ENCODING INSTRUCTIONS

For uniformity of the thesis manuscript, the following 20 most essential guidelines shall be observed:

1. Short bond paper size (8.5 inches X 11 inches) shall be used.

2. Top margin is 2.54 centimeters; the bottom margin is 2.54 centimeters; the right margin
is 2.54 centimeters; and the left margin is 3.81 centimeters.
3. Arial font, 12 font size, should be used throughout the proposal.
4. Titles of the study on the cover and title pages shall be in uppercase and an inverted

triangle.

5. The contents of the cover and title pages should be in center placement in proper and adjusted
spacing between entries.
6. Demarcation lines shall be 20 pica spaces.
7. There shall be no “dedication page.”
8. There shall be two single spaces between the chapter number and its main head and between
lines.
9. There shall be three single spaces between the chapter title and its left-side head and the first line
after the left-side head.

10. Three single spaces must also be observed between paragraphs and parts of the proposal/paper.
11. There shall be a maximum of twenty-one lines per page.
12. Sentences or lines shall be double-spaced.
13. Paragraphs must be in a “justified” format.
14. In the preliminary section, small Roman numerals (e.g., i, ii, iii) shall be used. They should be
placed at the bottom center portion of the page.
15. In the content proper, Arabic numbers shall be used and placed at the top right margin of the
page.

16. Pages with Chapter heads and figures shall be unnumbered, but they are counted as pages.

17. Use third personal pronouns in sentence construction; avoid using the first or second personal
pronouns.

18. Tabular presentations shall have adhered to in the manuscript, except in Chapter 1.
19. Table captions shall be placed below table numbers, single-spaced if more than one line.
20. The latest APA format edition shall be observed in the in-text citations and references, except for
language studies that use the latest MLA format. There may be some variation in how the sections are
named or divided, but the overall goals are always the same.

VARIABLES
What is a variable?
Variable represents the measurable traits that can change over the course of a scientific experiment
(Agravante, 2028). For Alicay, (2014), a variable is a property that takes on different values. It is a
characteristic that differs from one research subject to another. For instance, if the value of age
differs from Jose to Mary, Junrey, Lulius, and Theresa, then age here becomes a variable. However, if
the five respondents have the same age, that is, age does not change or vary from one to another,
then age is not a variable, but a constant. Hence, a constant is a characteristic that does not change
from one research to another. In short, constant is the opposite of variable. In scientific research,
scientists, technicians and researchers utilize a variety of methods and variables when conducting
their experiments. In simple terms, a variable represents a measurable attribute that changes or
varies across the experiment whether comparing results between multiple groups, multiple people or
even when using a single person in an experiment conducted over time. In all, there are six common
variable types (Agravante, 2018).

Types of Variables in Research (Agravante, 2018)

Here are the basic variable types: dependent, independent, intervening, moderator, controlled and
extraneous variables.

Independent and Dependent Variables

In general, experiments purposefully change one variable, which is the independent variable. But a
variable that changes in direct response to the independent variable is the dependent variable. Say
there’s an experiment to test whether changing the position of an ice cube affects its ability to
melt. The change in an ice cube's position represents the independent variable. The result of
whether the ice cube melts or not is the dependent variable.
Another example is this: When water flows through a sink faucet, the independent variable is how
much the tap is opened. Dependent variables are the resulting amount of water flow.
Intervening and Moderator Variables
Intervening variables link the independent and dependent variables, but as abstract processes, they
are not directly observable during the experiment. For example, if studying the use of a specific
teaching technique for its effectiveness, the technique represents the independent variable, while
the completion of the technique's objectives by the study participants represents the dependent
variable, while the actual processes used internally by the students to learn the subject matter
represents the intervening variables.

Calmorin and Calmorin, (1995), claimed that an intervening variable interferes with the
independent and dependent variables, but its effects can either strengthen or weaken the
independent and dependent variables.

For instance, you want to determine whether or not doctorate professors perform well in their
teaching profession. So Educational Qualifications (EQ), such as a doctorate, master’s, and so on are
the independent variable, and performance such as excellent, very satisfactory, satisfactory, and so
on is the dependent variable. However, there is a possibility that their profile as to age, sex, socio-
 economic status, and work attitudes might have an effect on their teaching performance. This
profile is what we call an intervening variable.In educational research, these 3 variables –
independent, dependent, and intervening – are the most commonly used variables in research.

Constant or Controllable Variable

Sometimes certain characteristics of the objects under scrutiny are deliberately left unchanged.
These are known as constant or controlled variables. In the ice cube experiment, one constant or
controllable variable could be the size and shape of the cube.
By keeping the ice cubes' sizes and shapes the same, it's easier to measure the differences between
the cubes as they melt after shifting their positions, as they all started out as the same size. For
Blue, (2018), control variables are components that remain the same, despite additional changes
made within the experiment.

Extraneous Variables
A well-designed experiment eliminates as many unmeasured extraneous variables as possible. This
makes it easier to observe the relationship between the independent and dependent variables.
These extraneous variables, also known as unforeseen factors, can affect the interpretation of
experimental results. Lurking variables, as a subset of extraneous variables represent the
unforeseen factors in the experiment.
Another type of lurking variable includes the confounding variable, which can render the results of
the experiment useless or invalid. Sometimes a confounding variable could be a variable not
previously considered. Not being aware of the confounding variable’s influence skews the
experimental results. For example, say the surface chosen to conduct the ice-cube experiment was
on a salted road, but the experimenters did not realize the salt was there and sprinkled unevenly,
causing some ice cubes to melt faster. Because the salt affected the experiment's results, it's both a
lurking variable and a confounding variable.
An uncontrolled variable, or mediator variable, is the variable in an experiment that has the
potential to negatively impact the relationship between the independent and dependent variables.
This can cause false correlations, improper analysis of results and incorrect rejections of a null
hypothesis.

LITERATURE BACKGROUND

This section starts with a kicker, an introductory paragraph that will bring your readers to your
varied reviews of literature and readings related to your topic. It shall begin with legal bases as
anchors in your investigation. Then followed by theories that will help you explain the major
findings in your paper. And then your extracted concepts and findings based on your reviews from
varied literature. This part ends up with an illustration of your “Theoretical and Conceptual
Framework” as figure 1.
Speaking of literature background, generally there are three related reviews needed. First, is about
related literature which encompasses your thorough review of books, journals, magazines, novels,
 poetry, and may others. Remember that when we say literature, that includes all “written works
collectively, especially, those of enduring importance, exhibiting creative imagination and artistic
skill which are written in particular period, language, and subject” (Funk and Wagnalls Dictionary,
1976 as cited by Calmorin and Calmorin, 1995). Second is on related readings. According to
Calmorin and Calmorin, (1995), that the major sources of related studies are laws and department
directives such as circulars, orders, memoranda and others which serve as for the paradigm of the
study. Specifically, constitution and by-laws, Republic Acts, Batas Pambansa, Special Orders,
Executive Orders, and others are considered related readings.

The presentation of related literature is in chronological order either from past to present or vice
versa. Some institutions permit an arrangement by topic order while others allow an alphabetical
arrangement. Our institution gives you the leeway what arrangement you will have to follow right
after presenting your legal bases and theories underpinning your topic.

Note: A review of existing literature on the proposed research should be done by the researcher to
find out the past research done on the subject. It will help identify what was done in the past and
the knowledge gap on a particular subject (Kabir, 2016).
To help frame your proposal’s literature review, here are the five C’s of writing a literature review
1) Cite: keep the primary focus on the literature pertinent to your research problem.

2) Compare the various arguments, theories, methodologies, and findings expressed in the
literature: what do the authors agree on? Who applies similar approaches in analyzing the research
problem?
3) Contrast the various arguments, themes, methodologies, approaches and controversies
expressed in the literature: what are the major areas of disagreement, controversy, or debate?
4) Critique the literature: Which arguments are more persuasive, and why? Which approaches,
findings, methodologies seem most reliable, valid, or appropriate, and why?
Pay attention to the verbs you use to describe what an author says/does [e.g., asserts,
demonstrates, etc.].
5) Connect the literature to your own area of research and investigation: how does your own work
draw upon, depart from, or synthesize what has been said in the literature?

Note: Your figure 1 (Theoretical and Conceptual Framework) is an illustration based upon your
reviews of literature and readings which should be placed right after the “Literature Background”
section. It is unnumbered or written without a page number, but it is counted as a page.

NULL HYPOTHESIS

A hypothesis is a statement that can be proved or disproved. A research question can be made into
a hypothesis by changing it into a statement. A hypothesis is commonly stated intwo forms: null
(H0) and alternative (Ha). A null hypothesis is a hypothesis to be disproved. It is usually made by
adding “not” to the alternative hypothesis (Pardede 2018).
 As part of the conventions in our university, the null hypothesis should be used, not the alternative
hypothesis. If you have crafted your inferential/hypothetical questions in the specific questions of
your research objective, it would be easier for you to formulate your null hypothesis. Just convert
your inferential questions into negative statements.

RESEARCH METHODOLOGY

This portion discusses about the design, environment and participants or respondents, instrument,
procedures, and statistical treatment.

 Design - is the framework of research methods and techniques that you chose. Here you will
mention clearly the specific method, approach, and sampling technique for collection,
processing, and analysis of the data gathered.
Moreover, research design refers to the overall strategy that you choose to integrate the
different components of the study in a coherent and logical way, thereby, ensuring you will
effectively address the research problem. It constitutes the blueprint for the collection,
measurement, and analysis of data. Note that your research problem determines the type of
design you can use, not the other way around.
 Environment and Respondent/Participants - It is in this section that you will mention the locale
or the place where the research study will be conducted. You may describe the place, and
mention the salient features or its important landmark to guide the readers as to where shall
the study take place. It will also mention the persons involved in the study as research subjects
or respondents. Here, your respondents must be described as to their demographic profile and
the process or techniques, and the reasons employed in their selection.
When we speak of participants, they are those who directly participated in the conduct of
experimental research, either the evaluator or rater of the experimentation process; while the
respondents are those who will answer/respond to the questionnaire in case of a descriptive or
experimental design. Meanwhile, research subjects are those being evaluated by the
respondents.
 Research Instrument - In research, an instrument refers to the data-gathering devices that you
will use in the gathering of data. Specifically, it is a tool used to collect, measure, and analyze
data related to your subject. It is generally, but not limited, to the use of sets of questionnaires,
tests, surveys, scales, interview and observation guides, or even checklists. Make sure that the
research instrument you use must be able to assist in answering the research aims, objectives,
and research questions, as well as prove or disprove the hypothesis of the study.
Further, in the instrument section, you have to describe its parts and explain the directions on
how should it be accomplished.
Remember, a good research instrument is one that has been validated and has proven
reliability. It should be one that can collect data in a way that’s appropriate to the research
question being asked. For self-directed instruments, they should undergo pilot-testing or dry-
run to establish their validity. There is no need for standardized research tools to undergo the
 aforementioned procedure. However, as part of research ethics protocol, the researcher must
seek permission from the author or creator of such standardized instrument. In addition, an
informed consent must be attached to your instrument with the transmittal letter duly approved
by the authorities of the respondent’s locale.
 Research Procedures - In the "Procedures” section, you will explain briefly all research-related
activities to be undertaken in order to achieve the objectives of the study. It provides detailed
description and complete information on the preparation of the questionnaire and the
interview, revision and dry-run of the questionnaire, ethical considerations in the data
gathering, details of the data collection strategies and approaches to be done, and approaches
identifying the person/s responsible for the administration and retrieval of the questionnaire,
and the conduct of the interview.
 Statistical Treatment - is the section of a proposal or completed study where you will include
your statistical tools carefully chosen that will address all your objectives of the study. In short, it
is referring to any statistical method to your data. Formulas must be spelled out. Treatments are
divided into two groups: descriptive statistics, which summarize your data as a graph, or
summary statistics and inferential statistics, which make predictions and test hypotheses about
your data.
Treatments could include:
 Finding standard deviations and sample standard errors,
 Finding T-Scores or Z-Scores.
 Calculating Correlation coefficients.

DEFINITION OF TERMS

Refers to the section of the proposal/study where variables of the study are operationally given
meanings and other key terms of the research. It is arranged alphabetically, wherein the terms or
words being defined serve as paragraph heads. Before presenting the terms with operational
definitions, a kicker or a sentence paragraph will introduce the section.

Only terms, words, and phrases which have a special or unique meaning in the study are defined.
Terms should be defined operationally, that is, how they will be used in the study.

The researcher may develop his/her own definition from the characteristics of the term defined. The
researcher may get his definition from the thoughts derived from encyclopedias, books, magazines,
newspapers, articles, dictionaries, and other publications, but the researcher must acknowledge
his/her sources.

A definition should be brief, clear, and unequivocal. Acronyms should always be spelled out fully,
especially if it is not commonly known or used for the first time.

Two Ways of Defining the Key Terms of Study

 1. Technical – the meaning of the terms is taken from the dictionary or encyclopedia.

2. Operational – the meaning of the terms is based on an observed characteristic and how it is used in
the study.

RATIONALE OF THE STUDY

The first left-side head of Chapter 1 which provides the background and scope of the proposal, and
the compelling reasons why the study has to be pursued. One compelling reason could be your
observation on the gravity of the problem that needs to be addressed. Another could be the gap in
the literature that you have reviewed; that’s why your filling in the gap compelled you to
investigate.

Rationale is developed in a deductive approach, that is, it starts from general perspective which is
funneled down into specific concepts. It is generally brief but concise. It will only compose of about
3-4 paragraphs in one but not more than 2 pages in short bond paper size. Much more, the ending
paragraph should emphasize the problem statement.

CHARACTERISTICS OF A RESEARCHER

1. Intellectual Curiosity – researcher undertakes deep thinking and inquiry of the things, problems,
and situations around him.

2. Prudence – researcher is careful to conduct his study at the right time and at the right place
wisely, efficiently, and economically.

3. Healthy Criticism – the researcher is always doubtful as to the truthfulness of the results. Thus,
he needs his studies to be subjected to evaluation and critiquing by other experts or peers.

Qualities of a Good Researcher

Calmorin and Camorin, (1995) derived them from the acronym “RESEARCHER”

1. Research-oriented

2. Efficient

3. Scientific

4. Effective

5. Active

6. Resourceful

7. Creative
 8. Honest

9. Economical

10. Religious

Ten qualities of a good researcher (Toledo-Pereyra, 2012):

1. interest

2. motivation

3. inquisitiveness

4. commitment

5. sacrifice

6. excelling

7. knowledge

8. recognition

9. scholarly approach

10. integration

STATEMENT OF THE PROBLEM

Refers to the research objective stating the main and specific purposes of the study. It is a
declarative statement which should use simple language to convey meaning so that the researcher
could find the main and specific purposes easy to measure by using research instruments
(questionnaire, test, interview, rating scale, checklist, etc.) in collecting data, and these data are
achieved when correct statistical techniques are used to arrive at real results. As research
objectives, they must be SMART (Specific, Measurable, Achievable, Realistic, and Time-bound).
Moreover, the specific problems are in interrogative form with descriptive and inferential questions
that will help address your main problem or objective.

SIGNIFICANCE OF THE STUDY

In the “Significance of the Study” section, make it clear what new insights you will contribute, who
they are relevant to, and why the research is worth doing.
It is a written statement that explains why your research was needed. It’s a justification of the
importance of your work and the impact it has on your research field, its contribution to new
knowledge, and how others will benefit from it. This involves persons, agencies, and/or
organizations that will be benefited from the study.
In your research proposal, the significance of the study section follows after the statement of null
hypotheses. It should be in paragraph form with your significant individuals, including yourself, as
part of the thesis writers, agencies, and others who will lead the paragraph.