Methods of Educational Research

Rev. Fr. Nitodel A. Soriano, SThL, PhD

 Review of the Related Literature

The Review of the Related Literature is an important

step in the research process.

It does not only give the researcher a complete

understanding of what is known about a given topic; it
also provides him with many ideas about ways he can
design and carry out his research more effectively.

If a researcher shall come to know what is already

known and what is still unknown about a problem, it is
likely that he will know where to start and what to do.
According to Gay (1976), the review of related literature
performs five important functions.

(1) It provides the conceptual or theoretical framework of the

planned research

(2) It provides the researcher with the information about past

researches/ studies related to the topic

(3) It gives the researcher a feeling of confidence since by

means of the review of the related literature he will have on
hand all constructs (concepts) related to his study

(4) It gives the researcher information about the research

methods used, the population and sampling considered, the
instruments used in gathering the data, and the statistical
computation in previous researches.

(5) It provides findings and conclusions of past researches

which the researcher can relate to his own findings and
conclusions.
Good and Scates (1954) have enumerated three
contributions to problem solving that a review of the
related literature can give:

(1) A carefully planned program of reading is a must (read

many books, articles, journals, documents, etc.)

(2) A systematic survey of related literature will help a lot

(in your readings look for related concepts and studies)

(3) The knowledge obtained from such reading, in terms

of sources, procedures and results, represents essential
orientation for the definition of the problem, selection of
method, and interpretation of findings.
 Kinds the Related Literature

According to Fox (1969), there are two kinds of related

literature - research literature and conceptual literature

Research Literature refers to published reports of actual

research studies done previously

Conceptual Literature consists of articles or books

written by authorities giving their opinions, experiences,
theories or ideas of what is good and bad, desirable and
undesirable within the problem area.
 Library Technique
The library (Graduate School Library) is the main source of
both conceptual and research literature

Accordingly, the researcher must be willing and prepared to

spend considerable amount of his time and effort in
performing this essential phase of the research process

To help the researcher in implementing the "library

technique", these are considered: (1) the preparation of
working bibliography; (2) the evaluation of material; (3)
primary, secondary and tertiary sources of information; (4)
the art of reading; and (5) the mechanics of note taking.
 (1) The Preparation of a Working
Bibliography
What to include and what to leave out

To carry out his objectives in relation to his research study, the

researcher must adopt and implement a careful and systematic
program of reading.

To be able to do this, he needs to compile a rather exhaustive list of

published materials pertaining directly or closely to his thesis-subject.

To begin with, it will be enough if he provides himself with a

bibliography only sufficiently comprehensive to give him a great
knowledge of the amount and character of the work involved in his
research, to assure him that his own project has not yet been carried
out by someone else and to enable him to begin his investigation at
the most advantageous point.
How to compile a bibliography

First, it may be noted that, while instructors, advisers, and other

informed persons may frequently be of help at the very
beginning of an investigation, the bibliographical resources of
available libraries will constitute the chief fount of information.

Second, in all libraries the researcher will find useful: (1) the
card catalog, general and special, where subject classifications
will ordinarily yield much fruit; (2) formal bibliographies of
various sorts; (3) reference books, general and special, in
which sources are likely to be listed; (4) general books lists,
and periodical indices, in which references to magazine articles
appear; and (5) specific journals containing classified arrays of
current publications.
Third, a practical suggestion is to watch for bibliographical
references in footnotes of works.

In the case of reference to books, the minimum of

information on the individual card (5" X 3") would be: (1)
author's or editor's name and (at least) initials; (2) brief title
of the work; and (3) call-number in the most accessible
library, if that can be readily ascertained.

For articles in magazines, the citation must be somewhat

longer. Here, it is necessary to have, as a minimum: (1)
author's name and (at least) initials; (2) brief title of the
article; (3) brief title of the periodical in which the article
appeared; (4) volume number and page, or month and
year; and (5) library call-number, if readily obtainable.
Sifting the bibliography

Within reasonable time, the researcher will have a sizable

pack of reference cards, usable in form, and covering the
outstanding items among books, pamphlets, and magazine
articles, which must surely be examined in the course of his
research.

His pack will grow as he chances on new materials, for

instance in the cross-references of books that he is reading;
and it will diminish as he discards those items which prove of
no value for his particular purpose.

In the end he should find himself possessed of all the

necessary items for that formal bibliography which constitutes
an essential part of his completed thesis.
 (2) The Evaluation of Material
After preparing a working bibliography, the researcher should
proceed to the task of evaluating his materials. In this
evaluation process it is very helpful for the researcher to know
the names of some of the recognized experts in the field of his
research.

The following is a list of points to be checked when the

researcher is evaluating material:

(1) Accuracy and dependability. Accuracy and dependability can

be checked by looking up some particular fact or thing to which
you feel already have the correct answer and then by
comparing the information contained in the book with your own.
If there are no discrepancies, the odds are that the work is
generally reliable.
(2) Up-to-dateness. The copyright date gives some clue as to
up-to-dateness of the information in a book. It must be
borne in mind, however, that many an old work, regarded as
a standard in its field, may be more accurate and may
provide a clearer presentation of the fundamental elements
of the subject than a newer one; it may also be a better
source, for the material which it does include, than a recent
book which contains all the new information.

(3) Suitability for specific requirements. The information

which is given on the title page of a book can frequently be of
considerable usefulness to the researcher. The full title, for
instance, often summarizes the contents of the book, or gives
a more exact interpretation of the scope of the work.
(4) Authority. Academic titles, positions, or formerly held,
and the like are usually indicated, and this information is a
way of gauging whether the authority or editor is an
accepted reliable or recognized authority on the work he has
authored or edited.

(5) Scope. The contents of the book are often summarized

by the title which therefore, can give a good indication of the
scope of the book.

(6) Treatment and style. There are certain books which

contain highly technical vocabulary, or which obviously have
a so-called scholarly style. There are also books which are
written in simple, straight-forward manner that one cannot
help but read them from start to finish.
(7) Arrangement. Frequently the contents of good books are
appropriately arranged. For instance, the first couple of chapters
may provide an orientation to the reader, while the subsequent
chapters discuss the substance of the work. Good books also
have indexes, bibliographies, and appendixes.

(8) Illustrations, tables, and diagrams. These visual aids frequently

aid the reader in his comprehension and analysis of the textual
material of the work.

(9) Author.

(10) Publisher. The importance of a good publisher cannot be

overemphasized. Certain publishers have earned the trust and
confidence of the public as well as that of scholars and
professionals on account of the high quality of their publications.
(3) Primary, Secondary, and Tertiary Sources of
Information

The evaluation of material includes the determination of

the sources of information.

It is convenient to think of all information as being

classified generally into three kinds: primary or firsthand,
secondary or secondhand, and tertiary or thirdhand.

Material which comes from primary sources is usually

the best and the purest; the closest you are to the point
of origin, the less chance it has to become
contaminated.
The following is a list of primary sources, arranged approximately in
order of their PURITY and VALUE

(1) Experimentation

(2) Firsthand investigation: the interview and the questionnaire

(3) Doctoral dissertations and monographs in professional journals

(4) Letters, diaries, and autobiographies

(5) Original creative work in art and literature

(6) Reports of governments and their agencies: national regional,

provincial, city, and municipal

(7) Annual reports of research foundations, universities, and

corporations

(8) Newspapers
Secondary sources are the reports of a person who relates
the testimony of an actual witness of, or participant in, an
event. The writer of the secondary sources was not on the
scene of the event, but merely reports what the person who
was there said or wrote. Most history textbooks and
encyclopedias are examples of secondary sources, for they
are often several times removed from the original, firsthand
account of events.

Tertiary sources are those compiled from, or based on,

secondary source material. Many textbooks are examples
of thirdhand information. Since textbooks often have
simplified treatment, concise entries, and broad coverage,
they are considered acceptable reference tools.
 (4) The Art of Reading

Reading for research is a real task for researcher must read

intelligently and not casually, directionally and not aimlessly.

The ability to read and assimilate the pertinent ideas of written (or
printed) material is an art which the researcher should master.

Intelligent reading is impossible without active and critical thought.

Sometimes physical weariness is likely to result in highly uncritical
reading.

When the researcher is tired, it is better for him to lay the book
aside for a while and engage in some relaxing or restful activity.
There is strong evidence to support the notion that the morning
hours are best for reading. During these hours the power of
absorption is at its maximum for many persons.
 (5) The Mechanics of Note Taking

One of the most important research activities of the

researcher is note taking for it is through this process
that he puts materials in a form that can easily be
recalled and used in the future.

Notes will result from various sources: from speeches

and lectures, class discussions, from solitary meditation,
and from reading materials.

There must be a careful, systematic system of note

taking.
Best (1981) classifies reading-reference note under four
principal categories

(1) Quotation. The exact words of an author are reproduced,

enclosed in quotation marks. It is essential to copy each
statement accurately, and to indicate the exact page reference
so that quotations may be properly footnoted in the report.

(2) Paraphrase. The reader restates the author's thoughts in his

or her own words.

(3) Summary. The reader states in condensed form the contents

of the article.

(4) Evaluation. The reader records his or her own reaction,

indicating agreement or disagreement, or interpreting the point
of view of the writer.
Example (Macario Naval, Administration and Supervision for
Philippine Schools. Quezon City: Phoenix Publishing House, Inc.,
1967, p. 39)

(1) Quotation. Macario Naval says and I quote; "Man is guided in his
acts by the goals he sets in life. A man who does not plan his future is
worst than a beast, because as an aimless man, he may be a social
liability. Goals serve as the guiding star for a fruitful life"

(2) Paraphrase. According to Macario Naval that a man who has no

goal in life may become a social liability since goals guide the
individual to a fruitful life.

(3) Summary. Man, in order to become fruitful, must be guided by the

goals he sets in life, says Macario Naval.

(4) Evaluation. I truly believe what Macario Naval says that man must
set goals in his life because...
Best (1981) also suggested the following method for taking notes

(1) Skim the reference source before copying any notes. A bird's eye view
is essential before one can decide what material to record and use.
Selecting the most significant material is an art to be cultivated.

(2) Use 4" x 6" cards. They are easily sorted by subject headings, and are
large enough to include a reasonable amount of material. Some prefer 5"
x 8" cards, which are less convenient to carry but provide more space for
notes.

(3) File each note card under a definite topic or heading. Place the subject
heading at the top of the card for convenient filing.

(4) Include only one topic on a card. This makes organization of notes
flexible.

(5) Be sure that notes are complete and clearly understandable, for they
are not likely to be used for sometime after they have been copied.
(6) Distinguish clearly between a summary, a direct
quotation of the author, a reference to the author's
source, and an evaluative statement.

(7) Don't plan to recopy or type your notes. It wastes

time and increases possibility of error and confusion.
Copy your notes carefully the first time.

(8) Keep a supply of note cards with you at all times, so

that you can jot down ideas that come to you.

(9) Be careful not to lose your notes. As soon as they

are copied, file them in a card index box.

(10) Keep a permanent file of your notes.

The Collection of Data
 The Meaning of Data

According to Whitney (1950), data are the things we think

with. They are the raw materials of reflection, until by
comparison, combination, and evaluation they are stepped
up to higher levels of generalization, where again they
serve as basic materials for higher and higher thinking.

Good (1954) states that data constitute an accepted

number, quantity, facts, or relation used as a basis for
drawing conclusions, making inferences, or carrying out
investigations (data are the contents of your gathered
materials)
Best (1981) classifies the tools and
techniques used in the collection of data
(1) Observation
(2) Interview
(3) Inquiry Form (Questionnaire /
Opinionnaire)
(4) Psychological Tests and Inventories
(5) Library Technique
 The Interview

It is a data-gathering device which, in a sense, is an oral

questionnaire. Through an interview technique the researcher
may stimulate the subject to greater insight into his or her own
experiences, and thereby explore significant areas not
anticipated in the original plan of investigation

It provides an opportunity for the researcher to give information

and to develop certain attitudes on the part of the respondent,
a procedure that is not possible in using a questionnaire or a
test.

It enables the researcher to follow up leads and to take

advantage of small clues in dealing with complex topics and
questions
Pfiffner (1940) has suggested the following
"dont's" in interviewing:
(1) Don't argue
(2) Don't appear erudite or learned
(3) Don't use big words
(4) Don't irritate worn spots
(5) Don't tell inappropriate stories
(6) Don't talk too much
 Characteristics of a Good
Questionnaire
(1) It deals with a significant topic, one the respondent will recognize as
important enough to warrant spending his/her time on. The significance
should be clearly and clearly stated on the questionnaire.

(2) It seeks only the information which cannot be obtained from other
sources.

(3) It is as short as possible, only long enough to get the essential data.

(4) It is attractive in appearance, neatly arranged, and clearly duplicated

or printed.

(5) Directions are clear and complete, important terms are defined,
each question deals with a single idea, all questions are worded as
simply and as clearly as possible, and the categories provide an
opportunity for easy, accurate, and unambiguous responses.
(6) The questions are objective, with no leading
suggestions as to the responses desired.

(7) Questions are presented in good psychological order,

proceeding from general to more specific responses.
This order helps respondents to organize their own
thinking, so that their answers are logical and objective.
If possible, annoying and embarrassing questions should
be avoided.

(8) It is easy to tabulate and interpret. It is advisable to

preconstruct a tabulation sheet, anticipating how the
data will be tabulated and interpreted, before the final
form of the question is decided upon.
 Psychological Tests and Inventories

A psychological test is an instrument designed to

describe and measure a sample of certain aspects of
human behavior.

Tests may be used to compare the behavior of two or

more persons at a particular time, or one or more
persons at different times.

Psychological tests yield objective and standardized

descriptions of behavior, quantified by numerical scores
The Interpretation of Data
 Interpretation: Meaning and Importance

In the view of Whitney (1950), interpretation means an

adequate exposition of the true meaning of the material
presented, in terms of the purposes of the study being
reported, and of the chapter and section topics involved.

Interpretation throws light on the real significance of the

material in the context where it is found

It should include also the wider implications of the data

that have been first discussed, giving hints of conclusions
and recommendations to which they logically lead and that
will be presented in detail in the last chapter of the report.
The interpretative write-up of the report should constitute a
conclusive exhibit of the fact that the entire list of activities
connected with the investigation has been a process of
reflective thinking.

The final and most important level of interpretation will be in

terms of objectives set up, and in particular of the ultimate
objective.

Interpretation should include the meaning of the data and

conclusions of the study in comparison with and in the light
of all previous researches. Although comparison is in itself
contributory to the lowest level of interpretation, it may be
the beginning of the discovery of illuminating meanings.
 Modes of Presenting Data

(1) Textual Mode - embraces the discussion and

analysis of data

(2) Tabular Mode - is used to present, through tables,

the data of the study

(3) Graphic Mode - is used through graphs, charts, and

other devices, clarifies further in a more vivid fashion
certain facts, trends, and relationships in cases where
tables can not show various shades of meanings.
 Tables and Figures
The process of tabulation is a first step in the construction of
tables that are included in a research report. Tables help the
researcher to see the similarities and relationships of his data in
bold relief, as places in rows and columns according to some
logical plan for classification.

Table is a systematic method of presenting statistical data in

vertical columns and horizontal rows, according to some
qualification of subject matter

Figure is a device that presents statistical data in graphic form.

It includes graphs, charts, drawings, diagrams, maps,
photographs, blueprints, some kind of computer print-outs, and
so forth.
 Analysis and Interpretation of Data

Interpretation of data consists of two phases: (1)

Deductive Phase which involves the analysis of data
(classification and tabulation of data) and the (2)
Inductive Phase which involves the synthesis of data
(the formulation of generalizations or principles that may
substantiate or refute the hypothesis)

In the ANALYSIS OF DATA, there are things that must

be taken into consideration;

(1) One must analyze his research problem carefully to

see what is necessary to provide a solution to it.
(2) One must see the factors that will satisfy the conditions
of the problem.

(3) One must examine his source of data carefully to see

that the factors in which he is interested will have an
opportunity to demonstrate themselves.

(4) One must examine the means which he expects to

employ in gathering data, to see that these means are
capable of registering variations of appropriate magnitude,
simplicity and at the same time complexity.

ANALYSIS should be done throughout a research

undertaking, and not limited to the analysis of data after
they have been collected.
INTERPRETATION is essentially one of stating
what the results (findings) show. What do they
mean? What is their significance? What is the
answer to the original problem?
This process calls for a critical examination of the
results of one's analysis in the light of the
previous analyses concerning the gathering of
data. That is, all of the limitations of his data-
gathering must enter into and become a part of
his conclusions which grow out of his
interpretation of the results.
Preparing the Research Report
First, the research report serves to record and communicate
to others the procedure and the results of an investigation.

Second, it fulfills an important function in the process of

research: the researcher, in the act of writing, refines his
thinking

Third, the research report facilitates the testing of the work

done

Fourth, until the researcher has prepared a complete report,

he should not consider that he has completed his task

Fifth, if the researcher is really desirous of communicating his

work to others.
 Format of the Research Report
A. Preliminary Section

1. Title Page 4. List of Tables (if any)

2. Acknowledgment (if any) 5. List of Figures (if any)

3. Table of Contents

B. Main Body of the Report

1. Introduction

a. Statement of the Problem

b. Significance of the Problem

c. Assumptions, Limitations, and Delimitations

d. Definition of Terms
 2. Review of the Related Literature

3. Design of the Study

a. Procedures used c. Methods of Gathering Data

b. Sources of Data d. Description of data-gathering procedure

4. Presentation and Analysis of Data

a. Text c. Figures

b. Tables

5. Summary and Conclusions

a. Restatement of the Problem c. Findings and Conclusion

b. Description of Procedures Used d. Recommendations

C. Reference Section

1. Bibliography

2. Appendix
 Suggestions to improve style of writing
(1) The research report should be presented in a style that is creative, clear,
and concise. Even the most profound ideas can be explained in simple
language and short, coherent sentences

(2) Slang, hackneyed, or flippant phrases and folksy style should be avoided.
Since objectivity is the primary goal, there should be no element of exhortation
or persuasion.

(3) In the interest of objectivity, the personal pronouns, I, we, you, my, our and
us should not be used.

(4) The past tense should be used in describing research procedures that
have been completed.

(5) Only the last names of cited authorities are used. Titles such as professor,
Dr., Mr., and Dean are omitted.

(6) Abbreviations may be used in footnotes, tables, and figures, but they
should not be used in the text of the report.
(7) Discussion of quantitative terms should follow certain rules.
Few in number, less in quantity are the preferred forms of
expression. Numbers beginning a sentence should always be
spelled out. Fractions, round numbers, and numbers under 100
should be spelled out, except when they are combined.

(8) Ordinarily, standard statistical formulas are not presented in

the research report, nor are computations included.

(9) The ordinary rules of correct usage should prevail. A good

dictionary is a helpful reference for correct spelling,
syllabication, grammatical construction, and the appropriate use
and variation of words and sentences.

(10) A proofreader is highly recommended before typing the

final manuscript.
 Diction

(1) Have appropriate words and phrases been used at all

times?

(2) Have particular words and phrases been used with a

consistent meaning?

(3) Have words and phrases to which common practice has

assigned technical meanings been used correctly?

(4) Has attention been called explicitly to each word or

phrase used with an unusual or restricted meaning?

(5) Has the "overworking" of certain words been avoided?

 Clearness

(1) Is the vocabulary suitable for the

intended audience?
(2) Are the ideas expressed in simple
yet definite language?
 Rhetoric, Grammar, Spelling, and
Punctuation

(1) Have the rhetorical rules relative to unity, coherence,

and emphasis in sentence and paragraph construction
been properly observed?

(2) Have rules of grammar been observed?

(3) Are all words correctly spelled?

(4) Has consistency in the plan of punctuation been

observed?
 Form of Tables and Graphs
(1) Are the captions of tables at the top
and those of graphs at the bottom?
(2) Are the captions, box headings, and
other labels sufficiently complete so that
a competent reader will be able to
understand the table or graph without
referring to the accompanying text?
Explanation and Interpretation of Tables and
Graphs
(1) Has the enumeration of the facts summarized in a table or
diagram been minimized in the accompanying text?

(2) Is the accompanying text sufficiently complete so that it is

unnecessary for the reader to refer to the table or diagram in
order to follow the trend of thought?

(3) Are references to tables and graphs sufficiently explicit so

that the reader will have no difficulty in locating the correct
table or graph?

(4) In interpreting a table or graph, is the introduction or

irrelevant facts or comments avoided, so that the trend of
thought is not broken?
The Use of Quotations, Footnotes,
and Bibliography
 Quotations
Quotations have 3 purposes in thesis writing

(1) To convey information

(2) To substantiate a point by using the words of an

accepted authority

(3) To amplify a discussion by presenting the thinking of

those who hold the same or different views regarding the
point being made.

There are two kinds of quotations: the indirect quotation

(paraphrase) and the direct quotation (verbatim). Both kinds
of quotations need to be documented.
 Rules for Handling Quotations (Cole and
Bigelow)
(1) Quotations should be carefully checked, if possible with
the original source, in order that the exact words of the
author quoted may be reproduced.

(2) The punctuation, spelling, and capitalization of the

original author should be followed meticulously.

(3) Omissions may be made freely, provided care is taken

to preserve the exact meaning of the original passage and
to indicate such excision a clearly by the use of ellipses (...),
the three dots alternating with spaces are employed to
show the omission of any amount of matter - a word, a
phrase, or a clause - in the middle of a sentence.
 Footnotes
According to Best (1981), footnotes enable writers

(1) To substantiate their presentation by citations of other

authorities

(2) To give credit to sources of material that they have

quoted or paraphrased

(3) To provide the reader with specific sources that he or

she may use to verify the authenticity of material used.

There are occasions when the footnote is used to present

explanatory statements that, although important, would
interfere with the logic and continuity of textual material.
 Bibliography

Bibliography is a standard and universal requirement in

thesis writing.

It is located at the end of the main body of the research

report, and lists in alphabetical order the references
used by the writer in preparing the report

It serves one important purpose:: to be of immediate use

to the reader who wishes to investigate the problem.
Bibliographic entries should contain important facts about the
reference. In the case of books and pamphlets, the following
information is given in the order indicated:

a. Name of author, last name first

b. Title of book, underlined to indicate italics

c. Place of publication, publisher, and date of publication

d. Number of volume (if pamphlet)

Example: (bibliography form)

Aquino, Gaudencio V. Educational Administration:

Theory and Practice. Manila: Rex Book Store, 1985.

Evaluating the Research Report
 Criteria for Evaluating the Research
Title - Is the title descriptive, reasonably short and
correctly worded?

Introduction and Analysis of the Problem

(1) Is the problem analyzed into definite subordinate

questions or issue? (2) Is the logic of the analysis of the
problem sound? (3) Does the introduction give a clear
notion of the general scope of the research? (4) Are
important terms that are employed in an unusual sense
defined? (5) Is the discussion of previous research on
the problem adequate? (6) Are the basic assumptions
involved in the solution of the problem made clear?
Methods of Research

(1) Is the method of solution logically sound? (2) Do the research

methods chosen seem adequate for the solution of the problem? (3)
Are the reasons for their choice made clear? (4) Are the research
methods chosen adequately explained? (5) Is the research free
from specific weaknesses in research methodology?

Collection and Treatment of the Data

(1) Is the kind of data chosen adequate to be the solution of the

problem? (2) Are the data reasonably sufficient quantitatively for the
solution of the problem? (3) Is there evidence of care and accuracy
in the collection of data? (4) Are any peculiar samplings of persons
or materials involved, adequately accounted for? (5) Is irrelevant
material excluded? (6) Are the statistical or speculative methods of
organizing and treating the data adequate?
Summary and Conclusions

(1) Are inferences from the data and findings sound? (2) Are all the
conclusions based essentially on the data made known to the
reader? (3) Do the summary and conclusions include inferences
relative to the significant data? (4) Are the conclusions free from
mere opinion? (5) Are the limitations or qualifications of the
conclusions clearly and concisely expressed? (6) Are applications
and recommendations, when included, judiciously made? (7) Do the
conclusions really serve to answer questions or issues raised in the
introduction?

General Tone

(1) Does the tone of the report display an unbiased, impersonal,

scientific attitude? (2) Does the report show evidence of sound
background in the field?
The Most Awaited Moment
 Suggested Dispositions Before Thesis'
Defense
(1) It is said that "preparedness is a half-won battle" that is why, better to
prepare yourself ahead of the your scheduled Thesis' Defense

(2) There is a great necessity to review everything in your research

(work meticulously with your proofreader)

(3) Be sure that copies of your research have been distributed to your
Adviser and Members of the Panel. Don't forget to pay your fees for
defense.

(4) Sit down with your Statistician and Adviser for clarifications,
suggestions, and final discussion about your research.

(5) Appoint a secretary for your defense who will take down notes of all
the minutes

(6) Prepare a summary or an abstract (final defense) of your research

 Suggested Dispositions During Thesis'
Defense
(1) Start your day with a prayer entrusting to God whatever will transpire
during your defense

(2) Be confident (don't panic) that as you defend your research, you will
be also contributing to the realm of knowledge due to the novelty of your
thesis.

(3) Always remember that your Panel serves as guide to improve your
research. There is no point of arguing or being defensive. Have a
humble disposition throughout the defense.

(4) Answer truthfully whatever questions your Panel may give you. If you
do not understand, never hesitate to ask clarifications and suggestions
to better improve your work.

(5) Always consult your Adviser when things are unclear to you

(6) Say 'thank you' to everyone after you finished your defense.
 Suggested Dispositions After Thesis'
Defense
(1) Gather the minutes from your appointed secretary and
prioritize things for revisions. A systematic process is a must in
order not to waste time.

(2) Never hesitate to ask help from your Panel anytime

especially when you are working on their suggestions.

(3) This is the moment to have a greater patience, thus, work in

your own pace and do not rush.

(4) After making a final revision, have a final consultation and

discussion with your Proofreader, Statistician, and Adviser

(5) Manage your time very well. Be conscious of deadlines

(submission of Final Draft, Collective Approval from the Panel,
Bookbinding, and Preparations for Graduation)
End of Presentation