Research is a careful, systematic study in a field of knowledge that is

undertaken to discover or establish facts or principles (Webster, 1984). It is

also systematic process of collecting and analyzing data to find an answer to
a question or a solution to a problem, to validate, or to test an existing theory
(David, 2002).

Procrastination is the number one enemy of research.

HCDC Research Format

Patterned after the American Psychological Association (APA) with
some Revisions

The APA Publication is intended primarily as a guide to prepare manuscripts

for journal publication. Authors also use this Publication Manual to prepare
theses, dissertations, and student papers, papers for oral presentation and
papers published in abbreviated form.

The author of a thesis, dissertation or student paper produces a final

manuscript while the author of a journal produces a copy manuscript. Final
manuscripts reach their audience in the exact form in which they are
prepared. They have a long life span. A number of variations from the
requirements described in the Publication Manual are not only permissible but
also desirable in their preparation. Copy manuscripts have short life span.
Both must conform to the format and other policies of the journal to which they
are submitted

General Instructions in Preparing the Final Manuscript

Paper
 1. Use 8 ½ by 11 inch white paper. A 20 pound (substance 20) or 24
pound, with high brightness (80+) paper works best. Avoid lighter
papers (16 pound or less) and textured papers such as erasable
bond.

2. Have all papers be of the same size. Use the letter size paper.

Margins

1. Leave uniform margins of at least one (1) inch at the top, bottom, left
and right sides of every paper. However, for binding purposes, make
the left side margin wider, so allow one and a half (1½ ) inches for it.

2. Use the justified margin format for theses, dissertations and formal
student papers.

This is not a requirement for the copy manuscript of the journal since the latter
is

going to be typeset for uniform margin alignment by the printing press.

Spacing.

a. Use double spacing throughout most of the manuscript.

b. Single spacing is used for list of tables and figures, names of tables
and figures, references, and appendices. Double spacing is used in
between them.
 List of Tables

Table Page

1 CET Scores Bracket Frequency Distribution of BSA, BSCA, and 23

BSMT Graduates and their Percentages

2 Performance of the BSA Graduates on Board Subjects 24

in the Licensure Examination

List of Figures

Figure Page

1. Conceptual Framework of the Study 11

2 Special Training Related to Present Job as School 23

Academic Administrators

References

Vygotsky, L. (1988). Theories on learning and social interactions. New York,

USA:

Prentice Hall: 34-35.

Winebrener, S. (1996). Teaching kids with learning difficulties in the regular

classroom. Minneapolis, USA: Free Spirit Publishing

Appendices

Page

A Questionnaire on the Extent of Content Coverage on 109

Board Subjects for Bachelor of Science in Accountancy

B Letter to the Registrar 110

a. Use judicious triple or quadruple spacing to improve appearance and

readability. Such spacing is appropriate after chapter titles, before and
after subtitles.

b. Type no more than 27 lines in one page (excluding the page number).

c. Space once after commas, colons, semicolons, punctuation marks at

the end of sentences, period that separate parts of a reference citation
and after the periods of the initials in personal names. ( ex . J. R.
Zhang)

f. Do not space after internal periods in abbreviations. (e.g., a.m., i.e).

g. Use no space before and after a hyphen. (trial-by-trial analysis)

h. Type an em dash or two hyphens with no space before and after to set
off an
element added to amplify or to digress from the main clause.(Studies—
published

and unpublished—are included.)

i. Type an en dash or single hyphen with no space before and after. En

dashes are used between words of equal weight such as in a
compound adjectives. (Chicago-London flight)

J. For the minus sign use a hyphen with a space on both sides. ( a – b)

k. For a negative value, type a hyphen with a space before but no space
after.

( -5.25)

Type face.

a. Use the serif typeface. It is preferred for text because it improves readability
and

reduces eye fatigue.

b. This maybe Times Roman, Courier, or Arial. For the sake of uniformity the
school

uses the Arial form. Use the 12 point font size.

Pagination.

a. For the preliminary pages, use the small Roman numerals and for the
main and ending pages, use the Arabic number form.

b. Number all pages except the cover page, the title page, artwork for the
theoretical and conceptual framework and the beginning of every
chapter. Their numbers are implied hence number the following pages
after them using the next numbers in the series.

c. Encode the page number at least one inch from the right hand edge of
the page in the space between the top edge of the paper and the first
line of the text.

d. Do not number inserted pages with, for example, “6a” or make other
repairs.

Paragraphs and Indentation.

a. Refrain from using a one-sentence paragraph. This is not allowed in the

manuscript.

b. Indent the first line of every paragraph. For consistency, set at five to seven

spaces.

c. Do not indent the abstract.

 e. Use the hanging or inverted indention for lists of tables, figures,
references and

appendices.

Capitalization

a. Capitalize all the letters in the title of the cover page. Other lines must
be in the

upper- lower case.

b. All lines in the title page must be in the uppercase and lowercase letters.

c. For the main titles and subtitles, only the word “CHAPTER” must bear the
all caps

form. Use the upper-lower case format for others.

d. Capitalize only the first letter of the first word of the reference except
when a word within the material is a proper name.

Headings.

a. Use the five level heading format for uniformity. This is usually required for
long

articles.

d. The “CHAPTER” heading is in the fifth level. Center it, encode in

boldface and in all caps.

d. The title of the chapter is in the first level. Center it , use boldface
 d. The subtitles of the chapter are in the second level. Center them, use
italics and the upper-lower case format but refrain from using the
boldface.

d. The subtitles under the second level are in the third level. Flush them
to the left , use italics in the upper-lower case format. The first letter of
all important words are capitalized.

d. The subtitles under the third level are in the fourth level. Flush them to
the left, indent them, encode them in italics in the upper-lower case
format. Only the first letter of the first word is capitalized. End them with
a period.

CHAPTER 1 Level 5

The Problem and a Review of Related Literature Level 1

Review of Related Literature Level 2

Causes of Pollution Level 3

Improper waste management. The world is experiencing so many illness Level 4

due to the erroneous way of managing our waste.

Seriation

a. To show seriation within a paragraph, use lowercase letters (not italics)

in parenthesis.

Ex. Participants considered (a) some alternative course action, (b) the
factors

influencing the decision, and (c) the probability of success.

b. To show seriation of separate paragraphs (e.g., itemized conclusions

or successive steps in a procedure), number each paragraph with an
Arabic numeral, followed by a period but not enclosed in or followed by
parentheses.

Ex.

1. There is a need to give orientations in the proper management of wasteIn

every household.

2. A more intensive study has to be made wherein a bigger sample size has
to be involved.

c. Within a sentence, use commas to separate three or more elements

that do not have internal commas; use semi-colons to separate three or
more elements that have internal commas.

Ex. We tested three groups: (a) low scorers, who scored fewer than 20
points;

(b) moderate scorers, who scored between 20 and 50 points; and © high

scorers, who scored more than 50 points.

d. If the elements of a series within a paragraph constitute a compound

sentence and are preceded by a colon, capitalize the first word of the
first item.
 Ex. The experiments which we reported were designed to address two
findings:

a. Only a limited class of patterned stimuli, when paired with color,

subsequently and contingently elicit after effects; and (b)

decreasing the

correlation between grid and color does not degrade the

McCollough effect.

Quotations:

a. Material directly quoted from another’s work or from one’s own

previously published work, material duplicated from a test item, and
verbatim instructions to participants should be reproduced word for
word. Incorporate a short quotation (fewer than 40 words) into text and
enclose the quotation with double quotation marks.

Ex. She stated, “The ‘placebo effect’. . . disappeared when

behaviors were

studied in this manner” (Miele, 1993: 276) but she did not clarify which

behaviors were studied.

b. Display a quotation of 40 or more words in a free standing block of

typewritten lines and omit the quotation marks. Start such a block
quotation on a new line and indent the block about ½ inch. From the
left margin. If there are additional paragraphs within the quotation,
indent the first line of each an additional ½ inch. The entire quotation
should be double-spaced.

Ex.

Miele (1993) found the following:

 The “placebo effect” which had been verified in previous studies,

disappeared when behaviors were studied in this manner.

Furthermore, the behaviors were never exhibited again even when reel

[sic] drugs were administered. Earlier studies (e.g.,Abdullah,1984;

Fox,1979: 276 ) were clearly premature in attributing the results to it.

c. When quoting, always provide the author, year and specific page
citation in the text and include a complete reference in the reference
list. Many electronic sources do not provide page numbers (unless they
are PDF reproductions). If paragraph numbers are visible, use them in
place of page numbers. Use the ¶ symbol or the abbreviation para. If
there are headings in the document and neither paragraph nor page
numbers are visible, cite the heading and the number of the ¶ following
it to direct the reader to the location of the quoted material.

Ex.

As Myers (2000, ¶ 5) aptly phrase it, “positive emotions are both an

end and

a means to a more caring and healthy society.”

“The current system of managed care and the current approach to

defining

empirically supported treatments are shortsighted” (Beutler, 2000,

Conclusion section, ¶ 1).

d. Use ellipses to indicate that you have omitted material from a

quotation. Type three periods with a space before and after each
period to indicate an omission within a sentence. Type four periods to
indicate an omission between two sentences ( a period for the
sentence followed by three spaced periods). Do not use ellipses points
at the beginning or end of any quotation unless you need to emphasize
that the quotation begins or ends in the mid -sentence.
 Ex.

She stated, “The ‘placebo effect’. . .disappeared when behaviors were

studied in this manner” (Miele, 1993: 276) but she did not clarify which

behaviors were studied.

e. Use brackets, not parentheses, to enclose material inserted in a

quotation by a person or some persons other than the original writer.

Ex.

Miele (1993: 276) found that “the ‘placebo effect’ which had been

verified in previous studies, disappeared when [only the first group’s]

behaviors were studied in this manner”.

f. When a period or comma occurs with closing quotation marks, place

the period or the comma before rather than after the quotation marks.
Put other punctuations (e.g. colon, semicolon) outside the quotation
marks unless they are parts of the quoted material.

Ex.

At the beginning of each trial, the experimenter said, “This is a new

trial.”

After the experimenter said, “This is a new trial,” a new trial began.

Did the experimenter forget to say, “This is a new trial” ?

 g. Use double quotation marks to enclose quotations in texts. Use single
quotations within double quotation marks to set off material that in the
original source was enclosed in double quotation marks.

Ex.

Miele (1993: 276) found that “the ‘placebo effect’ which had been

verified in previous studies, disappeared when [only the first group’s]

behaviors were studied in this manner”.

h. If emphasis is needed for a word or words in a quotation, italicize the

word or words. Immediately after the word or words insert within
brackets the words [italics added].

Ex.

The “placebo effect” which had been verified in previous studies,

disappeared when behaviors were studied in this manner.

Furthermore, the behaviors were never exhibited again [italics

added], even when reel [sic] drugs were administered. Earlier

studies (e.g., Abdullah, 1984; Fox, 1979) were clearly premature

in attributing the results to a placebo effect.

 i. Direct quotations must be accurate. They must follow the wording,
spelling and the interior punctuation of the original source, even if the
source is incorrect. Insert the word sic, italicized and bracketed,
immediately after the error in the quotation. (Refer to the preceding
example.)

k. In mid-sentence, end the passage with quotation marks. Cite the source in

parenthesis immediately after the quotation marks and continue the

sentence. Use no other punctuation unless the meaning of the sentence

requires such punctuation.

Ex.

She stated, “The ‘placebo effect’. . .disappeared when behaviors were

studied in this manner” (Miele, 1993: 276) but she did not clarify which

behaviors were studied.

l. At the end of the sentence, close the quoted passage with quotation
marks,

cite the source in parentheses immediately after the quotation marks, and
end

with a period or other punctuation outside the final parentheses.

Ex.

Miele (1993) found that “the ‘placebo effect’ which had been verified in

previous studies, disappeared when [only the first group’s]behaviors

were studied in this manner” (276).

 h. At the end of a block quote, cite the quoted source in parentheses after
the final punctuation mark.

Miele (1993) found the following: The “placebo effect” which had been
verified in previous studies, disappeared when behaviors were studied
in this manner. Furthermore, the behaviors were never exhibited again
[italics added], even when reel [sic] drugs were administered. Earlier
studies (e.g., Abdullah, 1984; Fox, 1979) were clearly premature in
attributing the results to a placebo effect. ( 276)

Numbers

Use figures to express

a. all numbers from 10 and above 12 cm. wide the 15th trial

13 lists 25 yeas old

Exceptions:

a. Any number that begins a sentence, title, or text heading. Whenever

possible ,

reword the sentence to avoid beginning with a number.

Ex. Ten participants answered the questionnaire.

b. All numbers below 10 that are grouped for comparison with numbers
10 and

above (and that appear in the same paragraph).

Ex. 3 of 21 analyses, 5 and 13 lines but

15 traits on each of the four checklists (Traits and checklists are not
being

compared.)

c. Numbers that immediately precede a unit of measurement.

Ex. with 10.54 cm. of a 5-gm dose

d. Numbers that represent statistical or mathematical functions,

fractional

or decimal quantities, percentages, ratios and percentiles and quartiles.

Ex. Multiplied by 5 0.33 more than 3% a ratio of 16: 1

e. Numbers that represent time, dates, ages, sample, sub-sample, or

population

size, specific numbers of subjects or participants, scores and points on a

scale, exact sum of money, and numerals as numerals.

Ex. 2 weeks ago at 12:30 a.m. March 30, 2007

f. Numbers that denote a specific place in a numbered series, parts of books

and tables, and each number in a list of four or more numbers.

Ex. Grade 8 (but eighth grade) Table 3 page 5 1, 3, 4, and 7

g. All numbers in the abstract of a paper.

Use words to express:

a. Numbers below 10 that do not represent precise measurements and

that are grouped for comparison with numbers below 10.

Ex. repeated the task three times

two words that mean. . .

five trials . . . the remaining seven trials

b. The numbers zero and one when the words would be easier to
comprehend than the figures or when the words do not appear in
context with numbers 10 and above.

Ex. zero-base budgeting one-line sentence

however, one response was valid.

but, however, I of 15 responses was valid.

c. Common fractions

Ex. One fifth of the class

two-thirds majority reduced by three-fourth

 d. Universally accepted usage

Ex. The Twelve Apostles

The Fourth of July

The Ten Commandments

Use a combination of figures and words to express:

a. Rounded large numbers (starting with millions)

Ex. Almost 3 million people a budget of $2.5 billion

b. Back-to-back modifiers

Ex. 2 two-way interactions ten 7- point scales

20 6-year-olds the first 10 items

e. In some situations, readability may suffer instead of benefit. In such a

case, spelling out both numbers is preferred.

Ex. Poor Ist. two items

first 2 items

Better first two items

 f. Treat ordinal numbers as you would cardinal numbers.

Ex.

Ordinal Cardinal Base

The fourth graders four grades

the 2nd. and 11th rows 2 rows, 11 rows

4th and 5th years 4 years and 5 years

k. Use a zero before the decimal point when numbers are less than 1.

23. 0.48

l. Do not use a zero before a decimal fraction when the number cannot
be

greater than one (e.g. correlations, proportions and levels of

statistical

significance.

R(24) = -.43 p < .05

l. If roman numerals are part of a established terminology, do not change

to

arabic numerals. Type II error

 l. Use Arabic, not roman numerals for routine seriation. Step 1

o. Use commas between groups of three digits in most figures of 1,000 or

more.

Exceptions:

page numbers page 1029

binary digits 00110010

serial numbers 290466960

degrees of temperature 3071 °F

acoustic frequency 2000 Hz

degrees of freedom F(24, 1000)

numbers to the right of a decimal point 4,900.0744

p. To form the plural of numbers, whether expressed as figures or as words,

add

s or es alone, without an apostrophe.

fours and sixes 1950s 10s and 20s

Metrication

a. In preparing manuscripts, use metric units if possible. Measurements in

non-metric units may report the non-metric units but also must
report the
 established SI (International System of Units) in parentheses
immediately

after the non-metric units.

Ex. The rod was 3 ft. (0.91 m) long

b. Use the metric symbol to express a metric unit when it appears with
a numeric

value (e.g. 4 m). When a metric unit does not appear with a numeric value,

spell out the unit in text (e.g. measured in meters), and use the metric symbol

in column and stub headings of tables to conserve space.

c. Use lowercase letters when writing out full names of units (e.g. , meter,

nanometer) unless the name appears in capitalized material or at

the

beginning of a sentence.

d. Use the symbol L for liter when it stands alone because a lowercase l may

be misread as the numeral one (5 L). However use lowercase l for fractions

of a liter. (5 ml)

e. Make full names of units plural when appropriate. (meters) Do not make

symbols of units plural,

Ex. 3 cm not 3 cms

f. Do not use a period after a symbol except at the end of a sentence.

g. Never use a space between the prefix and a base unit. Ex. Kilogram

a. Use a space between a symbol and the number to which it refers

except for

measures of angles.

Ex. 4,5 m 12 ºC but 45º angle

Selecting Effective Presentation

Statistical and mathematical copy can be presented in text, in tables and in

figures. If you have from 4 to 20 numbers, use a table, and if you have more

than 20 numbers, consider using a graph or a figure instead of a table.

References for Statistics

Do not give a reference for statistics in common use. Give a reference

for less

common statistics, especially those which have not yet been

incorporated in

textbooks or statistics used in a controversial way (e,g. to justify a

significance

when the data do not meet the assumptions of the test. When the
statistics

itself is the focus of the article, give supporting reference.

Formulas

Do not give a formula for statistics in common use. Give the formula
when

the statistics or mathematical expression is new, rare or essential to

the

paper.

Statistical symbols

a. When using a statistical term in the narrative, use the term, not the
symbol.

Ex. The means were… not The Ms were…

b. Use the symbol for percent only when it is preceded by a numeral. Use
the word percentage when a number is not given.

Ex. found that 18% of the rats determined. . .the percentage of the rats.

c. In table headings and figure legends, use the symbol % to conserve space.

d. Space mathematical copy as you would space words: a+b=c is difficult to

read; a + b = c is much better.

e. Use an uppercase italicized N for the population of the respondents and an

italicized lowercase n for the sample size.

Tables and Texts

An informative table supplements instead of duplicates. Discuss only the

table’s

highlights. If every item in the table is discussed in text, the table is

unnecessary.

a. In the text, refer to the tables by their numbers. Ex. as shown in Table
8

b. Do not write “the table above” (or below) or the table on page 32.

c. Number all tables with Arabic numerals in the order in which the
tables are first

mentioned in text.

d. Do not use suffix letters to number tables.

Table 5, Table 6, Table 7 and not

Table 5a, Table 5b, Table 5c

e. Cutting of tables is not allowed. For long tables, the size maybe
minimized

and the font size may be reduced.

f. Standard abbreviations and symbols for non-technical terms (eg. No.

for
 number, % for percent, M, SD, X2 for statistics) in table headings can
be used

without explanation. Abbreviations of technical terms, group names,

and the

like must be explained in a note to the table.

g. specific note refers to a particular column, row or individual entry. It is

indicated by a superscript lower letter. Specific notes to a table do not

apply to any other table.

Table 2. Recognition Memory for Words and Non

Words as a Function Of Age and Viewing Condition

Viewing Adultsa Childrenb Difference
Conditions

Words

Dim 91 73 18

Moderate 88 63 25

Bright 61 45 16

Nonwords

Dim 78 58 20

Moderate 65 62 3

Bright 80 51 29

Note. The values represent mean percentages of correctly

recognized words and nonwords.

a
Adults were 18-21 years old. bChildren were 12-14 years old.
h. Probability note indicates the results of the test of significance. An asterisk

Indicates the value for which the null hypothesis is rejected with the

probability (p value) specified. Assign a given alpha level the same number

of asterisk from table to table within the paper such as *p < .05; **p < .01;

the largest probability receives the fewest asterisks. Occasionally, there is

a need to distinguish between one-tailed and two-tailed tests in the same

table. To do so, use asterisks for the two-tailed values and an alternate

symbol (e.g. daggers) for the one-tailed p values.

Ex. *p < .05, two-tailed. **p < .01, two-tailed. p < 05, one-tailed. p < .01,

one-tailed.

i. Authors must obtain permission to reproduce or adapt all or part of a

table

(or a figure) from a copyrighted source and give a full credit through a
complete

and accurate citation. It must be accompanied by a note at the bottom of a

table (or in the figure caption) giving credit to the author and the copyright

holder.

Ex. Material reprinted from a book:

Note. From [or The data in column 1 are from] Title of the Book (103),

by A.N. Author and C. O. Author, 1999, Place of Publication: Publisher.

Copyright 1999 by the Name of Copyright Holder. Reprinted [or adapted]

With permission.
 Figures

a. In APA journals, any type of illustration other than a table is called a

figure.

It may be a chart, graph, photograph, drawing, or other depiction

b. Consider carefully whether to use a figure. Tables are often preferred

for the

presentation of quantitative data because they provide exact

information; figures typically require the reader to estimate values.
On the other hand, figures convey at a quick glance an overall
pattern of results.

c. Number all figures consecutively with Arabic numerals throughout an

article

In the order in which they are first mentioned in text (i.e. Figure 1,
Figure2)

d. Never write “the figure above” (or below) or the “the figure in page 12”.

e. A legend explains the symbols used in the figure. A caption serves

both

as an explanation of the figure and as a figure title.

Appendices

a. Common kinds of appendixes include a mathematical proof, a large

table,

a list of words, a sample of a questionnaire or other instruments,

letters, validity and reliability paper documents, etc.
b. If there is only one appendix, label it Appendix without a letter; If there are

more, label each with a capital letter (Appendix A, Appendix B, etc) in the

order in which it is mentioned in the main text. Each appendix must have a

title.

c. To reprint or use another author’s test or questionnaire, one must

determine

whether permission is required for the copyright holder, obtain

permission for

print and electronic reuse and give full credit in the article to the
copyright

holder. A number of commercial instruments are highly protected.

Reference Citations in Text

a. APA uses the author-date method of citation; that is, the surname of
the

author and the year of the publication (even if the reference

includes the month and the year).

b. If the name of the author appears as part of the narrative, cite only the
year of

publication in parentheses, otherwise, place both the name and the

year,

separated by a comma in parentheses.

Ex. Walker (2000) compared reaction…

In a recent study of reaction (Walker, 2000)…

c. Within a paragraph, there is no need to include the year in subsequent

references to a study as long as the study cannot be confused with

other

studies cited in the article.

Ex. In a recent study of reaction, Walker (2000) described the

method….

Walker also found…

d. When a work has two authors, always cite both names every time the

reference occurs in test.

e. When a work has three, four or five authors, cite all authors the first
time the

first time the reference occurs; in subsequent citations, include only

the surname of the first author followed by et al. (not italicized and
with a period after “al”) and the year if it is the first citation of the
reference within a paragraph.

Ex. Ramos, Cruz, Mendez, Raagas, Gorospe (1998) find… (first

citation)

Ramos, et al. (1998) found… [Used as a subsequent first citation

per

paragraph thereafter)

Ramos et al. [Omit year from subsequent citations after the first
citation

within a paragraph.]
f. When a source that has six or more authors is cited, the first author's
surname

and "et al." are used every time the source is cited (including the first time). In

the reference list, however, provide the initials and the surnames of the six

authors and shorten any remaining authors to et al.

g. Join the names in a multiple-author citation in running text by the word and
.I

In parenthetical material, tables, captions and in the reference list,

join the names by an ampersand (&).

Ex. as Ramos and So (1993) demonstrated…

As has been shown (Ramos & So, 1993)

h. The names of groups as authors (e.g. corporations, associations,

government

agencies, and study groups) are usually spelled out in the first
citation and abbreviated thereafter. If the name is too long and if the
abbreviation is familiar or readily understandable. it may be
abbreviated in the second and subsequent citations. If the name is
too short or if the abbreviation would not be readily understandable,
write each name each time it occurs. In the reference list, the
group’s name should be spelled out.

Ex. First text citation: National Institute of Mental Health [NIMH],

1999)

Subsequent text citation: (NIMH, 1999)

i. When a work has no author, cite in text the few words of the reference list

entry (usually the title) and the year, Use double quotation marks
around the

title of an article or chapter, and italicize the title of the periodical, book,

brochure, or report.

Ex. on free care (“study finds,”. . . 1982)

j. Cite materials such as court cases, statutes and legislation by

the first few words of the reference and the year. In text , cite the name
of

the case (italicized) and the year of the decision.

k. For statutes, in text, give the popular or official name of the act and the
year.

k. Text citations are governed by elaborate rules. If two or more authors’

names are enclosed in parentheses use an ampersand (&) before the
name of the last. Use the conjunction and if the names are in normal
text.

k. References match citations. “References cited in text must appear in

the

reference list; conversely, each entry in the reference list must be cited in

text. The reference list and text citations must agree. This is a general
rule

in research writing.

k. When a work’s author is designated as “Anonymous,” cite in text the

word
 Anonymous followed by a comma and the date. Example: (Anonymous,
1998)

k. If a reference list includes publications by two or more primary authors

with the same surname, include the first author’s initials in all text
citations, even if the year of publication differs. Initials help the reader
to avoid confusion within the text and to locate the entry in the list of
references.

Ex.

R. D. Luce (1959) and P.A. Luce (1986) also found

J. M. Goldberg and Neff (1961) and M. E. Goldberg and Wurtz (1972) studies

Sources

Citations Sources Citations

No author (Short Title, 2000) Chapter (Adams, 2004, chap. 4)

E.g. (“Short Article,” 2000) Data File (Corporate Author, 2000)

(Smith, 2000) (Smith, 2000, p.123) In Press (Smith, in press)

1 author Smith (2000)

(Smith & Adams, 2005) (A.B. Smith, personal communication,

January 23, 2000)
2 authors (Smith & Adams) 2005
A.B. Smith (personal communication,
3/ 5 First cite: (Adams, Baca, & Car, Message January 23, 2000)
authors 2000)

Next Cite (2nd): (Adams, et al.., 2000)

Subsequent citation after first

citation within a paragraph (omit
year):

(Adams, et al.)
6 authors + (Jones et al., 2001) Multiple (Able, 2000; Baca, 1950; Car, 1975)

Corporate (United Nations (UN), 1996) No Date (Smith, n.d.)

Acronym
Next Cite: (UN, 1996) Reprint (Freud, 1920/2002)

k. In citing a work discussed in a secondary source, give the

secondary source

in the reference list; in text, name the original work, and give a
citation for the

secondary source.

Text Citation:

Lopez and Ayala’s study (1940) found (as cited in Santos,

Morales, & Bernardo, 2009)

Reference list entry:

Santos, T., Morales, P., & Bernardo, L. (2009). The title of the book or

volume (4th ed.). City: Publisher.

APA References

Alphabetize references using conventional rules. Ignore capitalization

and

punctuation in names. Evans-Pritchard comes before Evanston; Dumont

comes before duRivage; Daniels comes before D’Arcy.

Abbreviated forms are alphabetized literally. MacDonald comes before

McDonald; Macmillan come before McMillan.

Prefixes are used when they are recognized as part of the name (with
the exception of von): de Chardin, comes before Decker and after
Deaton. Treat names with von similar to names with Jr.: Smit, G. T.
von, Smit, G. T., Jr.

Suffixes for junior, senior, or numbered patrimony (II, III, IV) trail the
name and initials: Buckley, W. F., Jr.; Smith, E. T., IV.

Corporate authors are alphabetized by the first significant word. The

Nature

Conservancy comes before Naughton and after Nance.

Multiple works by the same author are listed by date, with the most
recent being placed last

When there is no author, the title is substituted in APA style.

Alphabetize such references by the first significant word (ignore A, An,
The). Use a line to symbolize the missing name of the author.

_________(2008). The shadow of the monk. Quezon City: Balagtas

Publishing House.

Only the first letter of the first word of the title is capitalize unless a word in it is

a proper name which must then be capitalized. Said title should be in italics.
Journal

Surname, F. M. (1999). Title of the article. Journal’s Title.V

Surname, F. M. (1999, April 1). Title of the article. Newspaper Name: 1-2.

Conference paper

Surname, F. M. (2001, April 1-3). Title of the conference. City, State or Nation.

Meeting (unpublished paper presented at a meeting)

Surname, F. (1999, April 1). Title of the meeting. Paper presented at the
meeting

of the First Akbayan Meeting (example only): place.

Symposia (published contribution to a symposia in an edited book)

Santos, S. L. & Sevilla, E. M. (1999). Title of the paper. In Name (Ed.), Name
of the Symposia: Vol.__ (pp.__). Place: Publisher

Symposia (unpublished contribution to a symposia)

Surname, F. M. (1999, April 1). Title of the paper. Name of the Symposia.
Symposium conducted at the __________.

Online Document (Write the word Retrieved then followed by the date and
also the

word from then the source)

Author, A. A. (2000). Title of work. Retrieved month day, year, from source.

Television Broadcast

Give the name and, in parenthesis, the function of the originator or primary

contributors.
 >
Example:

Name of originator or contributor. (Function, eg. Executive Producer).

(year, month,

day). Title of the broadcast/Show [Television broadcast/show]. Place:

Name of

the Broadcasting Service.

Mike Reyes (Host/Anchor Man). (2005, January, 15). Imbestigador

[Television

Newscast]. Manila, Philippines: ABC 5

Reprint.

Important papers or books are often reprinted. Note the original publication
date

following the keyphrase “Original work published . . .” in parentheses trailing

the

reference.

Example:

Allport, G. W. (1979). The nature of prejudice. Cambridge, MA: Addison-

Wesley.

(Original work published 1954.

Online Periodical

Author, A. A., Author, B. B., & Author, C. C. (2000). Title of article. Title of
Periodicals,

xx, xxx-xxx. Retrieved month day, year, from source.

Online Report (Published)

U.S. Fish and Wildlife Service. (2000, July 25). Threatened and endangered species
system (TESS): Delisted species report. Retrieved June 4, 2001, from
http://ecos.USFWS.gov/ webpage/webpage_delisted.html

Editor as Author (Edited Book)

Friedman, H. S. (Ed.). (1990). Personality and disease. New York: Wiley.

Chapters in Edited Books

Bourdieu, P. (1993). The market of symbolic goods. In R. Johnson (Ed.), The field of
cultural production: Essays in art and literature (pp. 112–141). New York:
Columbia University Press. (Original work published 1983)

Translator as Author - An editor or translator may be substituted for the author

when no specific work in a compilation is being cited, or when there is no known
author. Use the abbreviations (Ed.), (Eds.) or (Trans.) as appropriate.

French, R. M. (Trans.). (1974). The way of a pilgrim and the pilgrim continues his
way. New York: Ballantine Books-Random House.

Friedman, H. S. (Ed.). (1990). Personality and disease. New York: Wiley.

Stephan, W. G. (1985). Intergroup relations. In G. Lindzey & E. Aronson (Eds.), The

handbook of social psychology (3rd ed., Vol. 2, pp. 599–658). New York:
Random House.

Non-English Book - APA style requires a translation of the

title placed in brackets after the non-English title.

Example:

Hadot, P. (1993). Exercices spirituels et philosophie antiques [Spiritual exercises and

ancient philosophy] (3rd ed.). Paris: Institut d'Etudes Augustiniennes.
Journal Article (In Press)

Alession, J. C., & Andrzejewski, J. (in press). Unveiling the hidden glass ceiling: An
analysis of the cohort effect claim. American Sociological Review.

Dissertation/ Thesis (if it is an unpublished work write “Unpublished doctoral dissertation

/ Unpublished master’s thesis” then the name of the university.

Example:

Downey, D. B. (1992). Family structure, parental resources, and educational

outcomes. Ph.D dissertation, Department of Sociology, Indiana University,
Bloomington, IN.

Working Paper

Bohm, P., Lindén, J., & Sonnegård, J. (1995). Eliciting reservation prices: Becker-
DeGroot- Marschak mechanisms vs. markets. Working paper, University of
Stockholm.

Working Paper (No Date)

Harberger, A. C. (n.d.). Reflections on the growth process. Working paper, World

Bank.

Dictionary

Merriam-Webster collegiate dictionary (10th ed.). (1993). Springfield, MA: Merriam-

Webster.

Encyclopedia Article

Bergman, P. G. (1998). Relativity. In Encyclopedia Britannica (15th ed., Vol. 26, pp.
501–508). Chicago: Encyclopedia Britannica.

Encyclopedia Article (No Author)

Croatia. (1991). In The new encyclopedia Britannica: Micropaedia. Chicago:
Encyclopedia Britannica.

Machine Readable Data File

Ruggles, S., & Sobek, M. (1995). Integrated Public Use Microdata Series: Version
1.0 [Data file]. Minneapolis, MN: Social History Research Laboratory,
University of Minnesota (Producer, Distributor).

Statistical Abstract - provides a quantitative assessment of a nation or society. They may

be referenced as a component part in the edited volume format or as book. If you
have only a single citation to make in your text the edited volume format may be
appropriate.

Bureau of the Census. (1993). Higher education price indexes: 1965–1991. In

Statistical abstract of the United States: 1993 (113th ed., Table 277).
Washington, DC: US GPO.

Computer Program

Examples:

Anselin, L. (1993). SPACESTAT: A program for the statistical analysis of spatial data
[Computer program]. Santa Barbara, CA: National Center for Geographic
Information and Analysis, University of California.

Dr. Abel Scribe PhD. (2001). The Student’s Guide to APA Psychology (Version 1.1)
[Electronic text]. Boulder, CO: Dr. Abel Scribe PhD. Retrieved from
http://www.docstyles.com/archive/apastyle.zip

Abstract as original source

Nakazato, K. (1992). Expression in cholinoceptive pyramidal cells [Abstract]. Society

for Neuroscience Abstracts, 3, 90.

Abstract from a secondary source (print periodical) – refers to such things as

abstract, article summaries, book reviews, and so forth, or it is derived from
 someone other than the original author(s). But it is preferable to read and cite
primary sources whenever possible. (Pls. refer to citation, page 4).

Nakazato, K. (1992). Cognitive functions of centenarians: The Tokyo Metropolitan

Centenarian Study. Japanese Journal of Developmental Psychology, 3, 9-16.
Abstract obtained from PsycSCAN: Neuropsychology, 1993, 2, Abstract No.
604.
 Ex Fide Ad Veritatem

TEACHERS’ PERCEPTIONS OF READINESS FOR INCLUSIVE CLASSES

IN SPECIAL EDUCATION (SPED) CENTERS OF DAVAO CITY

A Thesis

Presented to the Graduate School

In Partial Fulfillment

of the Requirements for the Degree

Master of Arts in Education

Major in Special Education

by

Sr. Edilberta B. Betaizar, PM

March 2007
 Ex Fide Ad Veritatem

Teachers’ Perceptions of Readiness for Inclusive Classes

in Special Education (SPED) Centers of Davao City

___________________

A Thesis

Presented to the Graduate School

___________________

In Partial Fulfillment

of the Requirements for the Degree

Master of Arts in Education

Major in Special Education

___________________

by

Jose L. Balboa

Ma. Elizabeth K. Reyes

March 2007
Abstract

The abstract is a brief, comprehensive summary of the contents

of the

research.

NB: CHED’s requirement is 250 words for the abstract.

For the journal, the requirements are:

One 120 word introductory abstract

The keywords

The executive summary composed of the following elements:

1. Introduction (not labeled)

2. The most related literature with proper citing referencing, and

the theories and concepts advocated

3. Statement of the Problem and the hypothesis if there is any

4. The method comprising the research design; the participants,

subjects, or respondents; the validated and reliability tested instrument

the data gathering procedure and the data analysis

 5. Results and Discussions

6. Summary and Conclusions

7. Recommendations

8. References

9. Author’s Note

Table of Contents

1. The title, Table of Contents, is placed at the center, in boldface,

and in upper and lower case letters.

2. The page numbers of the preliminary pages are in small roman

numeral

letters.
 Table of Contents

Page

Title Page i

Approval Sheet ii

Acknowledgment iii

Dedication (optional) iv

Abstract v

Table of Contents vi

List of Tables vii

List of Figures viii

CHAPTER

1 The Problem and a Review of Related Literature 1

Review of Related Literature 3

Theories/Concepts 28

Theoretical/ Conceptual Framework 30

Statement of the Problem 32

Hypotheses 33

2. Method 44

Research Design 44

Participants 45

Instrument 47

Data Gathering Procedure 55

Data Analysis 59

3 Results and Discussion 71

4 Conclusions and Recommendations 90

Conclusions 94

Recommendations 97

References 100
Appendices
A Letter seeking Permission 105
B Validation of Instrument 106

C Reliability Result of the Instrument 107

Curriculum Vitae/Author or Authors’ Note(s) 110

List of Table(s)

Table Page

1 Profile of the Respondents 11

2 Perceptions of the Respondents on… 18

List of Figure(s)

Figure Page

1 Theoretical Framework of the Study 15

2 Conceptual Paradigm of the Study 17

Chapters

1. The word CHAPTER as a title is always in all capital letters.

2. The titles of the four chapters must be in bold letters and in upper

and lower cases. They are the following.

CHAPTER 1 The Problem and the Review of Related Literature

CHAPTER 2 Method

CHAPTER 3 Results and Discussions

CHAPTER4 Summary, Conclusions and Recommendation

Introduction

This sub-title is implied. It must contain the answers to the following

questions:

• What is the study about?

• What is the rationale in choosing the study? (international, national,

and local bases)
 • What is the significance of the study?

• Who will benefit from the study?

• What is the scope of the study? (This may however be found in other
parts of the study.)

Review of Related Literature

1. Proper citing and referencing must be observed. Use the author date
citation.

2. Recency of the materials must considered. (Inclusive of five years)

3. This subtitle is centered and is in italics but not in boldface.

4. Importance of the Related Literature:

It gives the feeling of confidence to the researcher because of the

constructs provided.

It provides information about past researches related to the

intended study.

It provides the conceptual or theoretical framework of the planned

research.
 It gives information about the research method used, the population

and sampling considered, the instrument used, and the statistical

techniques employed in previous researchers.

It provides findings and conclusions of past investigations which may

relate to the researcher’s own study and conclusions.

It informs and lends support to the researcher’s assumptions, to

operational definition of terms, and even to the methodological

procedures by demonstrating that the present study has profited

from scholarly and scientific work that has preceded it

Theories/Concepts

Theory – is a set of interrelated abstract propositions or statements that offer

some explanations of some phenomena. They are subject to be proven.

Concept –is a mental construct or image developed to symbolize ideas,

persons, things or events. It forms the explanatory statement of a theory.

This subtitle is again in italics but not in boldface and is centered.

Theoretical/Conceptual Framework

This explains the variables of the study. It is centered and not in boldface.
Statement of the Problem

1. This is the focus of the study and all questions stated should be
categorically answered. It starts with a major problem which is broken into
smaller, limited ones, hence, the general and specific problems. This must
have the characteristics of being SMART (specific, measurable, achievable,
realistic and time bounded)

2. This is also centered, in italics but not in boldface.

3. The objective form may be used instead of the problem or question form.

Hypothesis

1. This is a prediction of the outcome of the study. It is a tentative

explanation for certain behaviors, phenomena, or events which have occurred
or will occur. It states the researcher’s expectations concerning the significant
differences or relationship between the variables in a research study.

Null (Ho)- This predicts that there will be no difference, relationship,

effect, nor interaction.

Alternative (Ha)- This indicates that there will be significant difference,

relationship, effect, or interaction between or among the variables.

2. This is centered, in italics but not in boldface.

1. Not all studies are required to have hypothesis.

 Method

1. This is centered, in upper and lower case letters and in boldface.

2. It includes the research design, the participants, the instrument, the

data gathering procedure and the data analysis

Research Design – This is centered, in italics but not in boldface.

1. Historical research - is a systematic and critical inquiry of the truth of the

past events especially those involving human affairs.

2. Descriptive design – focuses on the present condition and is valuable

in providing facts on which scientific judgment may be based.

• Descriptive survey - is appropriate whenever the objects of any class

vary among themselves and one is interested in knowing the extent to
which

different conditions are obtained among these objects.

• Descriptive normative survey - is used to ascertain the normal or

typical condition or practice or to compare local test results with a state
or national norm.

• Descriptive-status - is a technique of quantitative description which

determines the prevailing conditions in a group of cases chosen for
study.
 • Descriptive classification- is employed in natural sciences such as
botany, zoology, etc. wherein specimens are classified.

• Descriptive analysis - describes the nature of an object by separating it

into parts.

• Descriptive evaluative - appraises carefully the worthiness of the

current study.

• Descriptive-comparative - considers at least two entities and

establishes a formal procedure for obtaining criterion data on the basis
of comparing and concluding which is better.

• Correlational survey – is designed to determine the relationship of two

variables

3. Experimental design is a problem solving approach in which the

study

is described on what will be when certain variables are carefully controlled

and manipulated.

• Single-group design – involves a single treatment with two or more

levels.

• Two-group design – Two comparable groups are employed as

experimental and control groups.

• Two-pair group design – is an elaboration of the two-group design

wherein

there are two experimental groups and two control groups.

• Parallel-group design – Two or more groups are used at the same time
with only one single variable (control). The experimental group varies
while the parallel group serves as control for comparative purposes

• Pretest-posttest group design – involves the experimental group and

the control group which are carefully selected through randomization
procedures. Both are given pretest at the beginning and posttest at the
end but the control group is isolated from all experimental influences

• Counterbalance or Latin square design – also called rotation design. It

involves exchange of two or more treatment taken by the subjects
during the experiment. This is also called quasi-experiment.

• Complete randomized design – A group is studied only once but

subsequent treatment is determined to be the cause of change. There
is no control in this design but the subjects will undergo randomization.

• Randomized complete block design – uses a group of subjects which

are studied once but subsequent treatments applied are replicated to
determine the cause of the change. There is control randomization.

• Correlational design – is used to determine the relationship of two

independent variables.
Techniques to analyze
data

(In bullets form,

example:

• Weighted
mean
• Frequency
• Ranking
• Thematic
coding

• Story analysis

Output of the Study

(In bullets form,

example:

• Enhanced
program for
mothers
• Seminar
workshop for
administrators

• Battery of test
materials

Types of Data to gather

(Statement of the
problem)

(In bullets form,

example:

• profile of
dyslexic pupils
• Levels of
parents’
problems

• types of
response
programs)
 Respondents of the
study

(In bullets form,

example:

• Dyslexic
pupils
• Mothers
• Teacher

• School
Administrators

Tools to gather data

(In bullets form,

example:

• Survey
questionnaire
• Documentary
analysis
• Interview

• FGD

Participants/Subjects, Respondents

1. This is centered, in italics but not in boldface.

2. The researcher has to explain how and where the subjects are taken. It can
be either the entire population if it is small. If it is large, then sampling is used.

• Scientific sampling – Each member in the population is given an equal

chance of being included in the sample

• Non-scientific sampling – Not all are given a chance of being included

in the sample.

Types of Scientific Sampling

1. Restricted random sampling – This involves certain restrictions

intended

to improve the validity of the sample. This design is applicable only when the
population is homogeneous.

2. Unrestricted random sampling – This is the best random sampling

design.

The two are chosen by either of two techniques namely lottery or table of
random numbers. The first is useful when the population is small. The second
is

for large numbers.

3. Stratified Random Sampling – This divides first the population into two or
more strata. For each stratum, the sample items are drawn at random.

4. Systematic sampling – All individuals in the population are arranged in a

methodical manner, i.e, alphabetical or chronological and the nth name may
be selected in the making of the sample.
5. Multistage Sampling – The population is grouped into a hierarchy of units
and sampling is done consecutively.

(Ex. Provinces as 1st. stage, municipalities as 2nd. stage, etc.)

Types of Nonscientific Sampling

1.Purposive sampling – This is based on choosing samples according

to the purposes of the researcher.

2. Incidental or Accidental sampling – This is applied to samples which

are taken because they are the most available.

3. Quota sampling – This sampling design is usually prepared by the

main office or entity with the instructions to the field researchers to
collect data from samples that meet the prescribed criteria or
characteristics.

Instrument

1. This is centered, in italics but not in boldface.

1. This is also known as the tool which may be a test, a questionnaire,

an interview, an observation schedule, a checklist, a rating scale, a
mechanical or laboratory equipment etc. used to gather data. It must pass
validity and reliability tests.

Validity - is the degree to which a measuring tool measures what it

intends

to measure.
 • Content validity – refers to the extent to which the content of a topic of
the test is representative of the content of the course. This is described
by the relevance of a tool to different types of criteria.

• Concurrent validity – is the degree to which the test agrees or

correlates with a criterion set up as an acceptable measure.

• Predictive validity - is determined by showing how well predictions

made from a test are confirmed by evidence gathered at some
subsequent time.

• Construct validity – is the extent to which a test measures a theoretical

construct or trait.

Reliability – is the degree of consistency of the responses to the tool.

Methods to Measure Reliability

• Test-retest method – The same research instrument is administered

twice to the same group of subjects and the correlation coefficient is
determined. Spearman rank correlation coefficient or Spearman rho is
the statistics that can be used.

• Parallel or equivalent forms method – This may be administered to a

group of subjects, and the paired observations are correlated. The two
forms of the test must be constructed so that the content, type of items,
difficulty, instructions of administration are similar but not identical.
 • Split-half method – The test must be administered once but the test
items are divided into two halves in which the most common is to divide
them into odd and even items.

• Internal consistency method – is used with psychological tests with

dichotomous items.

Data Gathering Procedure

1. This involves the means of distributing the tool wherein permissions

are sought for legality purposes. The collection of data for analysis is also
done.

2. This is centered, in italics but not in boldface.

Data Analysis

1. This is processing the retrieved raw data into quantitative and

qualitative forms through statistical means.

1. This is centered, in italics but not in boldface.

2. This is where scales of tools are placed.

 Results and Discussions

1. This is the summary of collected data and their statistical treatment.

It is recommended to use few tables and figures

3. This is centered, in boldface, and in upper and lower case letters.

3. The statement must be thoroughly answered.

Conclusions and Recommendations

Summary

1. This is the introductory part of Chapter 3. This is not labeled.

Conclusions

1. They are abstractions and are arranged as they appear in the findings.

2. Rejection/acceptance of hypothesis is explained here.

3. This is centered, in italics but not in boldface.

Recommendations

1. These are based on the conclusions referring to the statement of the

problem. They may include further research on the study. They must be
geared towards practical utility.

1. This is centered, in italics but not in boldface.

The concluding pages are the references, appendices and author’s

note/curriculum vitae.