Thesis File

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A Thesis Presented to the Faculty

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Manuel S. Enverga University Foundation, Lucena City
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Degree in Bachelor of Science in Business Administration
major in Financial Management
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This thesis paper hereto entitled:
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degree of Bachelor of Science in Business Administration major in (MAJOR) has been
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Table of Contents
List of Figures and Tables
Acknowledgments
Research Title: ______________________________________________________

______________________________________________________
______________________________________________________
Name of Researcher : _____________________

Degree : _____________________
Specialization : _____________________
Name of Research Adviser : _____________________
Abstract (maximum of 250 words)

An abstract is a summary of a full article. Annesley1 has rightly compared abstract to an
‘elevator talk’, wherein an author summarizes the important information the paper conveys with
an aim of getting the reader interested in the idea, enticing him to read the whole manuscript. It
is, therefore imperative that authors give great attention to writing a good abstract for their
paper. The importance of an abstract cannot be over-emphasized. After the title, it is the most
commonly read part of a manuscript.
It should include the

General overview of the study

Significance
General problem
Methodologies used for the study
Outcomes of the study
An abstract should, therefore, be packed with all important relevant information about the study,
so that reviewers and readers understand the rationale of the study, are assured of adequacy of
the methodology employed, are informed about the important findings and appreciate the
reasonable conclusions stated in the abstract. Brevity, self-sufficiency, providing complete and
accurate information in an unbiased manner are some of the important characteristics of a good
abstract
Background
Rationale of the research
It is important for you to be able to explain the importance of the research you are
conducting by providing valid arguments. Rationale for the study needs to be specific and
ideally, it should relate to the following points:
The research needs to contribute to the elimination of a gap in the literature. Elimination
of gap in existing pool of literature is one of the compulsory requirements for your study. In other
words, you don’t need to ‘re-invent the wheel’ in a way that your research aims and
objectives need to be totally new, or at least they have to offer fresh perspectives on existing
management and business issues.
The research can be conducted to solve a specific problem. You have to explain the
essence of the problem in a detailed manner and highlight practical benefits associated with the
solution of the problem. Suppose, your dissertation topic is “A study into advantages and
disadvantages of various entry strategies to Chinese market”. In this case, you can say that
practical implications of your research relates to assisting businesses aiming to enter Chinese
market to do more informed decision making.
Purpose of the research (includes research questions)
A research problem is a definite or clear expression [statement] about an area of

concern, a condition to be improved upon, a difficulty to be eliminated, or a troubling question
that exists in scholarly literature, in theory, or within existing practice that points to a need for
meaningful understanding and deliberate investigation. A research problem does not state how
to do something, offer a vague or broad proposition, or present a value question.
Think of the research problem as a single sentence that summarizes your dilemma, or that thing
in the back of your mind that’s been keeping you up at night. It’s a general statement or
question because you don’t want to mistakenly attribute symptoms to the big picture.
The purpose of a problem statement is to:
1. Introduce the reader to the importance of the topic being studied. The reader is oriented
to the significance of the study.
2. Anchors the research questions, hypotheses, or assumptions to follow. It offers a
concise statement about the purpose of your paper.
3. Place the topic into a particular context that defines the parameters of what is to be
investigated.
4. Provide the framework for reporting the results and indicates what is probably necessary
to conduct the study and explain how the findings will present this information.
A research objective depends on the problem and specifies what information needs to be
collected that a manager is able to make the right choice. Think of the research objectives as
the sub-questions or bullet points that go underneath the research problem.
Theoretical Framework
The theoretical framework is presented in the early section of a dissertation and provides
the rationale for conducting your research to investigate a particular research problem.
Consider the theoretical framework as a conceptual model that establishes a sense of

structure that guides your research. It provides the background that supports your investigation
and offers the reader a justification for your study of a particular research problem. It includes
the variables you intend to measure and the relationships you seek to understand. Essentially,
this is where you describe a “theory” and build your case for investigating that theory. The
theoretical framework is your presentation of a theory that explains a particular problem.
The theoretical framework is a summary of your theory regarding a particular problem

that is developed through a review of previous research on the variables involved. It identifies a
plan for investigation and interpretation of the findings. The theoretical framework involves a
well-supported rationale and is organized in a manner that helps the reader understand and
assess your perspective. The purpose is to demonstrate that the relationships you propose are
not based on your personal instincts or guesses, but rather formed from facts obtained from
authors of previous research.
As you develop your theoretical framework you will consider alternative theories that might
challenge your perspective. You will also consider the limitations associated with your theory,
and quite possibly, that your problem could be better understood by other theoretical
frameworks.
The theoretical framework is how you conceptualize the nature of your research problem, its
basis and the analysis you will choose to investigate that problem. This framework determines
how you perceive, make sense of, and interpret your data. Explanation of the theoretical
framework helps the reader understand your perspective and context.
The theoretical framework strengthens the study in the following ways:
1. An explicit statement of theoretical assumptions permits the reader to evaluate them

critically.
2. The theoretical framework connects the researcher to existing knowledge. Guided by a
relevant theory, you are given a basis for your hypotheses and choice of research
methods.
3. Articulating the theoretical assumptions of a research study forces you to address
questions of why and how. It permits you to intellectually transition from simply
describing a phenomenon you have observed to generalizing about various aspects of
that phenomenon.
4. Having a theory helps you identify the limits to those generalizations. A theoretical
framework specifies which key variables influence a phenomenon of interest and
highlights the need to examine how those key variables might differ and under what
circumstances.
Literature Survey
A literature review is an evaluative report of information found in the literature related to your
selected area of study. The review should describe, summarize, evaluate and clarify this
literature. It should give a theoretical base for the research and help you (the author) determine
the nature of your research. Works which are irrelevant should be discarded and those which
are peripheral should be looked at critically.
A literature review is more than the search for information, and goes beyond being a
descriptive annotated bibliography. All works included in the review must be read, evaluated and
analysed. Relationships between the literature must also be identified and articulated, in relation
to your field of research.
"In writing the literature review, the purpose is to convey to the reader what knowledge and
ideas have been established on a topic, and what their strengths and weaknesses are. The
literature review must be defined by a guiding concept (e.g. your research objective, the
problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list
of the material available, or a set of summaries".
Significance of the Research
An explanation of the significance of a study may include the meaning of the research work to
you personally and should include how your research benefits or impacts others in part or
whole. Discuss what people or groups of people might benefit from reading your research.
Show how this project is significant to developing a body of knowledge. If your investigation will
contribute to a portion of a larger investigation, describe that larger investigation as well.
Statement of Desired Outcomes
An effective intended outcome statement identifies something specific your unit is aiming to
accomplish. While you may have lofty goals for your unit, the intended outcome statements
shouldn’t list a grand ideal. Instead, these statements should list the specific outcomes that you
hope to achieve (that all together will accomplish your grand ideals). They are descriptions of
what will happen that will let you know you are accomplishing your goals.
Learning Outcomes Operational Outcomes
Learning Outcomes are statements Operational Outcomes translate

that identify specific skills or content broader institutional goals
that students will master through into practical, unit-level
a course of study. They align accomplishments that align with
with University Learning Goals. those goals.
The key to either of these kinds of intended outcomes is measurability. Have you defined a
desired state that will be easily recognizable when you get there? Will you know how to mark
your progress along the way?
Also consider how you are measuring. The most effective intended outcomes are those that
state not only what will happen, but some benchmark of how well it will be accomplished. If you
want to decrease costs, by how much? If you want to service more students, what percentage
increase would you like to see? If you want to see more students achieving a given score on a
standardized test, what is your target percentage?
What Outcome Statements Are and Are Not

Outcome statements are specific
Not Like This... But Like This
By next year we will be more By year's end we will service fifty more
effective. students
a week than we currently do.
Outcome statements can be measured by one measure. Though multiple measures can be
advantageous to you (triangulating results), if an intended outcome statement requires more
than one measure, it might actually be a statement that includes more than one outcome.
Beware of double-barreled outcomes.
Not Like This... But Like This
Students will be able to research Students will be able to cite research

and cite sources and present their sources according to the guidelines in
findings with an appropriate level of Chicago Style Manual, 11th edition or
expertise. later.
Intended Outcome Statements are neither as broad as a goal, nor as specific as one task. They
describe the skill or function that will be displayed by the measure.
Not Like This... But Like This.

Students will be good role models Students will be able to apply

within the industry key principles (covered in the program)
(broad aspiration level). within a clinical setting.
Students will be able to complete Students will be able to report

a research paper. research findings on current topics
(assignment level) in the field in a professional manner.
Major Final Output

actual output, if it is a plan or manual
Target Beneficiaries of Research Results

who and how many are the direct / indirect beneficiaries of the study, what are the
benefits that are likely to accrue in the short or long term
Definition of Terms
Only terms, words or phrases which have special or unique meanings in the study are
defined Terms should be defined operationally, that is how they are used in the study, The
researcher may develop his own definition from the characteristics of the term defined.
Definitions may be taken from encyclopedias, books, magazines and newspaper

articles, dictionaries, and other publications but the researches must acknowledge the sources.
Definitions taken from published materials are called conceptual or theoretical definitions.
Definitions should be as brief, clear and unequivocal (very strong and clear) as possible
Acronyms should always be spelled out fully especially if it is not commonly known or if it is
used for the first time
Scope and Limitation of the Study
Delimitations and limitations clarify the boundaries, exceptions, and reservations inherent in
every study. The two concepts are different in that:
• Delimitations aim to narrow the scope of a study. For example, the scope may focus on
specific variables, specific participants, specific sites, or narrowed to one type of research
design (e.g., ethnography or experimental research).
• Limitations, however, aim to identify potential weaknesses of the study. For example, all
statistical procedures and research strategies, such as surveys or grounded theory studies have
limitations. In introductory discussions about these strategies, authors typically mention both
their strengths and their weaknesses.
Description of Method or Approach

Research Design
The research design refers to the overall strategy that you choose to integrate the
different components of the study in a coherent and logical way, thereby, ensuring you will
effectively address the research problem; it constitutes the blueprint for the collection,
measurement, and analysis of data. Note that your research problem determines the type of
design you should use, not the other way around!
The function of a research design is to ensure that the evidence obtained enables you to
effectively address the research problem logically and as unambiguously as possible. In social
sciences research, obtaining information relevant to the research problem generally entails
specifying the type of evidence needed to test a theory, to evaluate a program, or to accurately
describe and assess meaning related to an observable phenomenon.
With this in mind, a common mistake made by researchers is that they begin their investigations
far too early, before they have thought critically about what information is required to address
the research problem. Without attending to these design issues beforehand, the overall
research problem will not be adequately addressed and any conclusions drawn will run the risk
of being weak and unconvincing. As a consequence, the overall validity of the study will be
undermined.
The length and complexity of describing research designs in your paper can vary considerably,
but any well-developed design will achieve the following:
1. Identify the research problem clearly and justify its selection, particularly in relation to
any valid alternative designs that could have been used,
2. Review and synthesize previously published literature associated with the research
problem,
3. Clearly and explicitly specify hypotheses [i.e., research questions] central to the
problem,
4. Effectively describe the data which will be necessary for an adequate testing of the
hypotheses and explain how such data will be obtained, and
5. Describe the methods of analysis to be applied to the data in determining whether or not
the hypotheses are true or false.
The organization and structure of the section of your paper devoted to describing the research
design will vary depending on the type of design you are using. However, you can get a sense
of what to do by reviewing the literature of studies that have utilized the same research design.
This can provide an outline to follow for your own paper.
Research Instrument
There are several ways of collecting data among which are the following:
1. Clerical: questionnaire, interview, empirical observation, registration, testing etc.

2. Mechanical devices: cameras recorder etc.
The choice of method depends upon some factors such as the nature of the problem, the
population or universe under study, the cost of the survey, and the time factor.
These are instruments that are used to collect data from participants of the study. They are
important for collecting data in all types of research methods. They are mainly used by
researchers to collect reliable data which will later be analyzed (Aina, 2004). They include
questionnaire, interviews, observations, focus group discussion and experiment. Each of the
instruments shall be discussed in turn and also point out their merits and demerits.
 Questionnaire
The questionnaire is the commonly used instrument for collecting research data from the
participants of a study. “It basically seeks the opinions of individuals in a sample or a population
on issues directly related to the objectives of the research study” (Aina, 2004:348).
The questionnaire consists of a set of structured and unstructured questions designed by

researchers to obtain data from the respondents. No research is better than its questionnaire
and a faulty questionnaire means faulty research. Hence, a questionnaire designed must be
valid, reliable and must not be bogus so that the data collected can validate the research.
Questionnaire has many advantages which include anonymity of the respondents is

guaranteed; it facilitates the collection of large amounts of data in a relatively short period and it
is cheap to administer. The major demerit of the method is that some confusing and misleading
questions cannot be clarified as the researcher may not be there to explain the questions, and
also, sometimes, the questions may not be easily comprehensible to individuals who are
illiterate, thus, the method is restricted only to educated respondents.
Moreover, the characteristics of a good questionnaire according to Popoola (2011) consist of:
 Questions should not be ambiguous. This implies that it must be capable of only one
interpretation.
 Questions must be easily understood.
 Questions should be capable of having a precise answer.
 Questions must not contain words of vague meaning.
 Questions should not require rigorous calculations.
 Questions should not require the respondent to decide upon classification.
 Questions must not be in such a form that the answers will be biased.
 The questionnaire should not be too long.
 It should not be too wordy.
 The questionnaire should cover the exact object of the inquiry.
o Interview
Interview is a measurement instrument otherwise known as oral questionnaire. It involves a

process where a researcher solicits information from respondents through verbal interaction. A
researcher would have previously prepared a schedule list of structured questions pertinent to
the study before meeting respondents for their opinions on a subject matter.
The researcher poses questions to the respondents and the answers are recorded by the
researcher. Materials that could be used during interview period include tape recorder, paper
and biro. The major advantage of this method is that it produces high response rate. Besides, it
tends to be representative of the entire population of the study, and personal contact between
the researcher and respondents enables the researcher to explain confusing and ambiguous
questions in detail (Aina, 2004; Popoola, 2011). However, its disadvantages include
interviewer’s bias; inaccessibility to wealthy respondents due to fear of insecurity and the
amount of data that can be collected through this method is usually limited compare to
questionnaire method. Interview can be conducted personally or through telephone or electronic
mailing system.
 Observation
This is an instrument that is employed by a researcher in which an individual behavior or

situation is observed and recorded. There are two types of observation: participant observation
and non-participant observation. In participant observation, the researcher is a member of the
group to be observed. Here, accurate and timely result would be obtained by the researcher but
it has the problem of biasness. Non-participant observation on the other hand, the researcher is
not a member of the group to be observed. Here, the result will be viable as it is free from being
biased but it has the problem of inaccuracy and delayed result. Both observation methods
enhance first hand information, flexible and cheaper to carryout, demand less active
cooperation of the observed and their results are reliable for research activity.
However, Akinade & Owolabi (2009) assert that observation method is popular tool in research
especially in behavioural and social sciences; the authors argue that it requires special skills to
make and assess behavioural observation in research. In carrying out behavioural observation,
first thing to do is to develop behavioural categories (coding scheme). This involves identifying
specific attributes that will give clues to the problem at hand. The authors further reiterated that
researchers may observe the following guidelines when developing observation method:
 “Clearly define the goal of the instrument;

 Carry out preliminary observations of your subjects under the conditions that will prevail
in the course of the study with the aim of identifying behaviours exhibited by the
subjects; and
 Construct a complete list of the identified behavior. Also, behavioural categories can also
be developed through literature search. These will provide opportunity to determine
whether a similar study had previously been conducted. The result of such similar study
may be adopted or adapted in the present study” (Akinade & Owolabi, 2009:97).
o Focus Group Discussion
This data collection instrument refers to a process whereby researchers obtain data from large
group of people at the same time. This method is different from interview method; in an
interview method, researcher focuses on one person at a time but in a focus group discussion
method, the researcher obtains data from large number (group) of people for his research
activity. Focus group discussion method is very popular when carrying out research in the field
of behavioural science, library and information science, archival science, records and
information technology. It could be noted here that a need may arise for a researcher to use
more than 2 or 3 approaches to obtain data for his research activity. This depends on the
supervisor, nature of the research or problem to be investigated.
However, in focus group discussion; a researcher identifies key informants that may be
contacted to elicit the deserved information on the variable(s) of interest in a study. It is very
important to note that in evaluator study or when accessing the performance of a system or a
project or when working at a policy and its impact on a particular operation in a society or
organization; focus group discussion method could employed. The approach is used to
generate qualitative data in explaining a phenomenon under study or investigation. Membership
of the focus group discussion should not exceed 10 members at a time. It is like a mini
conference where members of a group could be assembled in a conducive location. Before
now, it is needful for the researcher to have obtained their consent to take part in the study.
Besides, the researcher must design a focus group discussion guide. The guide must contain
outlines that capture variables of interest in the study. For example, in a study like: “Customers’
satisfaction with information services or products of Babcock university library”. The following
guidelines may be prepared by the researcher:
 Nature of the library services;

 Nature of the products;
 Level of satisfaction of the users;
 Quality of the users, etc.
The following materials are needed for this method of data collection:
 Research assistants;
 Video recorder and cassette;
 Biro and paper;
 Tape recorder and cassette, and
 Light refreshment to entertain the participants.
After the focus group discussion exercise, the researcher has to transcribe the data into
qualitative information e.g. on the nature of reference services available in the library; in a group
where 10 members are involved, if 7 members affirmed that they are having good reference
services in their library while the rest members’ response are negative. Then it can be
calculated/quantify as: 7/10 *100 = 70%; this is the figure that the researcher will report in his
work. Moreover, the major advantage of this method is that it added credibility and originality to
the research activity while it challenges include: too cost to carry out, it takes too much of time
to conduct and some of the respondents may not be free to contribute extensively especially if
their boss is invited to such gathering.
 Experiment
This type of data collection instrument takes place in pure and applied science research. Here
the researchers carry out some experiments in the laboratory setting in order to test some
reactions that may take place in the object of research. The advantages of this method is that it
produces immediate result, its results are viable and error free if it is well carry out under normal
condition/circumstances. While, its problems include: it is too costly to undertake and those
chemicals used may cause permanent damage to the researcher if they are carelessly handled.
Table1: Classification of Research Based on Data Collection Instruments

Types of Research Data Collection Instruments

S/N
1. Applied Questionnaire, Interview and It could be re-
observation. emphasized here that
2. Survey Questionnaire, focus group researchers are not
discussion, interview and restricted only to
observation. different methods of
3. Case study Questionnaire, interview, focus data collection
group discussion and instruments and their
observation. classification as
4. Ethnographic e.g. Observation, questionnaire, focus presented in this
correlational research group discussion and interview paper but the choice
5. Historical Observation, focus group of which method to
discussion and interview apply depends on the
6. Evaluation Focus group discussion, researcher, nature or
interview and observation problem to be
7. Pure science Experiment and observation investigated and
8. Action Questionnaire and interview prevailing
circumstances at the
9. Longitudinal Questionnaire, observation, focus
time of carrying out
group discussion, interview and
the study. Thus,
experiment in case of pure
researchers are free
science research.
to use any method
10. Exploratory Questionnaire, observation and
they deem fit for their
interview.
research.
Source: Japheth Yaya, 18th June, 2014
Data Gathering
Procedures
There are different data gathering procedures that you can use for a term paper. It will depend
on your convenience and the ease in gathering the required details that you can use for the
research results. In any case, we will discuss some of the major types of data gathering
procedures.
Data Mining-this procedure is simple. You can easily find many resource materials where data
and numerical figures are already tallied and presented. Usually, you can find data among
research institutions and academic centers. Data mining is simply using an already published
set of data.
Interviewing-is another example of a data gathering procedure. One benefit that you can get
from this process is that you can actually gather raw and reliable data direct from your subjects.
Although it is time consuming, you can still have very credible result from this data gathering
procedure.
Surveying-actually involves gathering responses from subjects through a written medium. You
will be distributing paper questionnaires for your subjects to answer. You will then tally the
results and use the data for your research. You may find an essay online about how to write
questionnaires.
These are just some of the basic data gathering procedures that you can utilize for your
research paper. Send us any inquiries about other concerns in writing a dissertation paper.
Respondents
A respondent is a person who is called upon to issue a response to a communication made by
another. The term is used in legal contexts, in survey methodology, and in psychological
conditioning.
Units of Analysis
The unit of analysis is the major entity that is being analyzed in a study. It is the 'what' or 'who'
that is being studied. In social science research, typical units of analysis include individuals
(most common), groups, social organizations and social artifacts.
Subjects of the Study

A research participant, also called a human subject or an experiment, trial, or study participant
or subject, is a person who participates in human subject research by being the target of
observation by researchers.
Sampling Design and Procedures
In business research, companies must often generate samples of customers, clients,

employees, and so forth to gather their opinions. Sample design is also a critical component of
marketing research and employee research for many organizations. During sample design,
firms must answer questions such as: - What is the relevant population, sampling frame, and
sampling unit? - What is the appropriate margin of error that should be achieved? - How should
sampling error and non-sampling error be assessed and balanced?
Before the collection of data starts in any research the proportion of the population to be used
must have been determined already and the computation of the sample must have been
finished. So, what the researcher has to do here is to write about the complete procedure used
in determining the sample. Among the things that should explain are:
Size of the population, the study population, margin of error and the proportion of the study
population used, the type or technique of sampling used whether pure random sampling,
systematic random sampling, stratified ranom sampling, cluster sampling or a combination of
two or more techniques, the actual computation sample and the sample
Assumptions or hypotheses
Key Difference: A hypothesis is an uncertain supposition or explanation regarding a

phenomenon or event. It is considered to be true by the researcher. An assumption is
also a kind of belief which is considered to be true. A hypothesis must always go
through the process of verification and investigation. On the other hand, an
assumption may or may not be verified or investigated. In research, assumption
denotes the existence of the relationship between the variables. A hypothesis
establishes the relationship determined by an assumption.
Data analysis plan
Every research methodology requires a data analysis plan. The plan is critical because it tells
the reader what analysis will be conducted to examine each of the research hypotheses. In the
data plan, data cleaning, transformations, and assumptions of the analyses should be
addressed, in addition to the actual analytic strategy selected.
You and your project statistician have one major goal for your data analysis plan: You need to
convince all the reviewers reading your proposal that you would know what to do with your
data once your project is funded and your data are in hand. The data analytic plan is a signal
to the reviewers about your ability to score, describe, and thoughtfully synthesize a large
number of variables into appropriately-selected quantitative models once the data are
collected. Reviewers respond very well to plans with a clear elucidation of the data analysis
steps – in an appropriate order, with an appropriate level of detail and reference to relevant
literatures, and with statistical models and methods for that map well into your proposed aims.
A successful data analysis plan produces reviews that either include no comments about the
data analysis plan or better yet, compliments it for being comprehensive and logical given
your aims. This chapter offers practical advice about developing and writing a compelling,
“bullet-proof” data analytic plan for your grant application.
Research Paradigm
Serves as a model and guide which describes and illustrates how the variables are treated in
the study.
It is a figure that represents the interplay of the variables.
research paradigm is an approach or a research model to conducting a research that has been
verified by the research community for long and that has been in practice for hundreds of years.
Most of the research paradigms emerge from one of the two of the approaches to research that
are positivist approach and interpretivism approach. Every research uses one of the research
paradigms to use as a guideline for developing research methodology and to take on the
research venture in a manner that is most valid and appropriate. Though basically there are two
paradigms but there are several other paradigms emerged from these two especially in the
social science research.
Though basically there are two paradigms but there are several other paradigms emerged from
these two especially in the social science research. One of the paradigms that emerged in the
recent years is the mixed-method research. In pure sciences, quantitative research
methodology is clearly the most favored approach to conducting the research. In social
sciences, there has been debate for over half a decade about the best methodology to use and
this resulted in the emergence of mixed-method paradigm or mixed-method methodology.
Types of Research Paradigm
Distinction between Positivism and Interpretivism
To summarize positivism and interpretivism we can say that positivism is governed by

objectivity, measurability, predictability, probability, controllability and control laws that can
predict human behavior. On the other hand, anti-positivism or interpretivism is governed by
subjectivity and studying human behavior in a real-life setting.
Though, both of these paradigms are opposite of each other they represent the reality in two
different manners, both of them have their own value and significance in the growth and
development of knowledge.
Conceptual framework
A conceptual framework is an analytical tool with several variations and contexts. It is used to
make conceptual distinctions and organize ideas. Strong conceptual frameworks capture
something real and do this in a way that is easy to remember and apply.
Results and Discussion

Analysis is the process of breaking up the whole study into its constituent parts of
categories according to the specific questions under the statement of the problem. This is to
bring out into focus the essential features of the study. Analysis usually precedes presentation.
Presentation is the process of organizing data into logical, sequential and meaningful
categories and classifications to make them amenable to study and interpretation. Analysis and
presentation put data into proper order and in categories reducing them into forms that are
intelligible and interpretable so that the relationships between the research specific questions
and their intended answers can be established. There are three ways in presenting data:
textual, tabular, and graphical
Think of the results section of your research article as answering the question “What?”—
What did you find?
This section, typically written in a descriptive fashion, reports on your findings. Save the analysis
for the discussion section that follows.
Best practices:
• Clearly communicates key findings with no or minimal interpretive comment
• Provide sufficient detail to justify any conclusions you draw later.
• Report most significant or general results first, then work toward more specific data.
• Group results in categories
• Include only those data that are relevant to the discussion that follows; raw data can be
placed in an appendix.
• Note estimates of margins of error in your data.
• Use visual devices to capture complex information or depict trends or comparisons.
Pitfalls:
• Results/data poorly organized
• Discounts data/results inconvenient to desired or expected outcome
Tip:
• Do your results lay a sufficient foundation for the discussion that will follow?
Conclusions
A conclusion is like the final chord in a song. It makes the listener feel that the piece is
complete and well done. The same is true for your audience. You want them to feel that you
supported what you stated in your thesis. You then become a reliable author for them and they
are impressed by that and will be more likely to read your work in the future.
Conclusions are inferences, deductions, abstractions, implications, interpretations,
general statements, and/or generalizations based upon the findings. Conclusions should
appropriately answer the specific questions raised at the beginning of the investigation in the
order they are given in the statement of the problem
Conclusions should point out what were factually learned from the inquiry. However, no
conclusions should be drawn from the implied or indirect effects of the findings. Furthermore, it
should be formulated concisely, that is, brief and short, yet they convey all the necessary
information resulting from the study as required by the specific questions
As to grammar, make sure that you use the present tense of the verb because it consists of
general statement of the theory or the principle newly derived from the present study. So, don’t
be confused because in your summary, you use past tense while in conclusion, you use present
tense.
Recommendations
The recommendations must contain practical suggestions that will improve the situation
or solve the problem investigated in the study. First, it must be logical, specific, attainable and
relevant. Second, it should be addressed to persons, organizations, or agencies directly
concerned with the issues or to those who can immediately implement the recommended
solutions. Third, present another topic which is very relevant to the present study that can be
further investigated by future researchers. But never recommend anything that is not part of
your study or not being mentioned in your findings.
After organizing your thoughts as to what would- be the contents of your

recommendations, you should write it using the imperative mood of the verb. Imperative mood is
to express a request or a command. So, the tense is also simple present tense.
References
Alvior, Mary G. (July 29, 2014). Thesis Writing: What to Write in Chapter 5.
In SimplyEducate.Me. Retrieved from https://simplyeducate.me/2014/07/29/thesis-writing-what-
to-write-in-chapter-5/
De Vaus, D. A. Research Design in Social Research. London: SAGE, 2001; Trochim, William
M.K. Research Methods Knowledge Base. 2006.
http://www.businessdictionary.com/definition/research-design.html
Adedokun, J.A. (2003). Basics of Research Methodology. Sagamu: New Hope Publisher.
Adeniyi, A.L.; Oyekanmi, A.O. & Tijani, M.O. (2011). Essentials of Business Research
Methods. Lagos: CSS Bookshops Limited.

Aina, L.O. (2004). Library and Information Science Text for Africa. Ibadan: Third World
Services Limited.
Akinade, E.A. & Owolabi, T. (2009). Research Methods: A Pragmatic Approach for Social
Sciences, Behavioural Sciences and Education. Lagos: Connel Publications.
Avwokeni, J.A. (2006). Research Methods: Process, Evaluation & Critique. Portharcourt:
Unicampus Tutorial Services.
Popoola, S.O. (2011, September). Research Methodologies in Library and Information

Science. A paper presented at a training workshop on building research capacity for Library
and Information Science professionals. Organized by the Nigerian Library Association,
Ogun State Chapter, held at Covenant University, Ota, Nigeria on 18th – 22nd September,
2011.
Aiken, L. S. & West, S. G. (1991). Multiple regression: testing and interpreting interactions.
Newbury Park, CA: Sage.
Aiken, L. S., West, S. G., & Millsap, R. E. (2008). Doctoral training in statistics, measurement,
and methodology in psychology: Replication and extension of Aiken, West, Sechrest and
Reno’s (1990) survey of PhD programs in North America. American Psychologist, 63, 32–50.
Allison, P. D. (2003). Missing data techniques for structural equation modeling. Journal of
Abnormal Psychology, 112, 545–557.
American Psychological Association (APA) Task Force to Increase the Quantitative Pipeline
(2009). Report of the task force to increase the quantitative pipeline. Washington, DC:
American Psychological Association.
Bauer, D. & Curran, P. J. (2004). The integration of continuous and discrete latent variables:
Potential problems and promising opportunities. Psychological Methods, 9, 3–29.
Bollen, K. A. & Curran, P. J. (2007). Latent curve models: A structural equation modeling
approach. New York: Wiley.
Curran, P. J., Bauer, D. J., & Willoughby, M. T. (2004). Testing main effects and interactions in
hierarchical linear growth models. Psychological Methods, 9, 220–237.
Preacher, K. J., Curran, P. J., & Bauer, D. J. (2003, September). Probing interactions in
multiple linear regression, latent curve analysis, and hierarchical linear modeling: Interactive
calculation tools for establishing simple intercepts, simple slopes, and regions of
significance [Computer software]. Available from http://www.quantpsy.org
Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation
hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42, 185–
227.
Appendices
A. Curriculum Vitae of the Researcher
B. Research Instruments

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Document Code: DCAVRKMI-F-URFR

MANUEL S. ENVERGA UNIVERSITY FOUNDATION

AAAAAAAAAAAAAA AAA AAAAAAAAA

A Thesis Presented to the Faculty

In Partial Fulfillment of the Requirements for the

This thesis paper hereto entitled:

THESIS TITLE (ALL CAPS)

Approved by the Committee on Oral Examination with grade of _________, Date

PAZ L. BOBADILLA, MBA, CPA, LIB

List of Figures and Tables

Research Title: ______________________________________________________

Name of Researcher : _____________________

Abstract (maximum of 250 words)

It should include the

General overview of the study

Purpose of the research (includes research questions)

A research problem is a definite or clear expression [statement] about an area of

The purpose of a problem statement is to:

Consider the theoretical framework as a conceptual model that establishes a sense of

The theoretical framework is a summary of your theory regarding a particular problem

The theoretical framework strengthens the study in the following ways:

1. An explicit statement of theoretical assumptions permits the reader to evaluate them

Significance of the Research

Statement of Desired Outcomes

Learning Outcomes Operational Outcomes

Learning Outcomes are statements Operational Outcomes translate

What Outcome Statements Are and Are Not

Outcome statements are specific

Not Like This... But Like This

Not Like This... But Like This

Students will be able to research Students will be able to cite research

Not Like This... But Like This.

Students will be good role models Students will be able to apply

Students will be able to complete Students will be able to report

Major Final Output

Target Beneficiaries of Research Results

Definitions may be taken from encyclopedias, books, magazines and newspaper

Scope and Limitation of the Study

Description of Method or Approach

1. Clerical: questionnaire, interview, empirical observation, registration, testing etc.

The questionnaire consists of a set of structured and unstructured questions designed by

Questionnaire has many advantages which include anonymity of the respondents is

Interview is a measurement instrument otherwise known as oral questionnaire. It involves a

This is an instrument that is employed by a researcher in which an individual behavior or

 “Clearly define the goal of the instrument;

 Nature of the library services;

Table1: Classification of Research Based on Data Collection Instruments

Types of Research Data Collection Instruments

Subjects of the Study

Sampling Design and Procedures

In business research, companies must often generate samples of customers, clients,

Key Difference: A hypothesis is an uncertain supposition or explanation regarding a

Data analysis plan

It is a figure that represents the interplay of the variables.

Types of Research Paradigm

Distinction between Positivism and Interpretivism

To summarize positivism and interpretivism we can say that positivism is governed by

Results and Discussion

After organizing your thoughts as to what would- be the contents of your

Methods. Lagos: CSS Bookshops Limited.

Popoola, S.O. (2011, September). Research Methodologies in Library and Information

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