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MODULE TWO
Writing a Thesis/Dissertation
A thesis is a very long and complicated scientific article. It is a written evidence of a
sustained body of research as it usually takes off from other studies dealing on similar or
parallel topics. It follows the same steps of scientific process, if not more rigorous than a
common social research undertaking. Format of each of the thesis parts are included in the
illustrations found in the appendices of this module. Formats may vary in a given subject
discipline, but a typical thesis in a social science degree program consists of:

Introduction
1.
2.
3.
4.
5.
6.
7.

Statement of the Problem
Hypotheses of the Study (if any)
Significance of the Study
Scope and Limitations of the Study
Theoretical Framework
Conceptual Paradigm
Operational Definition of Terms (for quantitative)
Literature review
1. Foreign
2. Local
3. Summary

Methodology
1.
2.
3.
4.
5.
6.
Research Design
Time and Place of Study
Sampling
Instrumentation
Data Gathering
Statistical Analysis

Results and discussion

Summary

Conclusion

Recommendation

Bibliography

Appendices
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GUIDELINES FOR GRADUATE THESIS
Student Advisee
-
Must have passed the required comprehensive examinations
Satisfy other pre-requisites for graduate thesis
Chooses the major adviser and advisory committee members
Adviser
-
Faculty member of the department where the student is enrolled
Has the necessary experience as graduate adviser
Identify and discuss research topic with the advisee
Read and give comments on the paper of the advisee
Should be present during the outline and final presentation
Give the final grade of the advisee (50%)
Member of Advisory Committee
-
Faculty member of the department
Read and give comments on the paper of the advisee
Should be present during the outline and final presentation
Co-adviser (if applicable)
-
Full time member of any research institution in consortium with CLSU
Read and give comments on the paper of the advisee
Should be present during the outline and final presentation
Give the final grade of the advisee added to the grade given by the adviser
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Department Chairman
-
Can read and give comments on the paper of the student before he signs
Can be present during the outline and final presentation
Checking of Manuscript
The adviser, co-adviser or members of the advisory committee is given at least
three days to check/edit the manuscript of the student. Otherwise, the concerned faculty
must inform the student about the status of the manuscript to avoid conflicts.
Outline Defense
The panel members can discuss openly about the research topic after the
presentation of the outline by the student. Comments and suggestions during outline
defense should be noted by the student and should be incorporated in the circulating copy
for approved outline. Any changes in the outline should be approved by the panel members
and a letter containing the changes will be made addressed to the concerned Department
Chairman or Dean of the Open University.
Final Defense
This should be done open to all interested individuals (colloquium type). This should
be announced at least three days before the actual defense. The student should be the one
to answer all the questions from the panel and audience after the presentation. The adviser
can only give comments/clarify issues at the end of the defense. Deliberation will be done
by the panel members in private.
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Final Examination
Now you are ready to write a graduate research proposal. Your work will be
evaluated based on the principles and formats presented in this manual. Do not forget to
list down your references. If you encounter difficulties regarding your work, just go over this
manual and do not hesitate to consult your adviser.
Please do not forget to include all the parts of your paper the following:
1.
2.
3.
4.
5.
6.
7.
Research title
Problem
Objectives
Significance
Theoretical/conceptual framework
Operational definition of terms
Methods of Analysis
Prepare your paper dealing on a topic that you are interested in. You may opt to
present this as your thesis/dissertation proposal. Get started . . .and
Congratulations!
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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APPENDICES
THESIS FORMAT AND STYLE
Color and Inscription
The graduate students of the Open University will write their thesis / dissertation in
accordance with the format and style prescribed in this Module, and with reference to
formats, style and color of the existing graduate thesis of other degree programs of the
different colleges in the university. It should be permanently bound in green with golden
letterings as shown in the following:
Illustration A.
The cover page should have the following information inscribed in capital letters:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Title of the thesis
Name of the author
Degree
Department
College
University
Address of the University
Date of graduation (month and year)
Seal of the University
The Book Spine
The book spine should bear a legend printed lengthwise, reading from top to
bottom. The inscription should include the acronym of the University (CLSU) degree, the
author’s surname only, year of graduation and title of the study. A double gold band (one
thick and one thin band) should appear one and one-fourth inch from the top and the
bottom of the spine as shown in Illustration B.
The back of the cover page should be colored white.
The Fly Leaf
In conformity with the usual thesis format, a blank white page should be placed
between the cover page and the title page.
The Font
The thesis must use Courier New, 12 pts (The font previously used was Times New
Roman 12 pts or Arial 11 pts).
Advanced Social Research Methods
Illustration A
The Cover Page
}
1 ½”
THE STRENGTH OF INTRINSIC MOTIVATION AND ACADEMIC
PERFORMANCE OF THE OPEN UNIVERSITY
GRADUATE STUDENTS
12 single spaces
JOYZEL GABUYO
CLSU
Seal
14 single spaces
7
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Illustration B
The Book Spine
CLSU
THE STRENGTH OF INTRINSIC MOTIVATION
AND ACADEMIC PERFORMANCE OF THE
OPEN UNIVERSITY GRADUATE STUDENTS
ABSS
GABUYO
2014
Gold bands
The Title Page
The title page should contain the following information with proper spacing as
follows: (Illustration C)
1. Title – The first line should start on the 1 ½ inches from the top of the page. In the
case of two or three-line titles, this should be arranged in an inverted pyramid form
and should avoid awkward division of words. The title should be written in capital
letters and should not be stated in more than three lines. Scientific names should
be in italics with only the first letter capitalized and the rest are in small letters,
written in single space.
2. Name of the author (capitalized and written 15 spaces from the title)
3. Statement of submission – Written in single space and only the beginning of the
statement and proper nouns should have the first letter capitalized. It should start
15 spaces from the author’s name.
4. Degree (capitalized) with the major immediately following on the next line and
enclosed in parenthesis with only the first letter of the important words capitalized.
5. Date of graduation (capitalized)
Month when final defense was held
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Illustration C
Title Page
THE STRENGTH OF INTRINSIC MOTIVATION AND ACADEMIC
PERFORMANCE OF GRADUATE STUDENTS
(15 single spaces)
JOYZEL GABUYO
(15 single spaces)
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The Approval Sheet
The title and name of the author and the degree should be capitalized.
Arrangement of the names of the Advisory Committee should be as follows: (Illustration D
is the format for thesis with single adviser, while Illustration E is for thesis having an
adviser and co-adviser)
First row - Names of adviser and critic
Second row – Name of faculty in charge
Third Row - Name of research coordinator
Last Row – Names of Department Chairperson and College Dean
Biographical Data
Biographical data of researcher should only occupy a single page. To make
distinction of the type of research, this can be written in “bullet type” (biodata format) for
quantitative thesis or in paragraph form for qualitative research. In any of the two
biographical data format, it should include a brief summary of the following: (Illustrations
F1 and F2)
1. Personal Circumstances
2. Educational Background
3. Extracurricular Activities
Acknowledgment
In recognition of the person(s) who helped the researcher in his thesis, an
acknowledgment of not more than two pages can be written by the author. This includes
names of person(s) or institution(s) which lend support to the author.
The name of the author should be written in the right hand corner 5 single spaces
after the last sentence of the acknowledgment page, in capital letters and should be
properly signed.
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Illustration D- (Approval Sheet)
The undergraduate thesis entitled THE STRENGTH OF INTRINSIC MOTIVATION
AND ACADEMIC PERFORMANCE OF THE OPEN UNIVERSITY GRADUATE
STUDENTS prepared and submitted by JOYZEL GABUYO in partial fulfillment of the
requirements for the degree MASTER OF SCIENCE IN PSYCHOLOGY is hereby
approved and accepted.
MARK GAPULTOS
JULIET ALAMON
Adviser
Member
___________________________
____________________________
Date
Date
PONCIANO D. CUARESMA
Member
___________________________
Date
FLOR AMOR B. MONTA
Dean
___________________________
Date
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Illustration E (Approval Sheet with co-adviser)
The undergraduate thesis entitled SPOUSE IN DISTRESS: THEIR STORIES
prepared and submitted by MARJORIE DE GUZMAN RAMOS in partial fulfillment of the
requirements for the degree BACHELOR OF ARTS AND SCIENCES is hereby approved
and accepted.
PEACHY D. ARAZA
NIXON V. AGASER
Adviser
Critic
___________________________
____________________________
Date
Date
MA. EDITHA N. LIM
Co-Adviser
PONCIANO D. CUARESMA
Faculty-in-charge
____________________________
____________________________
Date
Date
Accepted in partial fulfillment of the requirements for the degree BACHELOR OF
ARTS IN SOCIAL SCIENCES
EMMANUEL J. FLORESCA
Research Coordinator
______________________________
Date
BENEDICT F, REYES
Department Chairperson
________________________
Date
RENATO G. REYES
College Dean
________________________
Date
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Illustration F
ILLUSTRATION F 1
BIOGRAPHICAL DATA
PERSONAL CIRCUMSTANCES:
Name
: ERIC DORIG DOLLETE
Date of Birth
: June 2, 1983
Home Address
: Consuelo, San Juan, Botolan, Zambales
Religion
: Roman Catholic
Civil Status
: Single
Parent
: Mrs. Virginita P. Dorig
EDUCATIONAL BACKGROUND:
Elementary
: Botolan South Central School (BSCS)
Secondary
: St. Monica Parochial Institute (SMPI)
(Formerly known as Botolan High School)
Paco, Botolan, Zambales
Tertiary
: Central Luzon State University
Science City of Muñoz, Nueva Ecija
EXTRA CURRICULAR ACTIVITIES:
Member
: Integrated Movement for Progressive Action Toward
Community Transformation (2001 – present)
Member
: Tau Alpha/Lambda Upsilon Fraternity/Sorority (2001 – present)
Editor-in-Chief : IMPACT BULLETIN (2202 – 2003)
Student Proctor
: CLSU – College Admission Test (2002 – 2003)
13
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Illustration F2
BIOGRAPHICAL SKETCH
The author was born from a devout Catholic family on June 3, 1983 in Teacher’s
Village, Science City of Muñoz, Nueva Ecija. He attended grade school at the Muñoz
Montessori and graduated first honors. With the encouragement of his parents, Juan and
Juana Orig, he took and passed the entrance examination of the CLSU Science High
School and finished his secondary education, also as class valedictorian.
Cognizant of the quality of education that CLSU offers, he took and passed the
CLSU Admission Test given in January 2000. As high school valedictorian, he started his
college studies as entrance scholar, which he maintained for four semesters under the
Bachelor of Arts in Social Sciences degree program. .
The author was a busy student throughout his four-year stay at CLSU. He had
balance academic and extra curricular activities.
He has joined several college-based
organizations such as the CAS Council, ABSS Council.
During his senior year, he was
elected as the President of the University Student Supreme Council. In addition, he was a
varsity player of the university men’s volleyball team.
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Table of Contents
This page should contain the main titles of sub-topics up to third level only. Chapter
titles are all capitalized. Sub-titles are written with only the beginning letters of important
words capitalized (Illustration G).
List of tables, figures and appendices should be in a separate page. The numbers
are in Arabic numerals and the titles are written with only the starting letter of the first word
capitalized except proper nouns (Illustration H, I, J).
Illustration G
TABLE OF CONTENTS
PAGE
TITLE PAGE
i
ACCEPTANCE AND APPROVAL SHEET
ii
BIOGRAPHICAL DATA
V
DEDICATION
Iv
ACKNOWLEDGMENT
v
TABLE OF CONTENTS
vi
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LIST OF TABLES
ix
LIST OF FIGURES
x
LIST OF APPENDICES
xi
ABSTRACT
xii
REVIEW OF RELATED LITERATURE
INTRODUCTION
Statement of the Problem
1
Objectives of the Study
3
Hypotheses of the Study
4
Significance of the Study
6
Scope and Limitations of the Study
7
METHODOLOGY
Research Design
9
Theoretical Framework
9
Conceptual Paradigm
11
Operational Definition of Terms
11
16
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Population of the Study
13
Research Instrumentation
14
Statistical Analysis
16
17
20
RESULTS AND DISCUSSION
25
SUMMARY
45
CONCLUSION
50
RECOMMENDATION
54
LITERATURE CITED
65
APPENDICES
68
Illustration H
LIST OF TABLES
TABLE
PAGES
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Population of the study
2
Socio-Demographic Characteristics of the AB
35
44
Social Sciences Students, School Year 2003 – 2004
3-4
Strength of Intrinsic Motivation of the AB Social
62
Sciences Students, School Year 2003 - 2004
66
5
AB Social Sciences Students Academic Performance
In General Education, School Year 2003 – 2004
69
6
AB Social Sciences Students Academic Performance
72
In General Education, School Year 2003 – 2004
7
AB Social Sciences Students Number of Deficiencies
School Year 2003 – 2004
Illustration I
8
LIST OF FIGURE
FIGURE
1
2
PAGE
Conceptual Paradigm
Location Map of Study
32
37
18
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Illustration J
LIST OF APPENDICES
APPENDIX
1
PAGES
Sample Questionnaire
98
100
2-3
Results of the Intrinsic Motivation among ABSS2
102
4-5
Results of the Intrinsic Motivation among ABSS3
106
6-7
Results of the Intrinsic Motivation among ABSS4
107
8
Graphical Presentation of the Academic Performance
of the AB Social Science Graduates,
School Year 1996 – 1997 to 2003
108
9
Graphical Presentation of the Number of Incomplete
of the AB Social Science Graduates,
109
10
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School Year 1996 – 1997 to 2003
Graphical Presentation of the Academic Performance
of the AB Social Science Students in Major Subjects,
School Year 2003-2004
Graphical Presentation of the Academic Performance
of the AB Social Science Students in General Education
Subjects, School Year 2003-2004
Graphical Presentation of the Number of Deficiencies
of the AB Social Sciences Students3 in different
Social Science disciplines, School Year 2003-2004
20
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ABSTRACT
The abstract should present accurate representation of the contents of the thesis,
without added interpretation or criticism and without distinction as to who wrote it.
Sentences should be written short and simple but should as much as possible present the
quantitative and qualitative information.
Abstracts are usually described as informative or indicative (descriptive) or as both.
Informative abstracts are best for descriptions of original research. Indicative abstracts
contain general statements about the subjects covered in the document and are used for
field reports, and for long papers such as review articles. Thesis abstracts belong to the
first category (IPGRI, 2004).
Try to include in the abstract all the information covered in the thesis but the length
of the abstract should be 150 to 300 words for a thesis result of 2000 to 5000 words. Avoid
unfamiliar terms, equations, structural formula and abbreviations.
This includes the following: (Illustration K)
1. The name of the candidate (surname, first name, middle initial) should be
capitalized.
2. The Course (Major), Department, College, University and date of graduation (month
when the final defense was held).
3. The title of the study (all capitalized)
4. Advisers’ full name
5. Co-advisers’ full name (if there is)
6. The abstract itself, double space and should not exceed 350 words or at most 2 ½
pages.
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Illustration K
ABSTRACT
DOLLETE, ERIC D., Bachelor of arts in Social Sciences, Department of Social
Sciences, College of Arts and Sciences, Central Luzon State University, Science City of
Muñoz, Nueva Ecija, Philippines, March 2005, THE STRENGTH OF INTRINSIC
MOTIVATION AND ACADEMIC PERFORMANCE OF THE AB SOCIAL SCIENCE
STUDENTS.
Adviser: PONCIANO D. CUARESMA, Ph.D.
This study was conducted to determine the strength of intrinsic motivation and
academic performance of the AB Social Science students. Included in this study were the
socio-demographic characteristics such as age, sex, father’s highest educational
attainment, mother’s highest educational attainment, father’s income and mother’s income.
Data collection was through two gathering tools and in two phases; Focus Group
Discussion (FGD) and self-devised questionnaire. Mean grade was secured from the
University Registrar. Phase I was the pre-test and Phase 2 was the data gathering. The
collected qualitative and quantitative data were computed using descriptive statistics such
as mean, frequency counts, percentage and standard deviation. Relationship between
independent variables and dependent variables were computed using Pearson ProductMoment Correlation Coefficient. Differences in academic performance and differences in
strength of intrinsic motivation were computed using Analysis of Variance (ANOVA). The
respondents of this study were the total population of the 85 AB Social Science students
during the second semester 2003-3004.
The socio-demographic characteristics are not associated with the strength of
intrinsic motivation. However, age and sex association with the strength of intrinsic
motivation in teachers’ expectation found to be correlated. On the other hand, the sociodemographic characteristics and academic performance were found to be not correlated.
The study also found out that the academic performance of the AB Social Science students
was highly significantly different across the years. However, their strength of intrinsic
motivation is found to be not significant across the years.
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MAIN HEADINGS, SECTIONS AND SUBSECTIONS
1. All main headings, sections and subsections are in bold letters.
2. Titles of main headings are written in capital letters and centered. Every main
heading should start with a new page but should not have a page number.
3. Second level subtitle is written with the important words starting with capital letters,
e.g. Objectives of the Study. This is written on the center of the page. Long second
level subtitles should be arranged in inverted pyramid on the center of the page in
single space (Illustration L)
4. Third level subtitle is written 3 single spaces below the last line of the preceding text
but underlined and flashed on the left margin. Long third level subtitles that can
stretch to the right margin should be arranged appropriately to have it in two or more
lines flashed with the left margin (Illustration L).
5. The fourth level subtitle (if there is any) is indented 5 single spaces, underlined and
ends with a period. It forms part of the paragraph and written with only the first letter
of the first word capitalized.
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Illustration L
The First, Second and Third Level Subtitles
RESULTS AND DISCUSSION ----------------------------- 1ST level
I. Socio-demographic characteristics of the
AB Social Science Students --------------------------------------- 2nd level
The socio-demographic characteristics of the AB Social Science students
considered in this study were age,…………….
Age ------------------------------------------------------------------------------------- 3rd level
Table 2 reveals that out of 85 AB Social Sciences students, most of them ages
from……
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METHODOLOGY
This section explains “what was done and how was it done” in the research. The
research process should be presented in logical order. Included in this section are:
Research Design - involves all the steps to carry out the social research and guided by the
choice of research method to be used (e.g. Survey, Field, Evaluation, Historical,
Comparative, Case study, Content analysis, Experiment). This must be approved
by the Adviser and Research Coordinator.
Theoretical Framework – the research should adopt a specific and appropriate theory from
the social science disciplines.
Conceptual Paradigm – specify the meaning of the concepts and the variables to be used in
the study. Explain the relationships and influences of variables used.
(Illustration P).
Operational Definition of Terms – definition of concepts used in measurable terms. How
will the variables be actually measured? What are the parameters or indicators?
Population/Sample of the Study - What is the population from which to draw conclusion
about? Who will be observed for that purpose? What sampling technique will be
used?
Research Instrumentation – description of the type of instruments applicable to the
research design. The data derived from the instrument should adequately answer
the objectives of the study.
Statistical Analysis – transforming the data collected into a form using appropriate statistical
tools.
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RESULTS
This section is basically the descriptive part of the research paper, dealing with what
was found out in the study. Present the results in a sequence that logically corresponds
with the original objectives. Include all relevant results but avoid introducing new material in
the discussion, or worse, discuss results that are not included in the objectives. It is also
important in social science researches to cite studies which conform or refute the findings in
the Discussion section.
There are two ways to present the results: One is to present them making no
comment but with interpretation at the end of each discussed section (suitable for
quantitative research). Another way is to present the result, may be a case study, interpret
up to a point to make some connections between the different statements/cases, and
discuss fully in detail in the Discussion (suitable for qualitative research).
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CONCLUSION / IMPLICATION
The following are simple guides to writing the conclusions:
1. The purpose of the conclusion/implication section is to bring all findings together, at
times complicated, to be viewed against its hypothesis – whether they are accepted
or rejected.
2. Conclusions are written in short sentences but should not be repeated as shortened
summary of the results.
3. Include a concluding statement(s) how the theoretical framework explained (or
deviated from) the result of the study.
LITERATURE CITED
The literature cited should contain all the references contained in the paper. It
should contain the correct names of authors, year of publication, publishers and other
sources information such as websites or internet.
Citations should be listed alphabetically by author regardless of the type of
reference material whether books, journals, etc. Entries should be arranged in an overhang
at 5 spaces from the left margin. Only those cited in the text are included in the list.
Citations should be complete, consistent and accurate for easy location of the source in a
library. The word et al. should not be in the list; it is only used in the text.
Information in the citation should be arranged in the following order:
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1. Authorship. Capitalize name of author. In the case of more than one author in an
entry, only the names of the first author is inverted for alphabetizing and the rest are
in the normal order. e.g. REYES, A and T. AGANON. 1998.
2. Year of publication follows the author’s name. Different titles of the same
authorship use a line to indicate the same name of author. e.g. ______. 1998.
3. Titles of the books are written with the first letter of all important words capitalized.
All other citations should have only the first letter of the first word and proper nouns
capitalized.
4. Names of journal or serial publication are abbreviated except for one-word titles
and those not found in the Chemical Abstract Services (1961).
5. Volume and pages of serials are written in Arabic numerals after the name of the
periodical; 6:120 – 130. An issue number of supplement is enclosed in parenthesis.
After the volume number 6(3); 80 – 89; 6(Suppl.3) 80 – 96. Special Series, if any,
must precede the volume number: Ser.8, 6(3): 80-96, or Ser.D, 6(3) 80 – 96.
6. Book citation should follow this sequence; author, year, title, edition if other than
first, place of publication, publisher’s name and the exact pages referred to.
7. Literature cited is single-spaced within entries and double-spaced between entries.
(Illustration M).
MARGIN
The left side margin should be 1 ½ inches; the right side 1 inch; from the top to page
number, 1 inch; and the bottom side, 1 inch; the top or bottom header 0.08.
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SPELLING
Some words may be spelled correctly in more than one way (e.g. per cent and
percent). Settle for one spelling form and use it consistently. Correct spelling may be
determined by using the latest edition of Webster’s Dictionary. For immediate use there is
the installed dictionary in the Personal Computers and Laptops, although sometimes these
are unreliable that needs to be rechecked in hard copies of dictionaries.
SPACING
The chapter heading is triple space before the second level subheading and so is
the space between the second and the third level subheadings. Subheadings in two or
more lines are in single space. Also the space between the subheading and the paragraph
is triple space. The text materials always start three spaces below the page number.
Type of Paper
The thesis should be written and reproduced (__ copies) on a white mimeographing
paper, substance 20, 8 ½ x 11 inches. If the thesis manuscript is computerized, use the
Times New Roman font and font size 12. The copies submitted to the CRC Office should
all be in original form not photocopied or Xeroxed.
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Illustration M
LITERATURE CITED
BOOKS
ABERCROMBIE, S.H. et al. 1988.
London, England.
Sociology.
2nd Edition, Penguin Books, Ltd.
BABBIE, E. 1986. The Practice of Social Research. Fourth Edition. Wadsworth
Publishing Co., California, U.S.A.
LEE, S.K., K. CAMPBELL, and A. CHIA, 1999. The Three Paradoxes: Working
Women in Singapore. Aware Publications, Singapore.
JOURNAL ARTICLES
CARANDANG, M. L. 1981 A Reaction to Dr. Johnson’s Lecture on Single Parent
Families. Philippine Journal of Psychology, Volume 14 nos. and 2 pp. 21–22.
JOHNSON, N 1981 The Plight of Single Parent Families. Philippine Journal of
Psychology. Volume 14, nos. 1 and 2 pp. 16 – 20.
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LOLARGA, E. (July 1984) How to Parent When Marriage is Broken. Health and Home
Volume 15, pp. 15 – 16).
THESES AND DISSERTATION
MARCOS, M. 2005. Desired characteristics in a president by the youth in San Jose
City, Nueva Ecija. Undergraduate thesis. Central Luzon State University,
Science City of Muñoz, Nueva Ecija, Philippines.
GASCON F. 1995. Women’s technical knowledge and their participation in rice
farming. Master’s thesis, UP at Los Baños, College, Laguna, Philippines.
ALAM, M. 2002. Women’s participation in rice farming systems in selected agrarian
reform communities in Nueva Ecija, Philippines. Ph.D. Dissertation, Central
Luzon State University, Science City of Muñoz, Nueva Ecija, Philippines.
CATALOGUES AND MANUALS
IRRI PUBLICATION CATALOGUE. 1998. Research Management in Rice Farming
Systems. Los Baños, Laguna, Philippines.
IPGRI. 2004. Manual on Technical Writing. International Plant Genetics Resources
Institute. Regional Office for Asia and Oceania, Selangor, Malaysia.
DEPARTMENT OF AGRARIAN REFORM. 1991. Manual for Organizing Agrarian
Reform Beneficiaries Associations. Public Information Section, DAR, Elliptical
Road, Quezon City, Philippines.
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PUBLIC DOCUMENTS
International Labor Organization. 1998. Gender and Jobs. Sex Segration of
Occupations in the World. International Labor Office, Geneva, Switzerland.
Bureau of Agricultural Economics. 1998. Cost and returns of palay, corn and other
selected commodities, Quezon City. Bureau of Agricultural Economics.
National Census and Statistical Office. 2004. Philippine Census of Agriculture.
Final report Vol. 1. Report by province (Aklan, Antique, Capiz, Negros
Occidental and Iloilo). Manila, National Census and Statistics Office.
MONOGRAPH SERIES
KOOPMAN, T.C. and S. RELTER. A model of transportation. Activity analysis of
production and allocation. Ed. T.C. Koopman. New York: Cowless Commission
for research in Economics, Monograph No. 13, 1951.
MIMEOGRAPHS, PUBLISHED, AND UNPUBLISHED PAPERS
RODRIGUEZ, G. Jr. Equitable share of Agricultural Procedure: A suggested Approach.
Quezon City: Economic Research Division, Bureau of Agricultural Economics,
Ministry of Agriculture. Unpublished.
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ANDERSON, CARL R. The role of the school business officials in the energy
conservation audit.
(Published Paper presented to the Northeast Ohio
association of School business officials and their superintendents, Claveland,
Ohio, January 1975).
PAMPHLETS, CIRCULAR, REPORTS
BROWN, M. Going Solo, Becoming Empowered. Home Life Magazine. Sept 2004
Arrow, Transportation Company. Guide to published barge: rates on bulk, 1966.
MALICE, J. and D. SOLUM. An analysis and evaluation of factors which are
deleterious to the competitive interest of the mid-America wheat flour milling
industry. Kansas City: Mideast Research Institute, Final Report 3157-D, 1968.
PROCEEDING AND YEARBOOKS
FINCH, F.H. and V. YOWELL. Guidance for the exceptional child. National Soc.
Studies Educ. Yearbook 49, Part 2 (1950), pp. 83-102.
THURSTON, W.R.. Coaxial element and connections. Natl. Electronics Conf. Proc., 3
(1947), 97-108.
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34
ABSTRACT
BONDETTI, M.S., P.GARRET, M. LANGLOIS and P. DOSTEROT. 1983. Gen. Offen.
323220594. (Chem. Abstract (1984), 100,120151 j; Japan Koakai Tokyo (1984).
80668).
GREGORIO, W. A.
100,51564c).
1983.
Japan Tokyo Koko 103376.
(Chem. Abstract (1984);
RAMOS, CATALMA M. 1982. Fermented Cassava tuber as feed supplement for
finishing pigs. CLSU Scientific Journal. 5-6(2-1): 111. (Abstract in Swine).
PERSONAL COMMUNICATION
HAFNER, R.A. Jr. Personal Interview. Oklahoma City. Oklahoma, April 13, 1973.
Personal letter from Pedro T. Gill. 1983. Institute of Physics, University of the
Philippines, Diliman.
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35
ARTICLE CITED IN A JOURNAL OR BOOK, ORIGINAL NOT SEEN
JIMINEZ, J. B. 1968. The effect of the opaque-2 and loury-2 genes on the production
of protein in maize endosperm. In: Nelson, O.E. 1969. Genetic modification of
protein quality in plants. Adv. Agron. 21: 171-194.
INTERNET SOURCES
GARTHE, J. W. and P.D. KOWAL. 1994. The Chemical Composition of Degradable
Plastics. http:/www.age.psu.edu/extension/factsheets/c/C15.pdf
General Information Photocatalytic Reaction.
http:/sites.netscape.net/photocatalysis/photocat-general.htm.
Solo Parenting in the Developed World.
http://www.britannica.com 1999 – 2000.
DIGITAL OBJECT IDENTIFIERS (DOI)
The Digital Object Identifier is a system for identifying and exchanging
material in the digital environment. DOIs are unique names made up of characters and
digits that are given to electronic journal articles, images, learning objects, e-books or
any kind of content. They are assigned to a document by the publisher on the initial
electronic publication. They are used to provide current information, including where
Advanced Social Research Methods
36
they (or information about them) can be found in the Internet. DOI is a system
managed by the International DOI Foundation and documents stored are guaranteed
never to change.
A DOI looks like this: doi:10.1016/j.buildenv.2003.08.001. This number will take
you to the article “New low-cost insulation particleboards from mixture of durian peel
and coconut coir” by Khedari et.al. in the Journal Building and Environment, Volume 39,
Issue I, January 2004, Pages 59-65, Copyright 2003 Published by E.S. Ltd.
Open the DOI site with the Internet browser: http//dx.doi.org. Enter the entire DOI
citation in the box and then click ‘Go’. The article or object that matches the DOI
citation appears in the browser window.
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37
TABLE
Discuss only in relation to the tables and figures that are included. Never repeat
boring lists of figures in the text when they are already in the tables and figures. Tables
should be placed after the discussion, or inserted within the paragraph that explains it.
Avoid placing a table before its discussion (Illustration N).
1. One-page tables and figures should be placed after the page it is first mentioned.
Tables are numbered consecutively in Arabic numerals. When they are referred in
the text, they are made parenthetically or as part of the sentence.
2. The caption should be placed at the top of the table with only the letter of the first
word, and proper nouns and adjectives capitalized. Reference source if there is,
must be given in parenthesis after the caption.
3. Short tables of less than one-half page may appear on the page with the text with
four spaces in between table and text. Avoid inserting tables/figures in between
text.
4. Long tables that need more than one page should only have the table number and
the word continued… (e.g. Table 1 continued…) on the succeeding pages with the
column headings repeated in each containing page of the table.
5. Wide tables may be placed broadside with the table number and the caption on the
binding side.
6. Column headings are written single-spaced and can be abbreviated.
7. Double lines should be used at the top and bottom of the table.
8. Vertical rules are only used to separate the box heads and units of quantity are
placed below the line under the box heads. Decimals should be aligned and the
figures are centered in the column.
9. Footnotes placed below the tables are indicated by small letters made after the
words or numbers to which the footnotes refer. Single asterisk (*) and double
asterisks (**) to indicate significance at five and one percent level, respectively, are
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allowed. Footnotes to tables are indicated and are in single space and double
space between footnotes.
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39
Illustration N
Socio-economic Factors
Results in Table 2 show that the ages of the women-respondents in both areas of
study were not much different, with 97 of them belonging to the 46 to 55 year-old bracket.
Their ages ranged from 36 to 88 with a mean of 55.98 years. This was the same mean age
of women-farmers of Nueva Ecija found in the study of Alam (2001). The result also
showed that a significant number of them were in the age brackets above the mean. Nearly
one out of 5 were over the retirement age of 65. Results indicate that nearly half of them
were past their middle age or peak of their physical capability to perform rice farming
activities. The standard deviation of 10.77 means high variability in the age of the women
from the two study areas.
Table 2. Profile of women-respondents
VARIABLE
NUEVA ECIJA
KALINGA
ALL
n=221
%
n=25
%
n=246
%
≤ 45
30
13.57
5
20.00
35
14.23
46 – 55
86
38.91
11
44.00
97
39.43
56 – 65
61
27.70
7
28.00
68
27.64
> 65
44
19.91
2
8.00
46
18.70
Age
Mean =
56.31
53.04
55.98
SD =
10.82
9.98
10.77
36 - 88
36 - 78
36 - 88
Range =
Civil Status
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Married
132
69.7
17
68.0
149
60.60
Widowed
62
28.1
5
20.0
67
27.20
Single / Separated
27
12.2
3
12.0
30
12.20
54
24.43
7
28.00
61
24.80
112
50.68
15
60.00
127
51.63
55
24.89
3
12.00
58
23.57
1–3
14
6.23
2
8.00
16
6.50
4–6
109
49.33
10
40.00
119
48.37
> 6
98
44.34
13
52.00
111
45.12
Education
Elementary level
High School/Voc. level
College Level
Family size
Mean =
6.34
6.64
6.37
SD =
1.94
2.13
1.96
1 - 12
2 - 11
1 - 12
Range =
Table 2. (Continuation)
VARIABLE
NUEVA ECIJA
KALINGA
ALL
n=221
%
n=25
%
n=246
%
1.01 – 2.00
42
19.00
19
76.00
61
24.79
2.01 – 3.00
103
46.60
6
24.00
109
44.32
48
21.73
49
19.51
Farmlot size (in ha.)
≤ 1.00
> 3.00
40
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28
12.67
28
11.38
Mean =
2.03
0.87
1.91
SD =
1.22
0.28
1.21
0.30 – 8.13
0.40 – 1.80
0.30 – 8.13
Range =
41
COMPUTER GENERATED ARTWORK
Because of the technological advances that have occurred over the past few years,
some computer generated artwork is now comparable in quality to professionally prepared
art. If you have access to the proper equipment, this is obviously the most economical way
to prepare figures. Be sure that you will get solid back lines and symbols; the contrast must
be sharp, dark black on white. No colors other than black should be used.
SIGNS AND SYMBOLS
1. Signs and symbols that cannot be made on the typewriter should be inserted by
hand in Indian ink.
2. When using symbols, signs and formulas from the mathematical and physical
sciences, copy them verbatim from their original form (e.g. ≥; Σ). Common foreign
words should be written italicized (e.g. cum laude, honoris causa)
3. The degree mark should be used in lieu of the word when it is followed by a figure
indicating measurement (e.g. 25%).
4. Symbols should consist of two or three letters never more than four and the same
symbols is applied for both singular and plural forma; e.g. 90 kg not 90 kgs.
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5. Spell out numbers or symbols that start the sentence.
42
Advanced Social Research Methods
43
FIGURES
When first mentioned in the text, figures should be placed immediately after the
page. These may be graphs, charts, maps, photographs, etc. Labeled as figures and
numbered consecutively with Arabic numerals, and if a figure has more than one part, then
the parts should be labeled as a, b, c, d, etc.
Mounted materials should use rubber cement or dry mounting. Do not use regular
glue, photograph corners, clips or staples.
The captions should be placed beneath the figure with the figure number. Credit
which must be given should be placed after the caption. The word figure should be spelled
out in referring to specific figures in the text but if made parenthetically, it can be
abbreviated as Fig. with the first letter capitalized (Fig.1) as shown in Illustration O.
Like the tables, wide figures can be placed broadside with the top at the binding
side.
Illustration O
Civil status of respondents
Widow ed
Single
Separated
Married
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Figure 5. Civil status of respondents
44
Advanced Social Research Methods
Illustration P
Conceptual Paradigm
Independent Variables
Dependent Variables
Socio-Demographic
Characteristics of Adolescent
Children with Solo-Parent
Common Problems
o
o
o
 Age
 Age when she/he
had solo-parent
Family
School
Personal Life
 Year level
 No. of siblings
 Organizational involvement
Coping Patterns
Socio-Demographic
Characteristics of Solo-Parents








Age
Sex
Type of Family
Educational Attainment
Year level of Education
Occupation
Monthly Income
Other sources of
financial support
o
o
o
Problem-focused
Emotional-focused
Social support
Figure 6. Hypothesized relationship of independent and dependent variables
45
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46
REFERENCES:
BABBIE, EARL. 1986. The Practice of Social Research.
Publishing Co., California.
4th Edition.
Wadsworth
ESTOLANO, MARCIAL P. 2005. CAS Research Manual.
KOLLIN, ESTEFANIA W. 1990. THESIS STYLE AND FORM: A Manual for CLSU
Graduate Students, CLSU Press.
STAPLETON, P. , P. BATUGAL, and J. OLIVER. 2004. Manual on Technical Writing.
IPGRI. Future Harvest Publishers.
THE AMERICAN STATISTICIAN. New and Revised ASA Style Guide. Vol. 40 No. 1,
February 1986.
MAQUISO, TERESITA R. Thesis Style Book, Philippines: Central Luzon State University.
PAVELEY, E. 1979. Technical Report Writing Today. 2nd ed. Boston: Houghton Mifflin
Company.
TRUE, JUNE. 1983. Finding Out: Conducting and Evaluating Social Research.
Wadsworth Publishing Co., California.
WHITE, L., and R. CLARK. 1983. Political Analysis: Technique and Practice. Brooks and
Cole Publishing Company. California, USA.