Thesis and Dissertation Writing Guide 2020

THESIS/DISSERTATION WRITING GUIDE 1
PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
THESIS AND
DISSERTATION
WRITING GUIDE

INTRODUCTION
Research in graduate studies is an essential component of the research functions of
higher educational institutions. Through graduate education, the University aims to produce
competent, competitive, and innovative research scholars who are capable of developing and
implementing theoretically-driven and methodically-sound research in teacher education and
other disciplines in the broad domain of education.
Through thesis or dissertation, a graduate student in the master’s or doctorate program
is expected to showcase one’s acquired and developed research skills, as well as the theories
and concepts one has learned in his/her specific area of specialization. Consequently, the
student’s thesis/dissertation is expected to create or build a distinct and significant
contribution to education and/or to one’s specific discipline.
Graduate research and thesis/dissertation writing entail scholarly works. This thesis
and dissertation writing guide aims to assist graduate students as they begin their journey in
the final phase of their graduate education.


GENERAL GUIDELINES
1. All graduate students’ theses and dissertations are expected to adhere to the general
guidelines and prescribed manuscript format articulated in this guide.
2. The most recent edition of the American Psychological Association (APA)
Publication Manual shall serve as guide in the writing style of all theses and
dissertations manuscripts. The APA’s style in headings, in-text citations, table and
figure presentations, and references section should strictly be adhered to,
3. Thesis/Dissertation proposals should follow the two-chapter format (Chapter I. The
Problem and Literature Review, Chapter II. Method). The thesis/dissertation final
manuscript should include the aforementioned two chapters plus two additional
chapters (Chapter III. Results and Discussion, Chapter IV. Summary, Conclusions,
and Recommendations). However, graduate students are allowed to make some
modifications (e.g. having more than four chapters, a developed grounded theory
being presented as one chapter, use of the thesis/dissertation by-article format)
subject to the approval of the thesis/dissertation committee.
4. The detailed description of each section of the thesis/dissertation provided in this
guide follow the traditional quantitative research format. Modifications are expected
based on the thesis/dissertation manuscript format adopted (e.g. qualitative, thesis-
by-article). Likewise, modifications in the use and/or chronology of sections within a
chapter is allowed subject to the approval of the thesis/dissertation committee.


5. The specific guidelines on each section of each chapter pertain to the final
manuscript for oral defense. It is understood that the guidelines in the first two
chapters are applicable also to thesis/dissertation proposals subject to the use of
future tense whenever applicable.
Thesis/Dissertation Manuscript Format

Quantitative
Chapter 1 The Problem and Literature Review

Background of the Study
Literature Review
Theoretical or Conceptual Framework
Research Problems and Hypotheses
Definition of Terms
Chapter 2 Methods
Research Design
Sampling and Participants
Instruments
Data Gathering Procedure
Data Analysis
Ethical Considerations

Chapter 3 Results and Discussion

Results
Discussion
Chapter 4 Summary, Conclusion, and Recommendations

Summary of the Study
Summary of Results
Limitations of the Study
Conclusion
Recommendations
Thesis/Dissertation Manuscript Format

Qualitative
Chapter 1 The Problem and Literature Review

Background of the Study
Literature Review
Research Problems
Theoretical or Conceptual Framework
Definition of Terms
Chapter 2 Procedures
Qualitative Design and Methodology
Research Site
Selection Criteria and Participants

Data Collection
Role of Researcher
Methods of Validation
Ethical Considerations
Chapter 3 Findings and Discussion

Findings
Discussion
Chapter 4 Summary, Conclusion and Recommendations

Summary of the Study
Summary of Findings
Limitations of the Study
Conclusion
Recommendations
For the suggested formats for other research types or research designs, please see the
Thesis/Dissertation Format Guide (available at the Graduate Research Office).
Organization and Detailed Description of Each Section of the Thesis/Dissertation
I. Preliminary Pages
1. Title page
The title page is the first page of a thesis/dissertation and is counted as page i

(lower-cased Roman numeral) but unmarked. Pagination is reflected in the Table of
Contents. The title page contains the following information:
• The research title should summarize the main idea of the thesis/dissertation, should
be concise and fully explanatory when standing alone. The recommended length for
a title is no more than 12 substantive words. The title is typed in uppercase letters,
centered between the left and right margins and positioned in the upper half of the
page;
• Classification of research study (e.g. thesis or dissertation) typed in uppercase;
• Faculty/Institute, College, name of the University and city (e.g. Graduate Teacher
Education Faculty, College of Graduate Studies and Teacher Education Research,
Philippine Normal University Manila);
• Program of Study (Degree);
• The author’s name – first name, middle initial, last name (all typed in uppercase)
• Date of Submission – identifies the month and year the thesis/dissertation writing
was completed (see Appendix A).
2. Approval Sheet
The approval sheet comes in the form of a certificate. The function of the
certificate is to allow the thesis/dissertation adviser/s, the Examiners/Panel members, the
Chair and/or the Dean of the College to signify that the thesis/dissertation satisfies the
requirements of the degree. The approval sheet should contain:


Title of thesis/dissertation, all in CAPS
Name of the student, all in CAPS
Degree name in CAPS
No titles of Dr. Prof. etc., but may include Ph.D. after the name of a signatory
Recommendation, approval and acceptance statements should be single space
Approval sheet is counted as page ii (lowercase Roman numeral) but unmarked.
Pagination is reflected in the Table of Contents (see Appendix B).
3. Abstract
An abstract is a brief, comprehensive summary of the contents of the
thesis/dissertation that allows readers to survey the contents of the thesis/dissertation
quickly. A good abstract is accurate, coherent, and concise. The thesis/dissertation
abstract is counted as page iii (lowercase Roman numeral) and identified with a running
head or abbreviated title. The word Abstract should be in upper and lowercase letters
centered at the top of the page. It should be a single paragraph without paragraph
indention. The abstract is a brief summary of the research study, totaling from 150 to 250
words. It should be written in past tense when referring to the conduct of the study (e.g.
“Results showed that…”, “The participants of the study were composed of…”); but in
present tense when referring to ideas, concepts or implications derived from the research
study (e.g. The findings imply that…”). Consider writing the abstract after the paper has
been written.

Abstract should contain the following:
• Keywords (minimum of 3, maximum of 5 keywords before the abstract)
• one sentence statement of the problem or research question
• brief description of the subjects or participants (identify how many and any relevant
characteristics)
• brief description of the research methods and procedures
• basic findings/report of the results
• conclusions and implications or applications (see Appendix C).
4. Acknowledgements (optional)
The word ACKNOWLEDGEMENT should be written in bold, uppercase and
at the center. The page should express the student’s gratitude and appreciation for all
the assistance made and given by special individuals, institution, organization etc. that
are not mentioned in the thesis/dissertation but have made an important contribution to
the student’s research study (see Appendix D).
5. Dedication Page (Optional)
It should be one-page dedication and the word DEDICATION need not appear
on the page, the text should be centered. The page contains the names of people special

to the researcher (e.g. family, friends, teachers, panelists) who inspired and helped the
researcher to finish and complete his/her thesis/dissertation (see Appendix E).
6. Table of Contents
The heading TABLE OF CONTENTS should be written in bold, uppercase
and at the center of the page. The titles of each chapter or section must be listed and
worded exactly as they appear in the thesis/dissertation. Titles for the preliminary pages
(TITLE PAGE, APPROVAL SHEET, ABSTRACT etc.) and all chapters, except
subchapters/sections, should be written in uppercase. Page number of each starting page
of each chapter/section is listed flush at the right margin. Use dot leader between the last
word of the chapter/section title and the page number (see Appendix F).
7. List of Tables (only if there are 2 or more tables)
Basic Guidelines in Presenting Tables
• Tables are meant to meant to present specific quantitative or qualitative data.
• Tables should be presented right after the text that refers to it, and must be placed
only on one page; do not break them across pages unless necessary.
• If the table is long, subsequent page/s of the table must contain the heading row.
• The table number (e.g. Table 1) is written in bold and flush left.

• The table title is placed below the table number and is written in italic title case.
• Limit the use of borders or lines in a table. Typically, a border/line is used at the top
and bottom of the table, beneath column headings, and above column spanners.
• Tables should be numbered (Arabic numerals) consecutively all throughout the
entire thesis/dissertation. A whole number sequence style can be used (1. 2. 3. 4. 5.
etc.) or a decimal number approach (1.1, 1.2, 1.3, 2.1, 2.2, 2.3,… etc.), the first digit
refers to chapter number and the numeral after the decimal point is the table number.
Indicate the source of tables copied from other sources.
• In presenting tables for inclusion, see to it that the contents are limited to the essential
materials. They must be directly and clearly related to the content of the discussion.
Tables should be integral to the text but should be designed so that they can be
understood in isolation by the reader and used only to show something specific (see
Appendix G).
8. List of Figures (only if there are 2 or more figures)
Basic Guidelines in Presenting Figures
• All graphical illustrations/displays other than tables are considered as figures.
• Figures should also be presented right after the text that refers to it and can be
presented in a portrait or landscape formation but should fit within the required page
margins and page numbers consistently all right through the thesis/dissertation.
• Figure number is written in bold and flush left.


• Figure title is placed below the figure number and written in italic title case.
• Rotated illustration as a figure should have a rotated title/caption.
• If a figure is copied, indicate the source.
• Figures should be numbered consecutively all throughout the entire
thesis/dissertation using whole numbers (1, 2, 3, 4, etc.) or a decimal number style
(1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 3.1 etc) where the first numeral refers to the chapter
number and the second numeral after the decimal point refers to figure number.
• Photographs used as figures should be scanned and converted to an electronic format
for simultaneous printing with the page.
• Illustrations which are oversized should be reduced but should still be legible and
clear. However, if it is not likely, it can be just pasted on a page and accordion-
folded, that it can be bound with the rest of the document. The page number should
appear consistent with the rest of the manuscript. Otherwise, the illustration can be
placed inside a 6.5” by 9.5” brown envelope and pasted on a sheet of thesis paper;
such page is included in the pagination of the thesis/dissertation (see Appendix H).
9. List of Appendices (see sample in Appendix I))
II. Body of the Thesis/Dissertation
The body of the thesis/dissertation is divided into chapters. Chapter titles should be
written in BOLDFACE, UPPERCASE, and CENTERED on top or first line of the page and

should always start on a new page. Write the title of the chapter on the third line. Numbering
for each chapter should be in Hindu Arabic numeral.
Use Level 2 heading for Chapter sections and should start on the fourth line below the
chapter title. The first line of the chapter section should be indented one tab default space or
7 spaces. Use Level 3 heading for each chapter subsection. Heading of a section or subsection
which is nearing the bottom page should be followed by at least one text line or is should be
written already on top of the next page. All entries between sections or subsections should
be separated by a double space.
For succeeding headings and subheadings whether italicized, upper- and lowercase,
flushed left, indented etc. should conform to APA rules on levels of headings. Table 1 shows
how each type of heading is formatted.
Table 1
Format for the Five Levels of Heading in APA Style (APA 7th edition)
Level Format
Centered, Bold, Title Case Heading

1
Text begins as a new paragraph.
Flush Left, Bold, Title Case Heading
2
Flush Left, Bold Italic, Title Case Heading
3
Indented, Bold, Title Case Heading, Ending with a period.
4
Text begins on the same line and continues as a regular paragraph.

Indented, Bold Italic, Title Case Heading, Ending with a period. Text
5
begins on the same line and continues as a regular paragraph.
Regardless of the number of levels of subheading within a section, the heading
structure for all sections follows the same top-down progression. Each section starts with the
highest level of heading, even if one section may have fewer levels of subheadings than
another section.

CHAPTER 1
THE PROBLEM AND LITERATURE REVIEW
This chapter includes the following:
1.1 Introduction
Before discussing the main topic/problem of your thesis/dissertation, you should be able
to introduce it first in a broad perspective. Your introduction should be able to offer an overall
view of the research area and the general nature of the topic/problem. Present and describe
the logical development of your research problem/topic area you intend to study in such a
manner that is sufficient or enough to be understood by the reader not to mention the rationale
of the study or what motivated you to conduct the study. The context of your research and
the gaps that it aims to address should be succinctly and effectively articulated. Therefore,
some related literature are expected to be described in this section. The introduction should
have a statement or two on the general purpose or aim of the research. In this section, you
may also state the general significance of the research.
Begin this section with level 2 heading.
1.2 Literature Review
A literature review is a comprehensive overview of prior research regarding a specific
topic. The literature review both shows the reader what is known about a topic, and what is

not yet known, thereby setting up the rationale or need for a new investigation, which is what
the actual study to which the literature review is attached seeks to do. Conceptual definitions,
theories or models, and empirical studies are expected to be reviewed and discussed in
relation to the aims of the thesis/dissertation study. It is suggested as much as possible that
you focus your review of literature on work done/accomplished within the last five years.
Include only literature related and pertinent to your study. Do not present or include any
literature which are not conceptually connected to each other and have nothing to do with
your research problems.
Give focus on those studies that address main ideas in the field. Present the themes,
links, strengths, gaps in knowledge, weaknesses and inconsistencies or areas of controversy
in the literature to give a clearer perspective of your research problems. Your aim for this
section is not to flaunt how much literature you have read but to demonstrate familiarity with
vital literature relevant to your research problems. It should reflect not only what others have
said about the research subject/topic/problem but most importantly is what you think about
it. See to it that every paragraph or subsection in this section is linked to your
thesis/dissertation research problems/objectives.
Whenever applicable, a synthesis of the literature reviewed can be included. The
synthesis specifies how the critical review of literature has reinforced the need for the present
study and how the present study is similar with or different from the ones reviewed. This part
of the literature review should highlight the perceived gaps in the literature and how the
present study intends to address these gaps.


Begin this section with Level 2 heading. Sub-sections within this section begin with
level 3, 4, or 5 headings.
1.3 Conceptual/Theoretical Framework
Concepts are ideas or abstractions from observed events/situations while theories are
sets of interrelated concepts, constructs, definitions and propositions that present systematic
view of the phenomenon (observable fact) by specifying relationship among variables with
the purpose of explaining and predicting the phenomenon. Conceptual/theoretical
framework therefore is made up of concepts and theories that form the basis of the study.
In relation to this you should be able to present your research ideas, concepts and or
theory/ies or even time – tested theory/ies that you will use or help you to structure your
research study, the links between the existing literature and your own research problems/
objectives. You should be able to show how your framework structures the parameters or
boundaries of your research study in terms of what needs to be covered.
Your conceptual/theoretical framework can be summarized in a visual illustration or
diagram showing the research problem/topic area, the variables or constructs under
investigation, and the hypotheses or assumptions of the research. Put in mind that your
conceptual/theoretical framework serves as the basis or backbone of your thesis/dissertation
study and therefore should give direction and help you as to how you would carry out your
research effectively.
Begin this section with level 2 heading.


1.4 Statement of the Problem/Purpose (and hypotheses if applicable)
In this section you should be able to state clearly and explicitly the objectives of your
study or the research questions and or subsidiary or supplementary questions. Your statement
of the problem/purpose provides more the raison d’ etre for your thesis/dissertation. It is the
underlying rationale of your research study. Keep in mind that your problem statement serves
as an invitation to the study that tells the reader what the problem is, what it is all about, and
why the study is needed.
Begin this section with a sentence or two stating the general objective/purpose of the
study, followed by specific questions/objectives that expand/specify the coverage of the
general objective/purpose of the study.
In some cases, the statement of the problem or purpose can be written before the
conceptual/theoretical framework.
Begin this section with Level 2 heading.
1.5 Significance of the Study (Optional)
If you deem necessary, this section can be added where you describe the specific
significance of the research. State clearly the people who may benefit from your study and
how they may benefit from it (e.g. for curriculum planners, school administrators, teachers,
parents, students) by spelling out why you believe or think the research problems should be
answered or the objectives be achieved/attained, and it may also show how the findings are

expected to have an effect on the research literature.
1.6 Definition of Terms
Define the most important or key variables/constructs in your research. These may
include the independent and dependent variables, intervening or mediating variables,
moderator or extraneous variables, as well as units of analysis that were measured in your
study. Be sure also to list and define demographic variables which you consider to have
potential influence used to describe your research participants (e.g. age, gender, religious
affiliation, etc.).
The operational definition of key terms involves the specification of the measurement
procedures that you will use. Do not assume that all your readers know what you mean by
each important key term. You have to spell out also any acronym in the text the first time it
is used and define it also in this section.
The terms to be defined should be arranged in alphabetical order and each is
written/typed in boldface, upper and lowercase letters


CHAPTER 2
METHOD
The contents of this chapter should be mentioned in the table of contents. Make an
introductory paragraph or an overview of this chapter to give your reader an understanding
as to its coverage.
Chapter 2 should include the following sections/ components:
2.1 Research Design
Specify and describe the specific quantitative or qualitative research design you will
use. You should be able to discuss/explain the appropriateness of the research method to
your study or why it is best to use to investigate the problem and/or address the research
questions.
2.2. Setting of the Study/Research Setting (Optional)
This section can be included if applicable only and/or if the setting is of particular
significance and importance (e.g. if a particular barangay or minority group or community, is
the subject of the research study). Otherwise, the setting of the study can be included as the
first paragraph in the section on sampling and participants. In this section, describe the

significant characteristics of the research locale (e.g. people’s way of living/practices, customs
and traditions, common/typical job or source of living etc.) especially if the location of the
study has bearing on the research problem/topic, method, and results.
2.3 Sampling and Participants of the Study
Describe the specific sampling procedure/technique for selecting your participants
(e.g. systematic sampling, stratified, cluster). Describe your participants in terms of some
demographic variables (age and gender are required). Tables and/or figures may be used to
simplify the presentation of the demographic characteristics of the participants.
2.4 Instruments
Be able to describe how your variables/constructs were measured or observed (e.g. in
an experimental research, the measurement of the dependent variable/s should be described
in this section). Describe the instrument/s and other data gathering materials that were used.
Include information about the types of items and responses, the scoring procedure, evidences
of reliability and validity of the instrument. If you constructed your own instrument, discuss
the steps how you developed and validated your instrument (i.e. showing evidence/s of
validity and reliability). Sample items or sample interview questions should be provided
whenever available. Copies of the instrument/s and other printed materials used in the data

collection should be placed in the appendix section.
2.5 Data Gathering Procedure
Describe in detail the phases of your data gathering procedure and the specific steps
for each phase that you took in carrying out your research. It may be helpful to come up with
a flow chart or diagram to show the order of activities that you implemented in conducting
your study (e.g. instructions for selecting and training research assistants, how you will
recruit or contact your participants, procedures for assigning participants to groups,
administration of instruments including pretesting process, interviewing participants etc.)
and also ethical procedures you will apply in your study (e.g. approval from the school city
superintendent or principal before proceeding to data collection involving students, etc.). In
experimental studies, an entire subsection should be devoted about the intervention/treatment
implemented. In short, enumerate all the activities you will undertake to complete your study.
Describe each activity in detail to help future researchers who would want to replicate your
study or your methodology.
3.6 Data Analysis
Discuss the procedures as to how you have organized, scored and analyze your data
to answer the research problem/s. If your research is qualitative, you should describe how

the data were processed and analyzed based on the specific qualitative research design
adopted. If your research is quantitative, describe the statistical tests used to analyze your
data. Specify if a data analytic software was used (e.g. SPSS, AMOS).
3.7 Ethical Considerations
The University commits to the general principles of respect, beneficence, and justice
and to corresponding basic standards for the ethical conduct of research. It is expected that
you will able to describe general and specific ethical issues and how you addressed them in
the design, conduct, and write-up of the thesis/dissertation manuscript. Typically, many
ethical considerations are articulated in the Method section especially if the research involves
human participants. Whenever appropriate, ethical considerations can also be discussed in
other parts of the manuscript. Ethical considerations discussed in the Method and other
sections need not be included in this section unless further elaboration is made relative to
what was written in the other sections.
The specific ethics guidelines can be read from the PNU Code of Research Ethics and
Guidelines for Review and Ethical Guidelines in the Conduct of Research (available at the
www.pnuresearchportal.org)


CHAPTER 3
RESULTS AND DISCUSSION
This chapter presents a collection of what you have discovered or found. Make a
detailed explanation of your collected data necessary enough to help your reader to see and
understand the significance of your findings/results including trends, similarities and
differences. Present all relevant results in this chapter as well as those that run opposite to
what you expected with the corresponding interpretation and discussion in reference to the
research problem/s, hypotheses tested, analytical methods used, literature reviewed, and
conceptual/theoretical frameworks formulated.
In presenting your data/answers to each research question/problem, it is typically
helpful to restate first your research question/problem given/enumerated in Chapter 1. You
should also be able to interpret your results in the light of the theoretical or conceptual
framework that you have specified in Chapter 1. You should be able to connect your findings
to those related research studies earlier conducted, compare and contrast the results and make
clear explanation as to how the specified field of inquiry is affected by your present study. It
is expected that your literature review will be used here to support or refute the findings or
results of your study. Additional or new literature can be included in this section.
See to it that the reader would get and understand what you mean in terms of the
results/findings of your study. If there are hypotheses that you have tested, confirm them or

disprove them. You can use tables, graphs, and other figures to report the results of your
study (see Appendix J and Appendix K for sample table and figure respectively).
Discuss also the implications and possible applications of the results of your study.
Make sure that your findings/results/claims are always supported with appropriate statistical
data (e.g. tables with statistical values, graphs) or qualitative evidences (e.g. themes,
illustrative quotes). Present your results clearly and straightforward manner, complete enough
for your reader to interpret them independently and assess its worth.
Whenever appropriate, discussion should follow each set of results that addresses a
research problem/objective. In certain cases, it may be necessary to present all results first and
have a separate section on general discussion after.


CHAPTER 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of your study and summary of findings,
conclusions, and recommendations. The summary of the study includes a brief description
of the background of the study, an articulation of the main purpose and/or specific research
problems, and concise description of the methods used. The summary of results/findings
should put together the highlights of the most important findings in your study. If applicable,
the summary of results may be presented per research problem/objective. It should not be a
repetition of your discussion in Chapter 3. Numerical values (e.g. mean, t value) should no
longer be reported in this section since they have already been presented in Chapter 3. The
summary should give the reader a clear-cut message so to speak that would allow the him/her
to have a full grasp of what you did and found in your study.
Keep in mind that conclusions should be based on the results/findings of your study
(i.e. given one or two or more findings for research problem number one, what conclusion/s
can you derive). Conclusions are not just repeating your findings but abstractions of the
summary of findings. See to it that your conclusions are tied to the research problems of your
study.
Lastly, give your recommendations and implications or possible applications of the
results of your study. Whenever appropriate, provide recommendations for practice, teacher
education, policy, and future research.


III. Concluding/Final Pages
1. References
This section lists all the works cited in the manuscript to acknowledge previous
scholarship and provide a reliable way to locate them (APA 7th Edition). The references cited
in the manuscript (especially in the literature review) should be adequate enough to provide
support for the rationale of the study and significance of the research problems, formulation
of the theoretical and/or conceptual framework, design and conduct of the actual study, and
interpretation and discussion of the findings.
Start the reference list on a new page. The word References should appear in uppercase
and lowercase letters, centered. Double-space all entries. Use hanging indent format (i.e. the
first line of each reference is set flush left and subsequent lines are indented). The references
should be in alphabetical order as per APA format (see Appendix L)
Books, Reference Books, and Book Chapters
For an entire book, use the following reference formats:
Author, A. A. (2016). Title of work. Publisher.
Author, A.A., & Author, B.B. (2017). Title of work. Publisher.
Author, A. A. (2010). Title of work (4th ed.). Publisher.
Author, A. A. (2019). Title of work. Publisher. DOI.
Author, A.A. (2014). Title of work. Publisher. URL.


Editor, A. A. (Ed.). (2018). Title of work. Publisher.
For a chapter in a book or entry in a reference book, use the following format:
Author, A. A., & Author, B. B. (2016). Title of chapter or entry. In A. Editor, B.

Editor, & C. Editor (Eds.), Title of book (pp. xxx-xxx). Publisher.
Journal Articles
Author, A.A. (2018). Title of article. Title of Journal, volume, page range.
Author, A.A., Author, B. B., & Author, C. C. (2015). Title of article. Title of Journal,
volume, page range.
Author, A.A. (2010). Title of article. Title of Journal, volume (issue), page range.
Author, A.A. (2020). Title of article. Title of Journal, volume (issue), page range.
DOI.
Doctoral Dissertations and Master’s Theses
For a doctoral dissertation or master’s thesis published in a database:
Author, A. A. (2011). Title of master’s thesis (Publication No.) [Master’s Thesis,

Name of Institution]. Name of Database.
For a doctoral dissertation or master’s thesis published online (not in a database):
Author, A. A. (2016). Title of master’s thesis [Master’s Thesis, Name of Institution].

Name of archive/website. URL.
For an unpublished dissertation or thesis, use the following template:
Author, A. A. (2012). Title of doctoral dissertation [Unpublished doctoral

dissertation]. Name of Institution.

Newspaper/Magazine article
Author, A.A. (2020, March 12). Title of article. Title of Newspaper or Magazine.
Author, A.A. (2014, September 21). Title of article. Title of Newspaper or Magazine.
URL.
Note: For more specific guidelines, see the most recent edition of the APA Publication
Manual.
2. Appendices
This section is where you place other documents or accompanying/extra materials like
additional instrument/s (e.g. test/s, survey instrument/s, interview guide, observation guide),
letter/s of request, modules, and other supplementary tools you used in the study. You may
also include important information that may be lengthy or too detailed to be contained in the
main text but the reader may want to see or refer to (e.g. results of item analysis, rubric
scoring procedure, interview transcripts, sample coding). Label each one with a capital letter
(Appendix A, Appendix B, etc.) in the order in which it is mentioned in the main text. Each
appendix should have a title.
3. Curriculum Vitae
Make your curriculum vitae concise. Include only the following: date and place of
birth for personal details, (superfluous details, e.g. sex, religious affiliation, names of
children, etc. should not be included), professional history – educational institutions
attended after secondary education, degrees attained, honors received, professional
experiences (e.g. seminars and conferences attended), working/teaching experiences, and


titles of publications or researches conducted (if any). Use the same typeface, Times New
Roman with 12- point font size and double-spaced (see Appendix M).
IV. Specified Format and Style
1. Margins
The text should have a straight left-hand margin but an uneven or ragged right-hand
margin throughout the thesis/dissertation. To give allowance for trimmings, bookbinding,
copying and microfilming, the specified margins should be followed:
Left margin should be 1.5 in. (binding edge)
Right and bottom margins should be 1 in.
Top margin should also be 1 in. (to give allowance for header and pagination which
should be 0.75” from top of page)
All manuscript matters should fit within the specified margins including tables, charts,
graphs and other figures.
2. Line Length and Alignment
The length of each typed line is a maximum of 6 ½ in. (16.51 cm.) The manuscript
submitted for title defense, colloquium, and oral defense need not be justified. However, the
final version of the approved manuscript that will be submitted as hardbound copies should
be justified.
3. Typeface and Font size


Use only Times New Roman typeface with 12- point font size. The font style/typeface
and font size should be used consistently throughout the thesis/dissertation.
4. Pagination
Each page of a thesis/dissertation should be numbered consecutively. Lower-case
Roman numerals are used for the preliminary pages (i.e. title page, approval sheet, abstract,
acknowledgement, dedication, table of contents, lists of tables, figures, and appendices) but
beginning only with the Abstract which is counted as page iii.
The title page which is the first page of a thesis/dissertation is counted as page i (lower-
cased Roman numeral) and approval sheet which is counted page ii (also lower-cased Roman
numeral) both are unmarked but the pagination is reflected in the Table of Contents. The
body/text of a thesis/dissertation should be numbered consecutively using Hindu- Arabic
numerals.
All page numbers should be placed at the upper righthand edge of each page (see Appendix
O). The first page of each chapter is not numbered but still counted and reflected in the table
of contents. Use the same typeface and font size (i.e. Times New Roman and 12-point font
size) for page numbers.
5. Line Spacing
Double–space between all texts’ lines throughout the thesis/dissertation. Double–space
after every line in the title, headings, footnotes, quotations, references, and figure captions.
But for clarity or visual effectiveness triple or quadruple-spacing can be used in special

circumstances such as immediately before and after a displayed equation, never use single –
spacing or one – and – a half spacing except in tables and figures.
6. Paragraphs and Indention
Indention should be consistent throughout the thesis/dissertation/special project. Indent
the first line of each paragraph and the first line of every footnote. Use one tab default set at
5 to 7 spaces or ½ in. Type the remaining lines of the manuscript to a uniform left-hand
margin with the exceptions of the abstract, block quotations, titles and headings, table titles
and notes, and figure captions.
7. Footnotes
Footnotes are used to provide additional content or to acknowledge copyright permission
status. Content footnotes supplement or amplify substantive information in the text; they
should not include complicated, irrelevant, or nonessential information. Because they can
be distracting to readers, such footnotes should be included only if they strengthen the
discussion. A content footnote should convey just one idea; if you find yourself creating
paragraphs or displaying equations as you are writing a footnote, then the main text or an
appendix probably would be a more suitable place to present your information.
Another alternative is to indicate in a short footnote that the material is available online
as supplement material. In most cases, an author integrates an article best by presenting
important information in the text, not in a footnote. Hence, the use of footnotes should be
avoided and should only be used when it is essential to the manuscript.


Note: For more specific guidelines, please see the most recent edition of the APA
Publication Manual
8. Copyright Permission
Copyright permission footnotes acknowledge the source of lengthy quotations, scale and
test items, and figures and tables that have been reprinted or adapted. Authors must obtain
permission to reproduce or adapt material from a copyrighted source. A numbered footnote
is generally used to provide source material for long quotations. For tables, the source
material is provided in a table note and for figures, the source is credited at the end of the
caption.
Note: For more specific guidelines, please see the most recent edition of the APA Publication
Manual
8. Text Citation
According to the APA format, the following conventions should be followed when
citing a reference within the text:
• In the flow of the text, cite only the surname of the author and then the (year) closed
in parentheses.
Example:
Illuminada (2016) found out that of the 50 participants…
• If at the end of the text, (surname, year) closed in parentheses.


Example:
Even at an early stage the difference noted a clear exception (Illuminada,
2016).
• When a work has two authors, cite both names every time the reference occurs in
text.
• When a work has three or more authors, include only the surname of the first author
followed by et al. (not italicized and with a period after al) and the year if it is the
first citation of the reference within a paragraph.
Examples:
Alvastro et al. (2010) initiated…
Alvastro et al. also initiated… (exclude the year from succeeding citations
after first nonparenthetical citation within a paragraph. Include the year in
succeeding citations if first citation within a paragraph is parenthetical.)
• Put the names in a multiple-author citation in running text by the word and. In
parenthetical material, in tables and captions, and in the reference list, put the names
together by an ampersand (&):
Examples:
…as Rafopla and Zurich (2006) revealed
…as has been demonstrated (Garangi & Draforsa, 2008)
Secondary Sources

The use of secondary sources should be done sparingly and only if the original work is:
out of print;
not available through usual sources; and
not available in English, Filipino, or other language you can understand.
Give the secondary source in the reference list. In the text, name the original or primary
source and give a citation for the secondary source. For example, if you read a work by
Dacanay (2016) in which Ochave (2006) was cited and you were not able to read Ochave;s
work yourself, cite Ochave’s work as the primary source, followed by Dacanay’s work as
the secondary source. Only Dacanay’s wok should be listed in the reference list.
Examples:
Ochaves’s report (2006, as cited in Dacanay, 2016)
(Ochave, 2006, as cited in Dacanay, 2016)
9. Printing
Thesis/dissertation should be printed in portrait fashion. Landscape mode can be used for
exceptional cases/purposes (e.g. unusual large tables/figures, illustrations, graphs, etc). All
print should be letter quality, use clear, dense and dark black characters. Use laser jet, ink jet
or other high-quality printer. Use short – size (8 1/2” by 11”) white substance 20 book paper.
10. Binding

The thesis/dissertation should be bound using hard cover in navy blue color. The cover
should contain the following: 1.) thesis/dissertation title; 2.) the name of the student; 3.) the
name of the university; and 4.) date of submission (month and year), all should be written in
uppercase (except the date) and stamped in gold foil. Use Times New Roman with 14- point
font size. The four blocks of word should be balanced within the hard cover page and
applying the same margin settings (see Appendix N).
The hard cover spine of the thesis/dissertation should contain the following:
• name of the student (only first and middle name initials and complete family name);
• thesis/dissertation title;
• acronym of the university; and
• year of submission
They all should also be written in uppercase using Times Roman with 10 to 14 point
font size (depending on the thickness of the thesis/dissertation) and stamped in gold foil (see
Appendix O).

Appendix A
Sample Title Page
TOWARDS AN EVOLVING CHANGE MANAGEMENT THEORY FOR

SCHOOL-BASED MANAGEMENT
A DISSERTATION
Presented to
The Graduate Teacher Education Faculty
College of Graduate Studies and Teacher Education Research
Philippine Normal University
Manila
In Partial Fulfillment
Of the Requirements for the Degree
DOCTOR OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT
RONALD VINCENT R. SALVA
April 2020

Appendix B
Sample Approval Sheet
October, 2012
APPROVAL SHEET
This thesis entitled “THE ROLE OF TEACHERS’ SOCIAL DOMINANCE

ORIENTATION AND WOLRDVIEWS ON THEIR BELIEFS ON SOCIAL JUSTICE
AND EQUITY IN TIME OF A NATIONAL HEALTH CRISIS ” prepared and submitted by
CHRISTINA N. LAZARO in partial fulfillment of the requirements for the degree of Master of
Arts in Social Science Education, is hereby recommended for approval and acceptance.
ADONIS P. DAVID, Ph.D.

Adviser
Approved in partial fulfillment of the requirements for the degree Master of Arts in
Social Science Education by the Oral Examination Committee.
ARLYNE MARASIGAN, Ph.D.

Chairperson
ZENAIDA Q. REYES, Ph.D. PRAKSIS A. MIRANDA, Ph.D.

Member Member
RONALD ALLAN S. MABUNGA, Ph.D.

Member
Accepted in partial fulfillment of the requirements for the degree Master of Arts in Social
Science Education.
______________ ANTRIMAN V. ORLEANS, Ph. D.

Date Dean
College of Graduate Studies and
Teacher Education Research

Appendix C
Sample Abstract
iii
Name : Glen R. Mangali
Title of Study : A Framework for Harmonization of ASEAN Graduate Science
Education Curriculum
Key Concepts : Harmonization, Graduate Science Education Curriculum,
Curriculum Elements
Degree : Doctor of Philosophy
Specialization : Science Education
Adviser : Eden V. Evangelista, Ph.D.
Higher Education Institutions prepare people in a globalized economy. In the teaching
profession, this may be addressed by pursuing post-graduate education and becoming teachers
as learners. However, there is a gap in meeting the expectations of each institution in the global
arena. The disparity is vividly shown on the different expectations and learning outcomes of post-
graduate science education programs in different universities in ASEAN region. Hence, the
current study is intended to fill the curriculum and program expectations gap in post-graduate
science education which may affect the intended learning outcomes, content, teaching and
learning method and assessment. The research employed case study method approach where the

program in each country was examined one at a time. In this design, both the qualitative and quantitative
data were collected concurrently. This study is consists of three phases. Phase I focuses on description
and comparison of the graduate science education curriculum of Indonesia, Malaysia and Philippines in
terms of leaning outcomes, content, teaching and learning method and evaluation. Phase II is the
identification of point of convergence and divergence in the learning outcomes, content, teaching and
learning method and evaluation. Phase III is the proposal of framework for harmonization of ASEAN
graduate science education curriculum. The participants in this study are MA and PhD post- graduate
students who are currently enrolled in UPI, UPSI and PNU SY 2017-2018. Selected graduate students
(MA and PhD), Professors, Deputy Deans, Deans, and University Presidents or leaders were interviewed
and the response were thematically analyzed to serve as the qualitative part of this research. The results
of the study showed that research, globalization and commitment are common educational
pressures that influence the graduate science education curriculum in three countries. Through
these educational pressures, various points of convergence and divergence in four curriculum
elements were identified. Finally, the RIPILO Top Down Framework for harmonizing the
curriculum in ASEAN Region was developed. The RIPILO Top Down Framework can be used
in exploring connections which may engage ASEAN community in the region with emphasis on
producing regionally competent students who are globally competitive and culturally accepted.
It is in response to the educational reforms happening in ASEAN to produce future science
education faculty, researchers and educational leaders who are multi-culturally ready.

Appendix D
Sample Acknowledgement Page
ACKNOWLEDGMENT
In the researcher’s desire to come up with this manuscript, many individuals were involved
whom she would like to recognize and acknowledge for without their inspiration, talents, wisdom,
assistance, and precious time she would not have succeeded in her endeavor:
XXXXXXXXXXXXXXXXXXXX, thesis adviser, whose expertise in the field of Statistics

is truly an advantage and whose friendship, generosity, kindness, and constant encouragement had
motivated the researcher to embark on this relatively challenging study;
XXXXXXXXXXXXXXXXXXXX, thesis co-adviser, whose comprehensive knowledge in

the fields of Psychology and Values Education has valuably strengthened the foundation of this
study;
XXXXXXXXXXXXXXXXXXXXX, of the Department of Psychology, Barber School of

Arts and Sciences, University of British Columbia-Okanagan, Kelowna, British Columbia,
Canada, whose graciousness in subjecting the researcher’s data to other statistically- based
procedures, the parallel analyses and the MAP test, was do disarming;
XXXXXXXXXXXXXXXXXXXXX, XXXXXXXXXXXXXXXXXXXXXXXX, and

XXXXXXXXXXXXXXXXXXXX, members of the Oral Examination Committee, who gave
insightful suggestions for the enhancement of this work;
The researcher’s deceased parents, XXXXXand XXXXX, and the late younger brother,
XXXXX, whose memory has always been a source of strength and inspiration;
The researcher’s reasons for existence and emotional anchors, husband XXXX and children,
XXXXand XXXXX, whose addition to her life have become an even greater source of inspiration
to strive for a much better tomorrow;
for Mother Mary’s intercession;
and most of all, for God’s unceasing blessings…
Daghang kaayong salamat!...
XXXXXXXXXXXX

Appendix E
Sample Dedication Page
to
God, the almighty,

for the constant source of “energy”
Nathan, Francis, and Fatima
for being the “constant forces” and the “orchestra”,
both literally and figuratively,
who drive me to attain “greater heights”
and “harmony” in life…
this thesis is FOR you…


Appendix F
Sample Table of Contents
TABLE OF CONTENTS
PAGE
TITLE PAGE…..………………………………………………………………….. i
APPROVAL SHEET…..………………………………………………………….. ii
ABSTRACT……………………………………………………………………… iii
DEDICATION…………………………………………………………………… iv
AKNOWLEDGEMENT…………………………………………………………… v
LIST OF TABLES………..……………………………………………………….. vi
LIST OF FIGURES…………………………..………………………………..…. vii
LIST OF APPENDICES…………………… …………………………………… viii
Chapter 1 The Problem and Literature Review 1

1.1 Background of the Study………………………………………………… 6
1.2 Literature Review……………………………………………………….. 26
1.3 Conceptual Framework………………………………………………….. 31
1.4 Statement of the Problem……………………………………………….. 31
1.5 Significance of the Study……………………………………………….. 32
1.6 Definition of Terms…………………………………………………….. 33
Chapter 2 Methods
2.1 Research Design………………………………………………………… 34
2.2 Sampling and Participants……………….................……………………. 35
2.3 Instruments…. …………………………………………………………. 36
2.4 Data Gathering Procedure………..……………………………………… 38

2.5 Data Analysis……...…………………………………………………….. 40

2.6 Ethical Considerations…………………………………………………... 42
Chapter 3 Results and Discussion
3.1 Profile of the Respondents……………………………………………... 43
3.1.1 Type of High School Attended………………………………… 43
3.1.2 Location of High School Attended……………………………. 44
3.1.3 High School GPA……………………………………………… 45
3.1.4 PNU Admissions Test (PNUAT) Over-all and Sub-test Scores. 46
3.1.5 Academic Variables…………………………………………… 47
3.2 Respondents’ Performance in the Licensure Examination for Teachers
(LET)…………………………………………………………………… 51
3.3 Correlation of LET Performance with Admissions and Academic
Variables……………………………………………………………….. 54
3.4 Predictors of LET Performance………………………………………… 57
3.4.1 Regression Analysis for the BEED Sample…………………… 57
3.4.2 Regression Analysis for the BSED Sample…………………… 67
Chapter 4 Summary, Conclusion, and Recommendations
4.1 Summary of the Study………………………………………………….. 77
4.2 Summary of Results…………………………………………………….. 77
4.3 Conclusion………………………………………………………………. 79
4.4 Recommendations………………………………………………………. 81
REFERENCES..………………………………………………………………….. 82
APPENDICES….………………………………………………………………… 90
CURRICULUM VITAE…………………………….…………………………… 96

Appendix G
Sample List of Tables
LIST OF TABLES
TABLE PAGE
Intercorrelations of Total Fluency, Flexibility and Originality of the

1 54
Three Tasks (Verbal Form)……………………………………
Intercorrelations of Total Fluency, Flexibility, Originality and

2 55
Elaboration of the Three Tasks (Non-Verbal Form)……………
Intercorrelations of Task Items in the Fluency Scale (Verbal

3 56
Form)……………………………………………………………..
Intercorrelations of Task Items in the Flexibility Scale (Verbal Form)

4 58
First Trial Run……………………………………………...
Intercorrelations of Task Items in the Originality Scale (Verbal

5 60
Form) First Trial Run……………………………………………...
Total Intercorrelations of Task Items in the Fluency, Flexibility and

6 61
Originality Scale (Verbal Form) First Trial Run……………...
Intercorrelations of Task Items in the Fluency Scale (Non-Verbal

7 63
Form) First Trial Run……………………………………………..
Intercorrelations of Task Items in the Flexibility Scale (Non-Verbal

8 65
Form) First Trial Run……………………………………...
Intercorrelations of Task Items in the Originality Scale (Non-Verbal

9 66
Intercorrelations of Task Items in the Elaboration Scale (Non-Verbal

10 68

Appendix H
Sample List of Figures
LIST OF FIGURES
FIGURE PAGE
1 Rafting Route……………………………………………… 6
2 Province Map of Camarines Norte………………………… 8
3 Conceptual Framework……………………………………… 9
4 Playing Route in Rowing in a Bunch of Banana Trunks…… 14
5 Push-off from the Wall and Gliding……………………….. 19
6 Chart on Water Resources………………………………... 36
7 Chart of Water Activities Indulged in by the Respondents.. 38
8 Chart on Community Related Water Activities…………... 41
Common Materials Used as Indigenous Materials Used as

9 46
Indigenous Devices………..…………………………...........

Appendix I
Sample List of Appendices
LIST OF APPENDICES
APPENDIX PAGE
Behavioral Indicators which may Correspond to the Possible

A 169
Components of Creative Thinking………………………………...
Evaluating the First Draft of Task Items that Measure Creative

B 172
Thinking…………………………………………………………..
C Report of Item Evaluation Form…………………………………. 176
D Sample Analysis…………………………………………………... 177


Appendix J
Sample Table
Table 5
Means and standard deviations of learners’ metacognitive factors

(N=432)
Metacognitive Learners’
Std.
components metacognitive Min Max Mean
Dev
factors
Knowledge Declarative
about Knowledge 1 8 5.530 1.567
cognition Procedural
Knowledge 1 4 3.312 0.830
Conditional
4.266 0.881
Knowledge 1 5
Regulation of Planning 1 7 5.653 1.374
Cognition Information
Management
Strategies 1 10 7.558 1.734
Comprehension
Monitoring 1 7 5.470 1.387
Debugging
Strategies 2 5 4.465 0.785
Evaluation 1 6 4.606 1.322

Appendix K
Sample Figure
Figure 5
Hypothesized combined metacognition in science learning and metacognition in

science teaching model
Note. The teacher metacognition is theorized to be connected to learner metacognition which is
an indication of metacognitive transfer, as designated by thick broken arrow (on the top of
Learner Metacognition and Teacher Metacognition) from the teacher to the learner.

Appendix L
Sample Reference Style and Format
References
Balagtas, M., David, A., Golla, E., Magno, C., & Valladolid, V. (2020). Assessment in
Learning. Rex Book Store.
Care, E. (2018). Assessment in the Philippines formal educational system. In C. Magno, &
A. David (Eds.), Philippines and Global Perspectives on Educational Assessment
(pp. 30-52). PEMEA.
Graesser et al., (2018). Advancing the science of collaborative problem solving.
Psychological Science in the Public Interest, 19 (2), 59-92.
Harding, S., Griffin, P., Awwal, N., Alom, BM., & Scoular, C. (2017). Measuring
collaborative problem solving using mathematics based-tasks. AERA Open, 3 (3), 1-19.
Oliveri, M., Lawless, R., & Molloy, H. (2017). A literature review on collaborative problem
solving for college and work readiness. (GRE Board Report No. 17-03).
Princeton, NJ: Educational Testing Service. http://dx.doi.org/10.1002/ets2.12133
Torres, M. (2020). Metacognitive environment in teaching and learning (MENTAL)
model: A metacognition framework in science education [Unpublished doctoral
dissertation]. Philippine Normal University-Manila.


Appendix M
Sample Curriculum Vitae
CURRICULUM VITAE
Name XXXXXXXXXX X. XXXXXXXXXXXX
Date of Birth December 21, 1959
Place of Birth Balele, Tanauan, Batangas
Educational Attainment
Doctorate Degree Doctor of Education with Specialization in Educational Administration

Philippine Normal University, 2007
Master’s Degree Master of Education (Human Resource Studies)

University of South Australia; 1994
Collegiate Bachelor of Science in Education

Major: Mathematics
Minor: General Science
The National Teachers College; 1978
Master of Arts in Education (Mathematics)

(Academic Requirements)
The National Teachers College; 1985
Honors, Scholarships/Study Grants and Awards Received
Recipient, University Staff Development Program (UNISTAFF)

Scholarship, Institute for Socio-cultural Studies, University of Kassel,
Germany [ A Scholarship Grant from German Exchange Service (
DAAD)] April- July 2004.

Awarded as Fellow of Royal Institute of Mathematics ( FRIMath),

Singapore, March 2005
Recipient: SEAMEO-RECSAM Scholarship in Science and

Mathematics Penang, Malaysia, April-June 1989
SEDP Masteral Fellowship Program

University of South Australia Underdale, SA
February 1995-November 1996
Science Laboratory Management

SEAMEO-RECSAM, Penang, Malaysia
July-September 198
Work Experience
2004-Present Asst Schools Division Superintendent
2000- 2004 Officer – in Charge, Office of the Asst.

Superintendent, DepEd – Muntinlupa City
1996- 2000 Education Supervisor 1 for Mathematics DepEd -

Pasay City
1991-1996 Head Teacher III (Mathematics Department)

Pasay City East High School, Pasay City
1985-1991 Secondary School Teacher (Physics)

Makati High School, Makati City
1978-1985 Secondary School Teacher (Math-Science)

Mabini High School, Tanauan City
Research Conducted

Mathematical Problem Solving and Problem Posing in

College Algebra Classes (Paper Presented in the Division
1 Meeting of the NRC), February 2004
Teacher Preparation in Science and Mathematics: A

Situation Analysis. Technical Papers. National Academy
of Science and Technology, Department of Science and
Technology, 1998

Appendix N
Sample Hard Cover
TOWARDS AN EVOLVING CHANGE MANAGEMENT THEORY FOR

SCHOOL-BASED MANAGEMENT
RONALD VINCENT R. SALVA
COLLEGE OF GRADUATE STUDIES

AND TEACHER EDUCATION RESEARCH
TAFT AVENUE, MANILA
APRIL 2020
Appendix O
Sample Hard Cover on Spine
55

L. G. SWOT ANALYSIS OF THE ACADEMIC AND NON-ACADEMIC PNU

CONCERNS OF A PRIVATE SECTARIAN SCHOOL: BASIS FOR A
THESIS/DISSERTATION WRITING GUIDE
HULAR 2011
FIVE-YEAR STRATEGIC PLAN

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THESIS/DISSERTATION WRITING GUIDE 1

PHILIPPINE NORMAL UNIVERSITY

PHILIPPINE NORMAL UNIVERSITY

Research in graduate studies is an essential component of the research functions of

implementing theoretically-driven and methodically-sound research in teacher education and

other disciplines in the broad domain of education.

Through thesis or dissertation, a graduate student in the master’s or doctorate program

student’s thesis/dissertation is expected to create or build a distinct and significant

contribution to education and/or to one’s specific discipline.

the final phase of their graduate education.

PHILIPPINE NORMAL UNIVERSITY

guidelines and prescribed manuscript format articulated in this guide.

2. The most recent edition of the American Psychological Association (APA)

figure presentations, and references section should strictly be adhered to,

3. Thesis/Dissertation proposals should follow the two-chapter format (Chapter I. The

and Recommendations). However, graduate students are allowed to make some

being presented as one chapter, use of the thesis/dissertation by-article format)

subject to the approval of the thesis/dissertation committee.

4. The detailed description of each section of the thesis/dissertation provided in this

based on the thesis/dissertation manuscript format adopted (e.g. qualitative, thesis-

by-article). Likewise, modifications in the use and/or chronology of sections within a

chapter is allowed subject to the approval of the thesis/dissertation committee.

PHILIPPINE NORMAL UNIVERSITY

chapters are applicable also to thesis/dissertation proposals subject to the use of

future tense whenever applicable.

Thesis/Dissertation Manuscript Format

Chapter 1 The Problem and Literature Review

PHILIPPINE NORMAL UNIVERSITY

Chapter 3 Results and Discussion

Chapter 4 Summary, Conclusion, and Recommendations

Thesis/Dissertation Manuscript Format

Chapter 1 The Problem and Literature Review

PHILIPPINE NORMAL UNIVERSITY

Chapter 3 Findings and Discussion

Chapter 4 Summary, Conclusion and Recommendations

Thesis/Dissertation Format Guide (available at the Graduate Research Office).

Organization and Detailed Description of Each Section of the Thesis/Dissertation

PHILIPPINE NORMAL UNIVERSITY

(lower-cased Roman numeral) but unmarked. Pagination is reflected in the Table of

Contents. The title page contains the following information:

• Classification of research study (e.g. thesis or dissertation) typed in uppercase;

Education Faculty, College of Graduate Studies and Teacher Education Research,

Philippine Normal University Manila);

• Program of Study (Degree);

was completed (see Appendix A).

certificate is to allow the thesis/dissertation adviser/s, the Examiners/Panel members, the

requirements of the degree. The approval sheet should contain:

PHILIPPINE NORMAL UNIVERSITY

Title of thesis/dissertation, all in CAPS

Name of the student, all in CAPS

Degree name in CAPS

Recommendation, approval and acceptance statements should be single space

Approval sheet is counted as page ii (lowercase Roman numeral) but unmarked.

Pagination is reflected in the Table of Contents (see Appendix B).

An abstract is a brief, comprehensive summary of the contents of the

thesis/dissertation that allows readers to survey the contents of the thesis/dissertation

quickly. A good abstract is accurate, coherent, and concise. The thesis/dissertation

PHILIPPINE NORMAL UNIVERSITY

Abstract should contain the following:

• Keywords (minimum of 3, maximum of 5 keywords before the abstract)

• one sentence statement of the problem or research question

• brief description of the research methods and procedures