GUIDELINES IN

WRITING CHAPTER I
The Problem and Review of
Related Literature
HEADINGS TO USE
APA Headings
Level Format
1 Centered, Boldfaced, Upper & Lowercase Headings
2 Left-aligned, Boldface, Upper & Lowercase Headings
3 Indented, boldface, lowercase heading with a period.
4 Indented, boldface, italicized, lowercase heading with
period.
5 Indented, italicized, lowercase heading with a period.
HEADINGS TO USE
TITLE PAGE
The title should capture in full;
it should be clearly and explicitly
stated, mentioning specifically
the variables to be studied and
the relationship between and
among them as well as the
target population.
Maximum of 10-12 substantive
words. Function words are not
included.
Should have running head and
considered page 1.
The format of the title and all
other entries should follow the
inverted pyramid format.
 PLEASE
TAKE NOTE
OF THE
CHANGES
ABSTRACT
This is a brief, descriptive
summary of the study.
It should include:
 Statement of the Problem
 Research Design
 Significant Findings
 Conclusion and
Recommendations
Should consist of 150-250 words,
should be typed block format
and double spaced.
ABSTRACT
 Begin a new page.
 Your abstract page should already include the
running head.
 On the first line of the abstract page, center
the word “Abstract” (centered at the top and in
boldface)
ABSTRACT
 Beginning with the next line, write a concise
summary of the KEY POINTS OF YOUR
RESEARCH.
 DO NOT INDENT; should be JUSTIFIED

 Your abstract should contain at least your

RESEARCH TOPIC, RESEARCH QUESTIONS,
PARTICIPANTS, METHODS, RESULTS, DATA
ANALYSIS, AND CONCLUSIONS.
 You may also include possible implications of your
research and future work you see connected with
your findings. Your abstract should be a single
paragraph double-spaced. Your abstract should be
between 150 and 250 words.
EXAMPLE OF AN ABSTRACT
 LOOK MORE CLOSELY ON THE CONTENT
TOPIC/QUESTION
 The study’s main objective was to find out whether there was a
relationship between the participants’ text messaging profile such
as their purposes for texting, frequency of texting, and language
INSTRUMENTS/ RESULTS/CONCLUSION
used, to
PARTICIPANTS
their spelling ability. The
METHODSresearchers gathered data from
San Isidro National High School, a public school from Makati.
The instruments used were Sity Panjaitan’s Text Messaging
Questionnaire and a Spelling Test made by the researchers. The
results showed that the selected First Year students from San
Isidro National High School are heavy texters. 37% out of the 30
students only sent 1-25 messages a day while 62% sent more than
26 messages a day. To add to that, since the respondents were
averageRECOMMENDATIONS
spellers, the language used by the respondents in their
daily conversations, which is Taglish, have an effect on their
spelling ability. The researchers recommend the future
researchers to focus on the language used in texting since this
had the significant relationship with the spelling ability of the
students. They may consider doing an experimental research by
giving an intervention to groups of students.
ACKNOWLEDGEMENTS
Itshould identify groups of
people who have contributed
greatly in the completion of the
research work.
INCLUDE THE FOLLOWING:
 A. Parents and other family members
 B. Participants of the study (it is also best to
acknowledge their parents)
 C. Office personnel (i.e. HRD Personnel, School
principal, Division Superintendent, Guidance
counselor)
 Panelists

 Thesis professor/ Statistician

 Validators/ Editors

 Professors of the department

 Librarian of the school and other libraries visited

 TABLE OF CONTENTS
Table of Contents

Chapter 1 The Problem and Review of Related Literature

Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Review of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Social Competence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Self-esteem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
 LIST OF TABLES
List of Tables

Table no. Table title Page no.

1 Mothers’ Expectation Scale deleted items . . . . . . . . . 43

2 Parental Rating scale Interpretation . . . . . . . . . . . . . 44

 LIST OF FIGURES
List of Figures

Figure no. Figure title Page no.

1 Learning Curve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

2 Parental Rating scale Interpretation . . . . . . . . . . . . . 28

THE TEXT
Parts of a Thesis
 Chapter I The Problem and Review
of Related Literature
 Chapter II Method
 Chapter III Results and Discussion
 Chapter IV Summary of Findings,
Conclusion and Recommendations
CHAPTER I SECTIONS
Background of the Study
Review of Related Literature
Statement of the Problem
Hypothesis
Scope and Limitations
Significance of the Study
Definition of Terms
BACKGROUND OF THE STUDY
Sets the stage for conducting the
current research.
Researchers must be able to
examine the existing literature
pertaining to the chosen topic.
The researcher can cite SOME
RELEVANT RESEARCHES and
their findings, however, this
should not appear like a Review of
Related Literature.
The researcher must also include
the unique contribution of the
research to the fund of knowledge.
The researcher can mention
opposing arguments to establish
the need for conducting the
study.
Since this is the first part of the
paper, it should be stimulating
and be able to draw and sustain
the attention of the reader.
REVIEW OF RELATED LITERATURE
Reasons for conducting a
Literature review:
 Establish the dominant condition
in so far as the topic is concerned
 Points out the gaps and weak
points of the studies conducted
 Provide a background for your
topic as well as the existing
condition
The last paragraph should
explain clearly the purpose of
the writer for conducting the
topic.
 The Review of Related Literature
highlights the various materials
gathered by the researcher that will
substantiate and clarify the
important variables selected.
 You should include LOCAL and
FOREIGN related studies about
your topic
 Should be more than 20 pages
 It is vital to identify the variables
in your study since these serve as
guide in gathering and selecting
literatures and studies.
 Literatures and studies are
arranged thematically or topically.
 Always use the latest books,
journals, theses, and dissertations
(last 10 years)
 RRL is an attempt to weave
findings and concepts from
various sources.
 RRL should ensure the continuity
and smooth flow of ideas in the
review. Hence, there is a need for
the use of transitional paragraphs
or phrases.
 Paraphrase; do not cut and
paste or copy and paste.
 Make use of parenthetical
citations or include the name
of the author in the text.
 Make direct quotations only
when necessary and it should
not be more than forty words
 The APA style essentials should
be kept in mind always in
writing this section and in
preparing the References
section.
 Indexcards are essential when
creating the RRL. Index cards
should contain the following
information:
 Name of the author/s
 Title of the book/journal

 Year of publication/publisher/place of
publication
 If it is a journal: volume number & pages,
DOI
 The discussion or concept/s that will you
rephrase later.
 Search on
each of your
variables.
 Last
paragraph of
an RRL:

Explains the
whole
purpose of
your
research
Review of Related Literature
subsections:
1. Theoretical Framework
2. Conceptual Framework
THEORETICAL FRAMEWORK
This identifies the THEORIES
that will be used by the researcher
to guide the conduct of the
investigation.
Highlight the specific constructs in
the theory that will be substantial
in pursuing the research problems.
The writer should be able to
establish link between the
research variables and the
theory.
This serves the lens by which
that variable will be studied.
The last paragraph should state
why you used that certain theory
for your research.
 This explained that in
order to effectively
communicate with
others, to transmit a
message within a short
span of time/ directly
impose the message –
which is considered a
RICH INFORMATION.

The last paragraph

explained that text
messaging is classified
as ‘LOW IN RICHNESS’
because using SMS to
communicate causes
misunderstanding
between the sender and
the receiver – one factor
are misspelled words.
CONCEPTUAL FRAMEWORK
This is a graphical presentation of
the variables of your research and
the relationship being establish.
It utilizes arrows and boxes to
represent the research variables
and the hypothesized relationship.
The illustration must have a title.
A discussion of the illustration
should immediately follow.
Discussion should zero in on the
various circles and boxes utilized.
Observe the matching principle in
the discussion of conceptual
framework.
A CLOSER LOOK…
THE TITLE OF THE THESIS IS:
TEXT MESSAGING AND SPELLING ABILITY OF SELECTED FIRST YEAR PUBLIC HIGH
SCHOOL STUDENTS
STATEMENT OF THE PROBLEM
 This expresses the major problem in
declarative form.
 Question form: state a question
about your variables
 EXAMPLES:
 What is the text messaging profile of the students in terms
of:
 a.) Proficiency?;
 b.) Frequency?
 What is the spelling ability of the selected students?
 Is there a significant relationship between the text
messaging profile of the students and their spelling ability?
The specific research questions
try to break down the major
problem into component parts
such that the answer to all the
answers to all the minor
problems will lead to the
solution of the major problem.
In a quantitative research, the
first two minor problems utilize
descriptive statistics
 whereas the last problem is for
inferential statistics which
pertains to the relationship among
variables.
HYPOTHESIS
It presents the relationship
between the variables one is
trying to investigate. It is always
tested at .05 level of significance
or IT DEPENDS on your study
It must present the null form
and alternative form (negative
form and positive form)
 In a quantitative research, it is
simply the restatement of the
inferential question
 EXAMPLE:
Ho. There is no significant
relationship between the text
messaging profile of the students and
their spelling ability.
Ha. There is a significant relationship
between the text messaging profile of
the students and their spelling ability.
SCOPE AND LIMITATIONS
The scope refers to the
boundaries of the research in
terms of the research
instrument, respondents
(number, sampling technique
utilized, locale, time frame), and
variables to be studied.
 The limitation refers to the factors or
conditions that are not a part of the
study but are deemed to influence
the findings of the research.
 They are beyond the control of the
researchers
 conditions of the respondents, nature
of the instrument.
SIGNIFICANCE OF THE STUDY
 This section highlights the unique
contribution of the research to the
existing fund of knowledge.
 The succeeding paragraphs present
the particular group of persons who
will benefit from the findings of your
research
 Inciting the particular groups of
persons, observe hierarchy or
chronology
most specific group to the broadest or
vice-versa
 It
should also zero in on the
specific benefits that the finding
will provide to the particular group
mentioned
DEFINITION OF TERMS
 Identify and define the substantive
terms that will help the reader in
understanding the current research
 The researcher can consider the
variables in his title and other terms
that are consequential in the
comprehension of the readers.
This is important to ensure that
the reader will view your
research in the same perspective
as you do
Twodefinitions should be
employed:
 Conceptual Definition
 Operational Definition
CONCEPTUAL DEFINITION
 Drawn from exiting body literatures
such as books or journals.
 It should flow from the theoretical
framework
 It is vital to cite the source.
OPERATIONAL DEFINITION
 Refersto the manner by which a
given variable has been used in the
particular research.
 Termsto be defined must be
arranged alphabetically.