RESEARCH REVIEWER

THE LCUP
THESIS AND DISSERTATION FORMAT

The paper that constitutes the thesis or dissertation is more than merely a platform for summarizing
structured research. It is the pinnacle of academic heritage at LCUP and has been utilized by a great number of
alumni in the many different program options that have been made available throughout the years. One of its
characteristics that cannot be replicated is the blue box, which serves as a metaphor for the LCUP Graduate
Studies Department's role as an incubator of new ideas and innovations. In order to accommodate the
redesigned logo, the format of the banner head has been modified.

Parts of a Thesis / Dissertation Paper

Part 1:
     Preliminaries
Part 2:
     Body of the Paper
    Chapter 1 – The Problem and its Background
    Chapter 2 – Methodology of the Study
    Chapter 3 – Presentation, Analysis, and Interpretation of Data
    Chapter 4 – Summary of Findings, Conclusions, and
Recommendations of the Study
Part 3:
References
Part 4:
Appendices

Preliminaries
Title Page
 The Title Page comes first in the preliminary materials, but it cannot contain a page number. This is
because it is considered to be part of the cover page.
 The Title Page contains the following:
 The exact title of the paper;
 The full name of the writer/ researcher;
 The degree for which the paper is presented; and
 The month and the year the research paper is defended. 
 Titles need to be descriptive, but not overly descriptive, as it would make them wordy. According to the APA 7th
Manual, a good title shouldn't be any longer than 12 to 15 words at the most. The title should also include a
summary of the study without making sweeping statements about the environment in which it was conducted.
Approval Sheet

The second part of the preliminary materials to be completed is the approval sheet. From from point on,
the page numbers of the Preliminaries will be written in miniature Roman numerals (i, ii, iii, etc.). As a
result, page two contains the approval sheet.
 In the top line of the page, centered and printed in all capital letters, the words "APPROVAL SHEET"
are required to be typed out.
 The advisor, the panelists, and the Dean all need to sign the permission form in order for it to be valid.
 The expressions of approval and acceptance are written using the typical format, which includes
indentation.
Approval Sheet
 The approval sheet is the second component of the preliminaries. From hereon, pages in the Preliminaries
are labeled with small Roman numerals (i, ii, iii, etc.). Hence, the Approval Sheet is Page ii. 
 The words “APPROVAL SHEET” must be written in all caps, center aligned in the top line of the page. 
 The approval sheet must be signed by the adviser, the panelists, and the Dean. 
 The statements of approval and acceptance are written with the usual indented form.
Abstract
 The Abstract page is the fourth component of the preliminaries. 
 The words “Abstract” must be written in normal caps, boldfaced, center aligned in the top line of the
page.
 According to the APA 7th Manual, the abstract must not exceed 150 words. 
 An abstract includes: 
 A brief description of the background and purpose of the study;
 A statement of the theoretical and conceptual framework and hypothesis;
 Methodological specifics: respondents and site of study, inclusion criteria, instruments used, etc.;
  Primary findings and conclusions 
Abstract
 The Abstract page is the fourth component of the preliminaries. 
 The words “Abstract” must be written in normal caps, boldfaced, center aligned in the top line of the
page.
 According to the APA 7th Manual, the abstract must not exceed 150 words. 
 An abstract includes: 
 A brief description of the background and purpose of the study;
 A statement of the theoretical and conceptual framework and hypothesis;
 Methodological specifics: respondents and site of study, inclusion criteria, instruments used, etc.;
 Primary findings and conclusions 
 Parts of each chapter are written one inch from the left, in bold face and sentence caps. 
 Leaders (Dots….) should be used from the end of the title until before the page number, which is flushed
right. 
 If a chapter label or a chapter section label exceeds one line, it must be carried over in the next line. Fill
the blanks with leaders until it reaches the page number. 
 For easier formatting, researchers can use tables. Table borders can be removed to show a seamless table
of contents. 
List of Tables
 The List of Tables is the sixth component of the preliminaries. 
 The words “List of Tables” must be written in normal caps, boldfaced, center aligned in the top line of
the page.
 There are three columns to the list of tables: Table number, Table title, and the page where the table can
be found. 
 The Table number and Table title are flushed left. The Page numbers are flushed to the far right.
 Table numbers must be continuous regardless of the chapter where it is found. For instance, Table 1 can
be found in Chapter 2, but Table 2 can be found in Chapter 3, even if it is the first table in that chapter. 
 Leaders (Dots….) should be used from the end of the title until before the page number, which is flushed
right. 
 If the Table title exceeds one line, it must be carried over in the next line. Fill the blanks with leaders
until it reaches the page number. 
 For easier formatting, researchers can use tables. Table borders can be removed to show a seamless table
of contents. 
List of Figures
 The List of Figures is the seventh and last component of the preliminaries. 
 The words “List of Figures” must be written in sentence caps, boldfaced, center aligned in the top line of
the page.
 There are three columns to the list of tables: Figure number, Figure title, and the page where the figure
can be found. 
 The Figure number and Figure title are flushed left. The Page numbers are flushed to the far right.
 Figure numbers must be continuous regardless of the chapter where it is found. For instance, Figure 1
can be found in Chapter 2, but Figure 2 can be found in Chapter 3, even if it is the first table in that
chapter. 
 Leaders (Dots….) should be used from the end of the title until before the page number, which is flushed
right. 
 If the Table title exceeds one line, it must be carried over in the next line. Fill the blanks with leaders
until it reaches the page number. 
 For easier formatting, researchers can use tables. Table borders can be removed to show a seamless table
of contents. 
Organizing the Research Report
 
The seventh edition of the APA manual adheres to the organization's Journal Article Reporting
Standards, which offer comprehensive and specific guidance on how to write research reports in a way that is
helpful to the people who read them. As a consequence of this, the majority of LCUP's guidelines are
incorporated into the composition of theses and dissertations. Details will also be provided to accommodate
details on quantitative, qualitative, and mixed-methods research, as well as details on other types of research
conducted in the GS such as Instructional Materials Development and the IT Capstone Project. Details will also
be provided to accommodate details on mixed-methods research.
CHAPTER 1
The Problem and its Background
Introduction
 The Introduction provides a brief overview of the study as it relates to the needs of the literature
(blankspots/ blindspots) and its intended goals and contributions. One manner of organizing the
Introduction is by using the TIOC format: Trends, Issues, Objectives, and Contributions. 
 In the Trends portion, relate the present study to the ones previously reported or conducted in the research
literature. 
  In the Issues portion, state the necessity of the research problem, including its theoretical or practical
implications. 
 In the Objectives portion, provide an overview of the analyses to be conducted in the study. Provide the
main problems of the study, but also provide other analytical information such as theoretical constructs to
be verified, methodological considerations, or statistical techniques.
 In the Contributions portion, emphasize the present study’s uniqueness and/or importance. Juxtapose the
study in contrast with the prevailing studies in the literature.  
Introduction
 The Introduction provides a brief overview of the study as it relates to the needs of the literature
(blankspots/ blindspots) and its intended goals and contributions. One manner of organizing the
Introduction is by using the TIOC format: Trends, Issues, Objectives, and Contributions. 
 In the Trends portion, relate the present study to the ones previously reported or conducted in the research
literature. 
 In the Issues portion, state the necessity of the research problem, including its theoretical or practical
implications. 
 In the Objectives portion, provide an overview of the analyses to be conducted in the study. Provide the
main problems of the study, but also provide other analytical information such as theoretical constructs to
be verified, methodological considerations, or statistical techniques.
 In the Contributions portion, emphasize the present study’s uniqueness and/or importance. Juxtapose the
study in contrast with the prevailing studies in the literature.  
Literature Review
 The literature review serves to discuss the developments in the field relevant to the development of the
present study. Scholarship builds itself on continuous inquiry, and the literature review situates the present
study at the edge of this inquiry. 
 For the Thesis paper, researchers are expected to peruse 40-50 related studies that are dated 5-10 years
from the student’s date of writing. Any mention of a critical paper (e.g., the dissertation of Lawrence
Kohlberg in 1972 that explored his Moral Development theory) must be cited from a more recent paper. 
 For the Dissertation paper, researchers are expected to peruse 90-100 related studies that are dated 5-10
years from the student’s date of writing. Any mention of a critical paper (e.g., the dissertation of
Lawrence Kohlberg in 1972 that explored his Moral Development theory) must be cited from a more
recent paper. 
 The organization of the literature review must give precedence to the discussion of the study’s prominent
variables (i.e., Independent/ Dependent Variables) and a Synthesis of concepts at the end. 
 The conceptual framework remains with qualitative research. However, conceptual frameworks for
qualitative studies also provide theoretical arguments that inform the study. It is not selecting a theory
per se, but explaining the main arguments that serve to inform the whole paper. 
 The conceptual framework is usually represented with a paradigm. 
 For mixed methods studies, the conceptual framework must conform with mixed method designs
pertinent to the research strategy. The sequence of quantitative and qualitative inquiry, as well as their
relationship in terms of their roles in data analysis, must be illustrated. 
Significance of the Study
 The Significance of the Study further stresses the importance of the study by emphasizing the specific
sectors of society that would benefit from the present study. 
 A student can enter up until five sectors, excluding “Future Researchers”. The continuity of scientific
inquiry is implied in the entire thesis/ dissertation writing process. 
Statement of the Problem
 The Statement of the Problem enumerates the different problems that will be solved in the present study. 
 Problems for quantitative research must be organized from descriptive to inferential level; from the
independent variable first before the dependent variable, and the analytical statistics tests at the last part.
 Problems for qualitative research must be organized from descriptive to discursive level; by thematic
analyses and into a synthesis of insights toward a working theory or ethnography.
 Problems in mixed methods researches must be organized as demanded by their chosen mixed methods
inquiry. For instance, some sequential designs need quantitative data insights first before being informed
by qualitative data.
Statement of the Problem
 The Statement of the Problem enumerates the different problems that will be solved in the present study. 
 Problems for quantitative research must be organized from descriptive to inferential level; from the
independent variable first before the dependent variable, and the analytical statistics tests at the last part.
 Problems for qualitative research must be organized from descriptive to discursive level; by thematic
analyses and into a synthesis of insights toward a working theory or ethnography.
 Problems in mixed methods researches must be organized as demanded by their chosen mixed methods
inquiry. For instance, some sequential designs need quantitative data insights first before being informed
by qualitative data.
Definition of Terms
 The Definition of Terms provide clarification of technical terms used in the present study. 
 This component is only used for quantitative researches and mixed method researches when needed. 
  Definition of Terms must include a conceptual definition and an operational definition. Conceptual
definition is what the term is defined with in the research literature. Operational definition is how the term
is used in the study. A term can mean the same for both conceptual and operational definitions. 
Scope and Limitations of the Study
 The Scope and Limitations of the Study considers the factors that limit a study into its present shape.
These limitations may come due to logistical and time considerations, restrictions of the respondents and
the site of study, etc. 
 Limitations must be declared for all variables present in the study. 
 This section is important for qualitative studies as it includes the limitations set for qualitative inquiry.
Unlike quantitative research, qualitative research tends to encompass different topics when unabated with
topic limitations. As such, qualitative researchers have to set limits early in the study.

CHAPTER 2
Methodology of the Study
Methods and Techniques of the Study
 The Methods and Techniques component describes the main research strategy utilized for the study. 
 Identify the pertinent strategy to be used, and justify its presence in the present study. Use reference
sources for justifying the use of this method.
 Include sources in the literature that have used methods and strategies similar to the present study as
well. 
Respondents of the Study
 More than describing the respondents of the study, researchers must also include inclusion and exclusion
criteria for respondent participation. 
 Participant characteristics must also be reported as well, including key demographic characteristics or
study-related factors (e.g., educational attainment, years of service). As such, demographic information of
the respondents must be revised to include actual demographic distribution of the participants after
conducting the study. 
 For studies involving animals, report the genus, species, and strain number or other specific identification,
such as name and location of the supplier and stock designation. Provide physiological identifiers as well
such as age, sex, weight, conditions, any reported modifications, genotype, health, and/or any previous
conditions subjugated. 
 This section can be waived if study focuses on data collection and analysis instead of utilizing human/
non-human participants. 
 In cases of sampling, researchers must report sampling procedure, including procedures and methods.
Effect sizes for power analysis must also be cited. 
 Sampling methodologies should also be explained in detail with necessary justification to its selection.
For instance, studies utilizing systematic sampling must justify its use, as well as the system in place for
respondent inclusion. 
 This component must be revised after conducting the study, adding details on actual respondent
participation. 
 For qualitative studies, the site of the study should also be properly document. For instance, if an MAN
student decides to conduct research in medium-security prisons, they should provide an overview of the
existing conditions in the prison of their study. Photographs are allowed as documents, and will be
logged as Figures in the Table of Contents. 
 It is also necessary especially for qualitative studies to provide details on the recruitment process of the
respondents. Any special benefit or compensation given to them in turn for their participation in the
study must be declared.
Instruments of the Study
 Instruments do not necessarily pertain to survey questionnaires only. It includes any form of
documentation designed to gather data from among participants in a study. This includes interview
questions and experiment protocol. 
 Provide details about the instrument’s formal properties, including number of items, components, scoring
mechanisms, interview protocols, etc. 
 Details about reliability and validity of instruments must be provided in this section. Traditional
reliability coefficients and estimates must be provided for adapted questionnaires. Procedures conducted
to ascertain instrument validity and reliability must also be properly documented in this section. 
 Permissions are necessary before using an adapted questionnaire. A copy of this permission should be
part of the Appendices. 
 For studies that focus on documentary analysis, this section can be changed as “Sources of Data”.
o Details of document sourcing, including permissions and details on ascertaining authenticity,
must be given in substantial detail.
Data Gathering Procedure
 Researchers must disclose detailed procedures of their research in this section. Contents in this section
must be organized chronologically. 
  For experimental studies, experiment protocol and setup must be clearly described in this section. Figures
may be included as necessary graphical illustrations.  
 For qualitative studies, methods of data validation should be included (e.g., interrater validation) as well
as coding mechanics to verify the quality of themes derived from the data. 
 For mixed methods studies, procedures should reflect the chosen MMR design. It must also consider
quality controls for both qualitative and quantitative data gathering
Data Processing and Statistical Treatment
 This section includes the tests with which quantitative data will be analyzed. 
 While justifications for the selection of statistical tests are desired, the inclusion of formulas are not
necessary. 
This section must be organized according to the tests used to determine the results for each Statement of the
Problem.
 Each test must be justified with:
 The assumptions and functions of each test; and
 The use of such tests for similar problems, if not related, in the research literature. 
 This section is omitted for qualitative researches. However, mixed methods researches need to retain this
section, only adding a minimal explanation of the processes used to analyze qualitative data in relation to
the quantitative data.
Ethical Considerations 
 Ethical compliance is a crucial component for quality research outputs. An ethics review encompasses
both a technical review of the study, and an ethical review of the study’s implications and protocol. 
 Ethical considerations primarily include the implications of human engagement in the study, especially if
their participation in the study puts them in harm to a certain extent. 
 Even when studies do not involve human participants, data derived from these participants and their
rights to it are protected and ensured by the REC. 
 In writing this section, the researcher must consider the ethical implications of the present study. 
 After the REC has conducted its review, the researcher must include the compliance code of the REC
review in this section.
Ethical Considerations 
 Ethical compliance is a crucial component for quality research outputs. An ethics review encompasses
both a technical review of the study, and an ethical review of the study’s implications and protocol. 
 Ethical considerations primarily include the implications of human engagement in the study, especially if
their participation in the study puts them in harm to a certain extent. 
 Even when studies do not involve human participants, data derived from these participants and their
rights to it are protected and ensured by the REC. 
 In writing this section, the researcher must consider the ethical implications of the present study. 
 After the REC has conducted its review, the researcher must include the compliance code of the REC
review in this section.
Proposed System Architecture
 For IT Capstone Projects, this section considers the pre-developmental stages of a project, putting into
detail its proposed system as will be validated in the succeeding chapters. 
 This section should align the proposed system architecture to the theoretical framework. For instance, an
educational software developed with the ADDIE model should have a proposed system architecture
aligned with the ADDIE model.
CHAPTER 3
Presentation, Analysis, and Interpretation of the Study
Results
 The results of the present study must be discussed as organized by their Statement of the Problem. 
 Results for quantitative inquiry must include:
 Results of data gathering and a general description of all variable outcomes.
 Provisions for mean, standard deviation, and interpretation in the tables for descriptive statistics
 A comparison of data units with the rest of the data within the variable
 For experimental studies, a description of control group data
 Textual discussions of quantitative results must precede tabular presentation

 Results for qualitative inquiry must include:

 Description of the respondents’ individual conditions and circumstances
 Descriptions of the site of the study; photographic evidences included
 Arrangement of themes must depend on the Statement of the Problem, if not the logical
progression of themes from simple to complicated
 Tabular presentation, if any; must be preceded with a textual discussion of its contents
 For mixed methods inquiries, the sequence must reconcile both the Statement of the Problem and the
methodological sequence required for by the selected mixed method strategy.
 Results of IT Capstone Projects must follow the sequence as indicated in the Statement of the Problem.
Similarly, all tabular presentations should be preceded by a textual discussion of its contents
 Development of Instructional Materials: must be divided with the following sections:
  Needs Analysis/ Pre-Development Phase
 Development Phase
 Validation Phase
Discussion
 Interpretations of the results should reveal similar or different findings from the research literature. For
qualitative studies, emphasize any similarities with existing theoretical frameworks. Determine any
alternative explanations. 
 For quantitative studies, discuss the results of the statistical tests and determine its support to the
hypothesis
 Discuss the generalizability of the results with the target population and other relevant contexts of
practical application
 Discuss implications for future programs or policies
  Discuss practical and ethical realities during the conduct of the study and how future researchers can
manage these realities. 
 Mixed methods studies should be able to see the interconnections of qualitative and quantitative data, and
make it apparent to readers as well. Researchers should also formulate discussions that will conform to
the methodological sequence of the design. 
 IT Capstone Projects must determine implications of the system’s design and its usability to future
similar system developments. 
 For studies into developments of instructional materials or tests, the features of these materials should be
discussed and its defining characteristics. Reflections on its usability can also be derived with the
implications of its development.
CHAPTER 4
Summary of Findings, Conclusions, and Recommendations
 Before the following sections, this chapter must include a short summary of the study’s context and
research strategy. Provide details as necessary. 
 Summary of Findings. The summary of findings must directly answer the Statement of the Problem in
individual statements.  Only utilize the general findings when describing it in this section.
 Conclusions. Provide a general conclusion that responds to the Statement of the Problem. It must
respond to each problem as stated in Chapter 1. 
 Recommendations. Provide recommendations that responds to the Conclusions as stated earlier. These
recommendations must be based from the data and findings as discussed in the previous chapter. 

APPENDICES
Research Ethics Committee (REC) Compliance Certificate
 The Research Ethics Committee or REC is a necessary oversight body for research that acts as the
Institutional Review Board (IRB) of the University. While their necessity is hugely expressed in Health
Sciences, a study that undergoes the REC is recognized internationally in conferences and peer-reviewed
journals. REC covers all fields and disciplines, with reviewers assigned for each discipline. 
 In such time when the REC fully integrates its procedures to the Graduate Studies Department, documents
pertaining to a study’s compliance to Research Ethics are the first components of the Appendices. 
 Appendices must include all documents hereunto submitted to the REC in conformance of its Study
Protocol Checklist. 
 In place of the REC Compliance Certificate, the researcher must include the Informed Consent Form
instead, cognizant of the Ethical Considerations they stated in their chapter on Methodology. 
Permission Letter
 The permission letter, which was used to conduct study within a site, is the first component of the
Appendices, if not the second next to REC Compliance. 
 The permission letter and the Informed Consent letter are different. The former focuses on consent and
access to individuals. The latter focuses on permissions to authorities within the target site of the study.  
Instruments of the Study
 Any form of instrumentation in the study can be placed under this Appendix, including survey
questionnaires, interview questions, experimental protocol, etc. 
 Instruments would only include templates, not the exact instruments answered by the respondents. 
 Transcripts of interviews are considered as a separate Appendix. However, survey questionnaires
answered by the respondents need not be included in the hardbound.
Curriculum Vitae
 The Curriculum Vitae is the last component of the Appendices. 
 Any other additional appendices not indicated in this list must be included before the Curriculum Vitae. 
 While the contents of a researcher’s CV may vary, all CV’s must include: educational attainment, work
experience, awards/ recognitions received, previous research publications, and character references
Other Appendices
 Researchers may include other appendices as they or their advisers deem necessary for their study. 
 For IT Capstone Projects, other necessary appendices include:
  Flowchart Diagram for system development; 
 Entity-diagram relationship for mobile app development

THE RESEARCH PROCESS

Research is a process of inquiry.

⬥ Research reflects an innate human sense to inquire about the things around us.

⬥ In elementary, we are trained to think using the scientific method as a means to verify the reality around
us.

⬥ The scientific method is not only exclusive to scientific problems, but to our problems as teachers as
well. We know this as either thinking inductively or deductively.

⬥ In research, we offer solutions to what we observe, if we see something can be improved.

⬥ Science is not perfect, but it is the best way we can understand the world around us.

Conceptualization
Phase

Dissemination
Designing Phase
Phase

Analysis Phase Empirical Phase

CONCEPTUALIZATION PHASE

⬥ Researcher gets to intellectualize about a topic and present a concrete topic/ problem

⬥ Involves the following

⬦ Literature review (conflicts and gaps)

⬦ Statement of the Problem

⬦ Hypothesis Formulation

Literature Review
✘ The literature review serves to discuss the developments in the field relevant to the development of the
present study. Scholarship builds itself on continuous inquiry, and the literature review situates the
present study at the edge of this inquiry.
 ✘ For the Thesis paper, researchers are expected to peruse 40-50 related studies that are dated 5-10 years
from the student’s date of writing. Any mention of a critical paper (e.g., the dissertation of Lawrence
Kohlberg in 1972 that explored his Moral Development theory) must be cited from a more recent paper.

✘ For the Dissertation paper, researchers are expected to peruse 90-100 related studies that are dated 5-10
years from the student’s date of writing. Any mention of a critical paper (e.g., the dissertation of
Lawrence Kohlberg in 1972 that explored his Moral Development theory) must be cited from a more
recent paper.

✘ The organization of the literature review must give precedence to the discussion of the study’s
prominent variables (i.e., Independent/ Dependent Variables) and a Synthesis of concepts at the end.

Statement of the Problem

⬥ The Statement of the Problem enumerates the different problems that will be solved in the present study.

⬥ Problems for quantitative research must be organized from descriptive to inferential level; from the
independent variable first before the dependent variable, and the analytical statistics tests at the last part.

⬥ The Statement of the Problem enumerates the different problems that will be solved in the present study.

⬥ Problems for quantitative research must be organized from descriptive to inferential level; from the
independent variable first before the dependent variable, and the analytical statistics tests at the last part.

⬥ Problems for qualitative research must be organized from descriptive to discursive level; by thematic
analyses and into a synthesis of insights toward a working theory or ethnography.

⬥ 1.5.4.Problems in mixed methods researches must be organized as demanded by their chosen mixed
methods inquiry. For instance, some sequential designs need quantitative data insights first before being
informed by qualitative data.

HYPOTHESIS OF THE STUDY

 The Hypothesis of the Study is a statement regarding the present study, the veracity of which is
ascertained with statistical testing (e.g., t-tests, ANOVA, etc.)
 This component is only retained with quantitative researches and mixed methods researches as needed.
 Hypotheses are tested within the conventional levels of p= .05. Testing with lower levels may mean a
significant effect size, but they are reserved for literature review studies.

DESIGNING PHASE
⬥ Researcher plans the methods of the study to efficiently investigate and solve the problem.

⬥ Involves the following

⬦ Methods and Techniques of the Study

⬦ Data Gathering Procedure

⬦ Instruments, Respondents, etc.

Methods and Techniques of the Study

The Methods and Techniques component describes the main research strategy utilized for the study.
Identify the pertinent strategy to be used, and justify its presence in the present study.
Include sources in the literature that have used methods and strategies similar to the present
study as well.

Respondents of the Study

More than describing the respondents of the study, researchers must also include inclusion and
exclusion criteria for respondent participation.
Participant characteristics must also be reported as well, including key demographic characteristics or
study-related factors (e.g., educational attainment, years of service). As such, demographic information of the
respondents must be revised to include actual demographic distribution of the participants after conducting the
study.

INSTRUMENTS OF THE STUDY

Instruments do not necessarily pertain to survey questionnaires only. It includes any form of documentation
designed to gather data from among participants in a study. This includes interview questions and experiment
protocol.
Provide details about the instrument’s formal properties, including number of items, components, scoring
mechanisms, interview protocols, etc.

DATA GATHERING PROCEDURE

Researchers must disclose detailed procedures of their research in this section. Contents in this section must be
organized chronologically
For experimental studies, experiment protocol and setup must be clearly described in this section. Figures
may be included as necessary graphical illustrations.

EMPIRICAL PHASE
⬥ Researcher implements the methodology they have planned for earlier, following ethical compliance

⬥ Involves the following

⬦ Data Processing

⬦ Ethical Compliance

DATA PROCESSING AND STATISTICAL TREATMENT

This section includes the tests with which quantitative data will be analyzed.
While justifications for the selection of statistical tests are desired, the inclusion of formulas are not
necessary.
. This section must be organized according to the tests used to determine the results for each Statement of
the Problem.

ETHICAL CONSIDERATIONS
Ethical compliance is a crucial component for quality research outputs. An ethics review encompasses both a
technical review of the study, and an ethical review of the study’s implications and protocol.
Ethical considerations primarily include the implications of human engagement in the study, especially
if their participation in the study puts them in harm to a certain extent.
Even when studies do not involve human participants, data derived from these participants and their rights to it
are protected and ensured by the REC.
. In writing this section, the researcher must consider the ethical implications of the present study.
After the REC has conducted its review, the researcher must include the compliance code of the REC
review in this section.

ANALYSIS PHASE
⬥ Researcher formulate findings and interpretations based on gathered data

⬥ Involves the following

⬦ Data Analysis and Interpretation

⬦ Conclusions and Recommendations

DATA CASE ANALYSIS

During the proposal stage, this section should clarify the procedure for gathering data to create project needs
and targets. .3.
During the final defense stage, this section should answer the project needs and targets and how the present
study addresses these.
Summary of Findings. The summary of findings must directly answer the Statement of the Problem in
individual statements. Only utilize the general findings when describing it in this section.
Conclusions. Provide a general conclusion that responds to the Statement of the Problem. It must respond to
each problem as stated in Chapter 1.
Recommendations. Provide recommendations that responds to the Conclusions as stated earlier. These
recommendations must be based from the data and findings as discussed in the previous chapter.

DISSEMINATION PHASE
⬥ Researcher presents and/or publishes the findings to the public

⬥ Dissemination also involves publication that would inevitably become a reviewed study for another
problem, completing the cycle of the research process.

RESEARCH

RESEARCH (PANANALIKSIK)
• Careful, systematic, patient study and investigation in some field of knowledge.
• Scientific investigation of phenomena which includes collection, presentation, analysis and
interpretation of facts that links an individual’s speculation with reality. (relates man thinking with
reality)
TYPES OF RESEARCH
• Basic Research (Fundamental or Pure Research)
– It seeks to discover basic truth or principles.
– Exploring the unknown to extend the boundaries of knowledge as well as to discover new facts.
• Applied Research
– Seeking new applications of scientific knowledge to the solution of a problem such as
development of a new system or procedure, new device, or new method in order to solve the
problem.
BASIC VS APPLIED RESEARCH
Basic research “uses the scientific method to answer questions that address theoretical issues about fundamental
processes and underlying mechanisms related to the behaviors and events being studied”
Basic research is also “used to address theoretical questions regarding the mechanism and processes of
behavior”
Applied research “uses the scientific method to answer questions concerning practical problems with potential
practical solutions”
Applied research is also “used to address questions that can lead to immediate solutions to practical problems”
BASIC RESEACH
 Driven purely by curiosity and a desire to expand our knowledge.
 It helps understand the world around us.
APPLIED RESEARCH
 Used to answer a specific question that has direct applications to the world.
 It intends to solve a problem.
DISCIPLINE RESEARCH
• Business
• Sociology
• Tourism
• Psychology
• Archaeology
• Technology
• Education
EDUCATIONAL RESEARCH
 • Investigation on Educational System and its Process
• Seeking new ideas on Education
• Improving Educational Management System
• Instructional Organizational Leadership
• Improving and Development of Learning Materials and Devices
RESEARCH METHODOLOGIES
• Qualitative Methodology
• Quantitative Methodology
• Mixed-Methodologies
QUALITATIVE RESEARCH
 A systematic and disciplined subjective approach used to describe life experiences and give them
meaning.
• A qualitative study does not begin with a hypothesis or a presumed outcome as is the case in a
quantitative study.
• A qualitative study cannot begin without a plan.
• An inductive process of organizing data into categories and identifying patterns (relationships) among
categories.
QUALITATIVE RESEACH DESIGN
• Narrative Research
• Phenomenology
• Grounded Theory
• Ethnography
• Case Study
• Historical Research
NARRATIVE RESEARCH
• Narrative research can be defined as collecting and analyzing the accounts people tell to describe
experiences and offer interpretation. Often, oncology clinicians use narrative methods to investigate
issues such as clinical outcomes, coping, and quality of life.
• Narrative is used to describe a variety of ways humans perform the “telling of events [1].” Carr [2]
suggests that narrative is not just a way of describing events, but is a part of the events. The retelling
merges events with reality, however “true” or “accurate” they may be. Narrative accounts detail unique
experiences and perceptions pertaining to various aspects of humanity and culture
PHENOMENOLOGY
• Phenomenological research is a qualitative research approach that seeks to understand and describe the
universal essence of a phenomenon. The approach investigates the everyday experiences of human
beings while suspending the researchers’ preconceived assumptions about the phenomenon.
• Researchers using phenomenological research design assume that people use a universal structure or
essence to make sense of their experience. They interpret the participants’ feelings, perceptions, and
beliefs to clarify the essence of the phenomenon under investigation.
GROUNDED THEORY
• Grounded theory (GT) is a research method concerned with the generation of theory, 1 which is
‘grounded’ in data that has been systematically collected and analysed.2 It is used to uncover such things
as social relationships and behaviours of groups, known as social processes.
• Increasingly, researchers use the term to mean the methods of inquiry for collecting and, in particular,
analyzing data. The methodological strategies of grounded theory are aimed to construct middle-level
theories directly from data analysis. The inductive theoretical thrust of these methods is central to their
logic. 
ETHNOGRAPHY
• Ethnography is a qualitative research study looking at the social interaction of users in a given
environment. This research provides an in-depth insight into the user’s views and actions along with the
sights and sounds they encounter during their day. It provides the researcher with an understanding of
how those users see the world and how they interact with everything around them.
• Ethnography methods include direct observation, diary studies, video recordings, photography and
artefact analysis such as devices that a person uses throughout the day. Observations can be made
anywhere from the user’s workplace, their home or while they are out with family and friends. The
length of the studies can vary depending on the research that is being conducted. They can range from a
couple of hours of observation, to studies that last several months.
TWO WAYS OBSERVATION
• Passive observation which can also be known as ‘shadowing’ is where a user or users are shadowed
while they go about their everyday tasks observed by a researcher. Sometimes before the research
begins, users will be interviewed on their own or in groups to learn more about them and their needs.
Observations will be documented throughout the day using a number of methods such as taking notes,
photographs, sketches or videos. This observation method is a good way for researchers to see how users
go about their day first hand and identify any disconnections of when the user tells the researcher one
thing but actually interacts in another way.
• Contextual interviews are where the researcher will interact with users while observing them going
about their everyday tasks. The interviews will be held in a natural environment, so as not to feel too
formal. The researcher will observe the user going about their everyday tasks and ask questions to gain
insight.
CASE STUDY
• A case study is a research approach that is used to generate an in-depth, multi-faceted understanding of a
complex issue in its real-life context. It is an established research design that is used extensively in a
wide variety of disciplines, particularly in the social sciences.
• Case studies can be used to explain, describe  or explore events or phenomena in the everyday contexts
in which they occur. These can, for example, help to understand and explain causal links and pathways
resulting from a new policy initiative or service development
HISTORICAL RESEARCH
• Historical research or historiography, "attempts to systematically recapture the complex nuances, the
people,meanings,events,and even ideas of the past that have influenced and shaped the present".
• Primary sources may include eyewitness accounts of events, can be oral or written testimony, found in
public records and legal documents, minutes of the meeting, corporate records, recording, letters, diaries
and journals.
QUANTITATIVE RESEARCH
A systematic and objective approach used to describe and test existing theories and hypotheses.

• Interview: Researchers can conduct in-depth, face-to-face interviews with participants. This allows
them to gain insights from the participants to best understand their experience. 
• Focus Groups: Focus groups are similar to interviews, but involve multiple participants at once. They
are another route to obtaining responses and making interview observations. 
• Observation: A less direct method than interviews or focus groups, this method requires careful
attention to participants’ activities and behaviors in order to gather data. 
• Document analysis: Researchers can gather useful data from print documents as well as electronic
records. Careful analysis is needed to draw conclusions from the body of related documents.
QUANTITATIVE RESEARCH DESIGN
• Descriptive
• Survey
• Correlation
 • Comparative
• Experimental
• Quasi-Experimental
DESCRIPTIVE RESEARCH
• Seeks to describe the current status of an identified variable. These research projects are designed to
provide systematic information about a phenomenon. The researcher does not usually begin with an
hypothesis, but is likely to develop one after collecting data. The analysis and synthesis of the data
provide the test of the hypothesis. Systematic collection of information requires careful selection of the
units studied and careful measurement of each variable.
EXAMPLES OF DESCRIPTIVE RESEARCH
• A description of how second-grade students spend their time during summer vacation • A description of
the tobacco use habits of teenagers
• A description of how parents feel about the twelvemonth school year
• A description of the kinds of physical activities that typically occur in nursing homes, and how
frequently each occurs
CORRELATIONAL RESEARCH
• Attempts to determine the extent of a relationship between two or more variables using statistical data.
In this type of design, relationships between and among a number of facts are sought and interpreted.
This type of research will recognize trends and patterns in data, but it does not go so far in its analysis to
prove causes for these observed patterns. Cause and effect is not the basis of this type of observational
research. The data, relationships, and distributions of variables are studied only. Variables are not
manipulated; they are only identified and are studied as they occur in a natural setting.
EXAMPLE OF CORRELATIONAL RESEARCH
• The relationship between intelligence and self-esteem
• The relationship between diet and anxiety
• The relationship between an aptitude test and success in an algebra course
• The relationships between the types of activities used in math classrooms and student achievement
CASUAL COMPARATIVE RESEARCH
• Attempts to establish cause-effect relationships among the variables. These types of design are very
similar to true experiments, but with some key differences. An independent variable is identified but not
manipulated by the experimenter, and effects of the independent variable on the dependent variable are
measured. The researcher does not randomly assign groups and must use ones that are naturally formed
or pre-existing groups. Identified control groups exposed to the treatment variable are studied and
compared to groups who are not.
EXAMPLE OF CASUAL COMPARATIVE RESEARCH
• The effect of preschool attendance on social maturity at the end of the first grade
• The effect of taking multivitamins on a students’ school absenteeism
• The effect of part-time employment on the achievement of high school students
EXPERIMENTAL RESEARCH
• Called true experimentation, uses the scientific method to establish the cause-effect relationship among a
group of variables that make up a study. The true experiment is often thought of as a laboratory study,
but this is not always the case; a laboratory setting has nothing to do with it. A true experiment is any
study where an effort is made to identify and impose control over all other variables except one. An
independent variable is manipulated to determine the effects on the dependent variables. Subjects are
randomly assigned to experimental treatments rather than identified in naturally occurring groups
EXAMPLE OF EXPERIMENTAL RESEARCH
• The effect of a new treatment plan on breast cancer
• The effect of positive reinforcement on attitude toward school
• The effect of teaching with a cooperative group strategy or a traditional lecture approach on students’
achievement
• A comparison of the effect of personalized instruction vs. traditional instruction on computational skill

TIPS AND REMINDERS FOR COMPREHENSIVE EXAMINATION

• Do not copy paste and plagiarize. Avoid cheating and copying with others’ answers.
• May use notes given by professors and reviewers but make sure to paraphrase.
• Carefully read the instruction before answering the set of questions.
• Make sure to allot adequate amount of time answering.
• Do not answer in short sentences. Make sure to explain all the concepts thoroughly with your own
words.
• Prepare everything you need including handouts, notes and other materials needed for the examination.
• Look for a quiet and peaceful place to take the examination and with stable internet connection.
• Check and edit your answers for typographical errors, grammatical mistakes and punctuation.
• Do not panic when conflict or problem occurs during the examination, ready the contact number or
email given to you so you would be prepared to ask for help.