Imrad Research Format Final Copy For CD 1

RESEARCH FORMAT
Introduction-Methods-Results-and-Discussion (IMRaD)
When a student writes his/her Action Research, Thesis or Dissertation,

he/she must observe certain format and style requirements for the manuscript.
For Action Research, Thesis, and Dissertation, these requirements must be
followed both in hard copy and electronic copy.
I. GENERAL FORMAT REQUIREMENTS
1. Paper. The paper must be of substance 20, letter size (8 ½ inches

x 11 inches).
2. Margins. The margin must conform to the specifications given

below and should apply to all pages, including those with tables,
figures photographs, charts, graphs and illustrations.
SIDE MARGIN COMMENTS

Left 1 ½ inch This margin is wider to allow
space for binding. This margin
also applies to horizontal
tables and figures.
Right 1 inch
Bottom 1 inch
Top 1 inch
3. Typeface. Arial, twelve point throughout the manuscript must be

used. All print must appear on one side of a page with no print on
the reverse side of any page.
4. Indention. Paragraphs should be indented approximately one-half

(1/2) inch from the left margin and it should be observed for
paragraph indention throughout the manuscript.
5. Spacing.
5.1 SINGLE SPACING must be used for:
5.1.1 Quotations which are 4 lines or longer

5.1.2 Within individual references (double space between
each different entry)
5.1.3 Long titles within the Table of Contents
5.1.4 Long titles within the List of Tables, List of Illustrations
and List of Figures
RESEARCH WRITING MANUAL 2017 EditionPage 1

5.1.5 Titles of tables and captions of figures
5.1.6 Long subheadings within texts
5.2 DOUBLE SPACING must be used:
5.2.1 For all text documents

5.2.2 Between paragraphs
5.2.3 Between each section heading and the first line of the
text.
5.3 TRIPLE SPACING must be used between a subheading and

the preceding text
6. Pagination. All numbered pages that appear before the text are
consecutively numbered with lower-case Roman numerals.
Beginning with the text, all remaining pages (including illustrations,
appendices, and references) are consecutively numbered with
Arabic numerals. The page number position must remain
consistent throughout the manuscript and remains the same even if
tables or figures are horizontal. The page numbers are flushed to
the right margin.
For major heading pages and preliminary pages, page numbers

must be placed at the bottom of the page, centered within the
margins. Pagination in the table of contents must accurately
correspond to pagination in the text.
Pagination for Action Research, Thesis and Dissertation must follow

this pattern:
SECTION PATTERN
Title Page Counted, not numbered
Approval Sheet Not counted, not numbered
Acknowledgement Counted, numbered
Dedication Page Counted, numbered
Abstract Counted, numbered
Abstract (succeeding pages) Not counted, not numbered
Table of Contents Counted, numbered
List of Tables Counted, numbered
List of Figures Counted, numbered
List of Illustrations Counted, numbered
Text Counted, numbered
References Counted, numbered
Appendices Counted, numbered

II. FORMAT REQUIREMENTS FOR SPECIFIC ELEMENTS
1. Title Page
1.1 This page should include the title of the research, author’s
name, degree, “In Partial Fulfilment…” department, school
and copyright (date).
1.2 The title must remain consistent with the title page, abstract,
and approval sheet.
1.3 The title is written in capital letters.
1.4 No page number should appear on the title page.
1.5 Avoid using quotation marks around the title. When
necessary, single-or double-quotation marks within a title are
allowed. Do not include a period after the title. Avoid using
acronyms, spell out terms fully.
1.6 The name of the researcher should begin with the first name.
1.7 The “In Partial Fulfilment….” element appears on three (3)
lines and the degree is written in full.
1.8 State both the department, school or program and faculty in
three (3) lines format
1.9 See Exhibit A for the template.
2. Approval Page
2.1 This follows after the title page

2.2 Refer to Exhibit B for the template
3. Acknowledgement Page
3.1 This section allows the researcher to thank mentors and

colleagues or names of individuals or institutions that
supported him/her in the research and those who provided
special assistance. Cite the name, position, and specific
contributions, but limit it to two (2) pages only.
3.2 This follows after the Approval Page
3.3 The term ‘ACKNOWLEDGEMENT” is centered on top of the
page.
3.4 Leave two blank lines (double spacing) between the title of
the page and the first line of the text
3.5 Indent and double-space the body of the text
3.6 Two spaces after the last line of the whole text, word “The
Researcher” is placed, flushed at the right margin.

4. Dedication Page
4.1 It is the page where the researcher dedicates its work to

those who have inspired him/her in the pursuit of his/her
academic goal.
4.2 This follows after the Acknowledgement Page
4.3 There is no restrictions on the style or format (arrangement
of sentences), but limit it to one-page only.
4.4 Two spaces after the last line of the whole text, researcher’s
initials are placed, flushed at the right margin.
5. Table of Contents
5.1 The term “TABLE OF CONTENTS” is placed on top center

of the page.
5.2 For the preliminary section, the items are all capitalized.
5.3 Leave two blank lines (triple spacing) between the title
“TABLE OF CONTENTS” and the first listed item (TITLE
PAGE).
5.4 Single-space for individual items listed, but leave a blank line
between items.
5.5 Item page numbers should be aligned with the right margin.
5.6 For subheads, include only the first and second levels unless
further levels are specific enough to give readers an accurate
overview of your paper. To distinguish first level subhead
and second level subheads, the second level subheads is
indented by half (1/2) inch from the right margin.
5.7 Give page numbers only for the first page of each element,
not the full span of pages.
5.8 See Exhibit C
6. List of Tables/Figures/Illustrations
6.1 The titles should be centered on top of the page.

6.2 Leave two blank lines (triple spacing) between the title and
the first listed item
6.3 Use single-space lines within entries and double-space lines
between entries
6.4 Item page number should be aligned at the right margin
6.5 Figure/Illustration captions and table titles should match the
wording of those in the paper.
6.6 See Exhibit D for a sample

7. Abstract
7.1 The term “ABSTRACT” should be centered on top of the

page.
7.2 This should include a title identical to the title of the research,
the name of the author, the date of the research, where the
research is submitted, the main topic of the research, the
purpose of the research, the methods used, further
sub-sections within the research, results, conclusions, and
recommendations.
7.3 A well-prepared abstract should be definitive rather than
descriptive. It should give facts rather than say the paper is
“about” something.
7.4 The maximum length should be 150-250 words
7.5 Leave two blank lines (triple spacing) between the title of the
page and the first line of text.
7.6 See Exhibit E for a sample
8. The Text
8.1 This includes everything between the preliminary pages and

the references. It begins with the introduction and end with
the conclusion.
8.2 It is separated by parts labelled with section heading. Leave
one blank line (double spacing) between the section heading
and the first line of the text.
8.3 Follow the spacing given in the General Format
Requirements.
9. Subheadings
9.1 Each level of subhead should be consistent and be different

from all other levels of subheads.
9.2 First-level subheads are in boldface and flushed at the left
margin
9.3 Second-level subheads are italicize and are indented one
half (1/2) inch from the left margin
10. References
10.1 The term “REFERENCES” is centered on top of the page.

first listed item and one blank line between items.

10.3 Use the APA format for the references. (see Appendix F for
the guidelines)
10.4 Classify references as follows:
10.4.1 Books (includes those in print and electronic)

10.4.2 Journals (include researches published in ISI-indexed
or Scopus-listed journals either in print or online)
10.4.3 Other Materials (all other resources that cannot be
classified above)
10.5 Arrange entries under each type alphabetically by author.

10.6 The given categories should be placed as subhead as given
above.
11. Appendices
11.1 Include all supporting documents that cannot be included into

the body of the paper.
11.2 The required materials in the appendices are as follows:
11.2.1 Approved letter to conduct the study

11.2.2 Approved letter to float the questionnaire
11.2.3 Letter to the respondents
11.2.4 Data Collection Instruments (Survey
Questionnaire/Forms/Guide)
11.2.5 Literature Matrices
11.2.6 Other documents, but labelled accordingly
11.2.7 Curriculum Vitae (this should appear as the last item
in the appendices). See Exhibit G for the template of a
Curriculum Vitae
11.3 Label each document with “Appendix”, and give each

appendix a letter and a descriptive title, all in capital letters.
Leave one blank line (double-spacing) between the appendix
label and descriptive title.
the first line of text of the material.
III. PRESCRIBED PARTS OF A RESEARCH PROPOSAL
1. Title Page
2. Table of Contents
3. Introduction
III.1 Background of the Study

III.2 Research Questions
III.3 Significance of the Study
III.4 Theoretical Background
III.4.1 Theoretical Framework

III.4.2 Literature Review
III.4.3 Hypothesis
4. Methods
III.1 Research Design

III.2 Study Site and Participants
III.3 Research Techniques
III.4 Data Gathering Procedure
III.5 Data Analysis
5. References
6. Appendices
III.1 Literature Matrices

III.2 Data Collection Instruments(Survey
Questionnaire/Forms/Guide)
IV. Descriptions of the Parts of the Proposal
III.1 Title
III.1.1 Titles should neither be too short nor too long as to be

meaningless.
III.1.2 Waste words (studies on, investigation on, a, an, the,
etc.) should not be used.
III.1.3 Syntax (word order) must be very carefully considered
III.1.4 It should contain the keywords that reflect the
contents of the paper.
III.1.5 It should be meaningful and not general
III.1.6 It should be concise, specific and informative
III.1.7 It should capture the fundamental nature of the study
and findings
III.2 Introduction. Write “INTRODUCTION” at the center of the

page. Leave two (2) blanks before the subheading.
III.2.1 Background of the Study

III.2.1.1 This consist of 3-5 paragraphs only to
capture the background information on the
topic in order to set the larger context of the
study. It is here where the discussion of
relevant literature mostly figures in.
III.2.1.2 The following should be answered in the
background of the study (a) What is known
(and not yet known) about the topic/subject;
(b) What do the expert say?; (c) What are
the controversies; (d) The gray areas?
III.2.1.3 This section should not just enumerate and
describe studies done but, rather, critically
review those studies.
III.2.1.4 It assesses both their contributions and
limitations and, in so doing, clears the
space for the proposed study.
III.2.1.5 In the end, the discussion of the
background of the study is the research
objective which should logically lead to the
statement of the problem.
III.2.2 Research Questions
III.2.2.1 The problem is borne out of an assessment

that something is wrong, amiss, or imperfect
in the current state of knowledge (e.g. gap
in the literature, conflicting claims,
inadequate results or findings, etc.) or
practice (e.g. program that falls short of its
goals, a system that can be further
improved, etc.). The problem usually
comes a single statement but is followed by
paragraphs elaborating this.
III.2.2.2 Having identified the problem, state clearly

what you want to accomplish in order to
address, answer or illuminate the problem.
What do you intend to do and how is this
going to contribute towards the resolution of
the problem? In other words this is the
purpose of your study.
III.2.3 Significance of the Study

III.2.3.1 This section describes the contribution of
the research to the discovery of knowledge.
It discusses the following:
a. Benefits derived from the investigation

b. Worthwhile contribution to the
generation of new knowledge
c. General relevance of the study to the
readers
c.2.32 Show how this will respond to the gap of

knowledge, issues of theory or method, and
social action or policy making.
c.2.33 For applied researchers, there is a need to
specify who might be interested in the
results/findings of the study. Be very
specific. Show exactly how these
results/findings can be utilized by these
interested groups.
c.24 Theoretical Background
c.24.1 Theoretical Framework
a. Describe in more details the theoretical

and methodological underpinnings of the
study. Discuss the theories,
methodological approaches and
variables that are important in the study
and demonstrate their interrelationships
as such. Such interrelations MAY BE
illustrated through a diagram, although it
is RARELY included in the manuscript.
b. In writing the theoretical framework, start

by stating the theory, concept model or
principle. Then explain what the theory
is all about. End up by contextualizing
the theory by relating it to the present
study. (This comes from the
researcher). Ways of presenting the
theoretical framework:
 This paper is anchored on the theory

of …..

 The theory of ______ underpins this
study.
 Theoretically, this study is anchored
on….
 The theoretical anchorage of this
paper is….
b.242 Literature Review
a. Literature should be arranged according

to the variables under study
b. The subheadings are key variables in
the title.
c. The materials that can be used for
literature review are books,
articles/researches published in
ISI-indexed or Scopus-listed journals,
articles from magazines, newspapers,
and the like either in print or online)
published in the past five (5) years.
d. The minimum number of materials is 40
for action research/thesis (at least 25
are research articles published in
journals) and 100 for dissertations (at
least 50 are research articles published
in journals)
e. A matrix of the literature should be
included in the appendices. See Exhibit
H
e.243 Hypothesis
a. This is written right after the literature

review.
b. A research hypothesis is the statement
created by researcher when they
speculate upon the outcome of a
research or experiment.
c. The precursor to a hypothesis is a
research problem usually framed as a
question. It might ask what or why
something is happening.
d. A hypothesis must be testable, taking
into account current knowledge and
techniques, and be realistic. A
hypothesis must be verifiable by

statistical and analytical means, to allow
a verification or falsification.
d.3 Methods. Write “METHOD” at the center of the page.

Leave two (2) blanks before the subheading.
d.3.1 Research Design
d.3.1.1 Describe the design of the study, whether it

is case study, a survey, a controlled
experiment, or some other type depending
upon the research approach: Quantitative
or Qualitative.
d.3.2 Study Site and Participants
d.3.2.1 Describe the setting of the study.

d.3.2.2 Describe the sample with sufficient details
so that it is clear what population the
sample represents.
d.3.2.3 A discussion of how sample was formed is
needed for replicability and understanding
of the study.
d.3.3 Research Techniques
d.3.3.1 Describe the instruments that will be used in

the study including all surveys, tests,
questionnaire, interview forms and other
tools used to gather the needed data.
d.3.3.2 Evidence of reliability and validity should be
presented.
d.3.4 Data Gathering Procedures
d.3.4.1 Describe the procedures to be followed

from the time of the distribution of the
instrument up to the time of retrieval.
d.3.4.2 This explains in detail how the interview will
be conducted, how the questionnaires will
be retrieved, or how the test will be
administered.
d.3.5 Data Analysis

d.3.5.1 Present statistical tools to be employed in
the study and treatment and analysis of
data
d.3.6 Ethical Considerations
d.3.6.1 Explain in this section how the researcher

ensures the quality and integrity of the
research, the necessity to seek informed
consent, the confidentiality and anonymity
of research subjects/participants, and that
the subjects participated in the study
voluntarily. Please refer to Exhibit N for the
guidelines.
1.4 Results (Findings for Qualitative Research)
1.4.1 This section presents the new knowledge; therefore, it

is the core of the paper. Note that the Introduction and
Methods sections are needed and designed to say
why and how the author/s arrived at what is presented
in this section, the meaning of which will then be
explained in the DISCUSSION SECTION. Thus, the
value of the paper depends on what is contained in
this section, and it must be presented in an absolutely
clear manner in just the right number of words, neither
more nor less. It is usually easiest to follow the results
if they are presented in the same order as the
statement of the problem presented in the
Introduction.
1.4.2 This section is critical for your readers to understand

what the research showed. Use this section to show
tables, charts, and graphs from your research. At this
point, you are building your reader towards drawn
conclusions, but you are not yet providing a full
analysis. You are simply showing what the data says.
1.4.3 Some guidelines in presenting the results are given

below:
a. Present the results simply and clearly

b. Report only representative data rather than
(endlessly) repetitive data
c. Do not report large masses of data; reduce them
to statistically analysed summary forms and
present in tables or figures along with essential
statistical information to facilitate understanding
and comparing them
d. Repeat in the text only the most important findings
shown in tables and graphs; in other words, do not
repeat in the text all or many of the data presented
in tables and figures
e. Include negative data—what was not found—only
if useful for interpreting the results
f. Cite in the text every table and figure by number
g. Include only tables and figures that are necessary,
clear, and worth reproducing
1.4.4 Guidelines in using tables and figures in scientific

papers
General Guidelines
a. First check out what your target journal has to say

on the issue. Some journals limit the number of
tables and figures and also have specific
guidelines on the design aspects of these display
items.
b. Next, decide on whether to use tables and figures
or text to put across key information (see Exhibit
I)
c. After you have decided to use a display item,
choose the display item that best fits your purpose
based on what you wish readers to focus on and
what you want to present.
d. Finally, follow the best practice guidelines in using
tables and figures.
Guidelines for Tables
a. Combine repetitive tables: Tables and figures

that present repetitive information will impair
communication rather than enhance it. Examine
the titles of all your tables and figures and check if
they talk about the same or similar things. If they
do, rethink the presentation and combine or
delete the tables/graphs.

b. Divide the data. When presenting large amounts
of information, divide the data into clear and
appropriate categories and present them in
columns titled accurately and descriptively.
c. Watch the extent of data in your tables. If the
data you have to present is extensive and would
make the tables too cluttered or long, consider
making the tables a part of the Appendix.
d. De-clutter the table. Ensure that there is
sufficient spacing between columns and rows and
that the layout does not make the table look to
messy or crowded.
e. See Exhibit J for an example
Guidelines for Figures
a. Ensure image clarity. Make sure that all parts of

the figure are clear. Use standard font; check
that labels are legible against the figure
background; and ensure that images are sharp.
b. Use legends to explain the key message. Figure
legends are pivotal to the effectiveness of a
figure. Use them to draw attention to the central
message as well as to explain abbreviations and
symbols.
c. Label all important parts. Label the key sections
and parts of schematic diagrams and
photographs, and all axes curves, and data sets
in graphs and data plots.
d. Give specifics. Include scale bars in images and
maps; specify units wherever quantities are listed;
include legends in maps and schematics; and
specify latitudes and longitudes on maps.
e. See Exhibit K for an example.
1.5 Discussion
1.5.1 This is the section where the authors explain

meanings and implications of the results. The section
pulls everything together and shows the importance
and value of the work and it is therefore the most
innovative and difficult part of the paper to write. The
author’s skills in interpreting the results in the light of
known facts and using the results as evidenced for
innovative explanations of the observed behaviour

should push the frontiers of knowledge and arouse the
reader’s enthusiasm. Without such an engaging
discussion, the reader may leave saying ‘‘So what?’’
and move on to other, more interesting papers.
1.5.2 This section is written in both present and past

tenses. Current knowledge (from literature) is stated in
present tense, whereas the work being reported and
discussed in the paper (your own work) is presented
in past tense
1.5.3 Some guidelines on presenting the discussion are

given below:
a. Do not repeat what has already been said in the

review of literature
b. Relate the results to the questions that were set
out in the Introduction
c. Show how the results and interpretations agree, or
do not agree, with current knowledge on the
subject, i.e., previously published work
d. Explain the theoretical background of the observed
results
e. Indicate the significance of the results
f. Suggest future research that is planned or needed
to follow up
g. Deal with only the results reported in the study
h. Stay away from generalizations and conjectures
that are not substantiated by the results presented
i. State conclusions with evidence for each.
1.5.4 Conclusion
1.5.4.1 This section has three aims. It should do

the following:
a. leave readers with a clear idea of

your claim
b. make readers understand its
importance
c. suggest further research
1.5.4.2 Conclusion should, rather than just

repeating results, state well-articulated
outcomes of the study and briefly
suggest future lines of research in the

area based on findings reported in the
paper. The writer sums up the research,
offers a final description (always
concise, sometimes eloquent) of the
answers to the research problems, and
provide a closure to the manuscript as a
whole. The writer may provide a
rhetorical suggestion for how the study
could be used in furthering our
understanding of the problem dealt with.
V. PRESCRIBED PARTS OF A COMPLETE RESEARCH
1. Preliminary Pages
1.1 Title Page

1.2 Approval Sheet
1.3 Acknowledgement
1.4 Dedication
1.5 Abstract
1.6 Table of Contents
1.7 List of Tables
1.8 List of Figures
1.9 List of Illustration
2. Introduction
2.1 Background of the Study

2.2 Research Questions
2.3 Significance of the Study
2.4 Theoretical Background
2.4.1 Theoretical Framework

2.4.2 Literature Review
2.4.3 Hypothesis
3. Methods
3.1 Research Design

3.2 Study Site and Respondents
3.3 Research Techniques
3.4 Data Gathering Procedures
3.5 Data Analysis
4. Results
5. Discussion

5.1 Conclusion
6. References
7. Appendices
7.1 Approved letter to conduct the study

7.2 Approved letter to float the questionnaire
7.3 Letter to the respondents
7.4 Data Collection Instrument(Survey Questionnaire/Forms/Guides)
7.5 Literature Matrices
7.6 Other documents, but labelled accordingly
7.7 Curriculum Vitae
VI. GUIDELINES FOR ORAL DEFENSE/PRESENTATION
An ORAL DEFENSE/PRESENTATION is required to defend the proposal

or the complete thesis/dissertation.
Guidelines to consider in preparing for oral defense/presentation:
1. Create a PowerPoint slide for each of the following topics:
1.1 For Action Research/Thesis/Dissertation Proposal
1.1.1 Title of the research, including the presenter’s name,

course and date.
1.1.2 Statement of the problem and Hypothesis (if there is
any)
1.1.3 Significance of the research
1.1.4 Methods of Research
1.1.5 Respondents (including sampling procedure)
1.1.6 Instruments (Questionnaire)
1.2 For Final Thesis/Dissertation
1.2.1 Title of the research, including the presenter’s name,

course and date.
1.2.2 Statement of the Problem
1.2.3 Summary of Findings
1.2.4 Recommendations
2. Prepare a professional presentation and expect to be interrupted

with probing questions. If a question is asked that gives discomfort
or confusion ask for more information or clarification about the
question.

3. Strictly follow the time allotted for an oral defense.
4. Limit planned presentation to about one-third of the total time of the

defense. The details of the PowerPoint slides should be discussed
or presented within 15-20 minutes.
5. If defending the proposal, expect the committee to require major

adjustments. At this stage the standards of quality are always
higher than previously accepted. In defending the complete
dissertation, expect extremely high standards. It is also a chance
for the committee to assess the doctoral student’s competency to
continue or worthiness to graduate.
6. At an oral defense/presentation, verbal communication skills are

just as important as the written quality of the manuscript.
7. Always stay calm.
VII. SELECTION OF ADVISERS AND STATISTICIAN
The Graduate School maintains a pool of advisers and statisticians. This

is taken care of by the Dean of the Graduate School. They are the faculty
members of the undergraduate and graduate programs who have undertaken
research work, and are willing and able to participate as adviser for action
research, thesis or dissertation.
In the selection of adviser and statistician for action research, thesis, or

dissertation, the student is given the freedom to choose his/her adviser and
statistician on a first come first served basis. The student should select his/her
adviser and statistician as early as in the proposal writing stage. The student
must note that the adviser and statistician should be the person, he/she is
comfortable working with and has expertise and competency on the research
topic.
The student submits to the Graduate School Dean a separate letter of

request for adviser and statistician. The chosen adviser and statistician will
receive an official letter from the Graduate School Dean of the assignment. A
duplicate copy of the letter with the confirmation of the adviser and statistician will
be furnished to the student.
1. The adviser shall have the following responsibilities:
1.1 Provides direction to student in writing the research to

include format and content;

1.2 Reviews and makes a determination of the
research/thesis/dissertation proposal.
1.3 Makes oneself available during advising appointment;
1.4 Reviews and approves the student’s timeline in completing
the research work.
1.5 Monitors the progress of his/her advisee;
1.6 Determines the readiness of the student for proposal and
final defense.
1.7 Attends during the proposal and final defense of the advisee.
2. The student/advisee on the other hand shall have the following

responsibilities:
2.1 Works with his/her adviser to develop the research ideas and
selects an appropriate research/thesis/dissertation proposal;
2.2 Schedules regular meeting with the adviser to discuss the
research;
2.3 Submits all drafts to the adviser for evaluation and critic, and
follow adviser’s recommendations;
2.4 Recognizes that writing the research is an interactive
process between him/her and the adviser. It is the student’s
task to write the research and he/she keeps the adviser
informed of his/her progress;
2.5 Becomes aware and accountable of the defense dates and
all manuscript submission deadlines;
2.6 Becomes aware that final acceptance of the research for oral
defense/presentation is determined by the adviser; and
2.7 Submits approved copies by the adviser at the Graduate
School Office one week before the scheduled oral
defense/presentation.
3. The statistician shall give direction to the statistical treatment of the

data to be gathered.
VIII. PANEL OF EVALUATORS
The panel of evaluators is appointed by the Thesis/Dissertation Committee

with regard to their knowledge and standing in the field of research involved. The
Chair of the Evaluators is determined by the Dean of the Graduate School as per
recommendation of the Thesis/Dissertation Committee. A candidate’s adviser
cannot serve as a member of the panel.
The number of members of the Panel of Evaluators shall be four (4) for
action research/thesis and five (5) for dissertation.
The responsibilities of the members of the panel shall:

1. Review the manuscript five (5) days before the scheduled defense;
2. Be in the defense venue at least 30 minutes before the scheduled time of
defense
3. Ask questions and give comments after the presentation
4. Evaluate the oral defense based on the rubrics for oral defense
5. Write recommended revisions, suggestions, and comments after the oral
presentation on the pages concerns of the research.
6. Give ratings based on the rubric for oral defense
7. Review suggested changes, suggestions and comments of the paper prior
to its final endorsement to the Dean of the Graduate School
8. Sign the Approval Sheet to attest the authenticity and entirety of the
recorded comments, suggestions and recommendations of the members
of the panel of evaluators
9. Prepare written comments, suggestions and recommendations for the
improvement of the paper. Should he/she will not be able to be physically
present during the defense, the required documents must be submitted
prior to the oral defense. (Note: Panelist will not be given honorarium if
he/she fails to submit the required documents prior to oral defense)
10. The Chairman presents the decision of the Panel of Evaluators at the last
part of the defense.
The panel of evaluators will rate the student into two areas namely
summative assessment of the research paper and oral defense. The details of
these criteria are shown in the rubrics given on Exhibit L and Exhibit M.
IX. EDITOR
The English Editor is any faculty member in the area of Languages of the
University. The editor is responsible for the checking of grammatical errors in the
manuscript and observance of the American Psychological Association (APA)
format that must be observed in the manuscript. Once the manuscript has been
edited, the editor signs a certification declaring that the paper has satisfactorily
complied with the grammatical requirements and format as prescribed in this
manual. Should the editor feel that the requirements, as suggested by him/her
were not met, the certification should not be signed.
X. SUBMISSION OF FINAL REQUIREMENT
1. The length of time allotted for the completion of the action research
is during the semester the subject Research Writing is enrolled,
Thesis Writing 2 for Thesis and Dissertation Writing 2 for
Dissertation. The candidate has to complete the revisions and
suggestions of the panel. Failure to comply means Incomplete (INC)
Mark and is subject to the policy of one year period to complete the
subject.

2. Adviser and the student-researcher review the suggestions and
revisions for further improvement of the paper.
3. Student shows the corrected manuscript and the adviser approves
corrections and revisions.
4. Student presents paper at the Graduate School Office for the
assignment of Editor.
5. Student revises the manuscript and presents the edited manuscript
to the Adviser and Panel Members for the signature.
6. Student submits five (5) bounded manuscript duly signed by Adviser
and Panel Members and soft copy (in pdf format) stored in properly
labelled CD at the Graduate School Office.
References:
Bryman, A. & Bell, E. (2007).Business Research Methods, 2nd Edition. USA:

Oxford University Press.
Jewell, Richard (2013). IMRaD Reports and Proposal. Retrieve on March 27,
2017. URL:
www.tc.umn.edu/-jewel001/CollegeWriting/WRITEWORK/DISCIPLINE/IM
RaD.htm
Nair, P. K. R. & Nair, V. D. (2014).Scientific writing and communication in

agriculture and natural resources. Retrieved on March 27, 2017 from URL:
http://www.springer.com/978-3-319-0300-2.
Newbold Communication and Design (2017).How to organize a paper: The

IMRaD Format. Retrieved on March 27, 2017 from URL:
thevisualcommunicationguy.com/writing/how-to-organize-a-paper/how-to-o
rganize-a-paper-the-imrac-format/
Rodrigues, Velany (2013). Tips on effective use of tables and figures in research
papers. Retrieved on March 27, 2017 from URL:
editage.com/insights/tips-on-effective-use-of-tables-and-figures-in-researc
h-papers
Turabian, K. L. (2007). A manual for writers of research papers, theses, and

dissertation. Chicago: The Chicago Press.
Prepared by:
MARILYN P. GAOAT, DBA

MYRNA V. VIERNES, PhD
PETER PAUL S. CAGATAO, PhD, DBA
MADELYN B. ESTACIO, PhD
BARTMAN I. GACRAMA, MPR

Exhibit A
TITLE PAGE
Important:
 Margins: Top (2”); Left (1 ½”); Right (1”); Bottom (1”)
 Equal spacing between sections
STUDY HABITS AND ATTITUDES OF FRESHMEN STUDENTS: IMPLICATION

FOR ACADEMIC INTERVENTION PROGRAMS
A Thesis (Thesis Proposal, Dissertation Proposal, Dissertation, Action Research)

Presented to
the Faculty of the Graduate School
University of La Salette, Inc.
Santiago City, Philippines
In Partial Fulfilment
of the Requirements for the Degree
Master of Arts in Education
Major in Educational Management
Juan Dela Cruz

March 2017

Exhibit B
Approval Sheet
APPROVAL SHEET
This Action Research/Thesis/Dissertation

entitled___________________________________________________________
_________________________________________________________________
____________________________________
prepared and submitted by ____________________________________ has
been approved and accepted as partial fulfilment of the requirements for the
degree _________________________major in ___________________
____________________________
Adviser
PANEL OF EXAMINERS
Approved by the Committee of Oral Examination with a rating of
___________________________on ________________________.
___________________________
Chairman
___________________________ ___________________________
Member Member
___________________________ ___________________________
Member Member
Accepted as partial fulfilment of the requirement for the degree

____________________major in ___________________________.

REV. FR. FRANKLIN G. PICIO, MS, PhD
University President
Exhibit C
Table of Contents
TABLE OF CONTENTS
TITLE PAGE i
ACKNOWLEDGEMENT ii
DEDICATION iii
ABSTRACT iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
LIST OF ILLUSTRATIONS ix
INTRODUCTION
Background of the Study 1

Statement of the Problem 3
Significance of the Study 7
Theoretical Background
Theoretical Framework 9
Literature Review 11
Hypothesis 25
METHODS
Research Design 26
Study Site and Participants 26
Research Techniques 27
Data Gathering Procedure 28
Data Analysis 29
RESULTS 31
DISCUSSION 40
Conclusion 42
REFERENCES 43
APPENDICES

Appendix A – Approved Letter to Conduct the Study 45
Appendix B – Approved Letter to Gather Data 46
Appendix C – Letter to Respondents 47
Appendix D – Survey Questionnaire/Interview Guide/Data Guide 48
Appendix E – Literature Matrices 49
Appendix F – Other materials (please specify) 50
Appendix G – Other materials (please specify) 51
Appendix H – Curriculum Vitae 52

Exhibit D
List of Tables/Figures/Illustrations
LIST OF TABLES
Tabl Pag
e e
1 Error Rates of Older and Younger Groups 11
2 Mean Amplitude Startle Response for Prelesion, Shamlesion, 23

and Postlesion Groups in Acoustic and Light-and-Acoustic
Test Condition
LIST OF FIGURES
Figur Pag
e e
1 Error Rates of Older and Younger Groups 11
2 Mean Amplitude Startle Response for Prelesion, Shamlesion, 23

and Postlesion Groups in Acoustic and Light-and-Acoustic
Test Condition
LIST OF ILLUSTRATIONS
Illustratio Pag
ns e
1 Vicinity Map of Santiago City 9
2 Building Blueprint 34

Exhibit E
Abstract
ABSTRACT
Name of Institution : University of La Salette, Inc. – Graduate School
Address : Santiago City, Philippines
Title : Knowing and Being Known: Sexual Delinquency,

Stardom, and Adolescent Girlhood in Mid-century
American Film
Author : Michael Tood Hendricks
Degree : Master of Arts in Education

major in Educational Management
Date of Completion : March 2014
“Sexual delinquency marked mid-century cinematic representations of
adolescent girls in 1940s, 50, and early 60s. Drawing from the history of
adolescence and the context of mid-century……

Exhibit F
Guidelines in Writing References and Citations in the Text
Overview
A reference provides an alphabetized list of all of the sources that were

used to create an article. It is a necessary component of any piece of academic
research or writing. American Psychological Association (APA) styles is most
commonly used to cite sources in essays that cover social sciences and other
fields, such as education, business, and nursing. It is easy to compile and write
an APA-style if you put in a little time and effort.
Guidelines
1. Your list of works cited should begin at the end of the paper on a new
page with the centered title, REFERENCES. Alphabetize the entries in
your list by the author’s last name, using the letter-by-letter system (ignore
spaces and other punctuation). Only the initials of the first and middle
names are given. If the author’s name is unknown, alphabetize by the title,
ignoring any A, An, or The
2. For dates, spell out the names of months in the text of your paper, but
abbreviate them in the list of works cited, except for May, June, and July.
Use either the day-month-year style (22 July 1999) or the month-day-year
style (July 22, 1999) and be consistent. With the month-day-year style, be
sure to add a comma after the year unless another punctuation marks
goes there.
3. When reports were written on typewriters, the names of publications were

underlined because most typewriters had no way to print italics. But, if
you use a computer, then publications names should be in italics.
4. All entries should use hanging indents, that is, the first line of an entry
should be flush left, and the second and subsequent lines should be
indented one-half (1/2) inch.
5. The APA guidelines specify using sentence-style capitalization for the titles
of books or articles, so you should capitalize only the first word of a title
and subtitle. The exceptions to this rule would be periodical titles and
proper names in a title which should be capitalized. The periodical title is

run in title case, and is followed by the volume number which, with the title,
is also italicized.
6. If there is more than one author, use an ampersand (&) before the name of
the last author. If there are more than six authors, and the last author.
7. Place the date of publication in parentheses immediately after the name of

the author. Place a period after the closing parenthesis. Do not italicize,
underline, or put quotes around the titles of shorter works within longer
works.
Format
a. For Books (includes those in print and e-books)

Author’s last name, first initial. (Publication date). Book title. Additional
information. City of Publication: Publishing Company
Example:
One Author
Allen, T. (1974).Vanishing wildlife of North America. Washington, D.C.: National

Geographic Society
One Authors with multiple works published in a year
Name, T. (2008a). Vanishing wildlife of North America. Washington, D.C.:

National Geographic Society
________(2008b). Introduction to Research and Research Methods. New York:
Pearson Education, Inc.
________(2008c). Effective Learning Service. Toronto: SPLS Publishing
Company.
Two Authors
Nicol, A.M., & Pexman, P.M. (1999).Presenting your findings: A practical guide
for creating tables. Washington, D.D.: American Psychological
Association.
Corporate Author with an Edition and Published by the Corporate Author
American Psychiatric Association. (1994). Diagnostic and statistical manual of

mental disorders (4thed.). Washington, D.C.: Author.
Anonymous Author

Dorland’s illustrated medical dictionary (31sted.). (2007). Philadelphia, PA:
Saunders
Chapter in a Book
Booth-LaForce, C., & Kerns, K. A. (2009). Child-parent attachment relationships,

peer relationships, and peer-group functioning. Handbook of peer
interactions, relationships, and groups (pp. 490-507). New York, NY:
Guildford Press.
b. Journals (may include resources taken from magazines, newspapers, and

the like either in print or online)
Author, A. A., Author, B. B, & Author, C. C (year). Title of article. Title of

Journal, volume number (issue number), inclusive pages
One Author
Williams, J. H. (2008). Employee engagement: Improving participation in safety.

Professional Safety, 53(12), 40-45.
Two to Seven Authors (List all authors)
Keller, T. E., Cusick, G. R., & Courtney, M. E. (2007).Approaching the transition

of adulthood: Distinctive profiles of adolescents aging out of the child
welfare system. Social Services Review, 81, 453-484
Eight or More Authors (List the first six authors…and the last author)
Wolchi, S. A., West, S. G., Sandler I. N., Tein, J,-Y., Coatsworth, D., Lengua, L.,
Griffin, W. A. (2000). An experimental evaluation of theory-based mother
and mother-child programs for children of divorce. Journal of Consulting
and Clinical Psychology, 68, 843-856.
c. Other Materials (all other resources that cannot be classified above)
Magazine and Newspaper Article
Mitchews, J., Berrett, D., &Brillman, D. (2005 May 16). Other winning equations.
Newsweek, 145 (20), 58-59.
Electronic Media and Online Resources (may include CDs, taken from
websites, and the like)
Author, A. A. (Year). Title of article. Name of Journal, volume number (issue

number, inclusive pages. Retrieved month, day, year, from URL

Article Retrieved from an Online Database
Author, A. A. (Year). Title of work. Retrieved month, day, year, from URL
Senior, B., & Swailes, S. (2007). Inside management teams: Developing a

teamwork survey instrument. British Journal of Management, 18, 138-153.
Retrieved on March 22, 2005 from
http://www.uiowa.edu/grpproc/crisp/crisp.6.12.htm
Online Report from a Nongovernmental Organization
Kenney, G. M., Cook, A., & Pelletier, J. (2009). Prospects for reducing uninsured
rates among children: How much can premium assistance programs help?
Retrieved on November 5, 2019 from
http://www.urban.org/url.cfm?ID=411823
Online Report with No Author Identified and No Date
GVU’s 10th WWW user survey. (n.d.). Retrieved on September 16, 2015 from
http://www.criminology.fsu.edu/jdi/
REFERENCE CITATION IN TEXT – APA utilizes a system of brief referencing in

the text of a paper, whether one is paraphrasing or providing a direct quotation
from another author’s work. Citations in the text usually consist of the name of
the author(s) and the year of publication. The page number is added when
utilizing a direct quotation.
Indirect Quotation within parenthetical citation
Libraries historically highly value intellectual freedom and patron confidentiality
(LaRue, 2007).
Indirect Quotation with Author as part of the narrative
Larue (2007) identified intellectual freedom and patron confidentiality as two key
values held historically by libraries.
Direct Quotation with parenthetical citation
Darwin used the metaphor of the tree of life “to express the other form of
interconnectedness-genealogical rather than ecological” (Gould & Brown, 1991,
p. 14).
Direct Quotation with Author as part of the narrative

Gould and Brown (1991) explained that Darwin used the metaphor of the tree of
life “to express the other form of interconnectedness-genealogical rather than
ecological” (p.14)
CITING SECONDARY SOURCES – When citing in the text a work discussed in a
secondary source, give both the primary and the secondary sources. In the
example below, the study by Seidenbert and McClelland was mentioned in an
article by Coltheart, Curtis, Atkins, & Haller.
Seidenberg and McClelland’s study (as cited in Coltheart, Curtis, Atkins, & Haller,
1993) provided a glimpse into the world.
In the reference, you would cite the secondary source you read not the original
study.
Coltheart, M., Curtis, B., Atkinds, P, & Haller, M. (1993).Models of reading aloud:
Dual-route and parallel-distributed-processing approaches. Psychological
Review, 100, 589-608.

Exhibit G
Appendix G
CURRICULUM VITAE
Place here your

passport size
colored-photo (white
background
Complete Name (First Name, Middle Initial, Family Name)

Complete Address
Contact Number (s)
E-mail address
EDUCATION
 Arrange chronologically, from the most recent (include basic education)

 Indicate the year the degree was completed, complete title of the degree,
granting institutions (school)
 For completed thesis, indicate the title
SCHOLARSHIPS, GRANTS AND AWARDS
 Include any scholarships, grants and awards (academic, social, civic,

religious, etc.), received indicating the type of scholarship, grants and
awards, date and granting institutions
 Arrange the awards received chronologically, from the most recent
 Be sure to spell out acronyms
LICENSES AND CERTIFICATIONS
 List the licenses/certifications, including issuing agency and number if

applicable

WORK EXPERIENCE
 Arrange chronologically, from the most recent

 Include the position/rank, institution, and year
 Brief description of responsibilities may be included
PUBLICATIONS AND PRESENTATIONS
 Include here scholarly work that has been published in accredited or refereed
journals as well as researches presented in a forum
 Include the year, title, journal, and event
For Example:
Publications:
Doe, Jane (2006). Testing Models of Self-Esteem Training in a High School Class
of Boys and Girls: Toward Developing Applied Techniques. Educational
Psychology, 12, 514-520.
Presentations:
Doe, Jane (2006).False memory effects of an implicit memory task. Poster

presented at the Undergraduate Research Symposium at the University of
Nebraska-Lincoln, Lincoln, NE.
PROFESSIONAL AFFILIATIONS
 List any affiliations you are part of, your positions, inclusive dates.
SEMINARS AND TRAININGS ATTENDED
 Include seminars and trainings attended for the last five (5) years indicating
the title, organizer, place and date.
 Arrange chronologically, from the most recent

Exhibit H
Appendix E
LITERATURE MATRIX

Exhibit I
How to Choose Between Tables, Figures, and Text to Present Data
USE A TABLE USE A FIGURE USE TEXT

To who many and precise To show trends, patterns, When you don’t have
numerical values and other and relationship across and extensive complicated data
specific data in a small between data sets when the to present
space general pattern is more
important than the exact
data values
To compare and contrast To summarize research When putting your data into
data values or results (what to use: a table would mean
characteristics among graphs, data plots, maps, creating a table with 2 or
related items, or items with and pie charts) fewer columns
several shared
characteristics or variables

Exhibit J
Example of a Well-prepared Table
Table 1.Respondents’ traits in terms of neuroticism
I see myself as a Standard Verbal

Mean
person who… deviation interpretation
…is depressed 2.63 0.90 Average
…gets tense 3.06 0.83 Average
…worries a lot 3.12 1.02 Average
…is moody 3.01 1.08 Average
…is easily distracted 3.21 1.04 Average
…gets nervous easily 3.28 1.07 Average
Overall Mean 3.05 0.64 Average
Table 1 shows that in general, the 376 respondents, have average
neuroticism (M=3.05, SD=0.64) in all areas tested. However, the respondents
were found the highest in item, “I see myself as a person who gets nervous
easily” (M=3.30, SD = 1.07) and lowest in the item, “I see myself as person who is
depressed” (M-2.64, SD=0.90).
========
1. The title clearly describes what the table is about.

2. The column heads are descriptive and clearly indicate the nature of the data
presented.
3. The data is divided into categories for clarity.
4. It is self-contained and can be understood quite well even without reference
to the entire paper.
5. Superscript letters and notes are used to offer additional, clarifying
information.
6. Sufficient spacing is present between columns and rows; the layout is clean;
and the font is legible.

Exhibit K
Example of a Well-prepared Figure
The figure below from a paper on the efficacy of oyster reefs as natural
breakwaters27, scores on several counts:
Figure 1. Population growth and shoreline armoring in Mobile Bay, Alabama
1. The informative title that immediately tells the reader what to expect in the
graph.
2. The axes are labeled clearly.
3. The key clearly identifies what each element in the graph stands for.
4. A figure legend at the bottom draws the reader’s attention to the graph's key
points.

5. A note at the bottom acknowledges the source.
6. The graph is 2-dimensional, with no clutter.
Exhibit L
Evaluation Form for Proposal Defense
Name: _____________________ Course: _____________ Date: ____________
EVALUATION FORM
[ ] Action Research [ ] Thesis Proposal [ ] Dissertation Proposal
I. Summative Assessment. Please rate the paper submitted for oral

defense/presentation based on this scale: 5 – Excellent; 4 – Very
Satisfactory; 3 – Satisfactory; 2 – Fair; 1 - Poor
CRITERIA 5 4 3 2 1
1. Background of the Study. The background of
the study is well written and compelling, provides
a clear overview of the study, present the
significance of the research problems, and
provides a clear overview of the organization of
the research. For doctorate student writing a
dissertation, how it will contribute to theory or
professional knowledge and/or practice is
compelling, innovative, and insightful.
2. Research Questions. The purpose of the study
is described in a logical comprehensible and
explicit manner. The purpose and theoretical
stance are consistently related to each of the
steps in the research, findings, and conclusions.
3. Rationale and Significance. Notable
argumentation in support of research pointing to
gaps in the literature. The significance of the
research is clearly established, with indications

for future studies included.
4. Theoretical Framework. The theoretical
framework describes how the research design
derives logically from the problem statement. It
presents a strong cohesive, and comprehensive
theoretical basis for the study that continues as a
theme through the stages of the research,
presenting an insightful, elegant explanation for
the overall inquiry and offering a contribution to
others’ research by presenting a new tool that
addresses new aspects of the research problems
with a sophisticated association among the
elements of the analysis.
CRITERIA 5 4 3 2 1
5. Critical Literature Review. The literature
review displays a deep understanding of a
massive amount of complicated, peer-reviewed
literature, describes the content and organization
of the review, and the strategy used for search.
6. Rationale for Research Design. The
ontological and epistemological conceptualization
(s) of the research), tradition or paradigm, the
research methodology, and methods along with a
rationale for selection are aligned and logically
derived from the problem/issue. The scope
and/or strategy of the inquiry flows clearly from
the stated problem. Relationships among the
problems, the cited authorities, plan of inquiry,
and conclusions are comprehensively drawn.
7. Data Collection and Instrumentation. All data
collection methods, tools, instruments, and
procedures are clearly justified and described in
detail. The role of the researcher in the data
collection procedure is precisely described.
8. Ethical Considerations. A concise and relevant
description of ethical considerations and
procedures is used to protect participants’ rights.
9. Validity, Trustworthiness, and Treatment
Integrity. Extensive documentation is clearly
provided of well accepted measures taken to
determine validity or to establish trustworthiness
to enhance the study’s credibility and
dependability.
10.Setting, Sample and Data Sources. The
research setting, sample, participants selection
procedures and data sources are very clearly

described and justified in relation to the research
questions.
II. Oral Defense for a Proposal. Please rate the ability of the students to
present/defend his/her research based on this scale: 5 – Excellent; 4 –
Very Satisfactory; 3 – Satisfactory; 2 – Fair; 1 – Poor
CRITERIA 5 4 3 2 1
1. Student demonstrates ability to conceptualized
and state a problem clearly.
2. Student demonstrates ability to integrate relevant
literature.
CRITERIA 5 4 3 2 1
3. Student demonstrates knowledge of appropriate
research strategies and methods.
4. Student demonstrates ability to plan for the
research and orally presents problem and
objectives.
5. Student demonstrates ability to respond to
questions about the research.
6. Over-all assessment
Confidential Comments:

____________________________
EVALUATOR
(Signature over Printed Name)
Exhibit M
Evaluation Form for Final Defense
Name: ______________________ Course: ___________ Date: _____________

EVALUATION FORM
[ ] Thesis [ ] Dissertation
II. Summative Assessment. Please rate the paper submitted for oral
defense/presentation based on this scale: 5 – Excellent; 4 – Very
Satisfactory; 3 – Satisfactory; 2 – Fair; 1 - Poor
CRITERIA 5 4 3 2 1
1. Data Analysis. The process by which the data
were analysed is succinctly articulated. Procedures
for dealing with discrepant cases are described.
Software used is described, and the systems used
for keeping track of data and/or emerging
understandings are clearly described. How the
theoretical framework (if applicable) informed data
analysis is transparent
2. Presentation of Findings. The findings build
logically from the problem, research questions, and
research design. Narrative data are connected and
synthesized through substantive explanatory text
and visual displays (where appropriate). The data
presented in support of the findings provide
adequate and convincing evidence of the findings.
Inconsistent, unexpected, or discrepant data are
noted and discussed. All salient data are accounted
for in the findings. Applying findings to broader
and/or diverse context is apparent
3. Discussion and Conclusions. Thematic and
logical connections between the problem, the

research strategy, the findings and the conclusions
are eloquently and accurately articulated.
4. Recommendations and Future Directions.

Recommendations for practice, policy, and further
research are justified by the findings and
conclusions and are actionable.
II. Oral Defense for a Proposal. Please rate the ability of the students to
present/defend his/her research based on this scale: 5 – Excellent; 4 –
Very Satisfactory; 3 – Satisfactory; 2 – Fair; 1 – Poor
Quality of Presentation 5 4 3 2 1
a. Organization
b. Presentation Style
c. Communication Skills
d. Visuals
Cognitive Skills
a. Depth of knowledge
b. Breadth of knowledge
c. Critical Thinking
d. Assimilation of knowledge
Response to Questions
a. Completeness
b. Professionalism when challenged
Over-all defense assessment
Confidential Comments:

____________________________
EVALUATOR
(Signature over Printed Name)
Exhibit N
Ethical Considerations
Ethical Considerations can be specified as one of the most important parts

of the research. A research project may even be doomed to failure if this part is
missing.
According to Bryman and Bell (2007) the following ten principles of ethical
considerations have been compiled as a result of analyzing the ethical guidelines
of nine professional social sciences research associations:
1. Research participants should not be subjected to harm in any ways
whatsoever.
2. Respect for the dignity of research participants should be prioritised.
3. Full consent should be obtained from the participants prior to the study.
4. The protection of the privacy of research participants has to be ensured.
5. Adequate level of confidentiality of the research data should be ensured.
6. Anonymity of individuals and organisations participating in the research
has to be ensured.
7. Any deception or exaggeration about the aims and objectives of the
research must be avoided.
8. Affiliations in any forms, sources of funding, as well as any possible
conflicts of interests have to be declared.
9. Any type of communication in relation to the research should be done with
honesty and transparency.
10. Any type of misleading information, as well as representation of primary
data findings in a biased way must be avoided.
In order to address ethical considerations aspect of a research project in
an effective manner, an expanded discussions of each of the following points to
at least one paragraph:
a. Voluntary participation of respondents in the research is important

b. The use of offensive, discriminatory, or other unacceptable language
needs to be avoided in the formulation of Questionnaire/Interview/Focus
group questions.

c. Privacy and anonymity or respondents is of a paramount importance
d. Acknowledgement of works of other authors used in any part of the
dissertation with the use of APA referencing system as provided in the
manual
e. Maintenance of the highest level of objectivity in discussions and analyses
throughout the research
In studies that do not involve primary data collection, on the other hand,
ethical issues are going to be limited to the points d) and e).

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RESEARCH FORMAT

When a student writes his/her Action Research, Thesis or Dissertation,

I. GENERAL FORMAT REQUIREMENTS

1. Paper. The paper must be of substance 20, letter size (8 ½ inches

2. Margins. The margin must conform to the specifications given

SIDE MARGIN COMMENTS

3. Typeface. Arial, twelve point throughout the manuscript must be

4. Indention. Paragraphs should be indented approximately one-half

5.1 SINGLE SPACING must be used for:

5.1.1 Quotations which are 4 lines or longer

RESEARCH WRITING MANUAL 2017 EditionPage 1

5.2 DOUBLE SPACING must be used:

5.2.1 For all text documents

5.3 TRIPLE SPACING must be used between a subheading and

For major heading pages and preliminary pages, page numbers

Pagination for Action Research, Thesis and Dissertation must follow

RESEARCH WRITING MANUAL 2017 EditionPage 2

2.1 This follows after the title page

3.1 This section allows the researcher to thank mentors and

RESEARCH WRITING MANUAL 2017 EditionPage 3

4.1 It is the page where the researcher dedicates its work to

5.1 The term “TABLE OF CONTENTS” is placed on top center

6.1 The titles should be centered on top of the page.

RESEARCH WRITING MANUAL 2017 EditionPage 4

7.1 The term “ABSTRACT” should be centered on top of the

8.1 This includes everything between the preliminary pages and

9.1 Each level of subhead should be consistent and be different

10.1 The term “REFERENCES” is centered on top of the page.

RESEARCH WRITING MANUAL 2017 EditionPage 5

10.4 Classify references as follows:

10.4.1 Books (includes those in print and electronic)

10.5 Arrange entries under each type alphabetically by author.

11.1 Include all supporting documents that cannot be included into

11.2.1 Approved letter to conduct the study

11.3 Label each document with “Appendix”, and give each

III. PRESCRIBED PARTS OF A RESEARCH PROPOSAL

III.1 Background of the Study

RESEARCH WRITING MANUAL 2017 EditionPage 6

III.4 Theoretical Background

III.4.1 Theoretical Framework

III.1 Research Design

III.1 Literature Matrices

IV. Descriptions of the Parts of the Proposal

III.1.1 Titles should neither be too short nor too long as to be

III.2 Introduction. Write “INTRODUCTION” at the center of the

III.2.1 Background of the Study

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III.2.2 Research Questions

III.2.2.1 The problem is borne out of an assessment

III.2.2.2 Having identified the problem, state clearly

III.2.3 Significance of the Study

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a. Benefits derived from the investigation

c.2.32 Show how this will respond to the gap of

c.24 Theoretical Background

c.24.1 Theoretical Framework

a. Describe in more details the theoretical

b. In writing the theoretical framework, start

 This paper is anchored on the theory

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b.242 Literature Review

a. Literature should be arranged according

a. This is written right after the literature