recommended format in appendix F).
Table of Contents (list chapter titles and all section headings, worded
exactly as they appear in the text, and corresponding page numbers; include
a list of all appendixes)
List of Tables (list the number, full title, and page number of every table in
the text and in the appendixes)
List of Figures (list the number, full title, and page number of every figure,
chart, or illustration in the text and in the appendixes)
List of Abbreviations (list alphabetically all acronyms and abbreviations
frequently used in the text)
Chapter I (Introduction)
Chapter II (Review of Related Literature)
Chapter III (Conceptual Framework and Research Methodology)
References (follow the format recommended by the manual of style you
have chosen)
Appendixes (designate each appendix with a letter [A, B, C, etc.], give it a
full title, and put page numbers on it)
The pre-defense version of the full thesis should have these content and
sequence of sections:
Title Page (follow the recommended format)

57
Table of Contents (same format as in the thesis proposal)
List of Tables (same format as in the thesis proposal)
List of Figures (same format as in the thesis proposal)
List of Abbreviations (same format as in the thesis proposal)
Chapter I (Introduction)
Chapter II (Review of Related Literature)
Chapter III (Conceptual Framework and Research Methodology)
Chapter IV (Presentation of Data)
Chapter V (Discussion of Findings)
Chapter VI (Conclusions and Recommendations)
References (follow the format recommended by the manual of style you
have chosen)
Appendixes (same format as in the thesis proposal)
The post-defense (and bound) version of the full thesis will have the same
content and sequence as the pre-defense version, but with the addition of two
items before the title page:
Thesis Approval Sheet (this will be provided by the office of the Dean and it
should bear the signatures of all persons whose names appear on the
document)
Abstract (this should be written in the third person; not exceed 500 words;
not have any page number; use double-space typing and the same type style
you have chosen for your manuscript; and bear your initials at the end)

58

Other Matters
1. Binding of the Approved Thesis
Once the Thesis Panel has approved your thesis (including the required
revisions, if any), you should make at least three copies of the approved thesis
and have them hard-bound.
The binding should use either black or dark blue leatherette cover, with the
same text of the title page engraved in gold letters on the front cover. The thesis
title, your name (first and middle initials and full surname), and the year of
approval should also be engraved in gold letters on the spine.
Since you may later need to make other copies of your thesis, it will be best
for you to print and keep a clear and unbound master copy (including the thesis
approval sheet and abstract).
2. Submission of Copies of Thesis
You should submit at least three copies of your bound thesis: one for the
UA&P Registrars Office, one for the UA&P Library, and one for SED.
In addition, you should submit to SED an electronic version (in CD form) of
your full thesis.

59

REFERENCES
Burton, N., Brundrett, M., & Jones, M. (2008). Doing your education research project.
Los Angeles, London, New Delhi, and Singapore: SAGE Publications.
Chandrasekhar, R. (2002). How to write a thesis: A working guide. Western Australia:
Australian Research Centre for Medical Engineering , University of Western
Australia.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th
ed.). Boston, New York, San Francisco: Allyn and Bacon.
Glatthorn, A. A., & Joyner, R. L. (2005). Writing the winning thesis or dissertation: A
step-by-step guide (2nd ed.). Thousand Oaks, California: Corwin Press.
Hart, C. (1998). Doing a literature review: Releasing the social science research
imagination. London, Thousand Oaks, New Delhi: SAGE Publications.
Lichtman, M. (2006). Qualitative research in education: A users guide. Thousand Oaks,
California: SAGE Publications.
Lunenberg, F. C., & Irby, B. J. (2008). Writing a successful thesis or dissertation: Tips
and strategies for students in the social and behavioral sciences. Thousand Oaks,
California: Corwin Press.
Macfarlane, B. (2009). Researching with integrity: The ethics of academic enquiry. New
York and London: Routledge
Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd ed.).
Thousand Oaks, California: SAGE Publications.
Merriam, S. B. (1998). Qualitative research and case study applications in education.
San Francisco: Jossey-Bass Publishers.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed.). Thousand
Oaks, London, and New Delhi: SAGE Publications.
Publication Manual of the American Psychological Association (2010) (6th ed.).
Washington, D.C.: American Psychological Association.
Taylor, D. (2007). A brief guide to writing a literature review.
http://hswriting.library.utoronto.ca/index.php/hswriting/article/view/3092/1238
The Chicago Manual of Style (2003) (15th ed.). Chicago and London: The Uni versity of
Chicago Press.

60

SUGGESTED READINGS

Academic Writing: A Handbook for International Students

Stephen Bailey (2011)
Downloadable as PDF file at:
www.tu-chemnitz.de/phil/english/ling/download/BATextbook.pdf

Academic Writing
Purdue Online Writing Lab (OWL)
Available at: http://owl.english.purdue.edu/owl/section/1/2/

Hit Parade of Errors in Grammar, Punctuation, and Style

By Dena Taylor
Available at:
http://hswriting.library.utoronto.ca/index.php/hswriting/article/view/3089

How to Recognize Plagiarism

School of Education
Indiana University Bloomington
Available at: https://www.indiana.edu/~istd/

Tips for Academic Writing and Other Formal Writing

by Dr. James A. Bednar
Available at: http://homepages.inf.ed.ac.uk/jbednar/writingtips.html

61

APPENDIXES
A. Trends and Issues in Graduate Education Research:
Focus on Ethics in Research
B. Worksheet for Assessing Prospective Research Topics*
C. Thesis Topic Rationale: Suggested Format and Outline
D. Thesis Topic Proposal Form*
E. Sample Letter of Invitation to Prospective Thesis Consultant
F. Recommended Format of Title Page of Thesis
* - Downloadable copies in Word format are available in the accompanying
folder (Downloadable Forms).

62
Appendix A
TRENDS AND ISSUES IN GRADUATE EDUCATION RESEARCH:
FOCUS ON ETHICS IN RESEARCH
by
Milagros D. Ibe., Ph.D.
Miriam College

Introduction
There is of late a shift towards qualitative research as a means of exploring
subjective experiences, meaning and voices. This has led to scrutiny of the research
process but less attention has been paid to ethics. Whether the quantitative, qualitative or
mixed method of research is used, there are basic considerations with regard to ethics.
In the Philippines, we have been lax with regard to research ethics in many
quantitative studies, which is the dominant method used, especially in graduate school.
Experiments in school have been done on pupils without getting the consent of parents.
We farm out questionnaires which seek information that violate the privacy of students
and their families. We have not been particularly vigilant about some graduate students
appropriating ideas culled from books or even theses and not properly acknowledging the
source of ideas. It is not infrequent that not just sentences, but whole paragraphs or
sections are lifted from previous studies in some reviews of literature without citing the
original authors. Research instruments are sometimes used without explicit permission
from the authors, which is an open violation of copyright laws.
Other breaches of research ethics include the following: Data from tests
administered to students as part of the study give full details on scores attached to names
of the students with full information about the name of the school, its location, the classes
studied, etc. It is not unusual to find in appendices of these, the name, gender,
class/section, age, and other information about research participants in descriptive and
experimental studies in the guise of giving authenticity to the work oblivious of the
fact that such information could later be embarrassing to the individuals concerned.
Social research is a dynamic process that often involves an intrusion into peoples
lives and therefore largely depends on the establishment of successful relationship
between the researcher and the respondents. Ethics concerns the morality of human
conduct. Ethical components focus on protecting those being researched, the researcher
and the institution.

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Ethics are established and utilized to protect the social scientist, his/her work and
the subjects of research.
Ethical responsibility is essential at alls stages of the research process, from the
design of the study; including how participants are recruited to how they are treated
through the course of these procedures, and finally to the consequences of their
participation.
Voluntary Consent
Voluntary consent is considered by many as the central norm governing the
relationship between the researcher and participants. An individual partakes in research
according to his/her own free will. A good researcher should inform participants that the
research is voluntary and that they can withdraw at any time.
Informed Consent
Encouraging individuals to participate in research requires that clear and accurate
information about the research is delivered to them. Information given should cover all
aspects of the research in question such as research aims, methods to be used and
intended outcomes. The researcher needs to present adequate and relevant information
concisely so as to appraise respondents of their potential role in the research fully.
Participants have the right to be kept informed about the uses to which their information
is being put; in some cases this should include the right to be debriefed fully as soon as
practical after the completion of data collection. When the research involves working
with vulnerable populations such as children or retarded adults, participation must still be
voluntary but consent should be obtained from other responsible people as well as the
participant.
Anonymity and Confidentiality
It should be made clear to participants how their responses will be treated.
Adhering to the principles of anonymity and confidentiality are therefore imperative
ethical considerations in social research.
Anonymity means that the researchers will not and cannot identity the respondents
(as in unsigned questionnaires with no identifying labels codes)
Confidentiality means that the researcher can match names responses but ensures
that no one else will have access to the identity of the respondent. Confidentiality should
only be assured if it can be genuinely maintained; it is not enough to state that material
will be confidential without also taking concrete steps to ensure that this in fact will be
the case.

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No harm to participants
Social research should never in any instance cause harm, whether physical or
emotional, to the participants involved.
Ethical Issues at Different Stages of the Research Process
In the research problem statement, it is important to identify a problem that will
benefit individuals being studied. A core idea of action or participatory research is that
the inquirer will not further marginalize or disempower the study participants.
In the statement of purpose or questions for a study, deception occurs when
participants understand one purpose for a study but a researcher has a different purpose in
mind.
In the cover letters for survey research, sponsorship if any should be mentioned. It
is an important element in establishing trust and credibility for a mailed survey
instrument.
In Data Collection
Research participants should not be put at risk. The researcher should develop an
informed consent form for participants to sign before they engage in the research.
Elements of the consent form include the following:
1. The right to participate voluntarily and the right to withdraw at any time, so
that the individual is not coerced into participation
2. The purpose of the study so that individuals understand the nature of the
research and its likely impact on them
3. The procedures of the study, so that individuals can reasonably expect what to
anticipate in the research
4. The right to ask questions, to obtain a copy of the results, and to have their
privacy respected
5. The benefits of the study that will accrue to the individual
6. Signatures of both the participants and the researcher agreeing to this
provision
Other procedures during data collection involve gaining permission of individuals
in authority to provide access to study participants at research sites. This often involves
writing a letter that identifies the extent of time, the potential impact, and the outcomes
for the research. Researchers should cause minimal disruption on the flow of activities of
participants.

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In experimental studies, the investigators need to collect data so that all
participants and not only an experimental group benefit from the treatment.
Research should protect the privacy of the participants and convey this protection
to all individuals involved in the study.

In the Data Analyses

The researcher should observe the following guidelines:
1. Dissociate names from responses during the coding and recording processes.
In qualitative research, inquiries should use aliases or pseudonyms for
individuals and places to protect identities.
2. Data, once analyzed, need to be kept for a reasonable period of time
(e.g., 5-10 years); investigators should then discard the data so that these do
not fall into hands of other researchers who might appropriate it for other
purposes.
3. Steps should be taken in order to guard against sharing the data with
individuals not involved in the project.
4. In the interpretation of data, the researcher needs to provide an accurate
account of information. The accuracy may require debriefing between the
researcher and participants in qualitative research.
In Writing and Disseminating the Research
The research should not use language or words that are biased against persons
because of gender, sexual orientation, racial or ethnic group, disability, or age.
The Publication Manual of the American Psychological Association (APA), 5th
edition (2001), suggests three guidelines:
1. Present unbiased language
2. Use language that is sensitive to labels.
3. Acknowledge participants in the study.
Fraudulent practices such as suppressing, falsifying, or inventing findings to meet
a researchers or an audiences needs constitute scientific misconduct.
The details of the research should be released so that the readers can determine for
themselves the credibility of the study.

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Ethics and the Academic Community
1. Falsification of results in inexcusable.
2. Inappropriate analysis and reportage of findings can be as misleading as
deliberate falsification of data.
3. The researcher should reveal the technical shortcomings of the research.
4. The researcher should report all results, whether positive or negative.
5. The researcher should make no attempt to conceal information, even if it is at
odds with the original research hypotheses.
6. Researchers should refrain from criticizing other research studies on the basis
of policies, personal bias, or collective interest. Instead they should be honest,
sincere, and responsible in their critiques in order to justify their views.
7. Under no circumstances should any researcher use anothers work without
rightful and/or appropriate acknowledgement.

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Appendix B

Worksheet for Assessing Prospective Thesis Topics

Score: 5 - Excellent; 4 Very Good; 3 Good; 2 Fair; 1 Poor

Criteria

Topic #1

Topic #2

Topic #3

Professional significance
Continuing professional
interest
Personal interest
Career advancement
Knowledge, experience,
skills
Likely support
Time required
Accessibility
TOTAL SCORE
Adapted from Writing the Winning Thesis or Dissertation: A Step-by-Step Guide, by
Glatthorn and Joyner (2005)

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Appendix C
THESIS TOPIC RATIONALE:
Suggested Format and Outline
1. In preparing your thesis topic rationale, please use the attached suggested format and
outline.
2. For Specialization (see top left heading), indicate your major (Child Development
and Education, Development Education, Educational Leadership, or Values
Education).
3. If there are aspects or sections of the rationale that you are not clear about, confer
with the Course Instructor or consult with a SED faculty member who may be
knowledgeable about your prospective or proposed thesis topic.
4. It is likely that you will have to make more than one draft of your thesis topic
rationale. Make it a point to save a copy of each one of your successive drafts (you
may later find it useful or even necessary to refer to the earlier versions of your
rationale).
5. The Course Instructor, in consultation with other SED faculty members, will
determine the readiness of your thesis topic rationale for presentation in a thesis topic
conference.
6. Once you are informed that your thesis topic rationale can already be presented in a
thesis topic conference, make at least three hard copies of the rationale and submit the
copies, together with one filled-in copy of the Thesis Topic Proposal form, to the
Course Instructor.
7. A lead time of around one week (from the submission of the thesis topic rationale) is
usually needed before the thesis topic conference is held. The Course Instructor will
set the day and time of the conference and will inform you accordingly.
8. If, after having submitted the thesis topic rationale, you would like to make minor
revisions in the draft and/or have additional information to present, there is no need to
submit a new version of the rationale. You can just point out the revisions and/or
present the additional information at the start of the thesis topic conference.

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Students Name
Specialization

Thesis Writing I
Semester, School Year

Working Title of Thesis:

Background of the Study

The Research Problem
(Give a concise statement of your research problem, including your working
hypothesis, if any.)

My Interest in the Research Problem

(Explain why you are interested in looking into the research problem.)

Grounding in the Real World

(Present facts, personal observations and/or experiences, and other information that
will ground your research problem in a real-world phenomenon, trend, or
development that is worth studying.)

Insights from Initial Review of Related Literature

(Present insights from your initial RRL, beginning with general insights from the
literature that put your the research problem in context and concluding with specific
insights that shed light on your research problem. Put in as many appropriate side
headings as may be needed, following a logical sequence of major topics or themes
that you have found in your initial RRL.)

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The Specific Context of the Study
Research Setting
(Describe the setting in which you will conduct your research. Explain your choice of
the research setting.)

Research Site(s)
(Identify and describe the specific site[s] in which you will conduct your research.
Explain your selection criteria and your choice of the research site[s].)

Research Participants
(Identify and describe your prospective research participants. Explain your selection
criteria and your choice of the research participants.)

Purposes and Type of Study

Purposes of the Study
(State the purposes of your study.)
Type of Study to Be Done
(Describe the kind or type of study that you propose to do. You can include the
methodological approach that you intend to use.)

Proposed Research Questions

Research Question #1
(State the question and explain what you want to find out in asking the question and
how you intend to arrive at the answer to the question.)

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Research Question #2
(State the question and explain what you want to find out in asking the question and
how you intend to arrive at the answer to the question.)
(Add other research questions, if you have more than two.)

Definition of Key Terms

(Give definitions of key terms in your working title, research problem, and research
questions. Use complete sentences. If your definitions are drawn from the literature,
cite your sources.)
Significance of the Study
(Describe the significance of your study, including the persons, groups of persons, or
entities that may find your study of interest or value.)
Scope and Delimitations
(Define and explain the scope and delimitations of your study.)
Relation to Field of Specialization
(Describe the aspect or aspects of your study that show its relation to your field of
specialization.)
Other Information
(Provide other information that can help your prospective Thesis Panel members
understand the thrust and key parameters of your research.)

REFERENCES
(List the sources cited in your rationale, using the appropriate format.)

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Appendix D
School of Education and Human Development
University of Asia and the Pacific

THESIS TOPIC PROPOSAL FORM

(To be filled in by the student)
Name of student:
________________________________________________________________________
(First)
(Middle Initial)
(Surname)
Field of specialization (please check box): Child Development and Education
Development Education
Educational Leadership
Proposed topic or working title of the study:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Name of preferred Thesis Adviser:
1st choice: ________________________________________________
2nd choice: ________________________________________________
Students signature: ________________________ Date submitted: ________________

(For the Thesis Committee)

Comments:

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Vote on proposed thesis topic:
Panel Members

Vote
Approve
Other Action

Signature

Date

Signature

Date

Vote on proposed Thesis Adviser:

Panel Members

Vote
Approve
Other Name

Designated Thesis Adviser: ________________________________________________

Acceptance by Designated Thesis Adviser:
I accept the assignment.

Signature: _______________________________
Date: ___________________________________

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Appendix E
Sample Letter of Invitation to Prospective Thesis Consultant
(Date)
Name of ProspectiveThesis Consultant
Title or Position
Mailing Address
Dear ____________,
Ms. (full name of student), a graduate student of the University of Asia and the Pacific (UA&P), is writing
her thesis for the degree of Master of Arts in Education (major in title of specialization). She has nominated
you as Thesis Consultant for her proposed thesis (working title of thesis).
In nominating their Thesis Consultants, our students are required to choose experts or practitioners who are
highly knowledgeable about their thesis topics and/or fields of specialization. We consider you very well
qualified to be Ms. (last name of student)s Thesis Consultant. We would thus like to know if you accept
the appointment, which entails the following tasks:
1.

Making yourself available for consultation by Ms. (last name of student) in relation to her thesis.
(It will be completely up to you to set the time, place, frequency, and duration of the consultation.)

2.

Responding to queries about Ms. (last name of student)s thesis from (full name and title of the
Thesis Adviser) as her Thesis Adviser and from (full name and title of the Thesis Writing Course
Instructor) as Instructor of the Thesis Writing course in which Ms. (last name of student) is
currently enrolled in UA&P.
Note: The Thesis Adviser has primary responsibility for directing the students thesis research and
writing work. Thus, the student will clear all suggestions and recommendations from third parties
with her Thesis Adviser.

3.

Sitting and voting as a member of the Thesis Defense panel when Ms. (last name of student)
defends her thesis.

As Thesis Consultant, you will receive from UA&P an honorarium of (amount in Philippine pesos) (subject
to withholding tax), payable in full on the day of Ms. (last name of student)s thesis defense. If these terms
are acceptable to you, please signify your acceptance by signing the attached form. You can keep one copy
of the acceptance form.
If you have any questions, you can reach me by phone (637-0912 to 26, local 358) or by e-mail
(celerino.tiongco@uap.asia).
Sincerely yours,
Celerino C. Tiongco, Ed.D.
Dean, School of Education and Human Development
University of Asia and the Pacific

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ACCEPTANCE FORM
To

Dr. Celerino C. Tiongco

Dean, School of Education and Human Development
University of Asia and the Pacific

I accept my appointment as Thesis Consultant of Ms. (full name of student),

graduate student of the University of Asia and the Pacific (UA&P), under these terms:
1. Ms. (last name of student) will write her thesis on this topic: (working title of
thesis).
2. I will make myself available for consultation by Ms. (last name of student) in
relation to her thesis. It will be completely up to me to set the time, place,
frequency, and duration of the consultation.
3. I will respond to queries about Ms. (last name of student)s thesis from (full
name and title of the Thesis Adviser) as her Thesis Adviser and from (full
name and title of the Thesis Writing Course Instructor) as Instructor of the
Thesis Writing course in which Ms. (last name of student) is currently
enrolled in UA&P.
4. I will sit and vote as a member of the Thesis Defense panel when Ms. (last
name of student) defends her thesis.
5. As Thesis Consultant, I will receive from UA&P an honorarium of (amount in
Philippine pesos) (subject to withholding tax), payable in full on the day of
Ms. (last name of student)s thesis defense.

Name and signature of Thesis Consultant: ____________________________________________

Date signed: __________________________________________

Taxpayers Identification Number: ___________________________

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Appendix F
Recommended Format of Title Page of Thesis

FACULTY PARTICIPATION IN POLICY MAKING AT

SELECTED PRIVATE HIGH SCHOOLS IN METRO MANILA

by

Josefina Acosta Buenaventura

Submitted in partial fulfillment of the

requirements for the Degree of
Master of Arts in Education
(major in Educational Leadership)

School of Education and Human Development

University of Asia and the Pacific

2012