Guidelines in Writing Thesis Revised 2022sept

Guidelines in Writing Thesis and Research Papers
University of the East

Ramon Magsaysay Memorial Medical Center, Inc.
GRADUATE SCHOOL
GUIDELINES IN WRITING
THESIS
AND
RESEARCH PAPERS
Revised 2022
UERMMMCI Graduate School

Acknowledgements
The following are the original authors who made this Guidelines in Writing Thesis and Research
Papers which was first released in December 2013:
 Gemiliano D. Aligui, MD, MPH, PhD

 Corazon T. Mendoza, MBA
The Guidelines in Writing Thesis and Research Revised 2022 was reviewed and edited by:
 Milagros B. Rabe, MD, MS, PhD

 Suzette M. Mendoza, MD, MHSE
The following have contributed to the Qualitative Research section of the Guidelines in Writing
Thesis and Research Revised 2022:
 Janelle P. Castro, PhD, MSN, RN

 Celso P. Pagatpatan, Jr., DrPH, MSN, RN
UERMMMCI Graduate School Page ii

Table of Contents
Thesis and Equivalent Research Work
Definition 1
Characteristics of a Good Thesis 1
Research Topic 1
Responsibilities of the Researcher, Adviser and Panel Members

The Researcher/Student 3
The Research Panel 3
Program Coordinator 5
Thesis Process Flow 6
Part 1: Quantitative Research 7

The Thesis/Research Proposal 8
Required Chapters (Introduction and Methods) 8
Presentation of the Proposal 8
Completing the Proposal Stage 9
Ethics Review 9
Writing the Final Paper 10
Thesis Defense
General Guidelines 13
Presentation of the Final Paper 13
The Final Manuscript

Revising the Final Paper 15
Style Editing 15
Submitting the Final Manuscript 15
Part 2: Qualitative Research 17

Format for a qualitative research proposal 18
Chapter 1 19
Introduction 19
Problem of the study
Purpose of the study
Research Questions
Chapter II 20
Philosophical assumptions
Qualitative research strategy
Role of the researcher
Data Collection procedures
Data Analysis and interpretation
Strategies for validating findings 21
Anticipated Ethical Issues 21
References 21
UERMMMCI Graduate School Page iii

List of Annexes
Annex “A” – List of Forms/Documents for Students Enrolled 22
in Thesis and Residency
Annex “B” – APA Style and Formatting Guidelines 51
Annex “C” – The Thesis Proposal 55
Annex “D” – Thesis Checklist 60
Annex “E” – Sample Title Page 63
Annex “F” – Sample Abstract 64
Annex “G” – Approval Sheet 65
Annex “H” – Labelling Instructions for Hardbound Copies 66
and CD
Annex “I” – Certification of Style Editor 67
UERMMMCI Graduate School Page iv

Thesis and Equivalent Research Work

Definition
The thesis or the equivalent research work entails an in-depth study and an extensive investigation of
a problem. It must show originality and should contribute to the existing field of knowledge,
preferably in conformity with the institutional goals, thrusts and objectives, and should manifest the
student’s competence in research.
Characteristics of a Good Thesis/Dissertation
1. Accurate and thorough. The research paper must have its facts and ideas presented
accurately, at the same time the subject must be covered thoroughly and completely.
2. Well-sourced. One of the most important characteristics of any paper, is to be able to

recognize the contributions of other people whose work are in relation to the research,
wherein it cites all the facts and ideas. Plagiarism has to be avoided at all times.
3. Balanced. A research paper must be able to give a fair treatment of the facts, ideas, and
viewpoints being discussed. It shall be able to note the strengths and weaknesses of each idea.
An excellent paper may be critical of previous work, but avoids unsubstantiated criticism and
baseless attacks on other authors.
4. Creative. A good research paper goes beyond presenting facts, but does not mean that any of
the information is “made up” or non-factual. An excellent paper will have facts that are
organized, analyzed, synthesized, or used as the basis of conclusions in ways that are
innovative, creative, and original.
5. Mechanically correct. A research paper that is mechanically correct is free of errors in style,
grammar, punctuation, word usage, and spelling.
6. Well-written. A well written paper has a clear purpose, and the writing style utilizes precise
nouns, strong verbs, active voice, and correct verb tense. In an excellent paper, the material is
organized logically, with good transitions between sections and appropriate pacing. The
normal English sentence construction of subject - verb - object shall be followed whenever
possible, consistent with the APA Format and Style Guidelines.
Research Topic
A research topic is the main focus of the study that the student shall be conducting. It is usually
decided upon by the student in consultation with the Program Coordinator and/or Adviser and must
meet the following criteria set forth by the Graduate School.
1. The research topic must be:
a. Relevant and consistent with the curriculum required of the degree program being pursued
by the student
b. Original
c. Feasible, with the time and resources of the student
d. Reflective of the background and competence of the student
2. All quantitatively designed theses/dissertation topics must be theory-oriented, thus must

develop, test/validate or modify a theory.
UERMMMCI Graduate School Page 1

3. For qualitative study and evidence-based nursing proposals and final format, it is best to
consult the assigned Adviser for details.
4. The title must reflect the variables or problems studied rather than the research method used.
A provisional title is acceptable in the proposal and this title may be refined for the final
defense.

Responsibilities of the Researcher,

Adviser, Panel Members and Program Coordinator
The Researcher/Student
The researcher, in this case, the student must have completed all the major academic requirements of
the course including the Comprehensive Examinations. The student has to register/enroll for a 6-unit
Thesis course. If the thesis is not completed within this period, the student shall re-enroll the Thesis
every term to avail of the Adviser’s services. It is required that the student be enrolled throughout the
thesis work up to the submission of the final manuscript.
The researcher must keep in mind several responsibilities which will be the key in submitting a good
research work. A student shall:
● Select a research topic related to the course being pursued

● Conceptualize the research problem/develop the theoretical groundwork
● Works collaboratively with the Thesis Adviser and adheres to the agreed schedule of meetings
and consultations.
● Prepares the manuscript within an acceptable time frame.
● Ensures that the manuscript for presentation conforms to the standards of the Graduate
School.
● Follows the procedures in Thesis Writing and Defense prescribed by the Graduate School,
particularly the timely submission of required forms and documents and the Final Manuscript.
Refer to Annex “A” for the List of Forms and Documents.
The Research Panel
The research panel is composed of the Adviser and Members of the defense panel.
Selection, Appointment and Roles
1. Adviser
The adviser is selected based on his/her competence to provide expertise and reasonable time to
guide the students in the completion of the research.
Upon enrollment, the student shall fill up an Application for Designation of Thesis Adviser form
and submit to the Program Coordinator two or three (2-3) names of a possible adviser. Final
assignment shall be done by the Program Coordinator with the concurrence of the student. In
case of a disagreement between the Coordinator and student, the Dean shall assign the Adviser.
The Adviser must be in the roster of the Graduate School and must be chosen according to the
following criteria:
● A Masteral adviser shall have a PhD degree or doing his/her dissertation according to CMO15
s 2019.
● A Doctoral adviser shall have a PhD degree.
● The Adviser must have expertise in the research topic. If research requires multidisciplinary
expertise, a co-adviser may be assigned, subject to the recommendation of the Adviser and
approval by the Program Coordinator.
Responsibilities of the Adviser
● Guides the student in conceptualizing and designing the research

● Refers the student to or suggests experts who may contribute to the research
● Closely monitors and supervises the progress of the student’s work

● Reminds the student about procedures and deadlines

● Suggests members of the panel
● Checks the manuscript to make sure that it conforms to the Graduate School’s format and
standards including ethical considerations
● Reviews the logic and coherence of the research and interpretation of the results from the
conceptualization of the research problem to the submission of the final manuscript.
● Makes the recommendation when the thesis is ready for oral defense (both proposal and
final)
● Ensures that recommendations during the proposal and final defense are
included/incorporated in the research paper
2. Panel Members
The panel members are chosen by the student upon the recommendation of the Adviser and
confirmed by the Program Coordinator. There shall at least be three (3) members of the panel for
a Master’s degree and four (4) for the Doctoral degree. Panel members for the thesis must at least
be Masteral degree holders. For dissertation defense, all panelists shall be PhD holders. At least
two (2) of the panel members should come from the faculty of the Graduate School. At most, one
(1) external panel member may be allowed if the Thesis Adviser deems it necessary. The external
panel member must be a PhD holder. It would be best if the external member be appointed in
advance as a third panel member.
A Panel Chair is selected among the Panel Members. He/she should be a faculty member of the
Graduate School. The Panel Chair is endorsed by the Program Coordinator to the Dean for
approval.
Responsibilities of the Panel Chair
● Sets the tone of the defense process such as introduction of the student, topic and panel
members.
● Ensures that the defense proceedings adhere to the time limit.
● Facilitates open discussion and resolves issues.
● Documents the panel decisions and sets the deadline of expected revision (if needed).
● Summarizes the panel's recommendations after a closed door deliberation and conveys the
decision of the panel to the candidate.
● Prepares the panel's narrative report form and submit the form to the Office of the Dean
within 1-2 days after the oral defense.
Responsibilities of the Panel Members
● Review the manuscript submitted for oral defense

● Provide advice on specific matters (e.g., instruments; statistical analysis) prior or during the
defense
● Constructively criticize the manuscript during the defense
● Suggest revisions in any part of the manuscript
● Assess the quality of research of the student
● Assign a qualitative grade (PASS or FAIL) for the student, and during the final defense, a
quantitative grade.
In addition, during the Final Defense
● Certify that ethical considerations have been reviewed

● Check that the suggestions mentioned during the defense are incorporated in the thesis before
signing the manuscript.
The Program Coordinator
The Program Coordinator certifies that the student is eligible for thesis defense.
Responsibilities of the Program Coordinator
● Endorses the final composition of the panel, as recommended by the Adviser and with the
concurrence of the student.
● Informs the Panel Members their assignment and schedule of the defense
● Recommends to the student the schedules of the proposal and final defense of the thesis.
● Endorses for the Dean’s signature, the required printed and bound copies of the final and revised
manuscript, plus CD-ROM containing the Final Manuscript in pdf format submitted by the
student.
In the absence of a Program Coordinator, the College Secretary or the Dean will assume the
responsibilities.

Thesis Process Flow

THE STUDENT …
Enrolls in Thesis Works on

and pays tuition Proposal with
fees the Adviser
Sends Proposal Presents

to Ethics Review Proposal to the
Committee GS panel
After approval, Student

student continues work
implements on Thesis with
study/research the Adviser
Revises report Presents final

according to the
panel's and editor's
report to the GS
suggestions panel
After approval of Submits required

the revised number of bound
copies and CD to the
report, finalizes Graduate School
and binds thesis Office
Submits ERC FORM

4C (Final Report
Form) to the RIHS

Part 1:
Quantitative Research

The Thesis/Research Proposal
The thesis or research proposal helps the student focus the aim of the research paper. A good
proposal should demonstrate three (3) things:
1. The research topic is significant to the student’s field of study;

2. The research design is appropriate or aligned with the research problem.
3. There is an organized plan to collect data;
4. The methods of data analysis have been identified and appropriate to the data set.
The research proposal includes the first two (2) chapters of the thesis –
Chapter I: Introduction and Chapter II: Methods. As a general rule, the Graduate School adopts
the APA Format and Style Guidelines. Chapter headings follow Level I headings. Sections under
each chapter follows the appropriate subheading formats.
Chapter I – Introduction
The Introduction has six (6) sections.
1. Background of the Study

2. Review of Related Literature and Studies
3. Theoretical or Conceptual Framework (if needed)
4. Statement of the Problem
5. Hypotheses or Assumptions (if any)
6. Definition of Terms
Chapter II – Methods
This chapter is divided into seven (7) sections namely
1. Research design
2. Participants/Subjects
3. Settings
4. Measures
5. Procedures
6. Data Analysis
7. Limitations of the Study
Please refer to Annex “C” for substance and formatting guidelines of the research proposal.
Presentation of the Proposal
The presentation aims to provide the Panel Members the scope, focus, feasibility, methods, and
structure of the proposed paper. An approved proposal will serve as a research contract between the
thesis/dissertation panel and the student.
The student needs to apply for Thesis Proposal Defense at least a week before the schedule. This will
give the Graduate School sufficient time to convene the Defense Panel. The application will be
endorsed by the Thesis Adviser through the Program Coordinator. It is advisable for the student to
submit a copy of the proposal to each of the Panel Members at least one (1) week excluding week-
ends and holidays before the scheduled defense. The student must be responsible enough to check
the written proposal for spelling and grammatical errors before submitting. The panel members can
be distracted by these errors from understanding the content of the proposal.

The defense panel will be evaluating the process and structure of the student’s research using the
following criteria:
● Is the research question/problem clear and reasonable? Is it presented in a cohesive and

logical manner?
● Is the problem significant to the student’s field of study? Does it address a gap in the field of
study?
● Can the research topic be related to relevant literature?
● Is the method for investigation appropriate to the research problem?
The presentation is about 30 minutes. It is highly recommended that the student prepare a slide
presentation that shows the following:
● Describe the purpose, significance, and plan to conduct the research. Make sure to elaborate
on each of these 3 sections including the theoretical orientation of the study.
● Concentrate on three points—purpose (what), significance (why), and methodology (how).
Remember to keep within the 30 minute time limit!
● Remind the audience what the problem statement is by relating each major section of the
presentation to the topic.
At the end of the presentation, the panel members will deliberate and suggest revisions to improve the
research proposal. The panel deliberates on whether the student has passed the thesis proposal stage
with no, minor or major revisions.
In case the student needs to restructure the proposal completely, he/she will be given time to submit a
new one and may be asked to defend again.
Completing the Proposal Stage
Do not expect the presented proposal to be approved completely by the defense panel. The defense
panel will likely require revisions to the presented proposal and thus, the student is expected to
deliver these revisions in coordination with the Adviser. The revised version should be submitted to
the members of the defense panel through the Adviser a week after the presentation or at the agreed
date set by the panel. The student is allowed to submit within the school year from the date of defense
to submit the revisions to the proposal, otherwise the student will repeat the whole process. The
student will get an “IP” mark for Thesis. However, the student must be enrolled during the term
when the revisions are submitted.
Ethics Review
Once a research proposal is approved including its revisions, the Panel Chair through the Adviser will
endorse the revised proposal to the Ethics Committee for review. The student needs to apply for
ethics clearance before implementing the study and start collecting data.
The student must complete the checklist provided in the Research Institute for Health Sciences
(RIHS) Ethics Clearance forms. You can consult your Adviser when filling up the form.
Implementation of the research is only valid with the Notice of Approval from the Research Institute
of Health Sciences. This approval includes conditions such as progress reports and amendments
application, if needed, during the course of research implementation. The Notice of Approval is valid
for one (1) year. In case the research is not implemented within the validity period, the student must
re-apply for Ethics Review.

Writing the Final Paper

The final paper includes the entire report (Chapter I to V) including the revised Chapters I and II.
References and Appendices are also included in the Final Paper.
As a general rule, the Graduate School adopts the APA Format and Style Guidelines. Chapter
headings follow Level I headings. Sections under each chapter follow the appropriate subheading
formats. To facilitate the printing of the thesis using the UERM-Graduate School’s thesis digital
template, consult with the GS Office for the margin sizes. Other than the margins, you can refer to
Annex “B“ for the APA Format and Style Guidelines.
The final paper includes some of the preliminary parts (Title Page, Abstract, Table of Contents, List
of Tables, List of Figures) and the body of the report.
Abstract
The abstract is the “front door” of the thesis. It summarizes all the main points of a paper, the
underlying research questions, the research itself and its conclusions. Following APA guidelines, an
APA abstract page contains more of a description of what the paper is going to be about, rather than
introducing the paper to the reading audience
The first line of an abstract page should have the word ABSTRACT centered. The abstract
“heading” is to be single-spaced and it must include: the candidate’s name as it appears on the title
page (but with last name first); the abbreviation of the graduate degree being awarded; the name of
the candidate’s department or graduate program, or both; the institution (UERMMMCI); the year the
degree is awarded; and the title of the thesis as it appears on the title page.
The body of the abstract begins three spaces below the heading without an indentation and it must be
double-spaced. It should contain a comprehensive and concise summary of the entire paper,
including the original research question, the content of the research performed, the methodology used
by researchers, the conclusions of the research and an analysis of the results. APA also advises that
some writers may want to include a list of keywords from the paper at the end of the abstract.
For Masteral thesis, abstracts shall not exceed 150 words while for doctoral dissertation; it should not
exceed 350 words, double-spaced. The Abstract is written in past tense.
Please refer to Annex “F“ for a sample abstract format.
Chapter I
In the proposal, this is titled Introduction, but in the final paper, it has no title. Chapter I includes
the background of the study, review of related literature, theoretical or conceptual framework,
statement of the problem, hypotheses or assumptions, objectives and definition of terms. The
significance of the study which is included in the proposal will be integrated in the Discussion
chapter.
Chapter II – Method
The entire chapter is written in the past tense, as compared in the proposal where it is written in the
future tense.
The Data Analysis section is removed from this chapter but will be integrated in the Results chapter
and has no separate section.

Limitations of the Study which was also included in the proposal will now be integrated in the
Discussion chapter.
Chapter III - Results
This chapter presents the results of the study. The results may be organized according to the research
questions and hypothesis or according to the variables. Subheadings may be used when necessary.
Use tables and figures to clearly present results and statistical data.
This chapter is generally written in the past tense except when referring to a table or figure within the
text.
Chapter IV – Discussion
This chapter is where results are interpreted, evaluated and placed in context. You may organize this
chapter into sections written in Level II headings. These guide questions can help the student
determine what to include in this chapter.
● What do these results mean?

● Discuss why the proposed hypothesis was or was not supported.
● Place findings in context by discussing how the results relate to previous findings or research.
● How do the results in this study differ, compare or contrast from the results of other
researchers?
● What do the results contribute to the research area?
At the end of this chapter, include a section on Implications which discusses the key ideas that the
reader can draw from the study that may be applied to similar areas of concern. Comment on future
directions in this area, including implications on how the work can be extended or improved for both
research and practice. This section answers the question “What are the implications of the findings of
this study to theory, research and application or practice?”.
The entire chapter is written in the present tense.
Chapter V – Summary and Conclusions
This chapter summarizes the most important findings and the implications and conclusions that can
be derived from the study in a concise manner. This is not meant to be a repetition of the Discussion
chapter.
The wordings of the summary and the abstract are not the same. The summary is longer than the
abstract. The conclusion answers the “So what?” of the findings. The hypotheses are often restated
as inferences with some degree of definitive commitment and generalizability. The recommendations
are practical suggestions for the implementation of the findings or directions for further research.
The entire chapter is written in the past tense. Sections and subsections may be used for clarity and
organization.
References
At the end of the study, the students shall list all references cited in the thesis in alphabetical order,
including electronic references that must formally cited. Previous research work done by the
student/researcher used in the study must also be cited.
The Graduate School follows the APA format in citing references.

Appendices
The Appendices shall include the instruments, and other special materials, tools and instructions that
were used in the study. Other information that may be too detailed for the text but which some
readers may want to refer to are also included.
A copy of the Notice of Approval for Implementation (Ethics Clearance) is included in the
Appendices.
Each appendix shall be placed in its own separate page and affixed with its own heading (Appendix
A, Appendix B, and so on).
For additional guidelines in writing the different chapters, you may refer to the thesis checklist in
Annex “D“.

Thesis Defense
General Guidelines
A student needs to apply for thesis defense by filling up the Application for Thesis Defense (Final) at
least one week excluding holidays before the scheduled defense. He/she must take note of the
deadlines for defense for the trimester in order to qualify for graduation for the said trimester.
Defense scheduled after the deadlines may be allowed only with the approval of the Dean upon the
favorable recommendation of the Program Coordinator or College Secretary.
In case a student is unable to defend the thesis and submit the Final Manuscript within the trimester,
he/she will need to enroll in the next term.
The student must submit the application to the Thesis Adviser for endorsement through the Program
Coordinator. A copy of the final paper must be given to the Adviser for this purpose. Furthermore,
the student is responsible for coordinating with the Adviser and Panel members regarding the date
and time of oral defense and providing a copy of the Final Paper to each of the Panel Members a
week before the scheduled defense. Defense dates may be moved in cases when the panel members
are not given sufficient time to review the paper. Similar to the proposal defense, the student must
be responsible enough to check the Final Paper for spelling and grammatical errors before submitting.
The panel members can be distracted by these errors from understanding the content of the proposal.
The student is advised to coordinate with the Graduate School for the status of his/her application and
for other arrangements needed prior to the thesis defense.
Presentation of the Final Paper
The presentation is expected to last for about an hour and may last longer depending on the questions
and comments of the defense panel. The student should prepare presentation slides to facilitate the
defense.
The panel members will be evaluating the following:
● Is the problem statement clear and with a clear set of objectives?

● Is the research design appropriate to the research question or statement of the problem?
● Is the data analysis congruent with the statement of the problem, sampling methods, scale of
measurement (quantitative)?
● Is there convincing evidence of internal validity?
● Is the data presented cohesively?
● Is the discussion presented in a logical manner?
● Does the conclusion answer the research question?
During the oral presentation, it is advisable that the student focus only on the main details in the
introduction and literature review as this has already been presented in the Proposal defense. Present
the conceptual framework in a clear manner and identify the variables, measurements, definitions,
etc. The student needs to spend more time presenting the results, discussion and
summary/conclusion.
To manage the time properly, the student is advised to answer directly and admitting errors when
these are pointed out.
Before the defense starts, the Chair has already been selected and will note the important issues and
comments of the panel during presentation. The Panel Chair will prepare the panel’s report and
endorse it to the Adviser. The student is given a copy as a guide for the revisions.
At the end of the presentation, the panel will deliberate and inform the student of the results. The
student will be given a qualitative grade (Pass or Fail) together with a quantitative grade. Only the

qualitative grade will reflect on the student’s official transcript of records. The quantitative grade
will be the basis for special commendations or awards that may be given.
The student must note the comments or suggested revisions by the panel and the submission date of
the revised paper. The revised paper still needs to be accepted by the Adviser and the Panel members.
In some cases, the student may be asked to present again.

The Final Manuscript
After the final paper has been defended, the student still has to prepare the Final Manuscript. The
student has to complete the following before finally completing the thesis work and qualify for
graduation.
● Revise the paper based on the comments of the panel during the defense, documented by the
Panel Report.
● Submit the revised paper to the Adviser and the Panel members for their acceptance.
● Submit the accepted paper for style editing.
● Incorporate the comments of the style editor in the Final Manuscript.
● Submit the hardbound copies and CD copies of the Final Manuscript to the Graduate School.
Revising the Final Paper
The student is recommended to work closely with the Adviser to be able to incorporate the comments
of the panel. The student needs to submit the revised paper to the Thesis Adviser during the agreed
period. The Thesis Adviser endorses to the Panel Chair that the revisions are integrated into the
paper.
The student may need to allot one to two weeks to write the revised paper.
Style Editing
After the final paper is accepted by the Panel, the student shall submit a hard and soft copy to the
style reader through the Graduate School. The style reader is appointed by the Dean on a contractual
basis to assist the student in the final writing of the research. The responsibilities of the style reader
are:
● Edits the manuscript according to Graduate School & APA Guidelines within 2 weeks
from receipt of the revised and adviser-approved manuscript
● Certifies the final manuscript in terms of style and signs the style approval sheet
Submitting the Final Manuscript
After receiving the edited paper, the student may still need to incorporate the changes based on the
style reader’s comments. Once completed, the student can now proceed to do the following:
● Submit the hardcopy and softcopy to the Graduate School for final checking. Include the
approval sheet signed by Adviser and the Panel and a copy of the Ethics Clearance from
RIHS.
● The student can now proceed to print the final manuscript using the official GS thesis
template, and produce the required copies and have these hardbound.
The Final Manuscript will include the following:
● Preliminary Parts
● Title Page
● Approval Sheets (Refer to Annex “G“ for the format of the Approval Sheet)
● Acknowledgements
● Abstract
● Table of Contents
● List of Tables
● List of Figures

● The Final Paper

● Chapter I
● Chapter II – Method
● Chapter III – Results
● Chapter IV – Discussion
● Chapter V – Summary and Conclusion
● References (following APA guidelines)
● Appendices (labeled as Appendix A, Appendix B, and so on)
▪ Research Appendices
▪ Ethics Clearance
▪ Curriculum vitae of the student (principal investigator)
▪ Certification of Style Editor (Refer to Annex “I”)
● Submit the required number of hardbound copies and the properly-labeled CDs to the GS
Office.
Refer to Annex “H” for the format of the hardbound front cover and side inscription and CD
labels

Part 2:
Qualitative Research Paper

FORMAT FOR A QUALITATIVE RESEARCH PROPOSAL
CHAPTER I
Introduction
● Statement of the problem (including existing literature about the problem,

significance of the study)
● Purpose of the study and how study will be identified
● The research questions
CHAPTER II
Procedures
● Philosophical assumptions of qualitative research

● Qualitative research strategy
● Role of the researcher
● Data collection procedures
● Data analysis and interpretation
● Strategies for validating findings
● Proposed narrative structure
Anticipated ethical issues
Preliminary pilot findings (if available)
Expected outcomes
Appendices: Interview questions, observational forms, timeline, and proposed budget
Source: Creswell, J. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches (3rd ed). SAGE Publications: USA
First, it is important to note that there is no single accepted way of doing qualitative research (Snape
& Spencer, 2003). Thus, there are no “hard and fast” rules in conducting qualitative research, but
rather, these are meant to act as a guide.

Chapter 1
Introduction
Also termed as the ‘need for study’, it is the researcher’s attempt to put the reader into perspective of
what the study is all about by providing an initial pitch (Sudheesh et al, 2016). It comprises three
major areas: 1) the problem of the study, 2) purposes and/or objectives, and 3) the research questions.
Problem of the Study
In qualitative research, Morse (1991, as cited in Creswell, 2009) mentioned that research problem is
characterized by the following:
- The concept is “immature” due to a conspicuous lack of theory and previous research;
- A notion that the available theory may be inaccurate, inappropriate, incorrect or biased;
- A need exists to explore and describe the phenomena and to develop theory
- The nature of the phenomenon may not be suited to quantitative measures
In writing the problem statement, the researcher must be able to describe what gap exists in the
knowledge of one’s field that this research is trying to address. Bwisa (2018) offers a formulation in
crafting a good problem statement:
1) should describe the ideal situation by setting the context and describe the desired goal;
2) describe the problem by stating the issues that are preventing the situation;
3) connect the ideal situation with the problem;
4) describe how the problem can be resolved by providing details on what needs to be done to
bridge the gap (optional).
Purpose of the Study
The purpose of the study is/are statement/s that establish the intent of the study. According to
Creswell, “good qualitative purpose statements contain information about the central phenomenon
explored in the study.
The main thing that a researcher who aims to utilize a qualitative approach must remember is to focus
on a single phenomenon/ concept/ idea. You can provide a “general working definition” of this
central phenomenon, especially if this is not something your intended audience is familiar with, but
bear in mind that this definition is tentative and might evolve throughout the study.
Research Questions
Questions that require qualitative approaches are inquiries that relate to people’s experiences,
meanings people make of their experiences, studying a person in the context of his/her social context
of his/her social/interpersonal environment; and where not enough is known about a phenomenon.
They usually answer questions that start with “how” or “why”.
Creswell provides a general guide in drafting qualitative research questions:
- Ask one or two central research questions. This question must explore the general or broad
set of factors that surrounds the central phenomenon.
- Ask no more than five to seven sub questions in addition to your central questions. These
sub questions are later on going to guide your data collection (e.g. questions that guide your
interview, your review of documents or your field observations, etc).
Relate the central question to the specific qualitative strategy of inquiry. This main question
that guides your research should reflect the kind of approach you are using to explore your
central phenomenon.

Chapter II
Philosophical Assumptions
Discuss about the epistemology/ ontology that you are using in your approach to inquiry.
Since there is no single accepted way of doing qualitative research, it is important for the
researcher to be explicit, in writing, about the paradigm that he/she is using and to maintain
consistency in the adoption of the philosophical assumptions of this worldview.
Guba and Lincoln (1985) state that the paradigm contains a set of beliefs and assumptions that
guide our inquiry. You can specifically use research paradigms like post- structuralism or
constructivism, then cite authors and their work in defining these paradigms.
Qualitative research strategy
State your research design specifically–are you using phenomenology/ ethnography/

narratives analysis, etc.? In this discussion, your aim as a researcher is to convince the reader
that the design and methodology you chose as your approach will correctly address the
research problem. Creswell, yet again, provides a guide in writing a procedure for qualitative
proposal:
- Identify the specific design that you will be using and provide references to the
literature that discusses the approach.
- Provide some background information about the design, such as its discipline origin,
the applications of it (preferably to your field) and brief description of it.
- Discuss why it is an appropriate strategy to use in the proposed study
- Identify how the use of the design will shape many aspects of the design process (the
title, problem, research questions, data collection, data analysis and the write up itself)
Role of the Researcher
In this section, the researcher should explicitly identify their reflexivity by discussing their
preconceived notions about the central phenomenon that they are studying. This section should be
able to expound on the researcher’s biases, values, and personal background that may influence their
interpretations of the data and of the phenomenon itself.
Data Collection Procedures
This section involves discussion of the steps in obtaining the data such as obtaining the boundaries
for the study, collecting information through data collection methods and establishing the protocol for
recording this information.
When identifying selected sites and individuals for the study, the researcher must be able to discuss
how he/she is able to purposefully select participants or sites. This discussion might include four
aspects as identified by Miles & Huberman (1994 as discussed in Creswell, 2009):
- The setting (where the researcher will take place)

- The actors (who will be observed or interviewed)
- The events (i.e. What the actors will be observed or interviewed doing)
- The process (the evolving nature of events undertaken by the actors within the setting)
In this section, indicate the size of your participants and the idea of saturation. Charmaz (2006) states
that this concept involves the halting of gathering data when there are no new themes emerging from
new data gathered.

Lastly, the researcher must discuss how data will be recorded. Discuss the protocol for recording
data. If you are using observation methods, then discuss your observation protocol. If you are using
interviews as your method, then discuss your interview protocol.
Data Analysis and Interpretation
In this section, the researcher needs to specify the steps in analyzing the various forms of qualitative
data. Emphasis is placed on the iterative process of collecting and analyzing the data. One helpful
way to discuss this section is how qualitative data analysis will proceed on two levels: 1) the first is
the more general procedure in analyzing the data, and 2) the second would be the analysis steps
embedded within specific qualitative designs (Creswell, 2009, p. 246).
Also, specify whether you will use a data analysis software to assist you in analyzing the data (e.g.
QSR NVivo, MAXqda, Atlas.ti, etc.). In terms of interpreting findings, the researcher must recognize
that this can take many different forms depending on the type of design or paradigms that the
researcher has made explicitly earlier in the proposal. What is important is that the researcher
faithfully subscribes to this as he/she makes sense of meanings from the data.
Strategies for Validating Findings
Qualitative researchers need to convey the steps they will undertake to ensure the validity and
credibility of their findings. For example, if the researcher will be using triangulation of data sources,
then he/she must discuss it and provide an explanation of how it is used to build a coherent
justification for themes.
Proposed Narrative Structure of the Study
This section describes the procedure that the researcher will present the data. Is it a chronological
narrative of an individual’s life (narratives research), a detailed description of experiences
(phenomenology), a detailed portrait of a culture of a group (ethnography), or an in-depth analysis of
cases (case study)? Discuss how you plan to present your objective accounts, observations, stories,
interview data, etc.
Anticipated Ethical Issues
The researcher needs to provide adequate information on what issues may arise in terms of their
rights to privacy, self-determination, autonomy, confidentiality, protection from discomfort and harm,
fair treatment and confidentiality. The researcher should also discuss the measures that he/she will
undertake in ensuring these rights. Also included in the discussion of this section is the process of
obtaining informed consent and the institutional review process (ethical approval).
REFERENCES
Bwisa, H. (2018). The basics of writing a statement of the problem for your research proposal.
Retrieved from The basics of writing a statement of the problem for your research proposal | Editage
Insights
Charmaz, K. (2006). Constructing grounded theory. SAGE: Thousand Oaks, CA.

Creswell, J. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd
ed). SAGE Publications: USA
Lincoln, YS. & Guba, EG. (1985). Naturalistic Inquiry. SAGE Publications: London

ANNEX “A”
List of Forms and Documents for Students enrolled in Thesis/Residency
Application for the Designation of Thesis Adviser

Application for Thesis Defense (Proposal)
Evaluation Sheet for Thesis Proposal
Thesis Defense (Proposal) Panel Report
Ethics Approval Form –
Acceptance of Proposal Revisions by Adviser and Endorsement for Implementation by Panel
Chair and Ethics Review Committee
(Student attaches revised proposal and accomplished ERC forms from RIHS)
● ERC Form 2B Review Checklist
● ERC Form 2C Registration and Application Form
● ERC Form 2D Study Protocol Assessment Form
● ERC Form 2E Informed Consent Assessment Form
Notice of Approval (from RIHS to student)
Application for Thesis Defense (Final)
Thesis Defense (Final) Panel Report
Request for Style Editing -
Acceptance of Thesis Revisions (Final) and Endorsement for Style Editing by Adviser and
Panel Chair
Certification of Style Editor (Annex “I”)























Notice of Approval (from RIHS to student)






ANNEX “B”
APA Style and Formatting Guidelines
(Please use the most recent version of the APA style format)
General Guidelines
● Spacing. Double-space throughout the paper including entries in tables. Double-space

between entries in the Reference section; single-space within entries. Spacing between
sections or subsections within a chapter shall at least be double-spaced, but may be triple-
or quadruple-spaced for added clarity.
● Font. Use 12 pt. Times New Roman font throughout the paper, including tables and
figures.
● Margins. Follow the official thesis template.
● Justification. Flush left or left justify throughout the paper (creating an uneven right
margin).
● Paragraph Indentation. Paragraph indentation should be 5-7 spaces or the normal tab
default
● Spacing after Punctuation. Space once after commas, colons and semicolons. Space
twice after punctuation marks that end sentences.
● Pagination. All page numbers are placed at the upper right hand corner of each page.
The title page is counted as page 1 but is not numbered.
● Headings and Subheadings. Chapter headings follow Level I headings as indicated in

the APA Style Guidelines. Subheadings will follow the subsequent levels.
● Active Voice. As a general rule, use the active voice rather than the passive voice. For
example, instead of “It was predicted that…”, write “They predicted that …”.

Style Headings
References: :http://blog.apastyle.org/apastyle/2009/07/five-essential-tips-for-apa-style-
headings.html#gsc.tab=0 (retrieved April 3, 2013)
APA style reference guides retrieved on February 25, 2022, from

https://apastyle.apa.org/instructional-aids/reference-guide.pdf and
https://apastyle.apa.org/instructional-aids/handouts-guides
Tables
A common use of tables is to present quantitative data or the results of statistical analyses (such as
ANOVA). Tables must be mentioned in the text.
● Pagination: Each Table begins on a separate page.

● Heading and Title: “Table 1” (or 2 or 3, etc.) is typed flush left on the first line below the
running head. Double-space and type the table title flush left (italicized in uppercase and
lowercase letters).
● Table entries are double-spaced.
Figures
A common use of Figures is to present graphs, photographs, or other illustrations (other than tables).
● Pagination: Figures begin on a separate page.

● Figure Caption: "Figure 1." (or 2 or 3, etc.) is typed flush left and italicized on the first line
below the figure, immediately followed on the same line by the caption (which should be a
brief descriptive phrase).
● Text in figures are double-spaced.

Examples:
Table 1
Mean Scores (M) and Standard Deviations (SD) on the Personal Power and Injustice Scales for
College and Older Groups
Age
Young Old
Gender
Personal Power
Male
M 8.2 8.3
SD 1.7 1.8
Female
M 8.6 6.2
SD 1.8 1.8
Injustice
Male
M 6.4 6.1
SD 2.1 1.4
Female
M 7.0 7.3
SD 1.9 1.2

Figure 1.JPEG image of infant and bipolar adjectives rating scale.
Please rate the infant [Laurie, Larry, no name] on each of the following items, placing a mark
in the space nearest the adjective you feel best describes the infant.
firm:__:__:__:__:__:soft
big:__:__:__:__:__:little
strong:__:__:__:__:__:weak
hardy:__:__:__:__:__:delicate
well-coordinated:__:__:__:__:__:awkward
beautiful:__:__:__:__:__:plain

ANNEX “C”
The Thesis Proposal
Chapter I: Introduction
(Background of the Study)
The introductory chapter begins with the overview of the study. It describes the general problem area
that is being studied in a manner that is sufficient for an educated reader to understand. It explains to
the reader the main objective of the research paper, its theoretical and/or practical relations to the
study as well as its relevance to the field.
The writer provides a relevant literature review (not exhaustive) to introduce the reader to the
problem. The background points out the extent by which the research problem has been tackled in
various studies.
This section also states the purpose, rationale and approach to solving the problem. A definition of
the variables and a formal statement of the research problem, hypotheses and significance are
included in an explicit and clear way.
Format: The term Background of the Study is not written on the page. This section is usually
written in the present tense.
Review of Literature
This section discusses the theoretical foundations of the problem. The goal is to develop the problem
conceptually and place it in the context of previous scientific work. A conceptual integration of
previous research is needed. Point out the themes, links, gaps and inconsistencies in the literature
aimed to provide a clearer conceptualization of the problem.
It is not the number of studies cited that is important but rather the quality of the research reviewed
that will help in the solution to the problem being sought. The length depends on how many relevant
materials are found in the literature. Sources can come from books, monographs, journals, periodical
articles, completed research including theses and dissertations, government reports and other
unpublished manuscripts. Internet generated databases are also acceptable. Full text references are
preferred.
Format: Review of Literature is written in the past tense.
Theoretical/Conceptual Framework
The framework presents the rationale for the statement of the problem and the hypothesis which
follows. It also reassures the reader of its reasonableness and soundness through logical or empirical
justification and performs a focusing and unifying function.
The research design is analogous to an architect’s blueprint. Frameworks are best presented with
graphic forms. Accompanying charts and diagrams, for example, help show and clarify relationships
between constructs or variables. Getting the framework in a single diagram forces the researcher to
find the general constructs that hold the discrete phenomena, map relationships, separate variables
that are conceptually or functionally distinct and work with all the information at once.
The theoretical framework differs from the conceptual framework in that the former presents an
integrated set of propositions espoused by an individual or group who are recognized members of the
scientific community. Theories, however, vary in generality, precision, rigor of prediction and origin

of postulates (empirical vs. rational). The conceptual framework maybe introduced by a discussion of
the theoretical orientation used for the research.
The conceptual framework is used when existing theories are not applicable or sufficient. Your
conceptual framework should clarify concepts and propose relationships between these concepts in
your study. Conceptual frameworks are usually not necessary in exploratory or descriptive
qualitative research. However, having a solid understanding of the conceptual framework in your
qualitative study. Likewise, you must present the theoretical underpinnings of your chosen study
design.
Statement of the Problem(s)
This section presents the specific research question(s). The statement of the problem shall have
several characteristics:
1. It shall be phrased in the form of a question or a declarative statement.

2. The question/statement shall suggest a relationship between variables to be examined
(unless the study is exploratory or descriptive qualitative).
3. The research questions shall imply the possibility of empirical testing.
From a main problem, specific sub-problems can be written in the present tense.
Example:
Is there a relationship between the amount of chocolate intake and the blood sugar levels of
adolescent girls?
Hypotheses (if applicable)
This section spells out the particular research hypotheses to be tested or the specific objectives of the
research. Each hypothesis or objective should be concrete and clear. It shall be stated in terms of
observable behaviors and allows the objective evaluation of results.
Hypotheses shall be used when there is a basis for prediction (in exploratory research, this is not
necessary). They are best stated in clear, concise predictions of expected outcomes and findings
rather than in the null form. There will be a basis for such predicted outcomes and findings if there is
a theoretical underpinning for the study.
Questions are more appropriate for exploratory and descriptive research that seek certain facts. The
specificity of the questions shows how carefully the problem has been thought out.
Rivera & Rivera (2007, p. 48), identified the following as characteristics of “good” hypothesis:
1. The hypothesis should be expressed in a comparative relationship between and among the
variables with valid basis and justifiable explanation of a phenomenon. It may be expressed in terms
of cause and effect.
2. There must be a valid and acceptable conclusion that could be drawn after using the
appropriate statistical tools.
3. It must be formulated based on the specific question raised in the study.
4. It should be testable to prove the relationship of the variables using statistical tools.
Example:
There is no significant relationship between the amount of chocolate intake and blood sugar levels of
adolescent girls.

Significance of the Study
Significance of the Study is included in the Introduction of the proposal, but is integrated in the
Discussion of the final paper.
The author expresses the value or importance of the study in this section. The significant
contributions of the results of the study are enumerated. Such contributions may be from the point of
view of the target beneficiaries. This section also includes the possible contribution of the study to the
accumulation of knowledge, or solution to a problem, which may improve certain conditions,
refinement of concepts and theories, improvement of research instruments and methods, and meeting
the priorities of institutions.

Chapter II: Methods

This chapter is divided into seven (7) sections namely
1. Research design
2. Participants/Subjects
3. Settings
4. Measures
5. Procedures
6. Data Analysis
7. Limitations of the Study
The overview has no heading. The entire section is written in the future tense, but in the final paper it
is written in the past tense. Sections in this chapter follow one after the other, with no page breaks in
between.
Research Design
This section begins with an overview of the design used for the study. The research design is the
plan or structure for conducting a study, whether it is quantitative, i.e. experimental, quasi-
experimental, correlational, case-study; or qualitative. It summarizes the set of procedures that will
be used to obtain the data to answer the research problem (i.e., how participants were assigned to
groups). The research design answers the following questions:
1. What approach to the problem was taken?
2. How appropriate was this approach to the problem being solved?
Participants/Subjects
This section includes the number and relevant characteristics of the respondents, as well as the
sampling plan or design, i.e., the group from which the sampling was drawn, the method of sampling
and the rationale for the sampling method used. The sample shall be representative of the population
being studied. The participants shall adequately be described.
Take note of gender description. It is usually recommended that the specific gender be used, i.e.
men/women; gay men/lesbians; boys/girls. It is not advisable to use “he/she”. To avoid this, the
plural nouns maybe used, i.e. persons, individuals, participants, etc... . “they”. Use term “sex” for
males/females.
Tables and/or figures may be used to simplify the presentation of the demographic characteristics of
the participants.
Setting
This section is included only if the setting is of particular significance or importance; i.e., if a specific
community or organization is being studied. Describe the relevant characteristics of the setting,
especially if this has bearing on the research problem, method and results.
Measures
In this section, the conceptual and operational definition (a description of how variables will be
measured or observed) of each variable are discussed. In an experiment, the measurement of the
dependent variables is described here. If using an instrument, include the source, number of items
and type of scale, scoring, reliability, validity and appropriateness of the instrument. If constructing
an instrument, include the details of the steps/procedures taken to develop the scale. Make sure that a
pretest is done for the self-made instrument. Mention its reliability and validity as well.

Procedure
Pretest (or Pilot Phase). If applicable, this section contains everything about the pretesting
process, including the sample used, a description of the materials that has been pretested, and
the actual conduct of the pretest procedures. Report the relevant results of the pretest and the
resulting adjustments or modifications made, especially in terms of how these affect or
determine the final sample, instruments, and procedures employed in the study.
Actual Procedure. This section contains the process used when conducting the actual study
and includes the step-by-step procedure beginning with how the subjects were
contacted up to how the data were collected. In an experiment, this is where the independent
variables are described and manipulated; how the extraneous variables are controlled. This
section shall also contain the ethical procedures applied in the study, for example, informed
consent, debriefing procedures, and so forth. Depending on the complexity of the design
and/or procedures, additional subsections may be used (i.e., Apparatus and Materials,
Manipulation of the IV, etc.)
Data Analysis
This section describes the procedures on how the data are to be analyzed, be it quantitative or
qualitative. However, a step-by-step description of the statistical package is not necessary for
commonly used programs.
This is included as a separate section under Method in the proposal. However in the final
paper, this is integrated in the chapter on Results.
Limitations of the Study
Written in the present tense, this section contains the theoretical and practical boundaries of
the study. It includes the parameters of the topic, subjects and method used. In other words, it
will tell the reader that it will be studying “this” but not “that”, and in “this way” but not “that
way”. It also includes the limitations as to the kind of results the study will generate. The
weaknesses of the study resulting from deficiencies in the methodology are also explained in
this section. It shall also answer the question “How far can generalizations be made?”
Similar to Data Analysis, this is only included as a separate section in the proposal. In the
final paper, this is integrated in the chapter on Discussion.

ANNEX “D”
Thesis Checklist
Abstract
● Clear statement of the topic in the first paragraph

The reader should not have to wade through a lot of material to get a statement of the topic
covered in the research.
● Rationale of the research being performed

Why was the work done?
● Discussion of the outcomes of the literature review

What was found? What do we know and don’t know?
● Clear statement of the objectives and hypothesis

The objectives and hypothesis should be plainly stated.
● Clear statement of the conduct of the data collection

Describe each study and its protocols.
● Clear statement of the participants

Be clear about the sample sizes and recruitment methods.
● Clear statement of the research results

What did the study show?
● Clear statement of the contribution of the research

Phrase this discussion in terms of the research aims.
● Proposed future studies

Avoid a token “more work is needed” rather give some serious suggestions.
Table of Contents, List of Figures, List of Tables
● Is there an accurate Table of Contents?

Most word processors have Table of Contents, use them.
● Is there an accurate list of figures and tables?

Make sure that there is exact correspondence between what is in the list and text.
Introduction
● Clear outline of the structure of the introduction

Clearly outline what is going to be included in the introduction ie. “Tell them what you are
going to tell them.”
● Literature review in which all pertinent literature has been covered

It must be comprehensive.
● Appropriately critical stance in the review of the literature

Some thesis introductions are literature lists rather than critiques. Make sure that there is
sufficient critique in the review.
● Clear discussion of the outcomes of the literature review including identification of

knowledge gaps
What do we need to know? What do we not know?
● Rationale for the study drawing upon the literature review outcomes

The rationale development shall draw upon the research literature. How prevalent is the issue
or problem? Can this be costed? Does this transform theory to practice?
● Clear statement of the study aims/ questions/hypotheses

State these unambiguously. Put them under a separate heading.
Make sure they remain the same throughout the research.
● Logical and clear theoretical or conceptual framework when needed, a flowchart of

relationship among variables.
(Exploratory and descriptive studies do not need this.)
Method
● Description of the study design. Qualitative or Quantitative?

How appropriate was the research design?
● Full description of how the study participants were chosen

Inclusion and exclusion criteria of the participants should be stated as well as the recruitment
process.
● Details of how many study participants were approached and

how many participated
Keep the relevant records to provide these details.
● Full description of all the tools and protocols used in the study including interview schedules,
tools and apparatus
The level of detail should be sufficient to enable replication of the study. Put lengthy tools as
appendices, but describe the characteristics e.g. reliability and validity.
● Balanced methodological defense of the tools and methods chosen

Explain why the tools and methods were used.
Results
● Clear outline of the structure of the results chapter

● Uniquely numbered tables and figures
● Clear table and figure titles that can stand alone
● Consistently formatted tables and figures prepared according to the relevant style standards
Discussion
● Clear outline of the structure of the discussion chapter

● Point by point analysis of how results answer the research questions presented in the thesis
introduction
● Discussion of how the results compare to the rest of the literature review.
Conclusion
● Clear outline of the structure of the conclusion
● Short review of the studies conducted

Briefly describe the studies conducted and how these were conducted.
● Clear description of the outcomes of the study performed

What were the results?
● Discussion of the strengths and weaknesses of the study performed

What qualifications should be placed upon the outcomes?
● Discussion of future work

What should happen next?

References and Appendices
● Are all the references cited in the text included in the reference list? Are all the references in
the reference list included in the text? Do all the references adhere to the appropriate style?
Carefully check the entries.
● Are all appendices listed in the text included?

Make sure that there is an exact correspondence between what is in
The list and text.
● Apply APA format and rules for reference page citations.

● See https://owl.english.purdue.edu/owl/resource/560/05/ and
https://apastyle.apa.org/instructional-aids/reference-guide.pdf
Adapted from: Thomas, S.A. (2000).How to write health sciences thesis and dissertations. Edinburg:
Churchill Livingstone.

ANNEX “E”
Sample Title Page
Cost Analysis of Malaria Prophylaxis
Among the Dumagats of Cagayan
A Thesis
Presented to
The Faculty of the Graduate School
University of the East
Ramon Magsaysay Memorial Medical Center, Inc.
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Public Health
By
Juan G. Santiago
2010

ANNEX “F”
Sample Abstract
ABSTRACT
Santiago, Juan G. (2007) MS Public Health Major in Epidemiology. University of the East Ramon
Magsaysay Memorial Medical Center, Inc. Cost Analysis of Malaria Prophylaxis among the
Dumagats of Cagayan.
This study was conducted to compare the costs of different malarial prophylactic drugs used among a
community of Dumagats in Cagayan. This abstract included a general description of the research
including the objectives, methods, description of the study design, subjects/participants and
instruments used. This narrative also provided a concise presentation of the results, significant
findings and conclusion of the study.
Formatting Notes :
The abstract “heading” is to be single-spaced and it must include: the candidate’s name as it
appears on the title page (but with last name first); the abbreviation of the graduate degree being
awarded; the name of the candidate’s department or graduate program, or both; the institution
(UERMMMCI); the year the degree is awarded; and the title of the thesis as it appears on the
title page.
The abstract “narrative” begins three spaces below the heading, is not indented and it must be
double-spaced.

ANNEX “G”
Approval Sheet
This thesis hereto entitled:
(TITLE OF STUDY)
prepared and submitted by_______________, in partial fulfillment of the requirements for the degree
_______________________has been examined and is recommended for acceptance and approval for
ORAL EXAMINATION.
________________________________
(NAME OF ADVISER)
Adviser
Approved by the Committee on Oral Examination with a grade of PASS on ________ .
____________________________________________________
(NAME OF PANEL CHAIR)
Chair
______________________________ _________________________________
(PANEL MEMBER 1) (PANEL MEMBER 2)
Member Member
Accepted in partial fulfillment of the requirements for the degree of _______________________

_____________________________.
______________________________________________________
(NAME OF PROGRAM COORDINATOR)
Program Coordinator
(Program Cluster)
_____________________________________________________
(NAME OF DEAN)
Dean
Graduate School

ANNEX “H”
Labelling Instructions for Hardbound Copies and CDs
Front Cover – exactly the same as your title page
Side Inscription
Surname, Initials of First and Middle Name | Title | UERMMMCI (Year)
Example :
SANTIAGO, J.G. | Cost Analysis of Malaria Prophylaxis among the Dumagats of Cagayan |
UERMMMCI 2007
CD Label (As per CHED MO #35 Series of 2011)
Title
Author
UERMMMCI
Degree
Major/Specialization
Year
Abstract

ANNEX “I”
Certification of Style Editor
CERTIFICATION
This is to certify that the manuscript listed below was read and edited for proper form and overall
style by an English editor at the Graduate School of the University of the East Ramon Magsaysay
Memorial Medical Center, Inc.
Cost Analysis of Malaria Prophylaxis
Among the Dumagats of Cagayan
Title
Juan G. Santiago
Author
October 4, 2013
Date Issued
(Signature over printed name)

_______________________________
English Editor

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Guidelines in Writing Thesis and Research Papers

University of the East

UERMMMCI Graduate School

 Gemiliano D. Aligui, MD, MPH, PhD

 Milagros B. Rabe, MD, MS, PhD

 Janelle P. Castro, PhD, MSN, RN

UERMMMCI Graduate School Page ii

Responsibilities of the Researcher, Adviser and Panel Members

Thesis Process Flow 6

Part 1: Quantitative Research 7

Writing the Final Paper 10

The Final Manuscript

Part 2: Qualitative Research 17

UERMMMCI Graduate School Page iii

UERMMMCI Graduate School Page iv

Thesis and Equivalent Research Work

Characteristics of a Good Thesis/Dissertation

2. Well-sourced. One of the most important characteristics of any paper, is to be able to

1. The research topic must be:

c. Feasible, with the time and resources of the student

d. Reflective of the background and competence of the student

2. All quantitatively designed theses/dissertation topics must be theory-oriented, thus must

UERMMMCI Graduate School Page 1

UERMMMCI Graduate School Page 2

Responsibilities of the Researcher,

● Select a research topic related to the course being pursued

The Research Panel

Selection, Appointment and Roles

Responsibilities of the Adviser

● Guides the student in conceptualizing and designing the research

UERMMMCI Graduate School Page 3

● Reminds the student about procedures and deadlines

Responsibilities of the Panel Chair

Responsibilities of the Panel Members

● Review the manuscript submitted for oral defense

In addition, during the Final Defense

● Certify that ethical considerations have been reviewed

UERMMMCI Graduate School Page 4

The Program Coordinator

Responsibilities of the Program Coordinator

UERMMMCI Graduate School Page 5

Thesis Process Flow

Enrolls in Thesis Works on

Sends Proposal Presents

After approval, Student

Revises report Presents final

After approval of Submits required

Submits ERC FORM

UERMMMCI Graduate School Page 6

UERMMMCI Graduate School Page 7

The Thesis/Research Proposal

1. The research topic is significant to the student’s field of study;

The Introduction has six (6) sections.

1. Background of the Study

This chapter is divided into seven (7) sections namely

Presentation of the Proposal

UERMMMCI Graduate School Page 8

● Is the research question/problem clear and reasonable? Is it presented in a cohesive and

Completing the Proposal Stage

UERMMMCI Graduate School Page 9

Writing the Final Paper

Please refer to Annex “F“ for a sample abstract format.