Acgs Guidelines

Graduate School THESIS GUIDELINES 1
GENERAL RULES ON
THESIS WRITING
This section contains the following:

1
✓ General Guidelines
✓ Preliminary Pages
✓ Major Chapters
I. General Guidelines
No. Parts Specifications
1 Format Does the format of the thesis
comply with the requirements
imposed by the Graduate
School to which the thesis will
be submitted?
2 Language Is the use of the
English/Tagalog language
technically adequate?
3 Title Is the title consistent with the
content of the abstract and
other parts of the thesis
manuscript?
4 Margin 1inch on ALL sides
5 Font Type/Size Arial12
6 Indentation 0.5” to be followed all
throughout the manuscript
7 Spacing Generally double spaced
8 Pagination From Major Chapters to CV:
Top Right, Arial, Arabic
Numeral, Regular Font, Size
11
On Preliminary Pages: Top
Right, Arial, Roman Numeral,
Size 11, Written in small caps
II. Preliminary Pages

No. Parts Specifications
9 Title Page Thesis Title: ALL CAPS; Bold,
Centered
Presentation Statement:
Capital for Each Word except
prepositions and articles,
Regular, Centered
Course: Capital for Each Word
except prepositions and
articles, Regular, Centered
Name: ALL CAPS, Bold,
Centered
Date of Graduation: Month
Year (April, 2014)
10 Approval Sheet Thesis Title: ALL CAPS; Bold,
“enclosed in double quotation
marks”
Name of Signatories: ALL
CAPS, Bold, with Titles
11 Acknowledgement Maximum of 2 pages, Double
spaced, Justified
12 Dedication Optional, Limit to one page,
Double spaced, Centered
13 Abstract Format: ABSTRACT- on top,
Title-middle, Name of Student
Title: Centered, ALL CAPS,
Bold,
Name of Student: ALL CAPS,
Bold
Content: Limit to 150 to 350
words
Keywords: 3-6 words,
italicized, Are the keywords
appropriate? Four components:
discipline, concept/s, method,
and design
14 Table of Contents Preliminary Pages: Title Page,
Approval Sheet,
Acknowledgement,
Dedication, Abstract, Table of
Contents, List of Tables, List
of Figures – ALL CAPS, Bold
Quantitative Research (Major

Chapters): INTRODUCTION;
RESEARCH
METHODOLOGY;
PRESENTATION ANALYSIS
AND INTERPRETATION OF
DATA; SUMMARY OF
FINDINGS, CONCLUSION
AND RECOMMENDATIONS
– ALL CAPS, Bold
Qualitative Research (Major

Chapters): INTRODUCTION;
RESEARCH
METHODOLOGY;
RESULTS; DISCUSSION
AND CONCLUSION – ALL
CAPS, Bold
Additional Major Parts:
References, Appendices - ALL
CAPS, Bold
Other Headings and

Subheadings:
2° heading: Each Word Starts
With A Capital Letter
3° heading: Only the first letter
of the first word must be
capitalized
15 List of Tables The words TABLE, TITLE,
PAGE must be ALL CAPS,
Bold
Table numbers and pagination
must be written in Regular

Font
The title must provide
complete information on what
is being presented in the table.
16 List of Figures The words FIGURE, TITLE,
PAGE must be ALL CAPS,
Bold
Figure numbers and pagination
must be written in Regular font
The title must provide
complete information on what
is being presented in the figure.
III. Major Chapters

17 INTRODUCTION Qualitative Research (confirm
that the ff. can be found):
Introduction, Purpose of the
Study, Review of Related
Literature,
Theoretical/Conceptual
Framework, Research
Questions, Scope and
Limitations of the Study,
Significance of the Study and
Definition of Terms
Quantitative Research(confirm
that the following can be
found): Introduction, Review
of Related Literature, Related
Studies,
Theoretical/Conceptual
Framework, Statement of the
Problem, Hypothesis, Scope
and Limitations of the Study,

Significance of the Study and
Definition of Terms
Are the statements of the
problem/research questions
stated and defined accurately?
Are the literatures and studies
used relevant to the study?
Is there an effort to search the
latest material on the topic
studied?
Is there any attempt to search
journal publications and not
merely rely in web pages
regarding the topic?
Are the definitions of the terms
used sufficient for the
understanding of the readers?
18 METHODOLOGY Are all the problems/research
questions stated in The
Problem and Its Background
covered in the Research
Methodology?
Are abbreviations used correct
and consistent?
Is there sufficient detail in the
description of the materials and
methods that anyone with the
same academic background of
the author can easily repeat the
experiment?
19 Quantitative Does the author avoid
Research: redundancies in presentation of
PRESENTATION, ideas?
ANALYSIS AND Is there an effort to interpret
INTERPRETATION the results rather than simply

OF DATA present the data?
Does the author not simply
repeat the contents of the tables
and figures in the text?
Qualitative Research: Are all the problems/research

RESULTS questions covered by this
chapter?
Are the topics arranged in a
logical sequence and
appropriate sub-headings are
used?
Is there consistency in the
results of various experiments/
observations?
20 Quantitative Are all the stated
Research: problems/research questions
DISCUSSION, covered in this chapter?
CONCLUSION AND Are the ideas presented in this
RECOMMENDATIONS chapter justified by the
Qualitative Research: data/results presented?
DISCUSSION AND
CONCLUSION
GENERAL GUIDELINES FOR

THESIS FORMAT
2
✓ Format for Thesis Proposal Defense for
Quantitative Research
Qualitative Research
Quantitative Research (Filipino Version)
Qualitative Research (Filipino Version)
✓ Format for Complete Chapters for
Quantitative Research
Qualitative Research
Quantitative Research (Filipino Version)
Qualitative Research (Filipino Version)
I. Format for Thesis Proposal Defense for Quantitative

Research
Chapters Parts of the Thesis
I INTRODUCTION
The Problem and its Background
Review of Related Literature
Related Studies
Theoretical/Conceptual Framework
Statement of the Problem
Hypothesis
Scope and Delimitation of the Study
Significance of the Study
Definition of Terms
II METHODOLOGY
Research Design
Research Locale
Research Respondents
Research Instruments
Research Procedures
Data Analysis
Statistical Treatment of Data
REFERENCES
Questionnaire & Other Instruments
II. Format for Thesis Proposal Defense for Qualitative
Research
Chapters Parts of the Thesis
Purpose of the Study
Review of Related Literature and Studies
Theoretical Lens
Research Questions
Definition of Terms
II METHODOLOGY
Research Design
Research Locale
Role of the Researcher
Research Participants
Data Collection Procedure
Data Analysis
Trustworthiness and Credibility
Ethical considerations
REFERENCES
Interview Guide
III. Format for Thesis Proposal Defense for Quantitative
Research (Filipino Version)
Kabanata Bahaging Tesis
I INTRODUKSYON
Ang Suliranin at ang Kaligiran Nito
Mag Kaugnayna Pag-aaral
Mga Kaugnayna Literatura
BalangkasTeyoretikal/Konseptwal ng Pag-aaral
Paglalahad ng Suliranin
Haypotesis
Kahalagahan ng Pag-aaral
Lawak at Delimitasyon ng Pag-aaral
Katuturan ng mga Katawagan
II PAMAMARAAN NG PANALIKSIK
Disenyong Pananaliksik
Paksang Pananaliksik
Lokasyon ng Pag-aaral
Pagpili sa mga Tagatugon
Instrumento sa Pagkuha ng mga Datos
Paraan ng pagkuha ng mga Datos
Istatistikal na Tritment
TALASANGGUNIAN
Questionnaire & Other Instruments
IV. Format for Thesis Proposal Defense for Qualitative

Kabanata Bahaging Tesis
I INTRODUKSYON
Layunin ng Pag-aaral
Mga Kaugnay na Literatura at Pag-aaral
Teoretikal na Pananaw
Research Questions
II PAMAMARAAN NG PANANALIKSIK
Disenyo ng Pananaliksik
Lokasyon ng Pananaliksik
Tungkulin/Gampanin ng Mananaliksik
MgaTagatugon ng Pananaliksik
Paraan ng Pagkuhang mga Datos
Pagsusuring mga Datos
Katapatan at Kredibilidad
Kosiderasyong Etikal
TALASANGGUNIAN
Interview Guide
V. Format for Complete Chapters for Quantitative
Research
TITLE PAGE
APPROVAL SHEET
ACKNOWLEDGEMENT
DEDICATION
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
Chapters
I INTRODUCTION
Review of Related Literature
Related Studies
Theoretical/Conceptual Framework
Hypothesis/Hypotheses
Definition of Terms
II METHODOLOGY
Research Design
Research Locale
Research Procedures
Data Analysis
III PRESENTATION, ANALYSIS AND
INTERPRETATION
OF DATA
Subheadings (based on Statement of the
Problem)
IV SUMMARY OF FINDINGS, CONCLUSION
AND RECOMMENDATIONS
Summary of Findings
Conclusion
Recommendations
References
Appendices
Letter of Endorsement
Questionnaire
Computations
Other Tables
Curriculum Vitae
VI. Format for Complete Chapters for Qualitative

Research
TITLE PAGE
APPROVAL SHEET
ACKNOWLEDGEMENT
DEDICATION
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
Chapters
I INTRODUCTION
Theoretical Lens
Research Questions
Definition of Terms
II METHODOLOGY
Research Design
Research Locale
Data Analysis
Ethical considerations
III RESULTS
Subheadings of Results (based on the Research
Questions)
IV DISCUSSION AND CONCLUSION
Subheadings for Discussion (based on the research
questions)
Implications for Practice
Implications for Future Research
Concluding Remarks
References
Appendices
Letter of Endorsement
Informed Consent Guide
Interview Guide
Curriculum Vitae
VII. Format for Complete Chapters for Quantitative
DAHON NG PAMAGAT
DAHON NG KATIBAYAN
PASASALAMAT
PAGHAHANDOG
ABSTRAK
TALAAN NG NILALAMAN
TALAAN NG TALAHANAYAN
TALAAN NG TALAGUHITAN
Kabanata
I INTRODUKSYON
Mag Kaugnay na Pag-aaral
Mga Kaugnay na Literatura
BalangkasTeyoretikal/Konseptwal ng Pag-aaral
Paglalahad ng Suliranin
Haypotesis
Katuturanng mga Katawagan
II PAMAMARAAN NG PANALIKSIK
Paksang Pananaliksik
Lokasyon ng Pag-aaral
Pagpili sa mga Tagatugon
Instrumento sa Pagkuha ng mga Datos
Paraan ng pagkuha ng mga Datos
Istatistikal na Tritment
III PAGLALAHAD, PAGSUSURI AT
PAGPAPAKAHULUGAN NG MGA DATOS
(nakabase sa mga Research Questions)
IV BUOD NG MGA NATUKLASAN,
KONGKLUSYON AT REKOMENDASYON
Mga Natuklasan
Mga Kongklusyon
Mga Rekomendasyon
Talasanggunian
Apendise
Lihamng Pag-endorso
Palatanungan
Mga Kompyutasyon
Iba pang mgaTalahanayan
Curriculum Vitae
VIII. Format for Complete Chapters for Qualitative
DAHON NG PAMAGAT
DAHON NG KATIBAYAN
PASASALAMAT
PAGHAHANDOG
ABSTRAK
TALAAN NG NILALAMAN
TALAAN NG TALAHANAYAN
TALAAN NG TALAGUHITAN
Kabanata
I INTRODUKSYON
Layuninng Pag-aaral
Mga Kaugnay na Literatura at Pag-aaral
Teoretikal na Pananaw
Research Questions
II PAMAMARAAN NG PANANALIKSIK
Lokasyonng Pananaliksik
Tungkulin/Gampaninng Mananaliksik
Mga Tagatugon ng Pananaliksik
Paraan ng Pagkuha ng mga Datos
Pagsusuri ng mga Datos
Katapatan at Kredibilidad
Kosiderasyong Etikal
III RESULTS
Subheadings ng mga Results(nakabase sa mga
Research Questions)
IV PAGTALAKAY AT KONGKLUSYON
Subheadings ng Diskusyon (nakabase sa mga
Research Questions)
Implikasyon sa Kasanayan
Implikasyon sa mga Susunod na Pag-aaral
Kongklusyon
Talasanggunian
Apendise
Lihamng Pag-endorso
Ipinaalam na Pahintulot (Informed Consent)
Gabay sa Pakikipanayam
Curriculum Vitae
GENERAL DESCRIPTIONS OF THE

CONTENTS OF A QUANTITATIVE
RESEARCH
This section contains the description for:
✓ Abstract
3
✓ The Problem and Its Background
✓ Review of Related Literature and Studies
✓ Framework of the Study
✓ Statement of the Problem
✓ Hypotheses
✓ Scope and Delimitation of the Study
✓ Significance of the Study
✓ Definition of Terms
✓ Research Design
✓ Research Locale
✓ Research Respondents
✓ Research Instruments
✓ Research Procedures
✓ Statistical Treatment of Data
✓ Presentation, Analysis & Interpretation of Data
✓ Summary of Findings, Conclusions and
Recommendations
✓ References
✓ Appendices
Abstract
It is a brief but comprehensive summary of the
contents of the thesis which includes the
research problem, research methodology,
analysis and interpretation of data, findings,
conclusions and recommendations. The abstract
must be limited only from 150 – 350 words. On
the abstract page, the title of the study, name of
author(s) and keywords should be indicated.
Chapter I INTRODUCTION
This section of a quantitative design, just like
the qualitative design, includes a research
overview of the problem being studied and a
discussion of the topic or the focus of the
inquiry. The presentation can take the coherent
and sequential format that observes the
following perspectives or scopes, i.e., global,
national, local to specific research locale. Two
pages may constitute an introduction. The
quantitative design prohibits the use of the first
person pronoun ‘I.’

RRL situates the study in the ongoing discourse
about the topic and develops the specific
intellectual traditions to which the study links.
Generally, the required minimum number of
RRL and studies for a thesis is 20 pages both
for qualitative and quantitative designs. Should

there be limitations of the availability of related
literature and studies; the researcher has to
reflect that as limitation of the study.
Framework of the Study

A theory might appear in a research study as an
argument, a discussion, or a rationale, and it
helps to explain (predict) a phenomena that
occurred (will occur) in the world. Theories
also specify how and why the variables and
relational statements are interrelated. For the
visual representation of the relationship or
interrelatedness of the variables, the research
paradigm is used. The independent variable is
positioned on the left side in the diagram and
the dependent variable on the right. Use a one-
way arrow to show relationship between the
two variables.

This section outlines the research questions
which will aid the researcher in gathering the
data needed to respond to the topic, focus or
problem under study. Variables identified in the
theoretical/conceptual framework form the
basis for the formulation of the questions
showing their relationships and/or significance
to each other.
Hypotheses
Quantitative hypotheses are predictions the
researcher makes about the expected
relationships among variables. They are
numeric estimates of population values based
on data collected from samples. The Null
Hypothesis makes a prediction that in the
general population, no relationship or
significant difference exists between groups on
a variable. The wording is “There is no
difference (or relationship)” between the
groups. The Alternative (directional)
Hypothesis makes a prediction about the
expected outcome. It may be worded “There is
difference (relationship)’ between groups or
may predict that “Scores will be higher for
Group A than for Group B” on the dependent
variable.

This section shows the extent the research may
cover and the limitations it may have. As
researchers say “No proposed research project
is without limitation; there is no such thing as a
perfectly designed study.” A discussion of these
delimitations reminds the reader what the study
is and is not – its boundaries-and how its results
can and cannot contribute to understanding.

Think of the study’s significance as discussing
ways that the study is likely to contribute.
Who might be interested in the results? With
what groups might they (results) be shared:
Scholars? Policymakers? Practitioners?
Individuals or Groups? The challenge here is
to situate the study as addressing a particular,
important problem; defining the problem
shapes the study’s significance. The
presentation is hierarchical or according to their
significance.
Definition of Terms
Just like in qualitative research design, the
operational definition of terms is also used in
quantitative researches. Meaning, terms are
defined based on how they are used in the
study. However, operational definition can be
reinforced with the lexical definition of the
terms. Unlike in the qualitative research though,
the terms to be defined are those found in the
title and in the research paradigm.
II METHODOLOGY
Research Design
Here, the researcher discusses the specific
quantitative research design he/she will need in
the study. The selection of research design
should be seriously considered in view of the

problem or the topic being studied.
Research Locale
Both presented in narrative and visual forms,
the research locale should give the reader a
picture of the location of the study. Hence, the
researcher must provide a detailed narrative
description of the locale and must show the
location map. Citing the reasons for choosing
the research locale is also encouraged.
The population being considered, how and why
they were selected, and the sampling technique
employed form part of the discussions for this
section. It would be good if the researcher
discusses the criteria for research respondent
selection.
In this section, the researcher discusses the
instruments (questionnaires) to be used in data
gathering. Part of the discussion would be to
explain the components, whether it is
researcher-made or not, and who validated it. It
is also good to mention other instruments
that will be used, should other data will
likewise be gathered outside of the prepared
questionnaire.
Research Procedures
The researcher stipulates the steps in the entire
research process. It will include, but not limited
to: securing permission from authorities, like
School Principal, District Supervisor, Division
Superintendent, etc. (should the nature of the
study requires it) to conduct a study; the
manner by which the research instrument will
be administered (will it be through mail,
through a contact person, through the net, or
through personal administration); and other
methods used in data collection like casual
interviews.

This section outlines the statistical tools to be
used in interpreting and analyzing data.
Likewise, formulae of the statistical tools
must be shown and it must be specified to
which questions in the statement of the problem
the formulae will be used.
III PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA
Based on the order of questions stipulated in the
statement of the problem, the researcher
presents, analyzes and interprets the data.
However, in the interpretation of data, the
researcher corroborates the findings with
related literature and studies.
IV SUMMARY OF FINDINGS,
CONCLUSIONS AND RECOMMENDATIONS
Just like in the conventional method of
summarizing findings, the researcher
highlights the findings of the problem under
study. Again following the order of questions
as presented in Chapter III. The conclusions
will be drawn based on the summary of
findings. And whatever perceived limitations
the researcher finds in the study, he/she
draws the recommendations. Normally,
recommendations, which are numbered, are
presented according to their importance.
References
The references section includes all the
references cited in the text. If an abstract rather
than an actual journal/book is utilized, this
should be cited as such. Electronic references
(e.g., Internet sources) must also be formally
cited. Entries are organized alphabetically by
surname of first authors. References should be
in APA format for both in-text citation and
reference list.
Appendices
This section includes communications such as
letters of endorsement, of permission to
conduct study, of reply to communications, and
pieces of information and documents that

support the study such research instruments,
validation sheets, statistical computations,
pictorial documentations and curriculum vitae
of the researcher.
GENERAL DESCRIPTIONS OF THE

CONTENTS OF A QUALITATIVE
RESEARCH
This section contains the descriptions for:
✓ Abstract
4
✓ The Problem and Its Background
✓ Review of Related Literature and Studies
✓ Theoretical Lens
✓ Research Questions
✓ Scope and Delimitation of the Study
✓ Significance of the Study
✓ Definition of Terms
✓ Research Design
✓ Research Locale
✓ Role of the Researcher
✓ Research Participants
✓ Data Collection Procedure
✓ Data Analysis
✓ Trustworthiness and Credibility
✓ Ethical Consideration
✓ Results
✓ Discussions and Conclusion
✓ References
✓ Appendices
Abstract
It is a brief but comprehensive summary of the
contents of the thesis which includes the
research problem, research methodology,
analysis and interpretation of data, findings,
conclusions and recommendations. The abstract
must be limited only from 150 – 350 words. On
the abstract page, the title of the study, name of
author(s) and keywords should be indicated.
Chapter
I INTRODUCTION
This section of a qualitative research design
includes an overview of the research being
undertaken and a discussion of the topic or
focus of the inquiry. Two pages may constitute
an introduction. The use of the first person
pronoun ‘I’ is allowed in qualitative design.

In this section, the researcher states the purpose
why a topic or a focus of that nature is
considered for research while citing its
relevance to the community, groups, or to
single individuals who, in one or the other, will
be affected by the study.

RRL situates the study in the ongoing discourse
about the topic and develops the specific
intellectual traditions to which the study links.
Generally, the required minimum number of
RRL and studies for a thesis is 20 pages both
for qualitative and quantitative designs.
Theoretical Lens
Since qualitative design is exploratory in
nature, i.e., it will look at conditions or
phenomena of any given focus, it will not
manipulate variables. Hence, the theory or the
concept, to which the study is anchored, may be
represented through a schematic diagram,
though optional to most qualitative researches.
Of the qualitative research designs

(phenomenology, case study, grounded theory,
ethnography, and narrative research), the
grounded theory does not require an anchoring
of any theory or concept since its purpose will
be to draw them based on the result of the
study.
Research Questions
The fact that qualitative research design does
not make use of variables; its research
questions do not show relationships or
difference at all. The research questions are
formulated in a general tone (some researchers

call them ‘grand tour’ questions) allowing for
wider perspectives from the research
participants. However, they are narrowed down
in the interview guide into chunks of specific
questions which the researcher will use during
the actual in-depth interview (IDI) and focus
group discussion (FGD). Primarily, field notes
will be used for participant observation
although it is also used for IDI and FGD.

This section presents the magnitude of the
study and its perceived limitation. For example,
the researcher mentions the extent by which the
study will undertake. This includes the number
of research participants, the possibility of the
study result to be subjective as it is drawn from
their perspective and the issue of
generalizability of the result.

Think of the study’s significance as discussing
ways that the study is likely to contribute. Who
might be interested in the results? With what
groups might they (results) be shared: Scholars?
Policymakers? Practitioners? Individuals or
Groups? The challenge here is to situate the
study as addressing a particular, important
problem; defining the problem shapes the

study’s significance.
The presentation is hierarchical or according to

their importance and can be presented in
paragraph form.
Definition of Terms
Like in a quantitative research design, the
operational definition of terms is also used in
qualitative researches. However, qualitative
design defines as many words as they are used
in the study. In other words, qualitative
research does not only define terms in the title
and in the schematic diagram but all other terms
used within the research sections. Most
qualitative researches present the definition of
terms in paragraph form.
II METHODOLOGY
Research Design
Here, the researcher presents the specific type
of qualitative research design employed in the
study. In order to widen the discussion, the
researcher may quote authorities (authors,
writers, etc.) in the field who speak or discuss
about the design.
Research Locale
Both presented in narrative and visual forms,
the research locale should give the reader a
picture of the location of the study. Hence, the
researcher must provide a detailed narrative
description of the locale and must show the
location map. Citing the reasons for choosing
the research locale is also encouraged.

In this section, the researcher says about the
roles he/she will take. The researcher considers
the following; the relevance of the study to the
researcher’s field of specialization; the specific
roles of thematizing, designing, interviewing,
transcribing, analyzing, verifying and reporting;
the methods of collecting data the researcher
wants to employ; the selection of participants;
the actual gathering of data as well as pieces of
information; the treatment of the data and
pieces of information gathered; and the
verification of data among others.
This includes the participants being considered,
how and why they were selected, and the
sampling technique employed. It would be
good if the researcher discusses his/her criteria
for research participant selection. Those
considered for in-depth Interview (IDI) are
called research informants, while research

participants for focus group discussion (FGD).

The methods, the researcher will use, in
gathering data. Is it IDI, FGD, participant
observation (PO), or document analysis? It is
advisable to identify what method of collecting
data will be used for every research question.
Using all three, if necessary, paves the way for
a better triangulation of data.
Data Analysis
Computer softwares, like Nvivo, AQUAD,
ATLAS/ti, etc. are available for qualitative data
analysis. However, manual data analysis known
as content or thematic analysis is used.
Generally, qualitative data are subjected to
interpretive analysis since as already
mentioned, qualitative research is exploratory.

This section provides for the discussion about
how the researcher addresses the issues of
reliability and credibility of the result. To do
that, the researcher will discuss the four
components crucial to trustworthiness and
credibility which are credibility, transferability,
dependability, and confirmability.
Credibility can be addressed by making sure

that the interview guide contains appropriate
‘grand tour’ and specific questions. In addition,
a triangulation of data also enhances credibility.
Meanwhile, transferability is demonstrating
that the result/s of the study, considering the
limited number of participants, can be applied
to a wider population. Dependability is
addressed with the use of an appropriate
qualitative research design (phenomenology,
case study, etc.) for the study and the faithful
review and continuing appraisal of the data
gathered. Finally, confirmability is about being
able to select the right participants and how
many of them actually participated.
Ethical Consideration
Research ethics is of importance in a qualitative
research. Firstly, it will include such processes
as securing endorsement letter from people or
authority that may be affected with the study.
Secondly, the furnishing of informed consent
forms to prospective research participants or
informants so that their participation, which is
free and voluntary, is ascertained. Thirdly, the
responsibility of the researcher to the
participants in terms of confidentiality of
information and anonymity of identity should
the research requires it. Giving feedbacks to the
participants regarding the result of the study is
another responsibility the researcher has to

take.
III RESULTS
The presentation of the results shall be
according to the sequence of questions in the
interview guide. While the ‘grand tour’
questions serve as main themes, the responses
of the participants form the bases for the
formulation of specific themes. Under each
theme are verbatim responses. Responses in
vernacular, presented in italics, are translated to
the English language for wide readership.
Presentation of verbatim responses could be in
paragraph or indented form both left and right
indents.
IV DISCUSSIONS
The themes created from out of the responses of
the participants shall be corroborated to
literature and studies. Then followed by
implications for practice, implications for future
research and concluding remarks.
The implications for practice highlights

possible steps that can be done based from the
result of the study especially ones that need to
be addressed. On the other hand, the
implications for future research present
recommendations that the researcher puts in
place after the study has been terminated.

Meanwhile, the concluding remarks summarize
the study through its results and the entire
research process and methods being observed.
References
Includes all the references cited in the text. If an
abstract rather than an actual journal/book is
utilized, this should be cited as such. Electronic
references (e.g., Internet sources) must also be
formally cited. Entries are organized
alphabetically by surname of first authors.
References should be in APA format for both
in-text citation and reference list.
Appendices
This section includes communications such as
letters of endorsement, of permission to
conduct study, of reply to communications, and
pieces of information and documents that
support the study such as interview guide,
instruments, validation sheets, informed
consent form, pictorial documentations and
curriculum vitae of the researcher.
AMERICAN PSYCHOLOGICAL
ASSOCIATION (APA)
REFERENCING GUIDE
5
✓ Preliminaries
✓ General Rules for In-text Citation and
Reference List
✓ Reference List Formats
I. Preliminaries
A. There are two main parts to referencing:
1. The first indicating within you research/thesis
the sources of the information you have used to
write your research. This demonstrates support
for your ideas, arguments and views.
Sometimes this is referred to as: citing in text,
in text citations or text citations.
2. The second part to referencing is the
construction of a reference list. The reference
list shows the complete details of everything
you cited and appears in an alphabetical list on
a separate page, at the end of your research
work or thesis.
B. Two ways for citing in text, in text citations or

text citations:
1. Information prominent (the author's name
is within the parentheses).
Example:
The conclusion reached in a recent study was
that the hours spent for studying showed
correlation to the periodic grades student-
respondents got (Bello, 2007).
Or
The conclusion reached in a recent study

(Bello, 2007) was that...
Or
The conclusion reached in a recent study by
Bello (2007) was that...
2. Author prominent (the author's name is
outside the parentheses).
Example:
Bello (2007) concluded that...
II. General Rules for In-Text Citation and

Reference List
Types In text Citation &
Reference List Presentation
One author In-text Citation Information Prominent (IP)
The study revealed that materials used to
build schools were substandard (Aguipo,
2010).
In-text Citation Author Prominent (AP)

Aguipo (2010) found that materials used to
build schools were substandard.
Reference List
Aguipo, U. L. (2010). The efficiency of
building materials: Basis for future
planning. Master’s Thesis.
Assumption College of Nabunturan
Two In-text Citation (IP)

authors Without any doubt, a school is a social
institution (Cino& Bello, 2013).
In-text Citation (AP)

Cino and Bello (2013) stated that, without
any doubt, a school is social institution.
Reference List
Cino, R. P. & Bello, R. Q. (2013). Revisiting
schools as social institutions. SAGE.
New York. Retrieved from
www.sagepublications.com
Three, four In-text Citation (IP)
or five First in text citation:
authors Research can be defined as a systematic
(Cited method of creating new knowledge or a way
thrice or to verify existing knowledge (Watson,
more) McKenna, Cowman & Keady, 2008).
Note: Second in text citation:

Examples Deciding on a research method demands a
shown are both careful investigation of the problem or area
information being researched (Watson et al., 2008).
prominent and
author
prominent. Third in text citation:
Research is a vital component is instruction
(Watson et al.)

First in text citation:
Watson, McKenna, Cowman &Keady (2008)
suggested that research can be defined as a
systematic method of creating new
knowledge.
Second in text citation:

Watson et al. (2008) argued that deciding on
a research method demands a careful
investigation of the problem or area of being
researched.
Third in text citation:

Watson et al. contended that research is a
vital component is instruction.
Reference List
Watson, R., McKenna, H., Cowman, S., &
Keady, K. (Eds.). (2008). Nursing
research: Designs and Methods.
Edinburgh, Scotland: Churchchill
Livingstone. Elsevier.
Note: The people were identified as the
editors, hence ‘(Eds.)’ is a shortened version
of Editors.
Six or seven In-text Citation (IP)
authors The effectiveness of a therapy for patients
Note: If a work with respiratory ailments (Mikosch et al.
has six (6) or 2010).
more authors, In-text Citation (AP)

cite only the Mikosch et al., (2010) elaborated the
last name of
effectiveness of a therapy for patients with
the first author
followed by et respiratory ailments.
al. each time
you refer to Reference List
this work. Mikosch, P., Hadrawa, T., Laubreiter, K.,
Brandl,J., Pilz, J., Stettner, H., &
Grimm, G. (2010). Effectiveness of
respiratory-sinus arrhythmia
biofeedback on state-anxiety in
patients undergoing coronary
angiography. Journal of Advanced
Nursing, 66(5), 1101-1110.
Note: When a source has up to seven (7)

authors, include all names in the reference
list.
Eight or Gains in maximal muscle strength were
more essentially similar between groups, whereas
authors muscle power increased almost exclusively
with PT training (Vissing et al., 2008).
Vissing et al. (2008) concluded that gains in

maximal muscle strength were essentially
similar between groups, whereas muscle
power increased almost exclusively with PT
training
Reference List
Vissing, K., Brink, M., Lonbro, S., Sorensen,
H., Overgaard, K., Danborg, K.,
...Aagaard, P. (2008). Muscle
adaptations to plyometric vs.
resistance training in untrained young
men. Journal of Strength and
Conditioning Research, 22(6), 1799
1810.
Note: When there are eight (8) or more

authors include the first six (6) authors’
names and then use ellipsis points (...) before
concluding with the last author’s name.
Groups as First in text citation:
authors In-text Citation (IP)
The releasing of the research incentives was
based on the extent of participation of the
members (Davao Association of Catholic
Schools [DACS], 2013).

Davao Association of Catholic Schools
[DACS] (2013) reported the releasing of the
research incentives was based on the extent
of participation of the members.
Second and succeeding citation:

In-text Citation (IP)
The research undertaking was very
successful (DACS, 2013).

DACS (2013) disclosed the research
undertaking was very successful.
Reference List
Davao Association of Catholic Schools.
(2013). Looking at the contributions
and benefits in Research participation.
ACN Publications. Davao City
Group as In-text Citation (IP)

author no Obesity was found as one of the primary
Abbreviation causes of type 2 diabetes (Philippine House
of Representatives, 2014).

Philippines House of Representatives (2014)
reported that obesity was found as one of the
primary causes of type 2 diabetes
Reference List
Philippine House of Representatives. (2014,
June). Inquiry into obesity and type 2
diabetes in the Philippines: Report
presented to the House of
Representatives. Retrieved from
http://www.congress.ph/NR/rdonlyres/
pdf
Similar info In-text Citation (IP)

referred to Resilience is seen as the ability to overcome
by more adversary, combat stress and bounce back
than one from hardship (Dawson, 2006; Overton,
author 2005).

Dawson (2006) and Overton (2005)
suggested that resilience is seen as the ability
to overcome adversary, combat stress and
bounce back from hardship.
Reference List
Dawson, L. (2006). Wise up!: How to be
fearless and fulfilled in midlife.
Auckland, New Zealand: Random
House New Zealand.
Overton, A. (2005). Stress less: Make stress

work for you not against you.
Auckland, New Zealand: Random
House New Zealand.
Citing a In-text Citation
secondary Fawcett (as cited in Polit& Beck, 2008)
source outlined the four main concepts for
generating and assessing evidence for
nursing practice.
Reference List
Polit, D. F., & Beck, C. T. (2008). Nursing
research: Generating and assessing

evidence for nursing practice (8th
ed.). Philadelphia, PA: Wolters
Kluwer Health/Lippincott Williams &
Wilkins.
Anonymous In-text Citation (IP)
or no The school’s community extension is guided
author by its vision-mission (“The Nature of
Note: Use first Community Service,” 1998).
few words of
reference list
entry (usually
title). “The Nature of Community Service” (1998)
stated that the school’s community extension
is guided by its vision-mission
Reference List
Hard copy:
The Nature of Community Service. (1998).
Unpublished article. Assumption
College of Nabunturan.
On line copy:
The Nature of Community Service.
(1998).Retrieved from
www.acnabunturan.edu.ph
No date In-text Citation (IP)
The community extension is also a means for
a school to relate to the wider community
(Bells, n. d.).

Bells (n. d.) argued the community extension
is also a means for a school to relate to the
wider community.
Reference List
Hard copy:
Bells, J.D. (n. d.). The Value of Community
Service. Unpublished article.
Assumption College of Nabunturan.
On line copy:
Bells, J.D. (n. d.). The Value of Community
Service. Retrieved from1
www.extensionservice.org/value/pdf
Authors In-text Citation (IP)
with same The evidence presented by the complainants
surname was contrary to other facts (J. R. Reyes, 2010
& R. J. Reyes, 2009).

J. R. Reyes (2010) and R. J. Reyes (2009)
revealed the evidence presented by the
complainants was contrary to other facts.
Reference List
Reyes, J. R. (2010). The weight of evidence.
ACN Publications. Davao City
Reyes, R. J. (2009). The court files. SAGE.

New York
Personal In-text Citation

interview Sr. Clarita L. Villafor, fma. claimed you
(includes cannot give what you do not have (personal
lectures,
interviews,
communication, March 12, 2009).
emails, letters
and other Note:
person-to-person CITE ONLY within the text - DO NOT include
communication) in reference list!
Laws In-text Citation (IP)
The state shall recognize and promote the
rights of Indigenous Peoples within the
framework of national unity and
development (Republic Act No. 8371, 1997).
The Republic Act No. 8371(1997) affirms
that the state shall recognize and promote the
rights of Indigenous Peoples within the
framework of national unity and
development.
Note:
When citing a law or ordinance, use name of the
law or ordinance, article number and year of
publication.
Reference List
Republic Act No. 8371. The Indigenous Peoples’
Rights Act. Republic of the Philippines
(1997).
Online In-text Citation (IP)
Dissertations Yuen (2009) points out several serious issues
and Theses regarding the politeness of housekeeping
staffs.

There are several serious issues regarding the
politeness of housekeeping staffs (Yuen,
2009).
Reference List
Yuen, W. L. (2009). An investigation of the
politeness phenomena in hotel service
encounters (Doctoral dissertation, The
Hong Kong Polytechnic University).
Retrieved from
http://theses.lib.polyu.edu.hk
.ezproxy.lb.polyu.edu.hk/bitstream/
handle/200 /5346/b23429835.pdf
Newspaper In-text Citation (IP)
articles Land leasing poses some problems in the
property market (Van der Kamp, 2012).

Van der Kamp (2012) believes that land
leasing poses some problems in the property
market.
Reference List
Van der Kamp, J. (2012, April 1). Just
leasing more land won’t open up the
property market. Sunday Morning
Post, p. 15.
Note: APA 6th ed. does not require a retrieval date

for most online information, although, the APA
manual states to include a retrieval date for material
that may change over time (e.g. Wikis).
Year of publication is very important (within 10

years is considered current)
III. Reference List Formats

1. What it does
The reference list provides full bibliographic
details for all the sources referenced in your research
so that readers can easily locate the sources. Each
source in the in-text citation must have a matching
entry in your reference list.
2. How it looks
The reference list is titled “References” and
must be arranged:
• Alphabetically by author's family name (or
title/sponsoring organization where a source
has no author).
• In a single list where books, journal articles and
electronic sources are listed together. Do not
divide into separate lists.
The main elements required for all references

are the author’s name(s), year, title and publication
information. The basic reference formats are shown
in the following examples. These should be followed
exactly, paying special attention to details of

capitalization, punctuation, use of italics and order of
information.
3. Journal article format

First author’s surname, Initials., Second
author’s surname, Initials., & Third author’s surname,
Initials. (Year of publication). Title of article. Name of
journal, Volume number (Issue number), Page range
of article.
Title of the article,
Year of followed by a full stop.
The author’s Use ampersand publication Use upper case for the first
The author’s initials, each (&) before the in round letter of the title and lower
family name followed by a final author. Use brackets case for the rest unless
followed by full stop. Space a comma before followed referring to names or
a comma. between initials ampersand by a full places.
stop.
Wong, K. M., Au, C. P., & Cheung, E. H. (2009). The

Chinese university student. Journal of Chinese
and Asian Education, 12(2), 891-902.
Second and Name of the Volume of the Number of the Page range of
subsequent journal in italics, journal in issue in round the article, with
lines of followed by a italics. No brackets, dash (–) between
reference comma. Use space between followed by a the numbers.
indented by capital letters at volume number comma. Full stop at the
five spaces. the start of all key and issue end.
words. number.
4. Book format
First author’s surname, Initials., Second author’s
surname, Initials., & Third author’s surname, Initials.
(Year of publication). Title of book. City of
publication: Publisher.
The author’s Use ampersand Year of
The author’s initials, each (&) before the publication in
family name followed by a final author. Use Full stop round brackets
followed by full stop. Space a comma before before followed by a
a comma. between initials ampersand the year. full stop.
Chan, M. T., Wong, R. H., & Cheung, K. S. (2012).

The child examiner. Hong Kong: Blacksmith
Books.
Title of the book in italics, City of Publisher,
followed by a full stop. Use upper publication, followed
case for the first letter of the title followed by by a full
and lower case for the rest unless a colon. stop.
referring to names or places.
5. Internet source format

Name of organization. (Year of publication). Title of
page. Retrieved from url
Complete name of Date of the
organization, with Title of the webpage in
parent name if webpage in round brackets,
necessary, followed italics, followed followed by a
by a comma. by a full stop. full stop.
Census and Statistics Department, The Government of

the Hong Kong Administrative Region. (2012).
Population and vital events statistics in
HongKong - births, deaths, marriages and
domestic households. Retrieved from
http://www.censtatd.gov.hk/hong_kong_statisti
cs/statistics_by_subject/index.jsp
Second and URL of the website. When the
subsequent URL is long, break it across two
lines of lines before a slash (/) or other
reference punctuation. Do not underline
indented by URLs because this hides
five spaces. underscores. There should be no
full stop at the end.
COMMON GRAMMAR MISTAKES

IN APA PAPERS
6
This section contains common grammar mistakes
on:
✓ Commas
✓ Semicolon
✓ Colon
✓ Dash
✓ Quotation Marks
✓ Parentheses
✓ Brackets
✓ Slash
✓ Capitalization
✓ Italics
✓ Abbreviations
✓ Seriation
✓ Numbers
I. COMMAS
Use in series of three or more items. Where there
are several elements listed in a sentence by commas, a
comma separates the final item preceded by ‘and’,
‘or’ or ‘nor’.
• The height, width, or depth of the object…
Use to set off nonessential clauses. Commas are used

to enclose additional-parenthetical-information within
two parts of a sentence. The sentence would still make
sense if the additional information were removed.
Commas are needed before and after this additional
information.
• The survey was cancelled.

The survey, which contained inappropriate
questions, was cancelled.
DO NOT USE before an essential clause. Some

modifying elements of a sentence are essential,
restricting the meaning of a modified term. Rule states
that these essential should NOT be separated from the
sentence with commas in order to retain the essential
meaning of the whole sentence.
• The switch that stops the recording device also

controls the light.
II. SEMICOLON
Use to separate two independent clauses that are
not joined by a conjunction. Semi-colons can be
used between two independent clauses. The semi-
colon keeps the clauses somewhat separate, like a
period would do, so we can easily tell which ideas
belong to which clause. However, semi-colons should
NOT be used to separate independent clauses when
there is a coordinating conjunction (“and”, “but”,
“or”…) between them.
• The participants in the first study were paid;

those in the second study were unpaid.
Use to separate elements in a series that already

contain commas. Semi-colons can be used to
separate elements in a series so that readers can easily
tell how many items are in the list and which words
go together.
• The color order was red, yellow, blue; blue,

yellow, red; or yellow, red, blue.
III. COLON
Use between a complete introductory clause and a
final phrase. Introduce a list of elements or
elaboration that is preceded by a complete sentence.
What comes after the colon may be either a complete
sentence or an incomplete sentence. If the clause
following the colon is a complete sentence, it begins
with a capital letter.
• Freud (1930/1961) wrote of two urges: an urge

toward union with others and …
DO NOT USE after an introduction that is not a

complete sentence. Do not use a colon to separate
incomplete sentences or ideas.
• Correct: The formula is 𝑟 = 𝑒 + 𝑎.

Incorrect: The formula is: 𝑟 = 𝑒 + 𝑎.
IV. DASH
Use to indicate a sudden interruption in the
continuity of a sentence. Two dashes can emphasize
material in the middle of a sentence. However,
overuse of the dash weakens the flow of material.
• These two participants-one from the first group,

one from the second-were tested separately.
V. QUOTATION MARKS
Use to introduce a word or phrase used as an
ironic comment or coined expression only the first
time it is used. Quotation marks are often used with
technical terms. Terms used in unusual way, or other
expressions that vary from standard usage. Use
quotation marks the first time the word or phrase is
used; thereafter, do not use quotation marks.
• Considered “normal” behavior

This is an ironic use of “normal”, therefore it is
put in quotation marks.
• The “good-outcome” variable

This is a term coined by the student writer,
therefore it is put in quotation marks.
To set off the title of an article or chapter in a book

when used in text (NOT in the reference
list).Quotation marks are customary for titles of an
article or chapter in a periodical or book when the title
is mentioned in text.
• Riger's (1992) article, "Epistemological
Debates, Feminist Voices: Science, Social
Values, and the Study of Women"
DO NOT USE to cite a letter, word, phrase, or

sentence as a linguistic example. Letters, words,
phrases or sentences used as linguistic examples
should be cited through italicizing them.
• He clarified the difference between farther and

further.
DO NOT USE to introduce a technical or key

term. Introduce these technical key terms through
italicizing them.
• The term zero-base budgeting appeared …
VI. PARENTHESES
Use to introduce an abbreviation. Use the
parentheses (usually) after the first reference to the
full version of the term. If the abbreviation is well
known or is used again within the next sentence or
two after the full name, omit the parenthesized
abbreviation immediately after it.
• The country’s import and export levels are

regulated by the North American Free Trade
Agreement (NAFTA).
Use to set off structurally independent elements.

Parentheses usually lead to a pause in the writer’s
thought. In general, parentheses enclose an
explanation or clarification of a construction the
writer sees as difficult for the reader to understand.
• The patterns were significant (see Figure 5).
To enclose statistical values.
• … was statistically significant (𝑝 = .031).
DO NOT USE to enclose material within other

parentheses. Brackets should be used to include a
parenthetical material inside a parenthetical material.
• (the Beck Depression Inventory [BDI])
DO NOT USE back to back. As with most other

punctuation marks, parentheses should not appear
back to back. Instead separate elements with a
semicolon within the parentheses.
• (Here is an example of back to back

parenthetical statements.) (Do not do this.)
VII. BRACKETS
Use to enclose parenthetical material that is
already within parentheses. Use brackets to enclose
parenthetical or explanatory material that occurs
within material that is already enclosed within
parentheses.
• (The results for the control group [n = 8] are

also presented in Figure 2.)
To enclose material inserted in a quotation by

some person other than the original writer. Use
square brackets to enclose material you insert in a
quotation. They indicate that the material enclosed
between them does not belong to the original author.
• when [his own and others‘] behaviors were

studied‖ (Hanisch, 1992, p. 24)
DO NOT USE to set off statistics that already

include parentheses. The use brackets to set off
statistics that already include parentheses are
unnecessary. An example below shows the use of a
comma to set off the material.
• Correct: was statistically significant,

𝐹 (𝑖, 32) = 4.37, 𝑝 = 0.45.
Incorrect: was statistically significant

(𝐹 [𝑖, 32] = 4.37, 𝑝 = 0.45).
Incorrect: was statistically significant
[𝐹 (𝑖, 32) = 4.37, 𝑝 = 0.045].
VIII. SLASH
Use to clarify a relationship in which a hyphenated
compound is used. Otherwise, use a hyphen, en dash,
or phrase to show the relationship.
• Correct: The hits/false-alarms comparison

did not yield significant results …
Incorrect: The hits-false-alarms comparison
did not yield significant results …
DO NOT USE when a phrase would be clearer.

While slashes are convenient, overuse of slashes
might contribute to ambiguous readings of your text.
Remember, clarity for the reader is the goal of all
writing style.
• Mother or guardian (rather than

mother/guardian)
DO NOT USE for simple comparisons. For simple
comparisons, use a hyphen or short dash (en dash)
instead.
• Test-retest reliability (rather than test/retest)
IX. CAPITALIZATION
Capitalize major words in titles and headings
within body of paper (not in references). Capitalize
major words and all other words of four letters or
more, in headings, titles, and subtitles outside
reference lists
• A Study of No-Win Strategies
Capitalize the first word after a colon or dash in a

title. Capitalize the first word after a dash or colon if,
and only if, it begins a complete sentence.
• There is a valuable lesson to be learned in The

Princess Bride: One should never get involved
in a land war in Asia.
Capitalize proper nouns and trade names.

Capitalize proper nouns and adjectives as well as
words used as proper nouns. Capitalize trade and
brand names of drugs, equipment, and food.
• Freudian slip
DO NOT CAPITALIZE names of laws, theories,

models, or hypotheses. Retain however the
capitalization of personal names.
• the law of effect

We saw significant evidence of Rogerian theory
or person-centered theory in the…
Capitalize nouns followed by numerals or letters

that denote a specific place in a numbered series.
However, do not capitalize nouns that denote common
parts of books or tables followed by numerals or
letters.
• On Day 2 of Experiment 4
• Chapter 4
DO NOT CAPITALIZE nouns that precede a

variable. But when these become specific, they are
capitalized.
• trial x and item y; Trial 5, Item 3
Capitalize exact, complete titles of tests. Capitalize

exact, complete titles of published and unpublished,
but do not capitalize the word test or scale of such
measures’ subscales.
• Sensation-Seeking Scale
Sensation-Seeking Inhibition scale
DO NOT CAPITALIZE names of conditions or

groups in an experiment. Capitalize names of
conditions, groups, effects, and variables only when
definite and specific.
• Group B was the control group

an Age x Weight interaction showed lower
weight with age
Capitalize names of derived factors within a factor

analysis. The word factor is not capitalized unless it is
followed by a number.
• Mealtime Behavior (Factor 4)
X. ITALICS
Use for titles of books, periodicals, and microfilm
publications. Note: Words within the title of a book
in text that would normally be italicized should NOT
be italicized.
• The Publication Manual of the American
Psychological Association is…
Use to introduce a new, technical, or key term or

label. After the term has been used once, do not
italicize it with subsequent use.
• The term zone of proximal development

means...
Use for letters, words, or phrases cited as a linguistic

example.
• Kids learn words such as play and game

when...
Many exotic words begin with the letter x, such
Use for words that could be misread. Italicize when a

reader might not see intended emphasis or
misinterpret the use of a word in a sentence.
• The small group [meaning a designation, not a

group size]
Use for letters used as statistical symbols. Italicize

Letters in statistical symbols or algebraic variables.
• t test
Use for anchors of a scale. Italicize anchors of scale.
• Scores ranged from 0 (never) to 5

(continuously)
XI. ABRREVIATIONS
Use sparingly. Although abbreviations are sometimes
useful for long, technical terms in scientific writing,
communication is usually garbled rather than clarified
if, for example, an abbreviation is unfamiliar to the
reader.
• Minnesota Multiphasic Personality Inventory

(MMPI)
Use standard Latin abbreviations only in
parenthetical material. Latin abbreviations (e.g., i.e.,
etc., et al.) should only appear in parenthetical
material; otherwise, English translations of these
abbreviations should be used instead. The only
exception is et al., which can be used both in normal
and parenthetical material.
Common Latin Abbreviations

Latin English
Abbreviation Translation
i.e. that is
e.g. for example
etc. and so forth

vs. versus
cf. compare
et al. and others
XII. SERIATION (LISTS)

Within a paragraph or sentence, identify elements
in a series by lowercase letters in parentheses. Use
comma to separate items - in sentence where there are
no other internal commas. While, use semicolon to
separate items - in sentence where there are other
internal commas.
• The participant's three choices were (a) working

with another participant, (b) working with a
team, and (c) working alone.
We tested three groups: (a) low scorers, who
scored fewer than 20 points; (b) moderate
scorers, who scored between . . .
Separate paragraphs in a series are identified by

an Arabic numeral followed by a period. Separate
paragraphs in a series, such as itemized conclusions or
steps in a procedure, are identified by an Arabic
numeral followed by a period but not enclosed in or
followed by parentheses. Separate sentences in a
series are also identified by an Arabic numerical
followed by a period: the first word is capitalized, and

the sentence ends with a period or correct punctuation.
1. Individuals who…
2. Depressed persons exposed to…
Note: You can use bullets for this, if you feel it gives
an ordinal weight to the first item, but the manual
explains that once you turn it into a journal they will
most likely change this back for publication purposes-
so might as well stick to the old way.
XIII. NUMBERS
Use figures/numerals to express:
• All numbers 10 and above
• All numbers below 10 that are grouped for
comparison with numbers 10 and above (i.e. 2,
6, and 15--not two, six, and 15)•This is now
optional in the 6thEdition.
• Numbers that immediately precede a unit of
measurement (i.e. 3 lbs.--not three lbs.)
• Numbers that denote a specific place in a
numbered series (Trials 1, 2, and 3–not Trial
one)
• Numbers that represent statistical or
mathematical functions (more than 5% of the
sample–not five percent of the sample)
• Numbers that represent time, dates, ages, etc.
Use words to express:

• Numbers below 10
• Any number that begins a sentence or title (i.e.
Three blind mice were all talking…)
• Common fractions (i.e. one-fourth, one-third)
• Universally accepted usage (the Ten
Commandments)
Use a combination of figures and words to express:

• Rounded large numbers (starting with millions)
•3 million people (not three million
people)
• Back-to-back modifiers
•Twenty 6-year-olds (not 20 6-year olds)
Use a zero before decimal point when numbers are

less than 1.
• 0.23 cm, 0.48 s
DO NOT USE a zero before a decimal fraction

when the number cannot be greater than one (e.g.
correlations, proportions, and levels of statistical
significance).
• r(24) = -.43, p < .05

BASIC DIFFERENCES BETWEEN

QUANTITATIVE AND QUALITATIVE
RESEARCH METHODS
7
This section contains the differences in terms of:
✓ General Framework
✓ Analytical Objectives
✓ Question Format
✓ Data Format
✓ Flexibility in Study Design
Quantitative and qualitative research methods differ

primarily in:
• Their analytical objectives
• The types of questions they pose
• The types of data collection instruments they
use
• The forms of data they produce
• The degree of flexibility built into study design
The table below briefly outlines these major

differences.
Quantitative Qualitative
General • Seek to inform • Seek to explore
Framework hypotheses phenomena
about
phenomena
• Instruments use • Instruments use
more rigid style more flexible,
of eliciting and iterative style of
categorizing eliciting and
responses to categorizing
questions responses to
questions
• Use highly • Use semi-
structured structured
methods such a methods such as
questionnaires, in-depth
surveys, and interviews,
structured focus groups,

observation and participant
observation
Analytical • To quantify • To describe
objectives variation variation
• To predict • To describe and
causal explain
relationships relationships
• To describe • To describe
characteristics individual
of a population experiences
• To describe
group norms
Question • Closed-ended • Open-ended
format • Numerical • Textual
Data (obtained by (obtained from
format assigning audiotapes,
numerical values videotapes, and
to responses) field notes)
Flexibility • Study design is • Some aspects of
in study stable from the study are
design beginning to flexible (for
end example, the
addition, exclusion,
or wording of
particular interview
questions)
• Participant • Participant
responses do responses affect
not influence or how and which
determine how questions
and which researchers ask

questions next
researchers ask
next
• Study design is • Study design is
subject to iterative, that is,
statistical data collection
assumptions and research
and conditions questions are
adjusted
according to
what is learned
References
American Psychological Association [APA]. (2011.)

Publication manual of the American
Psychological Association. (6thed.).
Cohen, L., Manion, L., & Morrison, K. (2007).

Research methods in education. (6thed.). USA
& Canada: Routledge
Cor Jesu College (n. d.). CJC thesis writing

guidelines. Digos City.
Creswell. J. S. (2009). Research design: Qualitative,

quantitative, and mixed methods approaches.
(3rded.) USA: Sage Publications Inc.
Dawson, C. (2002). Practical research methods: A

user-friendly guide to mastering research. UK:
How to Books Ltd.
Effective Learning Service.(n. d.). Introduction to

research and research methods. UK: Bradford
University School of Management. Retrieved
from www.bradford.ac.uk/management/els
Fink, A. S. (n. d.). The role of the researcher in the

qualitative research process: A potential
barrier to archiving qualitative data. Retrieved
from http://www.qualitative-
research.net/index.php/fqs/article/view/1021/22
01
Mack, N., Woodsong, C., MacQueen, K. M., Guest,

G. &Namey, E. (2005). Qualitative research
methods: A data collector’s guide. Family
Health International. North Carolina, USA
Maxwell, J. A. (2008). Designing a qualitative study.

Education Researcher.
Shenton, A. K. (2004). Strategies for ensuring

trustworthiness in qualitative research projects.
Education for Information. UK: IOS Press
Appendix A: Sample of Preliminary Pages
DEVELOPING READING COMPREHENSION SKILLS THROUGH
COLLABORATIVE STRATEGIC READING
Title:
Bold, ALL
4 single spaces CAPS,
_______________________________________ Inverted
triangle form,
1.15 spacing
4 single spaces
Note: ALL Texts

A Thesis Presented to
here in the Title
The Faculty of the Graduate School Page should follow
Assumption College of Nabunturan 1.15 spacing
Nabunturan, Compostela Valley
4 single spaces
_______________________________________
4 single spaces
In Partial Fulfillment
on the Requirements for the Degree of
MASTER OF ARTS IN EDUCATION
(Major in English Language Teaching)
4 single spaces
_______________________________________
3 single spaces
By.
3 single spaces
ISYL DELIZO - CATUGAL
3 single spaces
March 2014
APPROVAL SHEET (1° heading: Bold, ALL CAPS, Centered)

2 single spaces
This thesis entitled, “DEVELOPING READING COMPREHENSION
SKILLS THROUGH COLLABORATIVE STRATEGIC READING” prepared and
submitted by ISYL DELIZO - CATUGAL in partial fulfillment of the requirements for
the degree of Master of Arts in Education, Major in English Language Teaching has
been examined and is recommended for acceptance and approval for Oral Examination.
4 single spaces
Indented, 1.15 spacing
Title: Bold, ALL CAPS, DHAN TIMOTHY M. IBOJO, Ph. D.
“enclosed in double Adviser
quotation marks” 2 single spaces
Name of the Student: ALL
COMPREHENSIVE EXAMINATION – PASSED
CAPS, Bold
2 single spaces
Approved by the panel of Examiners on Oral Examination
4 single spaces
Signatories:
Bold, ALL CAPS,
SR. CLARITA L. VILLAFLOR, f.m.a., Ed. D
With TITLES (Ph. D.,
Chairman
Ed. D., M.Sc., f.m.a.)
4 single spaces
ROEL P. VILLOCINO, Ed. D. EUGENIA I. MENCIDOR, Ph. D.

Member Member
2 single spaces
2 single spaces
Accepted and approved in partial fulfillment of the requirements for the
Degree of Master of Arts in Education, Major in English Language Teaching.
4 single spaces
SR. CLARITA L. VILLAFLOR, fma., Ed. D.

Dean of Graduate School
ABSTRACT (1° heading)

2 single spaces
DEVELOPING READING COMPREHENSION SKILLS THROUGH
COLLABORATIVE STRATEGIC READING
2 single spaces
1.15 spacing, centered
ISYL DELIZO – CATUGAL Title: ALL CAPS, Bold
Name: ALL CAPS, Bold
2 single spaces
Comprehension is the ultimate goal in reading. Thus, reading
comprehension skill is an essential focus in learning a language. Studies on
developing reading comprehension skill suggest that reading is best through
collaboration effort and strategy. Group work and interaction play a
significant role in the learning process. This study made use of a researcher-
made reading module in Collaborative Strategic Reading to find out
whether Collaborative Strategic Reading, a collaborative approach in
teaching reading comprehension, is an effective tool in teaching. For this
purpose, the Grade 7 students of Assumption College of Nabunturan were
selected as subjects of the study and were divided into two (2) groups. The
control group practiced the individualistic silent reading, while the
experimental group did the Collaborative Strategic Reading. The result of
the experiment revealed that both strategies developed the reading
comprehension skills of the learners. However, a great improvement is
more observed in the use of the Collaborative Strategic Reading.
2 single spaces Unindented, 1.15 spacing,

Justified, 150 to 350 words only
Key words: reading, reading comprehension, collaborative strategic

reading, experimental, Nabunturan
Italicized, 3-6 words

ACKNOWLEDGEMENT (1° heading)

2 single spaces
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxx.
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxx.
2 single spaces
IDC
Maximum of 2 pages Only.
Double Spaced, Justified,
Indented.
DEDICATION (1° heading)

2 single spaces
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
2 single spaces
ISYL
Limit to ONE PAGE Only
Double Spaced, Centered
TABLE OF CONTENTS (1° heading)

2 single spaces
PAGE
TITLE PAGE…………………………………………... i
APPROVAL SHEET……………...…………………… ii
ACKNOWLEDGEMENT……………..……………….. iii
DEDICATION…………………….…………………… iv
ABSTRACT……………………….…………………… v
TABLE OF CONTENTS………….…………………… vi
LIST OF TABLES………………...…………………… vii
LIST OF FIGURES………………..…………………… viii
Chapter
I. THE PROBLEM AND ITS BACKGROUND (1° heading)
Introduction (2° heading)……………………... 1
Related Literature (2°heading) ……………….. 3
Related Studies (2°heading) ………………….. 12
Conceptual Framework (2°heading)…………... 17
Research Paradigm……………………………. 19
Statement of the Problem (2° heading)……….. 20
Hypotheses (2° heading)………………………. 20
Significance of the Study……………………… 20
Definition of Terms…………………………… 21
II. RESEARCH METHODOLOGY (1° heading)
Research Design (2° heading).......................... 23
Research Respondents (2° heading)…………... 23
Research Locale (2° heading)…………………. 24
Research Instrument (2° heading)..................... 26
Research Procedure (2° heading)...................... 26
Statistical Treatment of Data(2° heading)……..

27
III. PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA (1° heading)
Level of Implementation of RCC – WBLS (2°

heading)……………………………………….. 28
Impact of RCC – WBLS to Intellectual,

Spiritual Social and Values Formation of the
Students (2° heading)…………………………. 29
Significant Relationship between RCC –

WBLS and the Intellectual, Spiritual, Social
and Values Formation of the Students (2°
heading)……………………………………….. 33
IV. SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS (1° heading)
Summary of Findings (2° heading)…………… 35
Conclusions (2° heading)……….…………….. 35
Recommendations (2° heading)………………. 35
REFERENCES (1°heading)........................................ 38
APPENDICES (1° heading)………………………...… 42
A. Letter to the School Principal………………... 42
B. Questionnaires……………………………….. 43
C. Frequency and Mean Result…………………. 48
D. Documentation……………………………….. 53
CURRICULUM VITAE
LIST OF TABLES (1° heading)

2 single spaces
Table Title Page
1 Respondents of the Study…………………….. 24
2 Level of Implementation of RCC– WBLS…… 28
3 Intellectual Aspect……………………………. 29
4 Spiritual Aspect……………………………….. 30
5 Social Aspect…………………………………. 31
6 Values Formation……………………………... 32
7A Computation of the Significant Relationship

between RCC – WBLS and the Intellectual,
Spiritual, Social and Values Formation of the
Students……………………………………….. 33
7B Computation of the Significant Relationship

between RCC – WBLS and the Intellectual,
Spiritual, Social and Values Formation of the
Students……………………………………… 33
For lengthy titles, single space TABLE, TITLE and PAGE

is needed to continue the title. has the same font style as 1°
Regular font. headings
LIST OF FIGURES
Figure Title Page
1 Research Paradigm…………………………….. 18
2 Location Map of Assumption College of

Nabunturan…….……………………………….. 24
TABLE, TITLE and PAGE has the
same font style as 1° headings
For lengthy titles, single space is

needed to continue the title.
Regular font.
Appendix B: Sample of Complete Chapters

Chapter Numbers:
Chapter I Bold, Regular font
1 single space
INTRODUCTION
2 single spaces
The Problem and its Background (2° heading: Bold, Each
Word Must Start With a Capital Letter)
Assumption College of Nabunturan upholds its vision of
holistic formation by providing programs and activities for the
students’ development in the intellectual, spiritual, social aspects,
and in their values formation. This is indeed very promising for the
students. However, this vision is being threatened by different issues
confronting the family and society that in turn affect the attitude and
behavior of the students. As per observation, students tend to forget
the basic values that are taught to them at home and in school and
living of the faith which the church is preaching them to do. These
are manifested in their negative behaviors, language and actions
when interacting with their teachers, classmates and friends. With
this scenario, school administrators and teachers are challenged in

building back the pieces of truth and leading them to the path where
the students belong.
Review of Related Literature (2° heading)
Religion as core of the curriculum (RCC). Religion
probably
3° heading:began duringis the
Bold, Heading Upper
indented. OnlyPaleolithic
the first word Revolution, about
must start with a capital letter. It must end with a period.
50,000 years ago. Religion is considered to be one of the cultural
universals, a trait common to all human culture right throughout the
history of humanity (Religion–when, why and how did it begin?,
n.d.). Teaching religious education in today’s modern world is also
changing that is why RCC offers not only to teach Religion in REED
subjects but also in other areas to foster familiarity of how Jesus acts
in our everyday living, and how we are living with Him, hence
catholic education has the greatest chance of achieving “the
definitive aim of catechesis” namely, “intimacy with Jesus Christ”.
However, religion, according to the Catholic Church, encompasses
the external, social institutions in which the faith and spirituality of
an individual are expressed (Catechism of the Catholic Church,
1994), consequently, it has been conceptualized as social and cultural

Note: All text starting from the 2° heading must be double spaced
beliefs and practices
and justified. Spacesthat involves
between rituals,
headings mustand traditions,
be double although
spaced also. in
a more personal experience, hence, in the context in which the
individuals develop their spirituality (Testerman, 1997). It is a place
of integral education of the human person through a clear

Follow APA System:
(Author, Year)
educational project of which Christ is the foundation (Congregation
for Catholic Education, 1998, n.4).
Related Studies
Religion as the Core of the Curriculum (RCC). Religion has great
impact in education, thus different studies has been conducted to
understand fully religion as to its effect to education and life. In 1978
William E. Collie and Madeline H. Apt conducted a study about the
attitude of secondary school students toward Religious studies
courses and they have found out that students shows interest and
positive value attached to the experience of studying about religion
in school. This proves that with proper values and motivation, a
student will always find the significance of learning religious
education. However, in 2003, Steven James Henderson made a study
about the impact of students religion and college affiliation on
students religiosity. The task was to investigate whether the
relationship of a student’s religion or denomination and the

affiliation of the college attended correlated with the degree of
change in religiosity over the college years. He found out that church
related colleges have shown a positive impact on religiosity
measures. This only means that the longer the child is exposed to
religious teaching, the higher the probability that he will imbibe the
spirit of religion and thus, strengthen his spirituality.
Conceptual Framework (2° heading)
This research is anchored to the idea that Religion as the
Core of the Curriculum using Whole Brain Learning System is a
better strategy to holistically develop the students. The researcher
believed that religious education plays an important role in the
formation of right values and attitudes of students. It is a trademark
of every catholic school and must be given emphasis. The researcher
further conceptualized that Religion as Core of the Curriculum using
Whole Brain Learning System as an approach will have an impact
on the students’ development in intellectual, spiritual and social
domains and in their values formation. The researcher further
believed that teaching anchored on Religion has greater influence in

the holistic formation of the students since it aims to develop the
body, heart and mind.
The independent variable in this study is the Religion as the
Core of the Curriculum using the Whole Brain Learning System
(RCC – WBLS) and the dependent variables are the three domains
of the students: intellectual, spiritual, social domain and values
formation of students values.
Furthermore, the social aspect of the students would be
developed. It guides them to behave well in their interaction with
others. It may influence them to have a better social life and live
harmoniously with their family members and the rest of the people in
the community. The students would develop the right values that will
shape them to become responsible, productive and God-fearing
individuals.
The interplay of the independent and dependent variables is
reflected on the next page.

Independent Variable Dependent Variable
Students’ Areas of
Growth
Religion as Core of • Intellectual
the Curriculum • Spiritual
using Whole Brain • Social
Learning as a • Values
Strategy Formation
4 single spaces
Fig. 1.Research Paradigm.
• Figure is abbreviated to Fig.

• If from literature, use the words “Lifted from” to cite the
reference.
• Headings are left justified, not centered, not bold, indented
and ends with a period.
• Body texts must be placed either before or after the figure
to be presented.
• The text that mentioned the Fig. must appear before the
figure or must appear together with the figure being
presented.
• Figure titles must be written below the figure.
Statement of the Problem (2° heading)
The main purpose of this study was to determine the
impact of the RCC-WBLS to the intellectual, spiritual and
social domains and values formation of the students.
Specifically, this study sought to answer the following
questions:
1. What is the level of implementation of RCC – WBLS?;
2. What is the impact of RCC – WBLS to the students in
terms of:
2.1. Intellectual, Use number to enumerate the

questions; use a semicolon
2.2. Spiritual, (;) after stating each sub-
question; and a question
mark (?) after stating the last
2.3. Social, and question.
2.4. Values formation?
3. Is there a significant relationship between RCC –WBLS
and the academic, spiritual, social, and values formation
of the students?
Null Hypothesis (2° heading)
To determine statistically the answers to the problem a
null hypothesis was formulated:
Ho: There is no significant relationship between RCC –
WBLS and the intellectual, spiritual, social, and values
formation of the students.
Significance of the Study (2° heading)
The findings of the study will be beneficial to the
following:
Teachers. They will be more dedicated in providing the
best and effective techniques and strategies using RCC –
WBLS approach. Any findings of this study will motivate them
to strengthen the moral values and to live what they preached
for them to become role models in the school and in the
community.
Definition of Terms (2° heading)
The following terms are operationally defined for better
understanding of the study:
Intellectual. This refers to the development of students
in terms of academic achievement and performance.

Chapter II
1 single space
METHODOLOGY
2 single spaces
This chapter presents the discussion of the research
design, research respondents, research instruments, data
gathering procedure and statistical instrument used in the
analysis and interpretation of the data gathered.
Research Design (2° heading)
In this study, the descriptive-correlation method was
utilized. Such method was utilized since the study was
descriptive in nature. According to Best (2006), this design
is considered to be the most appropriate in studying the
implications and situations that have occurred and or
existing. This is concerned with conditions and relationships
that exist, practices that prevail, processes that are going on,
effects that are being felt or trends that are developing. This
involved analysis, and interpretation of the meaning or
significance of what is to be described. It is correlation in

the sense that it will determine whether a significant
relationship existed between RCC-WBLS and the academic,
spiritual and social domains and values formation of the
students.
Research Locale (2° heading)
This study was conducted at the Assumption College
of Nabunturan, Compostela Valley. It is an institution
established, owned and run by the Daughters of Mary of the
Assumption (fma). The congregation was founded in 1922
by Msgr. Louis Arthur Melanson, an Acadian priest who
later became an Archbishop in Moncton, Canada. As stated
in the founder’s General Objectives, the fma’s main aim is
Christian Education for the youth especially in the parishes
too poor to maintain a Catholic school.

Fig. 2. Location Map of Assumption College of

Nabunturan.
Research Respondents (2° heading)
The respondents of this study were the second, third,
and fourth year students of the Assumption College of
Nabunturan for school year 2013-2014. All students were used
in the sampling except for the transferees and returnees.
Shown in Table 1 is the distribution of respondents
from the three year levels of the high school department.

2 single spaces before tables
Table 1. Respondents of the Study

Year Level No. of Respondents
Second Year 81
Third Year 44
Fourth Year 82
Total 207
• Table headings are written above the table. In case only 1 picture/table is shown, the
body text must be written either before or after the picture or table. The text that
mentioned the picture/table must appear before the picture/table being described or
must appear on the same page as the picture/table. Headings have hanging indent,
regular font, are left justified and they end with a period.
• No space between the table and its heading. Spacing inside the table must be
1.15.Headings in the table are centered. Words in the first column in the table are
Research Instrument (2° heading)
left justified. If succeeding columns are values, they are centered but decimal places
must be in one column. If the first column is composed of values, they are centered
but decimal places must be in one column. If succeeding columns are words, they
are left justified so that one side will be in the same column. They can be adjusted
manually so that they will appear just below its heading which is centered.
Horizontal lines will mark the bottom of the table and will also be used to delineate
the table subheadings from the values presented.
The instrument used in gathering the data was a set of
survey questionnaire using a Likert scale which was checked
and validated by the panel of experts.
This questionnaire was divided into four parts: on
intellectual, spiritual, social, and values formation of the
students.
To aid the statistical interpretation, the five-point Likert
scale below was used.
Range of Mean Descriptive Equivalent Interpretation

4.50-5.00 Very high Strongly Agree
3.50-4.49 High Agree
2.50-3.49 Moderate Neither Agree/
Disagree
1.50-2.49 Low Disagree
1.00-1.49. Very low Strongly
Disagree
Research Procedure (2° heading)
The following steps were followed in the gathering of

data:
Seeking Permission to Conduct the Study. The
researcher wrote a letter of request to the Principal of the Basic
Education of the Assumption College of Nabunturan.

Likewise, the researcher asked the assistance of the advisers of
the three year levels-second year, third year, and fourth year
levels for proper coordination during the conduct of the study.
Statistical Treatment of Data (2° heading)
The data obtained were tallied and tabulated. The
statistical tools used to ensure the accuracy in the analyses and
interpretations of the findings are the following:
Mean. This was used to determine the level of
awareness of the students on Religion as the Core of the
Curriculum-Whole Brain Learning System.
Pearson’s chi-square test for independence. This was
used to test the significant relationship between RCC-WBLS
and the intellectual, spiritual, social and values formation of the
students.
Chapter III
PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA
Included in this chapter are the presentation, analysis
and interpretation of findings on the level of implementation of
the RCC-WBLS, the impact of RCC-WBLS to the intellectual,
social, spiritual and the formation of right values of the
students.
Level of the implementation of RCC-WBLS (2° heading)
Table 2 shows the mean, the corresponding percentage
of each rating, and the mean rating on the implementation of
RCC – WBLS. It shows that the student respondents agreed
with a mean rating of 4.15 which means that the level of
implementation of RCC- WBLS in the High School
Department is high. Based on the data presented, it was evident
that the teachers followed and used the approach religiously.
This conformed to the findings of Gonzales in her case study in
Our Lady of Peace, the school which was the proponent of

RCC – WBLS. She said that the tangible impact and effects of
the RCC – WBLS are determined after few years of
implementation, thus they were happy to see the changes in
their students. She further explained that the RCC-WBLS had
helped their students to be active and were no longer ashamed
to articulate their ideas. They changed a lot especially on their
relationships with others and how they viewed life.
Table 2.Level of implementation of RCC-WLBS.

Range of Mean Percentage Mean Interpretation
Mean Rating
5 82.30 39.76%
4 82.00 39.61%
3 35.60 17.20% 4.15 AGREE
2 5.90 2.85%
1 1.20 0.58%
Note: (If subheadings are lengthy, use the next line (single space) to continue the
heading. Fold the page lengthwise and cut the heading up to the half-page mark and
continue in the next line).
Chapter IV
SUMMARY, CONCLUSION AND RECOMMENDATION

Summary of research questions,
This chapter presents the summary of findings
methods, major results andof the
main
conclusion. Include relevant
recommendation.
study, conclusions and recommendations.
Summary of Findings (2° heading)
After the data were analyzed and interpreted, the
following findings were gathered.
1. The level of implementation of RCC–WBLS was
high.
2. The impact of RCC–WBLS to students in terms of
intellectual, spiritual, social, and values formation
revealed is high.
3. There was a significant relationship between RCC–
WBLS and the intellectual, spiritual, social, and
values formation of the students.

Conclusion (2° heading)
It can be concluded that there was a high level of
implementation of the RCC–WBLS in the High school
Department of Assumption College of Nabunturan. Since the
implementation of the RCC-WBLS was high, it appeared that it
significantly affected the intellectual, spiritual, social, and
values formation of the students.
Recommendation (2° heading)
The following recommendations were offered by the
researcher based on the conclusion of the study:
1. The implementation of RCC–WBLS in the school
must be sustained and further strengthened. The
school administrator must require the teachers
especially in Science, Math, English and Religious
Education to maximize the use of strategies in Whole
Brain Learning System and to follow the steps in
inculcating and integrating the scripture in every
lesson.
2. The teachers must be required to attend seminar and
workshops in teaching strategies using the Whole
Brain Learning System with Religion as the Core of
the Curriculum.
3. Teachers must be trained in deepening the lesson
especially in connection with the verses in the Holy
Bible.
4. Parents must be the teachers’ partner in bringing RCC
at home for continuity and stability. They must show
full support to their children and be good models in
inculcating values at home.
5. Related studies in other subject areas are
recommended to further determine the effectiveness
of RCC – WBLS.
Appendix C: Cover for Hardbound Thesis
Font Size Font Color of Front Cover Spine of the

Color Hardbound must have: Hardbound
Thesis must
have:
Times Gold Gray 1. TITLE 1. School
New (inverted Name
Roman triangle) (Abbreviated)
14 a. e.g. ACN
ALL 2. School 2. THESIS
CAPS Seal TITLE
3. SCHOOL 3. Name of
NAME Student
(Address)
4. COURSE 4. Date of
(Major) Graduation
5. NAME OF Must appear
STUDENT like this:
6. Date of
A ROEL P. VILLOCINO
Graduation ACN
C
WRITE
N TITLE HERE March 2014
e.g. March C
2014
N

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Graduate School THESIS GUIDELINES 1

This section contains the following:

II. Preliminary Pages

of Figures – ALL CAPS, Bold

Quantitative Research (Major

Qualitative Research (Major

Other Headings and

must be written in Regular

III. Major Chapters

and Limitations of the Study,

INTERPRETATION the results rather than simply

Qualitative Research: Are all the problems/research

GENERAL GUIDELINES FOR

I. Format for Thesis Proposal Defense for Quantitative

IV. Format for Thesis Proposal Defense for Qualitative

VI. Format for Complete Chapters for Qualitative

GENERAL DESCRIPTIONS OF THE

Review of Related Literature and Studies

for qualitative and quantitative designs. Should

Framework of the Study

Statement of the Problem

Scope and Delimitation of the Study

Significance of the Study

should be seriously considered in view of the

Statistical Treatment of Data

III PRESENTATION, ANALYSIS AND

pieces of information and documents that

GENERAL DESCRIPTIONS OF THE

Purpose of the Study

Review of Related Literature and Studies

Of the qualitative research designs

formulated in a general tone (some researchers

Scope and Delimitation of the Study

Significance of the Study

problem; defining the problem shapes the

The presentation is hierarchical or according to

Role of the Researcher

called research informants, while research

Data Collection Procedure

Trustworthiness and Credibility

Credibility can be addressed by making sure

another responsibility the researcher has to

The implications for practice highlights

place after the study has been terminated.

B. Two ways for citing in text, in text citations or

The conclusion reached in a recent study

II. General Rules for In-Text Citation and

In-text Citation Author Prominent (AP)

Two In-text Citation (IP)

In-text Citation (AP)

Note: Second in text citation:

In-text Citation (AP)

Second in text citation:

Third in text citation:

more authors, In-text Citation (AP)

Note: When a source has up to seven (7)

Vissing et al. (2008) concluded that gains in

Note: When there are eight (8) or more

In-text Citation (AP)

Second and succeeding citation:

successful (DACS, 2013).

In-text Citation (AP)

Group as In-text Citation (IP)