IMMACULATE CONCEPTION INTERNATIONAL EDUCATION SYSTEMS, INC.

TITLE GOES HERE TITLE GOES HERE TITLE GOES HERE

SHOULD BE ENCODED IN ‘INVERTED PYRAMID’
STRUCTURE/FORMAT

___________________________

A Research Presented to
The Faculty of Immaculate Conception International Education Systems, Inc.
Colegio De Roma Campus, San Juan Balagtas, Bulacan

___________________________

In Partial Fulfillment
of the Requirements for Practical Research II
Humanities and Social Sciences

FIRST NAME MI. SURNAME

FIRST NAME MI. SURNAME
FIRST NAME MI. SURNAME
FIRST NAME MI. SURNAME

Month Year
 Republic of the Philippines
IMMACULATE CONCEPTION INTERNATIONAL EDUCATION SYSTEMS, INC.
Colegio De Roma Campus, San Juan Balagtas, Bulacan

APPROVAL SHEET

In partial fulfillment of the requirements for the Practical Research II with the
strand of Humanities and Social Sciences this research titled “TITLE OF YOUR
THESIS,” which was prepared and submitted by FIRST NAME MI. SURNAME,
FIRST NAME MI. SURNAME, FIRST NAME MI. SURNAME, and FIRST NAME
MI. SURNAME, is hereby recommended for approval and acceptance.

NOEMI M. DAZA
Adviser

Approved in partial fulfillment of the requirements for the Practical Research II

with the strand of Humanities and Social Sciences by the Oral Examination Committee.

DANILO I. SALONGA, MAED.

School Principal

NERILYN V. ALCERA, LPT JOHN MICHAEL P. LARGO

Academic Head Focal Person

Accepted in partial fulfillment of the requirements for the Practical Research II

with the strand of Humanities and Social Sciences.

Date: ______________ MA. ANABELLE E, UY, MaBS

School Director
 ABSTRACT

Summarize your whole thesis manuscript into 300 words. Do not indent the first line.

This section should provide the most important aspects of your study. The introductory

sentence should describe the research problem and address the reason why the study is

important. It may seek to address the research gap. The next sentence should briefly

describe the study’s methodology. For quantitative research, you can write, “Through a

quasi-experiment carried out over an eight-week period with undergraduate students (n =

100) in a state university, the study investigated . . .” For qualitative research, you can

write, “By conducting key informant interviews with community leaders (n = 6) and

health officials (n = 9) in an urban village in Bulacan, this study explored . . .” These

foregoing examples already provide the readers information regarding the number of

people involved in the study, the research method you employed, and the place where

you conducted the study (you may choose not to provide the name of the specific place).

Afterwards, you present the most important findings of your study in one to two

sentences. The same goes when presenting your conclusions and recommendations or

implications. Use the present tense of verbs in stating your results or conclusions that

have continuing applicability (e.g., The research reveals that . . . ). However, use the past

tense in describing how the variables were measured in the study (e.g., This study

employed . . . ). Use the active voice.

Keywords: lorem ipsum; dolor; consectetur; cras pretium (Include four or five most

important concepts. Use specific keywords that capture the most relevant aspects of your

thesis. )
 ACKNOWLEDGEMENTS

Indent the first line of every paragraph. The text must be double-spaced. You may

wish to recognize the support and assistance provided to you by the members of the panel

of examiners, family members, and friends who may have helped you in the various

aspects of conducting the study. Do not make any text in any part of this section bold or

bigger.

J.A. Dela Cruz

J.A. Dela Cruz
J.A. Dela Cruz
J.A. Dela Cruz
 TABLE OF CONTENTS

Title Page ………………………………………………………………………. I.

Approval Sheet ………………………………………………………………… II.

Abstract ………………………………………………………………………… III.

Acknowledgement ……………………………………………………………… IV.

Table of Contents ………………………………………………………………. V.

CHAPTER I – THE PROBLEM AND ITS BACKGROUND

Introduction

Statement of the Problem

Hypothesis

Significance of the Study

Scope and Delimitation

Definition of terms

CHAPTER II – REVIEW OF RELATED LITERATURE AND STUDIES

Relevant Theories

Related Literature

Related Studies

Conceptual Framework

Synthesis

CHAPTER III – METHODS OF RESEARCH

Research Method
 Research Design

Population and Sample of the Study

Sampling Procedure

Research Instrument

Data Gathering Procedures

Data Processing and Statistical Treatment

CHAPTER IV – PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA

Presentation of Data

Analysis of Data

Interpretation of Data

CHAPTER V – SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary of Findings

Conclusions

Recommendations

REFERENCES

ABOUT THE RESEARCHERS

APPENDICES (Please remove those that are not applicable.)

Appendix A. Letter of Request for Research Adviser

Appendix B. Letter of Request to Conduct the Study

Appendix C. Letter of Request for Pertinent Data

Appendix D. Research Instrument (Questionnaire)

Appendix E. Originality Report Generated by Anti-Plagiarism Software

 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Limit this section to two to three pages. Introduce the specific problem and

discuss why it is important. You may start with a brief background about the topic. In

particular, you can write about how the topic has been studied or has been developed as a

research area. You may also argue why the topic has not been fully studied despite its

relevance. If it has been fully studied, justify why there is still a need to study it. You

may then pay attention to addressing the research gap in the body of literature.

Establishing the importance of the topic can be done at the micro or macro level.

The importance of the topic can be established for a particular discipline (e.g.,

“Investigating self-efficacy is a continuing concern within the field of . . .”), community,

or a wider society (e.g., “One of the increasingly recognized public issues is . . .”). A

summary of literature may also be offered (e.g., “Recent developments in educational

psychology have highlighted the need for . . .”).

The next part should focus on specifying the issues that underlie the topic. In

doing so, you are highlighting the problem of your study (e.g., “However, the availability

of new technologies presents a challenge to educators . . .”). You may also pay attention

to what has not been studied yet in the body of literature (e.g., “Previous studies

concerning academic motivation have not dealth with . . .”). This then becomes your

opportunity to present the research gap (e.g., “There has been limited analysis of . . .”).

The last part should provide the readers an idea of you intend to pursue your study

(e.g., “This thesis intends to determine . . .”). This is the part where you have to answer
why there is a need to study your topic. It is also important to point out the potential

contribution of your study to the body of knowledge or literature or its implications to

policy or practice (e.g., This study aims to contribute to the research base about . . .”).

Statement of the Problem

State clearly the research problem. Use the declarative form in stating the main

problem of your study (e.g., The general problem of this study is to (for quantitative

research, use verbs such as determine, analyze, investigate, and examine; for qualitative

research, use verbs such as explore, understand, describe, and discover).

The second paragraph should state clearly the specific research problems. Use the

question form in stating these problems of your study. (Here are examples of specific

questions.)

1. How may the level of political participation be assessed in terms of:

1.1. political knowledge;

1.2. political interest and understanding;

1.3. political cynicism; and

1.4. trust? (Descriptive Research Question)

2. Does reliance on social networking sites significantly relate to political

participation of the respondents? (Relationship Research Question)

3. Does reliance on social networking sites significantly affect political participation

of the respondents? (Effect Research Question)

4. How do education students from private and state universities differ in terms of

their reliance on social networking sites? (Difference Research Question) \

Hypothesis of the Study

Write an introductory sentence here (e.g., “The study tested the following

hypothesis:”). (The null hypothesis should be stated here. Remove this part if you

conducted a qualitative research.) Here are different ways by which you can state the null

hypothesis:

H : There is no significant relationship between . . .

o

H : There is no significant difference between . . .

o

H : There is no significant difference in the mean scores . . .

o

H : Variable X does not significantly affect variable Y . . .

o

Significance of the Study

Provide the importance of the study to each stakeholder who is likely to benefit

from the outcomes of your research. Write an introductory sentence for this section.

Here’s the format for listing the stakeholders:

Stakeholder (should be indented and should end with a period). Discuss how

this particular group of stakeholders would benefit from your study. (Use the present

tense.)

Scope and Delimitation

Discuss the boundaries of your study in terms of specific sample, specific locality,

specific period of study, specific nature and number of variables, and specific type of

research design. Delimitations are choices that you impose in your study (e.g., “The study

examined only . . .”). You may also discuss here the limitations or the potential
weaknesses of your study. Limitations are unavoidable conditions regarding your

research design, sampling, and measurement, contributing to such weaknesses (e.g., This

study was limited by its use of qualitative methods. Hence, it could not provide empirical

methods to provide scientific explanations . . .”). Use the past tense.

Definition of Terms

Write an introductory sentence here. Use operational definitions. Definitions should

be based on how you used them or how you measured them in your study. Do not provide

definitions based on dictionaries or encyclopedias. The list is not numbered. The entries

should be alphabetized. Here’s the format for listing the terms:

Write here the term in bold letters (should be indented and should end with a

period). Write here the operational definition. Again, you do not provide a definition

based on what you read from dictionaries or encyclopedias. You should base it on how it

was used in your study.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Write an introductory paragraph here. Use present tense for this particular

paragraph. The paragraph allows you to discuss what your readers should expect from

this particular section. Provide an overview of the various parts of this chapter.

Relevant Theories

Write an introductory paragraph here. The paragraph allows you to discuss what

your readers should expect from this particular subsection. Use the present tense.

Write here the name of the theory in bold letters (should be indented and

should end with a period). Discuss here the principles and assumptions of the theory.

Use cross-referencing. The last paragraph should provide a discussion of how your

research problem was derived from (e.g., experimental study) or linked to (e.g., survey

study) the theory.

Related Literature

Write an introductory paragraph here. Provide a general introduction. The

paragraph allows you to discuss what your readers should expect from this particular

subsection. Use the present tense. Here’s the format for listing the concepts or variables:

Write here the concept or variable in bold letters (should be indented and

should end with a period). Do not write here the full title of the study that serves as your

reference material. You only need to write here a word or phrase pertaining to variable

that you are studying. Discuss here the key concepts or variables you used in your study.
The variables that you are most likely to discuss in this subsection are those found in your

statement of the problem. Use cross- referencing.

Related Studies

Write an introductory paragraph here. Provide a general introduction. The

paragraph allows you to discuss what your readers should expect from this particular

subsection. Use the present tense. Notice that in this subsection, there are no words,

phrases, or titles that should be written in bold letters. Most of these studies should be

taken from peer-reviewed reference materials like journal articles and theses. Do not

write here the full titles of the studies that serve as your reference materials.

In each paragraph, the research problem of the related study must be introduced. Its

research design (methodology) must also be explained. You also have to state the major

findings and conclusions. You may also state the limitation of the study. Again, you do

not have to put the complete title of each study.

You need to organize this review of related studies to determine what has already

been known about the topic and to find gaps or holes in previous research. You may

focus on one type of review, or you may combine different types of review (e.g., studies

with similar topics, methods, or frameworks). To have a smoother and more coherent

way of discussing the studies, you have to use transitional words and phrases for

comparison (e.g., “Similarly, the study of . . .”; “Likewise, . . .”) or contrast (e.g., “In

contrast, . . .”; “However, . . .”; “On the contrary, . . .”).

Conceptual Framework
 Write an introductory paragraph here. Provide a general introduction. The

paragraph allows you to discuss what your readers should expect from this particular

subsection. Use the present tense. Regarding the figure’s title that is written below the

table, notice that ‘Figure 1’ is set in italics; however, the corresponding title should not be

italicized.

Figure 1. Conceptual Framework of the Study

Discuss here how the different concepts taken from your review of related

literatures and studies are connected or related to each other. This framework should be

based on your research questions (as indicated in the Statement of the Problem).

Synthesis

Write an introductory paragraph here. Provide a general introduction. The

paragraph allows you to discuss what your readers should expect from this particular

subsection. Use the present tense.

 Write three to four paragraphs, synthesizing all the studies reviewed. You may

indicate the flaws, gaps, and weaknesses present among these studies. From these

loopholes, you can identify possible areas of concern (e.g., limitations in research design)

that you want to address in your study.

 CHAPTER III

METHODS OF RESEARCH

Write an introductory paragraph here. Use present tense for discussing this

particular paragraph. The paragraph allows you to discuss what your readers should

expect from this particular section. Provide an overview of the various parts of this

chapter. For discussing each subsection of this chapter, use past tense unless you are

referring to an established definition.

Research Method

Introduce the research methodology in a sentence form. (This study will implement the
quantitative research).

Methods and Techniques of the Study

Describe your research design (use past tense). You may choose from the

following: qualitative, descriptive, correlational (explanatory), correlational (predictive),

experimental, or mixed methods research design. Define it (use present tense). Provide

the rationale or explain the reason for using it. Also include the limitations in using it.

For your next paragraph, you may discuss the specific research method you

employed (use past tense). You may choose from the following: in-depth interview, key

informant interview, focus group discussion, survey, or true experiment (post-test design;

pre-test post-test design). Define it (use present tense). Provide the rationale or explain

the reason for using it.

Population and Sample of the Study

Describe the population that the respondents or participants represent. Describe

the geographical or socioeconomic location. Provide the rationale for choosing them as a
sample for your study. The following are the terms that you have to use for each method

(and throughout the thesis manuscript): respondents for survey, participants for

experiment, informants for key informant interviews and in-depth interviews, and

participants or discussants for focus group discussion.

Sampling Procedure

Describe your sampling procedures in selecting the sample from the population.

Provide the rationale for using the sampling method (Justify its use.) You may choose

from the following: simple random sampling, systematic random sampling, stratified

random sampling, purposive sampling, snowball sampling, or convenience sampling.

Research Instrument

Describe in detail the contents of your instrument. If you utilized more than one

research instrument, list them and discuss how you used each of these instruments.

Indicate if you adapted a research instrument with permission from other author/s. If you

developed your own research instrument, discuss the steps you undertook from its

creation to validation. Examples of research instruments are the following: questionnaire

(survey), test (pre-test or post-test; experiment), and interview schedule or guide

(qualitative research).

Data Gathering Procedures

Describe specifically how you collected the research data. This may include steps

prior to and during the data collection. You should be able to discuss the step-by-step

procedures you carried out throughout the period of your data collection.
Data Processing and Statistical Treatment

Identify the descriptive and inferential statistics (for quantitative studies) or

analysis (for qualitative studies) that were employed in the study. You may choose from

the following statistical tools: frequency, percentage, weighted mean, Pearson Correlation

(for continuous variables) (if no violations in the assumptions; otherwise, use Spearman

Correlation [for ordinal variables; use median]), Chi-square (for categorical/nominal

variables), Multiple Regression, Linear Regression, Ordinal Regression, ANOVA (for

continuous variables; three groups), t-test (for continuous variables; two groups) (if no

violations in the assumptions; otherwise, use Kruskal-Wallis Test and Mann-Whitney U

Test [for ordinal variables; use median]). For qualitative research, you may indicate if

you conducted coding through content analysis, thematic analysis, or thematic network

analysis. Here’s the format for listing your statistical tools:

Write the statistical tool here in bold letters (should be indented and should

end with a period). Define it. Provide a rationale or reason for using it.

If you used a questionnaire that incorporates a Likert scale, you should provide a

table for the range, scale, and interpretation. The same goes with providing a table of

interpretation for Pearson Correlation or Spearman Correlation. Here’s an example:

Range Scale Interpretation

4.21 – 5.00 5 Strongly Agree

3.41 – 4.20 4 Agree

2.61 – 3.40 3 Neither Disagree nor Agree

1.81 – 2.60 2 Disagree

1.00 – 1.80 1 Strongly Disagree
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Write an introductory paragraph here. Use present tense for this particular

paragraph. The paragraph allows you to discuss what your readers should expect from

this particular section. For discussing each subsection of this chapter, Use the past tense.

Write the title of this subsection in bold letters (should NOT be indented)

(Each subsection of this chapter should be aligned to each research question in your

‘Statement of the Problem’ section.)

Present a summary of your quantitative data in table and figure forms. Use the APA

format. Refer to tables by their number (e.g., “As shown in Table 1, . . .”; “Table 2

indicates . . .”; “Table 3 shows . . .”). Do not write “the table shows” or “the table below

(or above) shows”.

Table X

Pretest and Posttest Mean and Standard Deviation for Direct Instruction and
Web 2.0-based Instruction

Direct
Web 2.0-based Instruction
Instruction
n = 16
Test n = 15
M SD M SD t-value df p-value Decision

Pretest 77.07*
1.83 77.06** 1.77 .01 29 .995 Accept

-
Posttest 86.61 6.11 89.95 5.48 29 .000 Reject
19.39*
Note. This is where general notes to a tables are provided. This includes definitions of abbreviations. The
word ‘Note’ should be italicized.
* This asterisk pertains to a probability note (p value) for two-tailed tests. Examples are: *p < .05, two-
tailed. **p < .01, two-tailed. ***p < .01, two-tailed.
†
This dagger pertains to a probability note (p value) for one-tailed tests. Examples are: p < .05, one-tailed.
†

p < .01, two-tailed. p < .01, two-tailed.

†† †††
 Notice how each table should be given table number and a table title below it.

Capitalize each word of the title. Do not make any text in any part of this section bold or

bigger. Horizontal lines should only be found between the title and the table, between the

column labels and the data, and below the data. Also pay attention to the use of Note,

asterisk, and dagger below the table. Here is an example of a table for showing

descriptive results:

Table 1

Frequency and Percentage Distribution of the Respondents (should be italicized)

Frequenc
Profile Percentage
y
Sex
Female 74 100
Male - -

Age
18-27 11 14.9
28-37 12 16.2
38-47 18 24.3
48-57 19 25.7
58-67 12 16.2
68-77 2 2.7

Civil Status
Single 17 23.0
Married 41 55.4
Widowed 10 13.5
Separated 6 8.1

Table X

Weighted Mean Scores of the Respondents’ Attitudes toward Mental Health

Frequency
SD D N A SA Weighted
Item Interpretation
n n n n n Mean
(%) (%) (%) (%) (%)
 4 4 24 146 122 3.27 Neutral
1. Item
(1.3) (1.3) (8.0) (48.7) (40.7)

2. Ite n n n n n 2.41 Disagree

m (0.0) (0.0) (0.0) (0.0) (0.0)

3. Ite n n n n n 2.51 Neutral

m (0.0) (0.0) (0.0) (0.0) (0.0)

n n n n n 2.42 Disagree
4. Item
(0.0) (0.0) (0.0) (0.0) (0.0)

n n n n n 2.35 Disagree
5. Item
(0.0) (0.0) (0.0) (0.0) (0.0)

6. Ite n n n n n 2.01 Disagree

m (0.0) (0.0) (0.0) (0.0) (0.0)

7. Ite n n n n n 2.39 Disagree

m (0.0) (0.0) (0.0) (0.0) (0.0)

Overall Weighted Mean 2.48 Disagree

Note. SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly

Agree

The questions that need to be addressed are applicable to other statistical

treatments: (What does the table show? Do not discuss all the details found in the

table. Focus on the highest or lowest [extreme] values.) The respondents were asked to

rate their level of agreement with the statements. It is evident in Table X that the

weighted mean scores of the attitudes of the respondents towards (name of the variable).
(What is the overall mean score?) As shown in Table 1, it is noticeable that they

answered ‘disagree’ in majority of the statements with a weighted mean score of 2.48

(OR they disagreed with majority of the statements (M= 2.48). (What are the specific

results that have the highest mean values [or the lowest mean values]? What do the

result/s mean?) The lowest level of agreement was reflected in the perception that once

an individual has experienced mental health problem, he or she is no longer capable of

surviving it throughout his or her life (M = 2.01).

(What does the result mean?) The respondents were thus consistent in terms of

their perception that everyone can be hit by mental health problems. They also perceive

that using labels to stigmatize individuals with such problems is not acceptable. How will

you relate your result to finding/s from previous studies? (Go back to your Chapter 2

then paraphrase such relevant findings.) This result was consistent with that of Dela

Cruz (2016) which highlighted the occurrence of stigma associated with experiencing

mental health issues. According to Delos Santos (2015), while this may be a common

negative condition, it is still inevitable that such issues could affect anybody. (You may

also cite findings which contradict the results of your study.)

Write the title of this subsection in bold letters (should not be indented)

(Each subsection of this chapter should be aligned to each research question in your

‘Statement of the Problem’ section.)

Present a summary of your data in table and figure forms. Use the APA format.

Refer to tables by their number (e.g., “As shown in Table 1, . . .”; “Table 2 indicates . . .”;

“Table 3 shows . . .”). Do not write “the table shows” or “the table below (or above)

shows”.
Table 2

Pretest and Posttest Mean and Standard Deviation for Direct Instruction and
Web 2.0-based Instruction

Direct Web 2.0-based

Instruction Instruction
Test n = 15 n = 16
M SD M SD t-value df p-value

Pretest 77.07 *
1.83 77.06** 1.77 .01 29 .995

Posttes
86.61 6.11 89.95 5.48 -19.39* 29 .000
t
***p < .001, two-tailed.

As shown in Table 2, the average pretest performance score of those who utilized

Facebook (M = 7.56, SD = 1.27) was not significantly different from that of those who

were exposed to paper-and-pencil-based learning (M = 7.98, SD = 1.23). Since the p-

value is greater than the significance level of 0.001, the null hypothesis is accepted. This

means that regardless of the learning mediums used, both groups improved in a similar

manner. (Discussion follow. Relate your result to finding/s from previous studies. Go

back to your Chapter 2 then paraphrase such relevant findings. You can cite findings

which either agree with or contradict the results of your study.)

The results further show that statistical difference existed between the two groups,

t(67) = -0.64, p = .524. The control condition participants (M = 9.91, SD = 1.70) had

higher posttest scores than the experimental condition participants (M = 8.31, SD = 1.76).

With the p-value lower than the significance level of 0.05, the null hypothesis is rejected.

This indicates that the participants from paper-and-pencil-based learning condition

significantly performed better than the participants from Facebook-based learning

condition. (Discussion follows. Relate your result to finding/s from previous studies. Go
back to your Chapter 2 then paraphrase such relevant findings. You can cite findings

which either agree with or contradict the results of your study.)

Write the title of this subsection in bold letters (should not be indented)

(Each subsection of this chapter should be aligned to each research question in your

‘Statement of the Problem’ section.)

Present a summary of your data in tabular forms. Use the APA format. Refer to

tables by their number (e.g., “As shown in Table 1, . . .”; “Table 2 indicates . . .”; “Table

3 shows . . .”). Do not write “the table shows” or “the table below (or above) shows”.

Table 3

Descriptive Statistics for Perceived Usefulness by Experimental Condition

Experimental Experimental Control

(Facebook (Blogger (Paper-and-pencil
Group) Group) Group)
Dependent Variable
n = 34 n = 35 n = 31
M SD M SD M SD

Perceived
4.06 0.68 3.90 0.55 4.12 0.47
Usefulness

Table 3 indicates that there were no significant differences among the groups in

terms of perceived usefulness, F(2,97) = 1.45, p = .239. In Table 2, participants from the

paper-and-pencil group reported higher rating than the participants from the two

experimental groups. This may be attributed to the similarity of the three learning

mediums in terms of providing participants useful learning tools. (Discussion follows.

Relate your result to finding/s from previous studies. Go back to your Chapter 2 then

paraphrase such relevant findings. You can cite findings which either agree with or

contradict the results of your study.)

Table 4

Pearson Correlation Coefficients for the Relationship between Self-efficacy and Intrinsic
Motivation

Intrinsic Motivation
Self-efficacy
r p-value

Talent -.090 .360

Context .084 .394

Effort -.251* .010

*p < .05, two-tailed.

(What does the table show?) Table 4 provides the summary of the calculated

Spearman rho that tests the relationship between self-efficacy and intrinsic motivation.

(Which among the variables is statistically significant?) It can be gleaned from the table

that among the variables, effort was found to have a weak, negative correlation with

intrinsic motivation, which was statistically significant, r = -.251, n = 30, p = .010. (What

does the result mean?) This means that the higher the level of self-efficacy of the

respondents, the lower the level of their intrinsic motivation and vice-versa. This result

suggests that the respondents who have higher level of self-efficacy in terms of the effort

they exerted in their academic endeavors tend to rate themselves with a lower level of

intrinsic motivation, and vice versa. RELATED STUDIES (Discussion follows. Relate

your result to finding/s from previous studies. Go back to your Chapter 2 then
paraphrase such relevant findings. You can cite findings which either agree with or

contradict the results of your study.)

(What about if the result yielded no significant relationship?) However, no

significant relationships was established between context and intrinsic motivation, r

= .084, n = 30, p = .394. Similarly, there was no significant relationship between effort

and intrinsic motivation, r = .084, n = 30, p = .394. (Discussion follows. Relate your

result to finding/s from previous studies. Go back to your Chapter 2 then paraphrase

such relevant findings. You can cite findings which either agree with or contradict the

results of your study.)

Note: “n” pertains to the sample size

Write the title of this subsection in bold letters (should not be indented)

(Each subsection of this chapter should be aligned to each research question in your

‘Statement of the Problem’ section.)

Present a summary of your qualitative data in tabular and textual forms. Use the

APA format. Refer to tables by their number (e.g., “As shown in Table 1, . . .”; “Table 2

indicates . . .”; “Table 3 shows . . .”). Do not write “the table shows” or “the table below

(or above) shows”.

Table 5

Categories Developed through Thematic Analysis (Global Theme: Community resilience

to climate-related disasters)

Codes Basic themes Organizing

themes
Prior experiences with natural Need to be prepared and Sense of
 disasters self-sufficient preparedness
Presence of mind
Sense of urgency
Stocking up on essentials
Securing lives and properties
Reliance on television and radio Reliance on communication
Dependence on warnings issued channels
by local officials
Word of mouth
Family and neighbor support Emotional and physical Sense of
during difficult situation support togetherness
Care from families and neighbors
Presence of other individuals
Generosity
Strong community spirit

The thorough analysis of the texts resulted in the generation of 30 codes, which

were further organized into eight basic themes and six organizing themes. As shown in

Table 1, the thematic network analysis surfaced the following dominant organizing

themes: sense of preparedness, sense of togetherness, (only two organizing themes are

provided in this example) effective leadership of local authorities, service provision at

the macro level, rebuilding in a self-reliant manner, and preparedness for future disasters.

These themes are further explored in the succeeding sections.

Sense of preparedness (should be indented and should end with a period). The

experiences of the participants with major natural disasters became instrumental in

fostering a sense of preparedness at the microsystem level. In particular, their experiences

with previous disasters taught them valuable lessons on securing their lives and

properties. In particular, one participant stated: “(Typhoon) Ondoy had become a lesson

because most of the houses were affected by flood.” (Informant 6)

Hence for the succeeding occurrences of natural disasters, the participants

demonstrated presence of mind and sense of urgency. Once they were alerted about an
impending calamity, they immediately stocked up on food, water, and medicines and put

all their clothes at higher place. Some participants even had to tie down parts of their

houses. As shared by a local official:

“Definitely, they were somehow ready. Upon knowing that a typhoon was

coming, they started preparing . . . they secured the rooftops of their houses. They then

started buying their food and prepared candle and flashlight. They had become more

prepared.”(Informant 3)

The reliance on television and radio for updated weather information was

substantial in alerting the community to prepare for disasters. At the mesosystem level, it

helped that the local authorities roamed around the village to issue warnings to the

residents. Participants who were near the fish ponds relied on their observations of the

increase in water level. Word of mouth also became a crucial means of timely

communication in the neighborhood. These practices were evidenced in the following

statements:

“When they knew that flooding would occur, the Barangay Tanod gave us signal

and told us, ‘You have to prepare.’ (FGD Participant 1)

“Once we heard from the TV reports that floodwater would rise, that water would

be released from the dam, we started preparing for it. We immediately put our valuables

at a higher place then we started running everywhere.” (Informant 3)

Sense of togetherness (should be indented and should end with a period). The

participants regarded the support offered by families and neighbors beneficial to

minimizing their stress and fear. They experienced both emotional and physical support

from their families and neighbors, which enabled them to secure their properties and
lives. More importantly, the support was translated into a sense of togetherness which

allowed them to endure the difficult situation with fortitude. This was particularly

manifested during the evacuation period where the presence of other family members and

neighbors was enough to ease their adversity. When asked what particular attribute

helped them in coping with a difficult situation, a key informant answered: “Certainly,

we were all together whatever happened despite being worried about when the typhoon

would finally stop.” (Informant 1)

There were also instances when selfless desires to help each other were exhibited

in the neighborhood. The participants noted the generosity of affluent families who were

willing to offer their houses as temporary shelters. The strong community support was

also manifested during the calamity when some residents willingly provided food for the

evacuees. A key local official remarked:

“There was ‘bayanihan.’ We were helping each other. Most of the time, for

instance, women and children were invited to transfer to a nearby elevated house. There

were also those who could afford to give food to the evacuation center.” (Informant 8)
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS,

AND RECOMMENDATIONS

Write an introductory paragraph here. Use present tense for this particular

paragraph. The paragraph allows you to discuss what your readers should expect from

this particular section.

Summary of Findings

Write an introductory paragraph here. Provide a general introduction. The

paragraph allows you to discuss what your readers should expect from this particular

subsection. Use the past tense. The presentation of findings should be aligned to your

‘Statement of the Problem’ section. For instance, if you have four specific research

questions, you should also have four major sets of findings. List them in numbered form.

1. Write your first set of major findings here, addressing the first research

question.

2. Write your second set of major findings here, addressing the second research

question.

3. Write your third set of major findings here, addressing the third research

question.

4. Write your fourth set of major findings here, addressing the fourth research

question.
Conclusions

Write an introductory paragraph here. Provide a general introduction. The

paragraph allows you to discuss what your readers should expect from this particular

subsection. Use the present tense. The conclusions should be aligned to your ‘Summary

of the Findings’ section. For instance, if you have four specific sets of findings, you

should also have four major conclusions. Each conclusion should answer the “so what”

question (For instance, so what if you already know that majority of the students strongly

agreed about their level of self-efficacy.) List them in numbered form.

1. Write your first major conclusion here, drawing from your first set of

findings.

2. Write your second major conclusion here, drawing from your second set of

findings.

3. Write your third major conclusion here, drawing from your third set of

findings.

4. Write your fourth major conclusion here, drawing from your fourth set of

findings.

Recommendations

Write an introductory paragraph here. Provide a general introduction. The

paragraph allows you to discuss what your readers should expect from this particular

subsection. Use the present tense. The recommendations should be aligned to your

‘Conclusions’ section. For instance, if you have four major conclusions, you should also

have four major recommendations. You may suggest actions (do not use the word ‘must’)
to stakeholders who are most likely to benefit from your research (you may go back to

your ‘Significance of the Study’ section.) List them in numbered form.

1. Write your first recommendation here based on your first conclusion.

2. Write your second recommendation here based on your second conclusion.

3. Write your third recommendation here based on your third conclusion.

4. Write fourth recommendation here based on your fourth conclusion.

 REFERENCES

Surname1, I. I., Surname2, I.I., & Surname3, I.I. (Year). Title of article. Title of Periodical,

Volume Number (Issue Number), pp-pp. doi:xx.xxxxxxxxx

Surname1, I. I., Surname2, I.I., & Surname3, I.I. (Year). Title of article. Title of Periodical,

Volume Number (Issue Number), pp-pp. doi:xx.xxxxxxxxx

Surname1, I. I., Surname2, I.I., & Surname3, I.I. (Year). Title of article. Title of Periodical,

Volume Number (Issue Number), pp-pp. Retrieved from http://www.wwwwww./www

Surname1, I. I., Surname2, I.I., Surname3, I.I., Surname4, Surname5, I.I., Surname6, I.I., . . .

Surname12, I.I. (Year). Title of article. Title of Periodical, Volume Number (Issue

Number), pp-pp. doi:xx.xxxxxxxxx

(Follow strictly the format of each reference entry. The lines after the first line of a
citation should be indented. Please check the Research Style Guide for the formatting of
each type of reference material.)
 APPENDICES

APPENDIX A

TITLE OF DOCUMENT

The Appendices section should contain scanned copies of the most important
documents used in the conduct of your study. Letters should have complete signatures.
Examples of documents to be included in this section are the following (Please remove
those that are not applicable.):

Appendix A. Letter of Request for Thesis Adviser

Appendix B. Letter of Request to Conduct the Study

Appendix C. Letter of Request for Pertinent Data

Appendix D. Research Instrument (Questionnaire)

Appendix E. Research Instrument (Interview Guide)

Appendix F. Gantt Chart/Timetable for the Conduct of Research

Appendix G. Originality Report Generated by Anti-Plagiarism Software

 ABOUT THE RESEARCHERS

Write a short paragraph that would tell something about yourself

here. Start with the author whose surname appears first in the
title page. Write details about your college education, relevant
academic experiences, honors or awards, and interests. Do not
include your contact information.

Write a short paragraph that would tell something about yourself

here. Start with the author whose surname appears first in the
title page. Write details about your college education, relevant
academic experiences, honors or awards, and interests. Do not
include your contact information.

Write a short paragraph that would tell something about yourself

here. Start with the author whose surname appears first in the
title page. Write details about your college education, relevant
academic experiences, honors or awards, and interests. Do not
include your contact information.

Write a short paragraph that would tell something about yourself

here. Start with the author whose surname appears first in the
title page. Write details about your college education, relevant
academic experiences, honors or awards, and interests. Do not
include your contact information.