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Chapter I

INTRODUCTION

Background of the Study

The researcher presents the problematic situations

that prompted her/him to conduct the study. His/her claim

must be supported by findings of previous researches or

authorities.

The researcher presents the novelty of the proposed

teaching technique/ method, etc.

The researcher should have a thorough presentation

that the proposed innovation is something new and not

similar to existing innovations

Recency of the Proposal

An exhaustive explanation of the novelty of the

proposed innovation is expected.

The researcher explains the details of the innovation.

Samples should be attached.

Emphasis on how the proposed innovation is distinct

from those previously introduced & from whom the researcher

got the idea is a must.i

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Situational Analysis

The researcher presents the old practices prior to the

introduction of the innovation.

Presentation of the experiences of the researcher and

other teachers prior to the innovation.

Presents the need to replace the old practices and the

disadvantages of these old practices.

The researcher cites the teaching aspects which were

neglected, values which were not developed, and teaching

principles ignored due to the use of the previous teaching

methods, etc.

Presentation of a lesson plan or a description on how

the old method was used.

A rationale why the proposed innovation must be

accepted by teachers and support must be extended by school

heads.

A detailed description on how the proposed innovation

must be used, the guidelines to be observed and the

preparations needed by the teacher.

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Objectives of the Study

The colloquium writer presents the general statement

of objectives in a paragraph form and enumerates the

specific objectives of the colloquium.

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Chapter II

PRESENTATION AND ANALYSIS OF FINDINGS

Degree of Implementation

Qualitative presentation of the proponent’s

experiences in the actual use of the proposed innovation in

the classroom.

The proponent must cite in what subject was it used,

with what students, where and when

A clear presentation on the observation of the

guidelines, principles and teachers’ preparation were

complied.

Pictures may be presented to support the researcher’s

claim.

Progress in the Implementation

Presentation of the teacher’s comments who were

convinced to use the innovation.

Presents the number of teachers who expressed

willingness to use the innovation.

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Also include their positive comments and apprehension

on the use of the innovation.

Beneficiaries and Benefits Derived

Similar to Significance of the Study in a Thesis or

Dissertation.

Identify the persons, associations or agencies and

groups who will benefit from the proposed innovation.

Discuss briefly the benefits that can be derived.

Arrange presentation from the most benefitted to the

least benefitted.

Pressing Problems in the Implementation of the Proposed

Innovation

Present in this section the problems and difficulties

encountered by the researcher during the implementation of

the innovation.

Include also the difficulties encountered in

convincing the teachers to use the innovation.

Implications to Education
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Present an introductory paragraph before the

presentation of the positive and negative implications of

the innovation.

Positive Implications.

Present the strengths in the use of the

innovation and the unseen or indirect benefits which will

be derived from the implementation of the innovation.

It is advantageous if there are more positive

implications than negative to sell your innovation and to

convince your readers of the usefulness and significance of

the proposed innovation. This will make your colloquium

acceptable.

Negative implications.

It usually includes a brief restatement of the

problem, a description of the main features of the method,

a listing of the main results. It should be as brief as

possible but should present all the important information

about the objectives, and the findings.

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Chapter III

SUMMARY AND CONCLUSIONS

` Summary

It usually includes a brief restatement of the

problem, a description of the main features of the method,

a listing of the main results. It should be as brief as

possible but should present all the important information

about the objectives, and the findings.

Conclusions

Present in a detailed manner. One should be especially

careful in drawing all conclusions direct from the data.

State briefly the generalization inferred from each of the

findings which directly answers the research objectives

(Rivera, 1996).

Present in a detailed manner. One should be especially

careful in drawing all conclusions direct from the data. Be

sure that your conclusions are conclusions. That is,

drawing from the data presented and provide a sense of

closure.

Just as in the Introduction, keep the Conclusion as

original as possible. Avoid including any borrowed ideas or

citations.
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Chapter IV

RECOMMENDATIONS
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They are based on the conclusions, constituting

practical suggestions to improve the situation or to solve

the problem investigated in the study.

The suggestions should be logical, specific,

attainable and relevant.

Present in a detailed manner. One should be especially

careful in drawing all conclusions direct from the data.

(Manlapaz et al., 2005):

 They should be directly made from the data

gathered and from findings.

 The use of layman’s language is suggested, it is

stated in clear and concise terms.

 Suggest a few feasible recommendations, rather

than many which are unattainable.

 An expansion of the experimental groups of

subjects could be recommended.

 Further checks on the validity and reliability of

measuring instruments could also be considered.

GLOSSARY
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All key words used in the presentation must be

defined. It should be alphabetically arranged. Each

word/term should be underscored. Use conceptual and

operational definitions. Observe proper documentation. An

example is shown below.

Cooperative Learning. It is a teaching strategy

designed to imitate real life learning and problem solving

by combining teamwork with individual and group

accountability.ii In this study it refers to the

collaborative efforts of the class to participate in the

discussion and come up with expectations of the whole

class.

END NOTES
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List of references according to footnote

number/superscript. Use the same font no. (#12) and style

in the text. Use the APA format/style of documentation.

Example:

A. A. Gokkale (2005) “Collaborative learning enhances

critical thinking,” Journal of Technology, Vol.II, No. 7.

BIBLIOGRAPHY
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List of references, alphabetically arranged

Use APA documentation style

Gokkale, A. A. (2005) “Collaborative learning enhances

critical thinking,” Journal of Technology,Vol.II,No.7.

APPENDICES
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A. Letter request
B. Questionnaire/Research Instrument
C. Other support documents

CURRICULUM VITAE
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(This section orients the readers as to who the

writer is in terms of education, work experiences and other

personal information)

i
1.

2.