(Excerpted from the final draft of the book, Writing the Thesis and Dissertation by Ma.

Florecilla C. Cinches, PhD. The writer takes responsibility for any typographical error
incurred herein.)

Choosing the Topic of Interest

The recent interest on the use of Appreciative Inquiry (Cooperider, as a
philosophy not only in research but in life’s direction brought this paper to reconsider
some inputs on choosing the topic of interest for Thesis and Dissertation.

Writing the Introduction

Whether we write a research proposal, the Introduction starts with the
background of the study. The first paragraph should be strong enough to capture the
interest of your readers and focused on the main perspective of the topic of interest or
the issue at hand. The researcher should make sure that the context is supported by
authorities to establish the trustworthiness of the study. This paragraph should
persuade the readers that the study will help solve some educational problems/ and or
discover new knowledge or prove existing theories. An example is given below:

Educational institutions of higher learning view evaluations of faculty’s

performance as critical measures of teacher quality and student performance. In fact,
persistent interest on faculty evaluation continues to spark discussions among higher
education administrators with the growing impression that teacher quality is predictive of
student quality (Stronge, Ward, Tucker & Hindman, 2008; Mathers, Oliva & Laine,
2008; Hallinger, 2010). A strong faculty is the cornerstone of a university’s academic
quality and its institutional reputation. To build and retain such a faculty calls for an
environment in which professional development and high standards of teaching,
scholarship, and service are assigned top priority (LDCU Five-Year Strategic Plan, 2010-
2015). Given that faculty evaluation fosters teacher quality, it is just proper that
management tools associated with university quality vis-a-vis teacher quality be
appropriately reviewed and tailored to the standards of the university as dictated by its
core values.
(Cinches, M.F.C. and Borbon, M.L.C. (2012). The process of redesigning a faculty evaluation
scheme: Building a culture of trust, self-efficacy & autonomy in participative decision making.
Proceedings of Culturalizing World Class Higher Education in ASEAN. 12 th Annual SEAAIR
Conference, Nov. 6-8, 2012, Kota Kinabalu, Sabah, Malaysia)

In the above example, the first paragraph starts with sentence that introduces
the main interest of the study which is ‘faculty evaluation.’ The second sentence
presents to the readers that ‘concerns’ about faculty evaluation is of universal
concern. This statement cited several authors from different studies and articles in its
attempt to establish the worthiness of the study. In the local setting, it presents the
support of the institution where the study is derived when it cited the Liceo de
Cagayan University Five-Year Strategic Plan (2010-2015). Thus, in the sample first
paragraph, the research problem may be within the researcher’s world view but
supported universally by other authors.

For logical development of the justification, the major arguments related to

topic of interest and explanations or perhaps solutions if it is a problem, by various
practitioners in international settings should be presented. The discussion need to
illustrate critical analysis of the arguments. A well written situationer is evident by
extensively comparing the viewpoints from different authors of various settings. If
possible, major comparison must be presented between advanced and third world
countries or among continents. From the global scenes, the occurrence of the topic of
interest is established at a national level. This section must be written the way the
global situation is discussed. To complete the background of the study, a local
situationer must be thoroughly discussed. Like the previous situationer, the section
must have adequate justification and strong enough to establish the worth of the
study. The Introduction must be concluded by highlighting the need to conduct the
study citing in brief its significance. An example from the same study is given.
The value of this study lies primarily on assessing what the potential of the
observed processes in customizing this faculty evaluation scheme can offer in higher
education. While the background of this project may limit the generalizability of findings,
it is recognized that even the uniqueness of this university experience may offer insight
into the conditions necessary to achieve positive effects of motivating the academics in
allowing them to participate in decisions used to be lodged only in top and middle
management (Cinches et al., 2012).

Formulating the Research Paradigm and Conceptual Framework

Depending on the institutional format, the Introduction is followed by the
framework discussion of the study which serves as conceptual handles of the
propositions that need to be verified or confirmed. Theoretical framework would
consist of theories, principles, generalizations and research findings that the
researcher finds relevant for the topic of interest. It is in this section where firm
theoretical grounding is expected. Thus, it is anticipated that each theory/principle
discussed contributes or logically links to the development of the conceptual
framework.

For some higher education institution, the theoretical and conceptual

frameworks of the study are under one heading. The discussion of the theoretical
framework is clearly discussed separately to give a clearer understanding where the
study is theoretically grounded. From here the proposition of the researcher emerges
which is called the conceptual framework. In book of William M.K. Trochim (2006),
Knowledge-Based Research, he emphasized the need to distinguish the realm of
Theory and the realm of Observation as a major approach to establishing research
validity. The realm of theory is the theoretical framework and the conceptual
framework becomes the narrative realm of observation. He said:

“We use the term operationalization to describe the act of translating a construct
into its manifestation. In effect, we take our idea and describe it as a series of
operations or procedures” Trochim (2006).

That the constructs discussed in the Theoretical Framework is concretized in the

Conceptual Framework is supported by Trochim’s argument and other researchers.
The theoretical framework leads the readers in understanding the theories and
concepts that are relevant to the topic of the research paper and that relate to the
broader areas of knowledge being considered (Corvellec, 2013; Lynham, 2002).
In the example given, the author discussed four (4) theories to support her
proposition that dispositional traits have bearing on student engagement in college.
The discussion of the theory led to the conceptual framework.
 The conceptual framework emerges as the synthesis of the key concepts from
the different theories presented. It should clearly and logically grow from your
Theoretical Framework. Conceptual frameworks attempt to connect all aspects of
inquiry (e.g., problem definition, purpose, literature review, methodology, data
collection and analysis). Conceptual frameworks should act like maps that give
coherence to your inquiry.

The conceptual framework becomes the central theme, the focus, the main
thrust of the study. It serves as a guide in conducting investigation. This is the
framework of the study showing the interplay of the variables being investigated.
Each variable used is taken from the theories discussed and must be operationally
defined at the section. If the study is about proving certain theories, the researcher
should see to it that all variables have theoretical underpinning. Dependent variables
which are linked to the independent variables that were not established in theoretical
framework should not be included.

Below is an example of a Theoretical and Conceptual Framework. This

excerpt was taken with permission from Ms. Michelle T. Mabasa (2015) entitled
“Learning Style, Attitude and Skills: Impact on Medical Laboratory Science Students
Academic Performance and Student Engagement.”
This study is anchored on the following theories namely Astin’s (1984,
1999) Developmental Theory on Student Involvement; Kuh’s (2003) Theory on
Student Engagement; Bertalanffy’s (1956) System theory of input-output model;
Solomon-Felder Index of Learning Styles (1994); Maslow’s theory on time
management; Britton and Tesser’s (1991) time management model; Weiner’s Model
of Attributions (1980); Bandura’s Theory on Self-efficacy (1982, 1986 and 1997)
and other related theories relevant to this study.
Student engagement is a major focus in this study because numerous
investigations have revealed that this is a strong component for retaining students.
The term student engagement has developed over time through the efforts of several
theorists and educational researches. Astin (1984, 1999), in his Developmental
Theory on Student Involvement defines student involvement as the amount of
physical and psychological energy that the student devotes to the academic
experience. He goes on to define a highly involved student as one who devotes
considerable amount of time and energy to studying, spending much time on
campus, participates actively in student organizations and interacts frequently with
faculty members or other students. An uninvolved student meanwhile is described as
the opposite. He further enumerates five postulates to his theory. First is that
involvement refers to the investment of physical and psychological energy in various
objects. Second that regardless of object, involvement occurs along a continuum.
Third, involvement has both quantitative and qualitative features. Fourth is the
amount of student learning and personal development associated with any
educational program is directly proportional to the quality and quantity of student
involvement in that program. Lastly, the effectiveness of any educational policy or
practice is directly related to the capacity of that policy or practice to increase
student involvement. The last two postulates however are subject to empirical proof.
Kuh (2003) meanwhile describes student engagement as the time and
energy that students devote to educationally sound activities inside and outside of the
classroom, and the policies and practices that institutions use to induce students to
take part in these activities. Kuh (2003) asserts that student engagement is the key to
academic success.
One theory relating to academic performance is the system’s theory of
input-output model developed by Ludwig Von Bertalanffy in 1956. As cited by
Kyoshaba (2009), the theory postulates that an organized enterprise does not exist in
a vacuum; it is dependent on its environment in which it is established. Inputs from
the environment are then transformed into outputs. Another theory on academic
performance is the theory of performance by Elger (2007). He defined performance
as to taking a complex series of actions that integrate skills and knowledge to
 produce a valuable result. These results however are affected by context, personal
factors, level of knowledge and level of skills to name some. Several factors have
been initially identified earlier to have bearings on academic performance and
student engagement. Among these is learning style.
Learners benefit if they are aware of their individual learning styles. In a
learning situation, they can make use of their most preferred learning style, or
enhance the less preferred learning style, whichever will provide optimal learning.
To enhance student engagement, Chickering and Gamson (1987) outlined the Seven
Principles for Good Practice in Undergraduate Education, which is the best known
and widely used set of student engagement indicator. The seventh indicator
mentioned is respect for diverse talents and ways of learning.
The Felder-Solomon Index of Learning Styles (ILS) determines an
individual’s preferred dimensions of the learning style model by asking 11 forced-
choice items for each of the four dimensions, for a total of 44 questions (Felder &
Spurlin, 2005). The four dimensions learning style are the Processing: Active and
Reflective Learners, the Perception: Sensing and Intuitive Learners, the Input:
Visual and Verbal Learners and lastly, the Understanding: Sequential and Global
Learners. The succeeding paragraphs are discussions that were synthesized from
Felder and Soloman’s Theory of Learning Styles……
A more detailed discussion of the four dimensions of learning style followed
and given the foundation of the Bertalanffy’s system’s theory, the Mabasa
(2015) continued to discuss the conceptual framework of the study.
Another factor that is presumed to influence academic performance and
student engagement is time management. Defined as the efficient use of all resources
to achieve a purpose, perform work, or conduct activities in a time period for which
the beginning and end are determined (Akatay, 2003). The purpose of time
management is not to increase a limited time but to increase the quality of the
activities carried out in the limited time (Erdem et. al. 2005). Running out of time is
a serious obstacle for students who cannot use the resource of time efficiently. The
Britton and Tesser (1991) model on time management conceptualizes that good or
effective time management can contribute to higher levels of college achievement.
They found out that self-reported time management predicted academic achievement
and, in particular, it was short-term planning that predicted grade point average.
Time management is a central to this study because it points to the students’
ability to maximize the whole course experience especially in studying considering
the limited time of stay in the college. This is why the study looked into the students’
study skills.
The conceptual foundation for self-regulated learning depends upon the
ability to initially set objectives for learning and then achieving these goals by
application of strategies and skills (Zimmerman and Schunk, 2001). Therefore study
skill is the foundation for self-regulated learning, the better the study skill the more
self-regulated in learning.
In compliance with the requirements of academic tasks, the ability of a
student to know suitable strategies and methods for study, while utilizing his time
and resources efficiently is referred to as study skills (Crede and Kuncel, 2008).
Gettinger and Siebert (2002) stated that academic competence is associated with the
knowledge and application of effective study skills. Capable students in all classes
may experience difficulty in schools not because they lack the ability but because
they lack good study skills (Nicaise and Gettinger, 1995).
Anderman and Anderman (2009) cited Weiner’s Model of Attributions
(1985, 2005) as it outlined the processes through which learners form casual beliefs.
The basic assumption in his model is that learners are affected by both environmental
(e.g. characteristics of the students’ school or home) and by personal factors (e.g.
past experiences and prior knowledge). These background variables shape the types
of attributions that these individuals are likely to make.
Weiner’s Attribution Theory is probably the most influential contemporary
theory with implications for academic motivation. It incorporates behavior
modification in the sense that it emphasizes the idea that learners are strongly
motivated by the pleasant outcome of being able to feel good about themselves. It
incorporates cognitive theory and self-efficacy theory in the sense that it emphasizes
 the strong influence of the learners’ current self-perceptions on the ways that they
interpret the success or failure of their current efforts and hence their future tendency
to perform these same behaviors according to Fritz (2014).
Success or failure in the Attribution Theory can be analyzed into three sets
of characteristics. First is that the cause of success or failure may be internal or
external. Meaning, a person may succeed or fail due to factors that originate within
the person or because of factors from the environment. Second, the cause of success
or failure may either be stable, outcome will always likely be the same, or unstable in
which the outcome would likely be different on another occasion. And thirdly, the
cause of the success or failure may either be controllable or uncontrollable. An
important assumption in this theory is that people will interpret their environment in
ways that will maintain a positive self-image.
To succeed academically, it is important that students believe in themselves
and in their capabilities. Albert Bandura's (1982, 1986 and 1997) theory of self-
efficacy has important implications with regard to motivation. Banduras’ belief is
that people are likely to engage in activities to the extent that they perceive
themselves to be competent at those activities. In relation to education, this means
that learners will be more likely to attempt, to persevere, and to be successful at tasks
at which they have a sense of efficacy. When learners fail, this may occur because
they lack the skills to succeed or because they have the skills but lack the sense of
efficacy to use these skills well. Bandura described these beliefs as determinants of
how people think, behave, and feel as cited by Cherry (2014). In other words,
students will learn better if they believe that they are good at managing their thinking
strategies in a productive manner.
Given the conceptions of different scholars, experts and practitioners in the
field of education regarding the dynamics of what make students perform
academically and what make them stay and finish, Figure 1, summarily explains the
intent of this proposed study.
Figure 1 shows the schematic presentation showing the interplay of variables in the
study. It is assumed that the students’ learning styles, study skills, time management
and career self-efficacy influence the students’ student’s level of engagement and
academic performance.

Learning Styles
 Processing: Active/Reflective
 Perception: Sensing/Intuitive Student Engagement
 Input: Visual/Verbal  Behavioral
 Understanding: Sequencing/global engagement
 Intellectual
engagement
Study Skills  Emotional
 Scholastic responsiveness engagement
 Study techniques

Time Management
 Short-range planning
 Time attitude
 Long-range planning

Academic Performance
Career Self-Efficacy

Figure 1. Schematic Presentation Showing the Interplay of Variables in the Study

Notice that a schema emerges after the discussion of the Theoretical and Conceptual
Framework. The figure somehow summarizes not only your own theory/thesis
(proposition, assumption) of your study, but also guides in verifying and or
confirming through data analysis.

Statement of the Problem

As a matter of institutional practice, the Statement of the Problem is written in

interrogative form. In a way, this section articulates the objectives of the study. Thus,
the research questions are the bases of developing the methods of the study. The
questions posed should be answered clearly after the study has been conducted.
In writing the statement of problems, include only questions which are
mutually inclusive. Questions which are not contributory to the attainment of
objectives of the study are not included. All research questions have theoretical
bases. For example, in the study of Mabasa (2015), she has this research question (see
below) which is strongly supported by her discussions in the theoretical and
conceptual framework.

“Is there a relationship between the students’ learning style, study skills, time
management and career self-efficacy on the level of student engagement and academic
performance?”

Hypotheses

In quantitative studies some of the research questions have corresponding hypothesis.

If the study is qualitative, the heading is Assumptions. Where there is more than one
hypothesis, the heading “Hypothesis” takes a plural form “Hypotheses”. There are
two types of hypothesis, but one presented in the study is the Null Hypothesis
denoted by the symbol H0. It is written in the null form. Researchers are encouraged
to be more creative and not merely using the stereotype way of presenting null
hypothesis. For example, the hypothesis, “there is no significant relationship of
students’ learning style, study skill, time management skill and career self-efficacy to
student engagement and academic performance” can be written as: Factors such as
learning style, study skill, time management skill and career self-efficacy, have no
significant relationship to student engagement and academic performance of medical
laboratory science junior students.”

Significance of the Study

What importance does it generate for certain individual, groups or

organization. It would address the 3 W's (what, who and why) plus how? In this
section, the researcher states the value or importance of the research study. It is where
the significant contributions of the results of the study are itemized. It will justify the
reason for your study. Discussions therefore on how your study would be a
contribution to the accumulation of existing knowledge must be clearly articulated.
This contribution may be explained having in mind specific people, groups or parts of
the society and how they could use the result of the study.

Scope and Limitations of the Study

This section ‘builds a fence’ around the research findings which could be the
organization chosen, the locations chosen, environmental factors, and variables that
could not be controlled. In effect, the ‘population’ about which findings are to be
made, is outlined here.
In the example below, limitations were defined in terms of geographical
location of the research setting, respondents, topic of interest specifically delimited
from one broad area of interest in elementary education to Mathematics Achievement
and Teacher’s Teaching Practices.

This study will be conducted in Camaman-an Elementary School, Cagayan de Oro

City. The respondents of this study will be the Grade VI pupils. This topic of interest will
be limited only to the Teacher’s Teaching Practices. This will be studied in the context of
the Grade VI pupils Mathematics Achievement measured in terms of their test scores
only on the following topics: Numbers, Measurement, Geometry, and Data.

The Mathematics teaching practices will focus primarily only on the following,
namely: (1) Telling a practical story related to everyday life; (2) Asking previous
knowledge on new topic; (3) Discussing completed homework; (4) Working together in
pairs or small groups; (5) Using the board for their answers; (6) Using of Calculators; and
(7) Working on mathematics projects. The study will be conducted from the period of
June 2010 to 2011.

Seguar, J.E (2012). Teachers’ teaching practices: Its implication on the mathematics
achievement of grade six pupils of a public school. A Thesis Proposal (Unpublished).

Definition of Terms

Definitions should match the underlying assumptions of the research and

students may need to justify some of their definitions. It is commendable that
researchers should try to use definitions of authorities wherever possible, so that the
results of the research can be fitted into the body of literature. To make it particularly
appropriate to the thesis/dissertation, terms should be operationally defined as used in
the study. All the major construct/variables although discussed in the conceptual
framework should be operationally defined. Sub-variables are also operationally
defined and included in this section of definition of terms. They are presented in an
alphabetized format. An example below is taken from the study of Estroga (2018) on
relationships of middle-level administrators’ leadership behavior, organizational
climate and job burnout;

Definition of Terms
The following terms are defined in the context of how the study was undertaken.
Administrator. This refers to the Higher Education Institution employee who are in a
supervisory of management position.
Burnout. This refers to the variable of the study that is mostly regarded as attitudinal,
social, psychological, and behavioral syndromes characterized by constantly negative
and excessive stress, which tend to gradually damage physical and emotional health,
thus ruining a career. In this study, this variable refers to the respondent’s job burnout.
 Demographic Variables. These are measurable characteristics of an individual that
differ from one individual to another. As for this study, it refers to the age, gender,
position and educational attainment of the respondents.
Teacher Education Institution (TEI). This refers to the different schools that the
researcher identified which offered education courses.
Leadership. It is the process of interacting and influencing individuals or groups or
communities to meet institutional goals.
Leadership Behavior. This variable refers to the characteristic manner in which a
leader exercises influence over subordinates toward the achievement of some
particular goals as measured by the Leader Behavior Description Questionnaire.
Leadership Development. This term denotes any educational or professional
experiences contributing towards the development of an individual’s leadership skill.
Middle-level Administrator. This refers to Higher Education Institution employee
who are designated as administrators or managers, coordinators and deans or associate
deans and who directly report to a vice-president of the institution.
Organizational Climate. This variable refers to what the members of an organization
perceived to be the atmosphere, tone, and quality of life of an organization attributed
from the social and physical characteristics of the environmental setting” as measured
by the Organizational Climate Index.