THESIS/DISSERTATION WRITING GUIDE 1

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Guidelines in Thesis/Dissertation Writing

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

The Thesis/dissertation/ special project is arranged in the following sequence:

I. Preliminary Pages

1. Title page
The title page is the first page of a thesis/dissertation and is counted as page i
(lower-cased Roman numeral) but unmarked. Pagination is reflected in the Table of
Contents. The title page contains the following information:
 The research title – should summarize the main idea of the thesis/dissertation,
should be concise and fully explanatory when standing alone. The recommended
length for a title is no more than 20 substantive words (Baker and Schutz, 1972 as
cited in Sevilla et al. 1992), function words are not included in the counting. A
good title is easily shortened to the running head (APA, 6th Edition). The title is
typed in uppercase letters, centered between the left and right margins and
positioned in the upper half of the page;
 Classification of research study (e.g. thesis or dissertation or special project) typed
in uppercase;
 Graduate Faculty of Program, name of the university and city (e.g. Graduate
Faculty of Science Education Philipppine Normal University Manila);
 Program of Study (Degree);
 The  author’s  name  – first name, middle initial, last name (all typed in uppercase)
 Date of Submission – identifies the month and year the study was finished, (see
Appendix A).
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2. Approval Sheet
The approval sheet comes in the form of certificate with the dry seal of the
university. The function of the certificate is to allow the thesis/dissertation adviser/s,
the Examining Committee members, the Head of the department and the Dean of the
College to signify that the thesis/dissertation satisfies the requirements of the degree.
The approval sheet should contain:
 Title of thesis/dissertation, all in CAPS
 Name of the student, all in CAPS
 Degree name in CAPS
 No titles of Dr. Prof. etc.
 Recommendation, approval and acceptance statements should be single space
 Approval sheet is counted as page ii (lowercase Roman numeral) but unmarked.
Pagination is reflected in the Table of Contents, (see Appendix B).

3. Abstract
An abstract is a brief, comprehensive summary of the contents of the
thesis/dissertation that allows readers to survey the contents of the thesis/dissertation
quickly. A good abstract is accurate, non-evaluative, coherent and readable, and
concise (APA, 6th edition). The thesis/dissertation abstract is counted as page iii
(lowercase Roman numeral) and identified with a running head or abbreviated title.
The word abstract should be in upper and lowercase letters centered at the top of the
page. It should be a single paragraph without paragraph indention. The abstract is a
brief summary of the research study, totaling from 150 to 250 words. It should be
written in past tense  when  referring  to  the  conduct  of  the  study  (e.g.  “Results  showed  
that…”,   “The   participants   of   the   study   were   composed   of…”);;   but   in   present   tense  
when referring to ideas, concepts or implications derived from the research study (e.g.
The findings imply   that…”).   Consider writing the abstract after the paper has been
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written.
Abstract should contain the following:
 Keywords (maybe 3 to 4 keywords before the abstract)
 one sentence statement of the problem or research question
 brief description of the subjects or participants (identify how many and any
relevant characteristics)
 brief description of the research methods and procedures
 basic findings/report of the results, including effect sizes and confidence interval
and/or statistical significance levels
 conclusions and implications or applications (see Appendix C).

4. Acknowledgements (optional)

The word ACKNOWLEDGEMENT should be written in bold, uppercase

and at the center.  The  page  should  express  the  student’s  gratitude  and  appreciation  for  
all the assistance made and given by special individuals, institution, organization etc.
that are not mentioned in the thesis/dissertation but have made an important
contribution to the student’s  research  study,  (see  Appendix  D).

5. Dedication Page (Optional)

It should be one-page dedication and the word DEDICATION need not appear
on the page, the text should be centered. The page contains the names of people special
to the researcher, e.g family, friends, other closed relatives, who inspired and helped
the researcher to finish and complete his/her thesis/dissertation, (see Appendix E).

6. Table of Contents

The heading TABLE OF CONTENTS should be written in bold, uppercase

and at the center of the page. 0 The titles of each chapter or section must be listed and
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worded exactly as they appear in the thesis/dissertation.

Titles for the preliminary pages (TITLE PAGE, APPROVAL SHEET, ABSTRACT
etc.) and all chapters, except subchapters/sections, should be written in uppercase.
Page number of each starting page of each chapter/section is listed flush at the right
margin.
Use dot leader between the last word of the chapter/section title and the page
number, (see Appendix F).

7. List of Tables (only if there are 5 or more tables)

Guidelines in Presenting Tables

 Use Table to designate or present tabulated numerical data.

 Tables should be presented right after the text that refers to it, and must be placed
only on one page; do not break them across pages unless necessary.
 However if the table is long subsequent page/s of the table or illustration must
contain the same table number as well as the notation that it is continued, (e.g.
Table 5, contd.).
 In APA, the table number goes on one line. The title is written on the next line,
should be italicized, and each major word capitalized. Only horizontal lines are
used to delimit tables. Except for certain cases (e.g. p and r values) numerical data
should be reported up to 2 decimal places only.
 Table captions should be the same with those used in the LIST OF TABLES in the
preliminary pages.
 Tables should be numbered consecutively all throughout the entire
thesis/dissertation. A whole number sequence style can be used (1. 2. 3. 4. 5. etc) or
a  decimal  number  approach  (1.1,  1.2,  1.3,  2.1,  2.2,  2.3,…,  etc),  the  first  digit  refers  
to chapter number and the numeral after the decimal point is the table number.
Indicate the source of tables copied from other sources.
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 In presenting tables for inclusion, see to it that the contents are limited to the
essential materials (APA 6th edition). They must be directly and clearly related to
the content of the discussion. Tables should be integral to the text but should be
designed so that they can be understood in isolation by the reader and used only to
show something specific, (see Appendix G).

8. List of Figures (only if there are 5 or more figures)

Guidelines in Presenting Figures

 Use Figure to designate graphs, drawings, diagrams, illustrations, photographs, and

other nonverbal materials.
 Figures should also be presented right after the text that refers to it and can be
presented in a portrait or landscape formation but should fit within the required
page margins and page numbers consistently all right through the
thesis/dissertation.
 Rotated illustration as a figure should have a rotated caption.
 If a figure is copied, indicate the source.
 Figures should be numbered consecutively all throughout the entire
thesis/dissertation using whole numbers (1, 2, 3, 4, etc) or a decimal number style
(1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 3.1 etc) where the first numeral refers to the chapter
number and the second numeral after the decimal point refers to figure number.
 Photographs used as figures should be scanned and converted to an electronic
format for simultaneous printing with the page.
 Illustrations which are oversized should be reduced but should still be legible and
clear. However if it is not likely, it can be just pasted on a page and accordion-
folded, that it can be bound with the rest of the document. The page number should
appear consistent with the rest of the manuscript. Otherwise the illustration can be
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placed  inside  a  6.5”  by  9.5”  brown  envelope  and  pasted  on  a  sheet  of  thesis  paper;
such page is included in the pagination of the thesis/dissertation (see Appendix H).

9. List of Appendices (see detailed description on page 23 and Appendix I))

II. Body of the Thesis/Dissertation

The body of the thesis/dissertation is divided into chapters. Chapter titles should be
written in BOLDFACE, UPPERCASE, AND CENTERED on top or first line of the page
and should always start on a new page. Write the title of the chapter on the third line.
Numbering for each chapter should be in Hindu Arabic numeral.

Use Level 2 heading (Flush Left, Boldface, Uppercase and Lowercase Heading) for
Chapter sections and should start on the fourth line below the chapter title. The first line of
the chapter section should be indented one tab default space or 7 spaces. Use Level 3
heading (Indented, boldface, lowercase paragraph heading ending with a period.) for each
chapter subsection. Heading of a section or subsection which is nearing the bottom page
should be followed by at least one text line or is should be written already on top of the
next page. All entries between sections or subsections should be separated by a double
space.

For succeeding headings and subheadings whether italicized, upper- and lowercase,
flushed left, indented etc. should conform to APA rules on levels of headings. The Table 1
below shows how each type of heading is formatted (APA 6th edition).
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Table 1. Format for Five Levels of Heading in APA Journals

Level of
Format
heading
Centered, Boldface, Uppercase and
1
Lowercase Headinga
Flush Left, Boldface, Uppercase and
2
Lowercase Heading
Indented, boldface, lowercase paragraph
3
heading ending with a period.b
Indented, boldface, italicized, lowercase
4
paragraph heading ending with a period.
Indented, italicized, lowercase paragraph
5
heading ending with a period.
a This type of capitalization is also referred to as title case. b In a lowercase paragraph
heading, the first letter of the first word is uppercase and the remaining words are lowercase.

Regardless of the number of levels of subheading within a section, the heading

structure for all sections follows the same top-down progression. Each section starts with
the highest level of heading, even if one section may have fewer levels of subheadings,
than another section (APA 6th edition).

The next pages present and discuss the different chapters and sections of a
thesis/dissertation which are often followed when conducting a quantitative research.
Qualitative research however follows a different/open format in the presentation. For
students who intend to go into qualitative research you may refer to the format prescribe by
the Department of Social Science and History, Philippine Normal University or
the Counseling and Educational Psychology Department of De La Salle University or you

may log on to:

http://www.vut.ac.za/new/index.php/research-proposal-project?task=view&start=5
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

This chapter includes the following:

1.1 Introduction

Before discussing the main topic/problem of your thesis/dissertation, you should be

able to introduce it first in a broad perspective. Your introduction should be able to offer an
overall view of the research area and the general nature of the topic/problem. Show how it
relates to the field of inquiry. Present and describe the logical development of your research
problem/topic area you intend to study in such a manner that is sufficient or enough to be
understood by the reader not to mention the rationale of the study or what motivated you to
conduct the study.

Begin this section with level 2 heading (Flush Left, Boldface, Uppercase and
Lowercase Heading).

1.2 Conceptual/Theoretical Framework

Concepts are ideas or abstractions from observed events/situations while theories are
sets of interrelated concepts, constructs, definitions and propositions that present systematic
view of the phenomenon (observable fact) by specifying relationship among variables with
the purpose of explaining and predicting the phenomenon. Conceptual/theoretical
framework therefore is made up of concepts and theories that form the basis of the study.
In relation to this you should be able to present your research ideas, concepts and or
theory/ies or even time – tested theory/ies that you will use or help you to structure your
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research study, the links between the existing literature and your own research goals and
objectives. You should be able to show how your framework structures the parameters or
boundaries of your research study in terms of what needs to be covered.

Your conceptual/theoretical framework can be presented in a graphical diagram

showing the research problem/topic area, the variables (dependent, independent and even
intervening variables) and how they relate to each other. Put in mind that your
conceptual/theoretical framework serves as the basis or backbone of your research study
(i.e. thesis/dissertation) and therefore should give direction and help you as to how you
would carry out your research effectively.

Begin this section with level 2 heading (Flush Left, Boldface, Uppercase and
Lowercase Heading).

Note: In some cases, conceptual and theoretical framework may be separated.

1.3 Statement of the Problem/Purpose (and hypotheses if applicable)

In this section you should be able to state clearly and explicitly the objectives of your
study or the research questions and or subsidiary or supplementary questions. Your
statement of the problem/purpose provides more the raison   d’   etre   for your
thesis/dissertation. It is the underlying rationale of your research study. Keep in mind that
your problem statement serves as an invitation to the study that tells the reader what the
problem is, what it is all about, and why the study is needed.

Begin this section with a sentence or two stating the general objective/purpose of the
study, followed by specific questions/objectives that expand/specify the coverage of the
general objective/purpose of the study
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Begin this section with level 2 heading (Flush Left, Boldface, Uppercase and
Lowercase Heading).

1.4 Significance of the Study

This is the section/place where you state clearly the people who may benefit from
your study and how they may benefit from it (e.g. for curriculum planners, school
administrators, teachers, parents, students, etc.)
by spelling out why you believe or think the research questions should be answered or the
objectives be achieved/attained, and it may also show how the findings are expected to
have an effect on the research area.

Begin this section with level 2 heading (Flush Left, Boldface, Uppercase and
Lowercase Heading).

1.5 Scope and Delimitation (or Limitation/s) of the Study

The scope sets the delimitations and establishes the boundaries of the study (Sevilla,
Ochave, Punsalan, Regala, and Uriarte 1992). Indicate where and when the study was
conducted and who your participants were. Be able to state if there are some facets or
aspects of your study which may affect the result/s harmfully or adversely in which you as
the researcher did not have any control (i.e. limitation of the study). Honest acceptance of
the limitation brings credence to the study Sevilla et al. (1992).

Although limitations (more often) become known only during the conduct of the study
or after the research has come to end. Be realistic about them. These limitations should be
discussed frankly. Pointing out the limitation/s of your research study increase/s its value, a
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stance which may make your reader appreciate your study better.

Begin this section with level 2 heading (Flush Left, Boldface, Uppercase and
Lowercase Heading).

1.6 Definition of Terms

Define the important key terms and all variables, including independent and dependent
variables, intervening or mediating variables, moderator or extraneous variables, as well as
units of analysis that will be measured in your study. Be sure also to list and define
demographic variables which you consider to have potential influence used to describe
your research participants (e.g. age, gender, religious affiliation, etc.).

In defining your variables operationally it involves the specification of the

measurement procedures that you will use and also the scales of measurement (e.g.
nominal, ordinal. interval and ratio). Do not assume that all your readers know what you
mean by each important key term. You have to spell out also any acronym in the text the
first time it is used and define it also in this section.

Before defining the terms make first an introductory statement. The terms to be defined
should be arranged in alphabetical order and each is written/typed in boldface, upper and
lowercase letters.

Begin this section with level 2 heading (Flush Left, Boldface, Uppercase and
Lowercase Heading).
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CHAPTER 2
REVIEW OF RELATED LITERATURE

The presentation of your Review of Related Literature should follow the framework of
your study.

This chapter requires essence of research studies confined from various research
resources. It is suggested as much as possible that you focus your review of related
literature on work done/accomplished within the last five years. Include only conceptual
literature and research studies related and pertinent to your study

Give focus on those studies that address main ideas in the field. Present the themes,
links, strengths, gaps in knowledge, weaknesses and inconsistencies or areas of controversy
in the literature to give a clearer perspective of your research problem. Your aim for this
chapter is not to flaunt how much literature you have read but to demonstrate familiarity
with vital literature relevant to your research topic/problem.

Do not present or include any literature or studies which are not conceptually
connected to each other and have nothing to do with your research problem. Your review
of related literature should be definite, critical, and concentrated only in your research
topic/problem. Be sure that all literature that you have gathered is relevant and reliable.
Keep in mind that this chapter is an amalgamation of the summary and critical review of
related literature. It should reflect not only what others have said about the research
subject/topic/problem but most importantly is what you think about it. See to it that every
paragraph in this chapter is linked to your thesis/dissertation/special project topic/problem.

Literature reviews can be arranged in various ways (APA 6th edition), e.g. by grouping
research based on similarity in the concepts or theories of interest, by methodological
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similarities among the studies reviewed, or by historical development of the

field/discipline. It can also be arranged according to the framework of the study.

Include a synthesis of your literature. The synthesis specifies how the critical review of
literature has enforced the present study and how it is similar with or different from the
previous ones. Your last paragraph of the review should be a digest of trends observed and
perceived gaps in the researches conducted a bridge that calls for the need for your research
problem/topic within the research area you plan to explore or investigate.

It is compulsory to state the in-text citations here and its complete reference of the
extracted research studies here to avoid charges of plagiarism (see Text Citation
Guidelines on page 29 to 30).

Present your review of related literature into two segments, Conceptual Literature and
Research Literature

Begin the sections in this chapter with level 2 heading (Flush Left, Boldface,
Uppercase and Lowercase Heading).
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CHAPTER 3
RESEARCH METHODS

The contents of this chapter should be mentioned in the table of contents. Make an
introductory paragraph or an overview of this chapter to give your reader an understanding
as to its coverage.

Chapter 3: Research Methods should include the following sections/ components:

3.1Research Design

Specify and describe the research method you will use, whether experimental,
correlational, descriptive, quantitative, qualitative or combination, historical, etc.
You should be able to discuss/explain the appropriateness of the research method to
your study or why it is best to use to investigate the problem and/or address the
research questions.

Begin this section with level 2 heading (Flush Left, Boldface, Uppercase and
` Lowercase Heading).

3.2 Participants of the Study

Describe the sampling procedure/technique for selecting your participants (e.g.

systematic sampling, stratified, cluster, etc). Describe your participants in terms of
some demographic or personological variables, (e.g. sex, age, etc.) Tables and/or
figures may be used to simplify the presentation of the demographic characteristics
of the participants.
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Begin this section with level 2 heading (Flush Left, Boldface, Uppercase and
Lowercase Heading).

3.3 Setting of the Study

If applicable only and or if the setting is of particular significance and

importance (e.g. if a particular barangay or minority group or community, etc is the
subject of the research study). Describe the significant characteristics of the research
locale (e.g.  people’s  way  of  living/practices, customs and traditions, common/typical
job or source of living etc.) especially if the location of the study has bearing on the
research problem/topic, method, and results.

Begin this section with level 2 heading (Flush Left, Boldface, Uppercase and
L o w e r c a s e Heading).

3.4 Research Instrument

Be able to describe how your variables will be measured or observed (e.g. in an

experimental research, the measurement of the dependent variable should be
described in this section). Describe the instrument/s and other data gathering
materials you will use. Include information about the types of items and responses,
the scoring procedure, evidences of reliability and validity of the instrument. If you
constructed your own instrument, discuss the steps how you developed and validated
your instrument (i.e. showing evidence/s of validity and estimates of reliability).
Copies of the instrument/s and other printed materials used in the data collection
should be placed in the appendix section.

Begin this section with level 2 heading (Flush Left, Boldface, Uppercase and
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Lowercase Heading).

3.5 Data Gathering Procedure

Describe in detail the phases of your data gathering procedure and the specific
steps for each phase that you will take in carrying out your research study. It may be
helpful to come up with a flow chart or diagram to show the order of activities that
you intend to take in conducting your study (e.g. instructions for selecting and
training research assistants, how you will recruit or contact your participants,
procedures for assigning participants to groups, administration of instruments
including pretesting process, interviewing participants etc.) and also ethical
procedures you will apply in your study (e.g. approval from the school city
superintendent or principal before proceeding to data collection involving students,
etc.) In short, enumerate all the activities you will undertake to complete your study.
Describe each activity in detail to help future researchers who would want to
replicate your study.

Begin this section with heading (Flush Left, Boldface, Uppercase and
Lowercase Heading).

3.6 Data Analysis

Discuss the procedures as to how you will score, record/encode and analyze
your data to answer the research problem/s. If you will use a special form for
recording or accumulating data, place an example in the appendix section. If you are
conducting a phenomenological study, you should describe the sophisticated ways
how the data would be processed and analyzed. If you will apply statistical tests to
analyze your data, identify the specific descriptive statistics and/or inferential
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statistics that you will use.

Begin this section with level 2 heading (Flush Left, Boldface, Uppercase and
Lowercase Heading).
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CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents a collection of what you have discovered or found. Make a
detailed explanation of your collected data necessary enough to help your reader to see and
understand the significance of your findings/results including trends, similarities and
differences. Present all relevant results in this chapter as well as those that run opposite to
what you expected with the corresponding interpretation and discussion in reference to the
research problem/s and or hypotheses tested and the statistical treatments you used/applied
to analyze your data.

Discuss also the implications and possible applications of the results of your study.
Make sure that your findings/results/claims are always supported with appropriate
statistical data (i.e. name of statistics, statistical values, etc.) or qualitative data explanation
and discussion. Present your results clearly and straightforward manner, complete enough
for your reader to interpret them independently and assess its worth.

You should also be able to interpret your results in the light of the theoretical or
conceptual framework that you have specified in the Chapter 1. You should be able to
connect your findings to those related research studies earlier conducted, compare and
contrast the results and make clear explanation as to how the specified field of inquiry is
affected by your present study. Your literature review can be used here to support or refute
your findings or results of your study. See to it that the reader would get and understand
what you mean in terms of the results/findings of your study. If there are hypotheses that
you have tested, confirm them or disprove them. You can use tables, graphs, and other
figures to report the results of your study (see guidelines for preparing/creating tables and
figures on page 4 and 5).
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In presenting your data/answers to each research question/problem, restate first your

research question/problem given/enumerated in Chapter 1.

Note:

Theses and dissertations which are of Research and Development (R & D) type aim

to develop a product. Products produced by R & D efforts include: teacher training

materials (training manuals), learning materials (books, workbooks, worktexts, modules,

blocks and construction sets), media materials, (video tapes), translations of reading

materials (poems, novels), music compositions and musical arrangements, assessment

instruments (tests) etc. A thesis/dissertation of this kind should include only a sample of

the produced material/product and should be the content of Chapter 4.

In the final paper the procedures/steps and data analysis are integrated in the results

and has no separate sections. Chapter 4 is the developed and validated product/material

but you include and present only a sample (e.g. if it is a test, include only the

directions/instructions for the administration and 5 to 10 sample test items).

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CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of your findings, conclusions and

recommendations. See to it that the summary of findings is presented in a concise/brief
manner. You should put together the highlights of the most important findings in your
study. It should not be a repetition of your discussion in chapter 4. This chapter should
give the reader a clear-cut message so to speak that would allow the him/her to have a full
grasp of what you did and found in your study.

Keep in mind that in drawing conclusions it should be based on the results/findings of

your study (i.e. given one or two or more findings for research problem number one, what
conclusion/s can you derive). Conclusions are not just repeating your findings but
abstractions of the summary of findings. Numerical values (e.g. mean, standard deviation, t
value, F ratio, etc.) should no longer be reported in this chapter since they have already
been presented in Chapter 4 (Presentation, Analysis, and Presentation of Data). See to it
that your conclusions are tied to the research questions of your study.

Lastly, give your recommendations and implications or possible applications of the

results of your study. You can also suggest future research possibilities vis – vis research
you conducted.
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III. Concluding/Final Pages

1. References

References acknowledge the work of previous scholars and provide a reliable way to
locate it. The references cited in the manuscript do not need to be exhaustive but sufficient
to support the need for your research and to ensure the readers can place it in the context of
previous research and theorizing (APA, 6th ed.)

Start the reference list on a new page. The word References should appear in uppercase
and lowercase letters, centered. Double-space all entries. Use hanging indent format (i.e the
first line of each reference is set flush left and subsequent lines are indented). The
references should be in alphabetical order as per APA format.

Books, Reference Books, and Book Chapters

For an entire book, use the following reference formats:

Author, A. A. (Year of Publication). Title of work. Location: Publisher.

Author, A. A. (Year of Publication). Title of work. Retrieved from

http://www.xxxxxxx

Author, A. A. (Year of Publication)). Title of work. doi (digital object

identifier):xxxxx

Editor, A. A. (Ed.). (Year of Publication). Title of work. Location: Publisher.

For a chapter in a book or entry in a reference book, use the following formats:

Author, A. A., & Author, B. B. (1995). Title of chapter or entry. In A. Editor, B.

Editor, & C. Editor (Eds.), Title of book (pp. xxx-xxx). Location: Publisher.

Author, A. A., & Author, B. B. (1993). Title of chapter or entry. In A. Editor & B.
Editor (Eds.), Title of book (pp. xxx-xxx). Retrieved from
http://www.xxxxxxx

Author, A. A., & Author, B. B. (1995). Title of chapter or entry. In A. Editor, B.

Editor, & C. Editor (Eds.), Title of book (pp. xxx-xxx). doi:xxxxxxx
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Reference book

VendenBos, G. R. (Ed.). (2007). APA dictionary of psychology. Washington, DC:

American Psychological Association.

Periodicals

Periodicals include items published on a regular basis such as journals, magazines,

newspapers, and newsletters.
General reference form:
Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of
Periodical, xx, pp-pp. doi:xx,xxxxxxxxxx

Journal Articles

General Format:
Author, A.A., Author, B. B., & Author, C. C. (2004). Title of article. Title of Journal,
volume, page-numbers.

Belecina, R. R. (2008). Portfolio as an alternative assessment: Effects on problem –

solving performance, critical thinking, and attitude in mathematics. The Normal
Lights, 4, 54 – 81.

Mercado, E. P., & De Mesa, T. E. (2008). On the spot behavior intervention techniques
applied to common behavior problems manifested by children with special needs.
The Normal Lights, 4, 221 – 247.

Magazine article

Chamberlin, J., Novotney, A., Packard, E., & Price, M. (2008, May). Enhancing
worker well-being: Occupational health psychologists convene to share their
research on work, stress, and health. Monitor on Psychology, 39(5), 26-29.

Online magazine article

Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the
misuse of research. Monitor on Psychology, 39(6). Retrieved from
http://www.apa.org/monitor/
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Newspaper article

Schwartz, J. (1993, September 30). Obesity affects economic, social status. The
Washington Post, pp. A1, A4.

Online newspaper article

Brody, J. E. (2007, December 11). Mental reserves keep brain agile. The New York
Times. Retrieved from http://www.nytimes.com

Doctoral  Dissertations  and  Master’s  Theses

For   a   doctoral   dissertation   or   master’s   thesis   available   from   a   database   service,   use   the  
following reference template:

Author, A. A. (2003). Title   of   doctoral   dissertation   or   master’s   thesis (Doctoral

dissertation   or   master’s   thesis).     Retrieved   from   Name   of   database.    
(Accession or Order No.)

For an unpublished dissertation or thesis, use the following template:

Author, A. A. (1978). Title  of  doctoral  dissertation  or  master’s  thesis (Unpublished
doctoral  dissertation  or  master’s  thesis).    Name  of  Institution,  Location.

Master’s  thesis,  from  a  commercial  database

McNeil, D. S. (2006). Meaning through narrative: A personal narrative discussing

growing up with an alcoholic mother (Master’s   thesis). Available from
ProQuest Dissertations and Theses database. (UMI No. 1434728)

Doctoral dissertation, from an institutional database

Adams, R. J. (1973). Building a foundation for evaluation of instruction in higher

education and continuing education (Doctoral dissertation). Retrieved from
http://www.ohiolink.edu/etd/

Doctoral dissertation, from the web

Bruckman, A. (1997). MOOSE Crossing: Construction, community, and learning

in a networked virtual world for kids (Doctoral dissertation, Massachusetts
Institute of Technology). Retrieved from http://www-
static.cc.gatech.edu/~asb/thesis/
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Doctoral dissertation, abstracted in DAI

Appelbaum, L. G. (2005). Three studies of human information processing: Texture

amplification, motion representation, and figure-ground segregation.
Dissertation Abstracts International: Section B. Sciences and Engineering,
65(10), 5428.

Video

American Psychological Association (Producer). (2000). Responding

therapeutically to patient expressions of sexual attraction [DVD]. Available
from http://www.apa.org/videos/

Music recording

lang, k. d. (2008). Shadow and the frame. On Watershed [CD]. New York, NY:
Nonesuch Records.

Measurement instrument

Friedlander, M. L., Escudero, V., & Heatherington, L. (2002). E-SOFTA: System

for observing family therapy alliances [Software and training videos]. Unpublished
instrument. Retrieved from http://www.softa-soatif.com/

(See Appendix J)

Note: For other reference style and format see APA Manual 6th ed.

2. Appendix

This section is where you place other documents or accompanying/extra materials like
additional instrument/s (e.g. test/s, survey instrument/s, interview schedule, observation
guide, etc.) letter/s of request, instructions and other supplementary tools you used in the
study. You may also include important information that may be lengthy or too detailed to
be contained in the main text but the reader may want to see or refer to (e.g. results of the
first/second item analysis, rubric scoring procedure, time table, etc). There should be no
inclusion of raw data
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If your thesis/dissertation/special project has only one appendix, label it Appendix; if

your thesis/dissertation/special project has more than one appendix, label each one with a
capital letter (Appendix A, Appendix B, etc.) in the order in which it is mentioned in the
main text (APA 6th edition). Each appendix should have a title.

Example: similar results were arrived at for both experiments (see Appendices A and B for
complete evidences)

Begin each appendix on a separate page. Center the word Appendix and the identifying
capital letters (A, B, C, etc., in the order in which they are mentioned in text) at the top of
the page. Center the title of the appendix, and use uppercase and lowercase letters (APA 6th
edition) see Appendix I.

3. Curriculum Vitae

Make your curriculum vitae concise. Include only the following: date and place of

birth for personal details, (superfluous details, e.g. sex, religious affiliation, names of

children, etc. should not be included), professional history – educational institutions

attended after secondary education, degrees attained, honors received, professional

experiences (e.g. seminars and conferences attended), working/teaching experiences, and

titles of publications or researches conducted (if any). Use the same typeface, Times New

Roman with 12- point font size and double-spaced (see Appendix K).
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IV. Specified Format and Style

1. Margins
The text should have a straight left-hand margin but an uneven or ragged right-hand
margin throughout the thesis/dissertation. To give allowance for trimmings, bookbinding,
copying and microfilming, the specified margins should be followed:
Left margin should be 1.5 in. (binding edge)
Right and bottom margins should be 1 in.
Top margin should also be 1 in. (to give allowance for header and pagination which should
be 0.75”  from  top  of  page)
All manuscript matters should fit within the specified margins including tables, charts,
graphs and other figures.

2. Line Length and Alignment

The length of each typed line is a maximum of 6 ½ in. (16.51 cm.). Do not justify
lines; that is, do not use the word-processing feature that adjusts spacing between words to
make all lines the same length (flush with the margins). Instead, use the flush left style, and
leave the right margin uneven, or ragged. Do not divide words at the end of a line, and do
not use the hyphenation function to break words at the ends of lines. Let a line run short
rather than break a word at the end of a line (APA 6th ed.).

3. Typeface and Font size

Use only Times New Roman typeface with 12- point font size. The font style/typeface
and font size should be used consistently throughout the thesis/dissertation/special project.

4. Pagination
Each page of a thesis/dissertation should be numbered consecutively. Lower-case
Roman numerals are used for the preliminary pages (i.e. title page, approval sheet, abstract,
acknowledgement, dedication, table of contents, lists of tables, figures, and appendices) but
beginning only with the Abstract which is counted as page iii.
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The title page which is the first page of a thesis/dissertation is counted as page i
(lower-cased Roman numeral) and approval sheet which is counted page ii (also lower-
cased Roman numeral) both are unmarked but the pagination is reflected in the Table of
Contents. The body/text of a thesis/dissertation should be numbered consecutively using
Hindu- Arabic numerals.

All page numbers should be placed at the upper right hand edge of each page with the
Running Head (the abbreviated title) that is printed at the top of all pages of the study on the
same line as the page number (see Appendix L).
The first page of each chapter is not numbered but still counted and reflected in the
table of contents. Use the same typeface and font size (i.e. Times New Roman and 12-point
font size) for page numbers.

5. Running Head
This is an abbreviated title that is printed on the same line as the page number at the
top of all pages of the thesis/dissertation/special project to identify the study for the readers.
The running head should be a maximum of 50 characters, counting letters, punctuation, and
spaces between words. It should appear flush left in all uppercase letters at the top of the
title page and all subsequent pages (APA 6th ed.) on the same line as the page number (see
Appendix).

6. Line Spacing
Double – space between all texts lines throughout the thesis/dissertation. Double –
space after every line in the title, headings, footnotes, quotations, references, and figure
captions. But for clarity or visual effectiveness triple or quadruple-spacing can be used in
special circumstances such as immediately before and after a displayed equation, never use
single – spacing or one – and – a half spacing except in tables and figures.
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7. Paragraphs and Indention

Indention should be consistent throughout the thesis/dissertation/special project. Indent
the first line of each paragraph and the first line of every footnote. Use one tab default set at
5 to 7 spaces or ½ in. Type the remaining lines of the manuscript to a uniform left-hand
margin with the exceptions of the abstract, block quotations, titles and headings, table titles
and notes, and figure captions.

8. Footnotes
As prescribed by the APA Manual 6th edition footnotes are used to provide additional
content or to acknowledge copyright permission status. Content footnotes supplement or
amplify substantive information in the text; they should not include complicated, irrelevant,
or nonessential information. Because they can be distracting to readers, such footnotes
should be included only if they strengthen the discussion. A content footnote should
convey just one idea; if you find yourself creating paragraphs or displaying equations as
you are writing a footnote, then the main text or an appendix probably would be a more
suitable place to present your information.

Another alternative is to indicate in a short footnote that the material is available online
as supplement material. In most cases, an author integrates an article best by presenting
important information in the text, not in a footnote.

 Number all footnotes consecutively in the order in which they appear in the
thesis/dissertation with superscript Arabic numerals.
 Footnote numbers should be superscripted following any punctuation mark except
a dash (e.g. the significance,1).
 A footnote that appears with a dash always precedes a dash (e.g. the difference2_ )
 (The number falls inside a closing parenthesis if it applies only to matter within the
parentheses, like this.3)
 Do not place footnote numbers in text headings.
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 Subsequent references to a footnote are by parenthetical note:

the same observation results (see Footnote 3)
 Footnote should be placed on the pages they annotate and separated from the text
by a line extending two inches from the left margin.
 Indent the first line of each footnote 5 to 7 spaces and should be single spaced if
more than one line length.
 Use single space in between two or more footnotes used on the same page.
 Footnote number should correspond with the appropriate text discussion.
 Use the same margins, typeface and font size.

8.1 Copyright Permission

Copyright permission footnotes acknowledge the source of lengthy quotations, scale

and test items, and figures and tables that have been reprinted or adapted. Authors must
obtain permission to reproduce or adapt material from a copyrighted source, (refer to
Chapter 8 of the APA Manual, 6th edition, for a discussion of what authors should know
about permissions and copyright.)

A numbered footnote is generally used to provide source material for long quotations.
For tables, the source material is provided in a table note and for figures, the source is
credited at the end of the caption (see Chapter 5, section 5.16 and section 5.23 of the APA
Manual, 6th edition). Use the wording below for copyright permission footnotes.

Type of source Copyright permission footnote

Journal From  [or  The  data  in  column  1  are  from]  “Title  of  Article,”  by  
A. N. Author and C. O. Author, year, Title of Journal,
Volume, p. xx. Copyright [year] by the Name of Copyright
Holder. Reprinted [or adapted] with permission.

Book From [or The data in column 1 are from] Title of Book (p.
xxx), by A. N. Author and C. O. Author, year, Place of
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Publication: Publisher. Copyright [year] by the Name of

Copyright Holder. Reprinted [or adapted] with permission.

9. Text Citation
According to the APA format, the following conventions should be followed when
citing a reference within the text:

 In the flow of the text, cite only the surname of the author and then the (year)
closed in parentheses.
Example:
Illuminada  (2006)  found  out  that  of  the  50  participants…
 If at the end of the text, (surname, year) closed in parentheses.
Example:
Even at an early stage the difference noted a clear exception (Illuminada, 2006).
 When a work has two authors, cite both names every time the reference occurs in
text.
 When a work has three, four, or five authors, cite all authors the first time the
reference occurs; in subsequent citations, include only the surname of the first
author followed by et al. (not italicized and with a period after al) and the year if it
is the first citation of the reference within a paragraph.

Examples:
Alvastro, Farratini, Postradan, and Lastimosa (2008) initiated (for first citation
in text.)
Alvastro et al. (2008) initiated (as succeeding first citation for every paragraph
thereafter.)

Alvastro et al. initiated (exclude the year from succeeding citations after first
nonparenthetical citation within a paragraph. Include the year in succeeding citations if
first citation within a paragraph is parenthetical.)

 Put the names in a multiple-author citation in running text by the word and. In
parenthetical material, in tables and captions, and in the reference list, put the
names together by an ampersand (&):
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Examples:
as Rafopla and Zurich (2006) revealed

as has been demonstrated (Garangi & Draforsa, 2008)

Table 2 presents the basic citation styles more clarity on the in-text citations (APA 6th ed.)

Table 2. Basic Citation Styles

Secondary Sources
The use of secondary sources should be done sparingly, only if the original work is:
 out of print;
 not available through usual sources;and
 not available in English.
Give the secondary source in the reference list. In the text, name the original work and give
a citation for the secondary source (APA 6th edition).  For  example,  if  Banan’s  work  is  cited  
in  Dacanay  and  you  did  not  read  Banan’s  work,  list  the  Dacanay  reference  in  the  reference  
list.
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In the text, use the following citation:

Banan’s  report  (as  cited  in  Dacanay,  2008).

10. Printing
Thesis/dissertation/ special project should be printed in portrait fashion. Landscape
mode can be used for exceptional cases/purposes (e.g. unusual large tables/figures,
illustrations, graphs, etc). All print should be letter quality, use clear, dense and dark black
characters. Use laser jet, ink jet or other high-quality printer. Use short – size  (8  1/2”  by  
11”) white substance 20 book paper.

11. Binding
The thesis/dissertation should be bound using hard cover in navy blue color. The cover
should contain the following: 1.) thesis/dissertation title; 2.) the name of the student; 3.) the
name of the university; and 4.) date of submission (month and year), all should be written
in uppercase (except the date) and stamped in gold foil. Use Times New Roman with 14-
point font size. The four blocks of word should be balanced within the hard cover page
and applying the same margin settings, (see Appendix M).

The hard cover spine of the thesis/dissertation should contain the following:
 name of the student (only first and middle name initials and complete family
name);
 thesis/dissertation title;
 acronym of the university; and
 year of submission
They all should also be written in uppercase using Times Roman with 10 to 14
point font size (depending on the thickness of the thesis/dissertation) and stamped
in gold foil (see Appendix N).
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Appendix A
Sample Title Page

PERFORMANCE OF SECONDARY SCHOOLS UNDER DIFFERENT

ORGANIZATIONAL DIMENSIONS

A THESIS
Presented to
The Faculty of Educational Management,
Measurement and Evaluation
Philippine Normal University
Manila

In Partial Fulfillment
Of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
With Specialization in Educational Management

VALERIA V. PRESENTASYON

March 2008
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October,
Appendix2012
B
Sample Approval Sheet

CERTIFICATE OF APPROVAL

The thesis/dissertation attached hereto, titled PERFORMANCE OF SECONDARY

SCHOOLS UNDER DIFFERENT ORGANIZATIONAL DIMENSION, prepared and
submitted by VALERIA V. PRESENTASYON in partial fulfillment of the requirements for
the degree of MASTER OF ARTS IN EDUCATION/DOCTOR OF PHILOSOPHY with
specialization in Educational Management, is hereby recommended for oral examination.

JOSE M. OCAMPO JR. ALEJANDRO G. IBAÑEZ

Adviser Adviser

Approved in partial fulfillment of the requirements for the degree of Master of Arts in
Education/Doctor of Philosophy by the Oral Examination Committee.

_____________________________ _________________________
Member Member

_____________________________ _________________________
Member Chairman

Accepted in partial fulfillment of the requirements for the degree of Master of Arts in
Education/Doctor of Philosophy.

GABRIEL G. URIARTE
Head, Department of Educational Management,
Measurement and Evaluation

DANILO K. VILLENA
Dean, College of Education
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Appendix C
Sample Abstract

iii
ORGANIZATIONAL DIMENSION

Abstract

The study investigates the organizational dimensions affecting performance of secondary

schools by determining the relationships of selected internal organizational variables;

respondents consisting of 30 principals, 25 subject coordinators and 292 teachers from 30

secondary schools (14 private and 16 public) in the province of Romblon and Marinduque

used two sets of questionnaire, (one for principals, the other for teachers) and were

interviewed, focused group discussion (FGD) was also conducted; statistical technique used

were frequencies, percentages, means and standard deviations, partial correlation, t – test of

independent means, one-way analysis of variance, the Pearson Correlation and Step – wise

Regression analysis; concludes that teachers want to satisfy their intrinsic need for recognition,

challenge, achievement and commitment in the exercise of their profession; democratic

leadership tend to hold more students longer, intrinsic reward; recommends job rotation,

enrichment and enlargement as steps to intrinsic rewards for teachers; awareness of teachers

perception  of  this  type  of  leadership,  a  continuous  review  of  the  school’  reward  system  and

seminar on teaching methods.

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Appendix D
Sample Acknowledgement Page

ACKNOWLEDGMENT

In   the   researcher’s   desire   to   come   up   with   this   manuscript, many individuals were
involved whom she would like to recognize and acknowledge for without their inspiration,
talents, wisdom, assistance, and precious time she would not have succeeded in her endeavor:

XXXXXXXXXXXXXXXXXXXX, thesis adviser, whose expertise in the field of

Statistics is truly an advantage and whose friendship, generosity, kindness, and constant
encouragement had motivated the researcher to embark on this relatively challenging study;

XXXXXXXXXXXXXXXXXXXX, thesis co-adviser, whose comprehensive

knowledge in the fields of Psychology and Values Education has valuably strengthened the
foundation of this study;

XXXXXXXXXXXXXXXXXXXXX, of the Department of Psychology, Barber School

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

XXXXXXXXXXXXXXXXXXXXX, XXXXXXXXXXXXXXXXXXXXXXXX,
and XXXXXXXXXXXXXXXXXXXX, members of the Oral Examination Committee, who
gave insightful suggestions for the enhancement of this work;

The  researcher’s  deceased  parents,  XXXXXand XXXXX, and the late younger brother,
XXXXX, whose memory has always been a source of strength and inspiration;

The   researcher’s   reasons   for   existence   and   emotional   anchors,   husband   XXXX and
children, XXXXand XXXXX, whose addition to her life have become an even greater source
of inspiration to strive for a much better tomorrow;

for Mother  Mary’s intercession;

and most of all, for God’s  unceasing  blessings…

Daghang kaayong salamat!...

XXXXXXXXXXXX
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Appendix E
Sample Dedication Page

to

God, the almighty,

for the constant source of  “energy”

Nathan, Francis, and Fatima

for  being  the  “constant  forces”  and  the  “orchestra”,

both literally and figuratively,

who  drive  me  to  attain  “greater  heights”

and  “harmony”  in  life…

this thesis is  FOR  you…

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Appendix F
Sample Table of Contents

TABLE OF CONTENTS
PAGE

i
TITLE PAGE…..…………………………………………………………………..
ii
APPROVAL SHEET…..…………………………………………………………..
iii
ABSTRACT………………………………………………………………………
v
DEDICATION……………………………………………………………………
xiv
AKNOWLEDGEMENT……………………………………………………………
xvi
LIST OF TABLES………..………………………………………………………..
xvii
LIST OF FIGURES…………………………..………………………………..….
xviii
LIST OF APPENDICES…………………… ……………………………………

Chapter 1 The Problem and Its Background………………………………… 1

1.1  Introduction……………………………………………………………. 6
1.2  Conceptual  Framework………………………………………………… 8
1.3  Research  Paradigm……………………………………………………. 9
1.4 Statement of the Problem……………………………………………… 10
1.5  Significance  of  the  Study……………………………………………… 11
1.6  Scope  and  Delimitation  of  the  Study………………………………….. 12
1.7  Definition  of  Terms……………………………………………………

Chapter 2 Review of Related Literature

16
2.1 Conceptual Literature….…………………………………………………
21
2.2 Research Literature….…………………………………………………25
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Chapter 3 Methods and Procedures

3.1 Research  Design………………………………………………………… 30
3.2 Participants  of  the  Study……………….................……………………… 32
3.3 Instrument of Data Collection…. ……………………………………….. 34
3.4Data Gathering Procedure………..……………………………………… 35
3.5 Data Analysis……...…………………………………………………….. 37

Chapter 4 Presentation, Analysis and Interpretation of Data

38
4.1 Profile of the Respondents………………………………………………
38
4.1.1 Type of High  School  Attended…………………………………
39
4.1.2 Location of High School Attended…………………………….
41
4.1.3 High  School  GPA………………………………………………
42
4.1.4 PNU Admissions Test (PNUAT) Over-all and Sub-test Scores.
47
4.1.5 Academic  Variables……………………………………………
4.2 Respondents’  Performance  in  the  Licensure  Examination  for  Teachers  
50
(LET)……………………………………………………………………
4.3 Correlation of LET Performance with Admissions and Academic
53
Variables………………………………………………………………..
59
4.4 Predictors of LET  Performance…………………………………………
59
4.4.1 Regression Analysis  for  the  BEED  Sample……………………
62
4.4.2 Regression  Analysis  for  the  BSED  Sample……………………

Chapter 5 Summary, Conclusions and Recommendations

5.1 Summary………………………………………………………………..
69
5.2 Conclusions……………………………………………………………..
72
5.3 Recommendations………………………………………………………
73
REFERENCES..…………………………………………………………………… 76
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APPENDICES….…………………………………………………………………. 79
A          Appointment  of  Thesis  Committee……………………………………. 80
B Inter-correlation Matrix (BEED  Group)………………………………. 81
C Inter-correlation  Matrix  (BSE  Group)………………………………… 85
D          Regression  Output  for  the  BEED  Group………………………………. 88
E          Regression  Output  for  the  BSED  Group………………………………. 91

CURRICULUM VITAE…………………………….…………………………… 97
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Appendix G
Sample List of Tables

LIST OF TABLES

TABLE PAGE

Intercorrelations of Total Fluency, Flexibility and Originality of the

1 54
Three  Tasks  (Verbal  Form)……………………………………

Intercorrelations of Total Fluency, Flexibility, Originality and

2 55
Elaboration of the Three Tasks (Non-Verbal  Form)……………

Intercorrelations of Task Items in the Fluency Scale (Verbal

3 56
Form)……………………………………………………………..

Intercorrelations of Task Items in the Flexibility Scale (Verbal

4 58
Form)  First  Trial  Run……………………………………………...

Intercorrelations of Task Items in the Originality Scale (Verbal

5 60
Form)  First  Trial  Run……………………………………………...

Total Intercorrelations of Task Items in the Fluency, Flexibility and

6 61
Originality Scale (Verbal Form)  First  Trial  Run……………...

Intercorrelations of Task Items in the Fluency Scale (Non-Verbal

7 63
Form)  First  Trial  Run……………………………………………..

Intercorrelations of Task Items in the Flexibility Scale (Non-Verbal

8 65
Form)  First  Trial  Run……………………………………...

Intercorrelations of Task Items in the Originality Scale (Non-Verbal

9 66
Form)  First  Trial  Run……………………………………...

Intercorrelations of Task Items in the Elaboration Scale (Non-

10 68
Verbal  Form)  First  Trial  Run……………………………………...
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The National Center for Teacher Education

Appendix H
Sample List of Figures

LIST OF FIGURES

FIGURES PAGE

1 Rafting  Route……………………………………………… 6

2 Province  Map  of  Camarines  Norte………………………… 8

3 Conceptual  Paradigm……………………………………… 9

4 Playing  Route  in  Rowing  in  a  Bunch  of  Banana  Trunks…… 14

5 Push-off from the Wall  and  Gliding……………………….. 19

6 Chart  on  Water  Resources………………………………... 36

7 Chart of Water Activities Indulged in by the Respondents.. 38

8 Chart on Community  Related  Water  Activities…………... 41

Common Materials Used as Indigenous Materials Used as

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

Standing Near the Wall as a Preparatory Position in the Push-off

10 50
the Wall to get the Other  Side  of  the  Pool…………
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The National Center for Teacher Education

Appendix I
Sample List of Appendices

LIST OF APPENDICES

APPENDIX PAGE

Behavioral Indicators which may Correspond to the Possible

A 269
Components  of  Creative  Thinking………………………………...  

Evaluating the First Draft of Task Items that Measure Creative

B 272
Thinking…………………………………………………………..

C Report  of  Item  Evaluation  Form…………………………………. 276

Intercorrelations of Task Items in the Fluency scale (Verbal Form)

D 277
Second  Trial  Run………………………………………………….

Intercorrelations of Task Items in the Flexibility Scale (Verbal Form)

E 278
Second  Trial  Run…………………………………………..

Intercorrelations of Tasks Items in the Originality Scale (Verbal

F 279
Form)……………………………………………………………...

Intercorrelations of Task Items in the Total Fluency, Flexibility and

G 280
Originality Scale (Verbal  Form)  Second  Trial  Run…………...

Intercorrelations of Task Items in the Fluency Scale (Non-Verbal

H 281
Form)  Second  Trial  Run…………………………………………..

Intercorrelations of Task Items in the Flexibility Scale (Non-Verbal

I 282
Form)  Second  Trial  Run…………………………………..

Intercorrelations of Task Items in the Originality Scale (Non-Verbal

J 283
Form)  Second  Trial  Run…………………………………..
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The National Center for Teacher Education

Appendix J
Sample Reference Style and Format

References

“Annotated  SPSS  Output  Factor  Analysis.”  UCLA  Academic  Technology  Services.    

Retrieved on Aug. 8, 2008. http://www.ats.ucla.edu/stat/spss/output/factor

Allen, R. M. (1958). Personally assessment procedures. New York: Harper and

Brothers.

Banan-Benitez, E. (1983). The Development and Validation of a Scientific Attitude

Inventory for Grade Six Pupils in Metro Manila (Unpublished  master’s  thesis).
Philippine Normal College, Manila.

Barit, J. N. (1991). The Development and Validation of an Affective Behavior Scale for
Elementary School Teachers: A First Approximation (Unpublished doctoral
dissertation). Philippine Normal College, Manila.

Batulan, E. M. (2003). Development and Validation of an Instrument to Measure Teachers

Burnout ( Unpublished  master’s  thesis). Philippine Normal University, Manila.

Bee, H. (1997). The developing child (8th ed.). New York: Wesley Longman, Inc.

Child, D. (2006). The Essentials of Factor Analysis. Retrieved on Dec. 20, 2008.
http://www.books.google.com.ph/books?isn=0826480004

Coon, D. (1986). Introduction to psychology exploration and application. (4th ed.)

New York: West Publishing Company.

Costello, A. B. & Osborne, J. W. (July 2007). Best Practices in Exploratory Factor

Analysis: Four Recommendations for Getting the Most From Your Analysis.  “Practical    
Assessment, Research & Evaluation. Vol. 10, Number 7. Retrieved on January 12,
2009. http://www.pareonline.net/getvn.asp?v=10&n=7

Dacanay, A. G. (1988). The Development and Validation of a Creative Thinking Test for
Fourth Year High School Students in Metro Manila (Unpublished  master’s  thesis).
Philippine Normal College, Manila.
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The National Center for Teacher Education

Dacey, J. S. & Tavers, J. F. (2002). Human development. (5th ed.). New York:
McGraw-Hill.

Endler, N. S. & Magnusson, D. (1976). Personality and person by situation interactions. (In
N.S. endler and D. Magnusson, eds). Interactional Psychology and Personality. 1-
27.

Exploratory Factor Analysis: Theory and Application. Retrieved on Aug. 10, 2008.
http://www.odur.let.rug.nl/~neronne/teach/rema_stats_math_seminar/Factor
Analysis-kootstra04PDF

Ferguson, G.A. (1981). Statistical analysis in Psychology and Education. (5th ed.).
New York: McGraw-Hill

Gleitman, H. (1987). Basic Psychology. (2nd ed.). New York: W.W. Norton and Company.

Guilford, J. P. & Zimmerman, W. S. (1949). The Guilford-Zimmerman Temperament

Survey. California: Sheridan Supply Company.

Guilford, J. P. & Zimmerman, W. S. (1977). The Guilford-Zimmerman Temperament

Survey. Manila: Philippine Psychological Corporation.

Hayes, N. (1994). Foundations of Psychology: An introductory text. New York: Routledge.

How to Perform and Interpret Factor Analysis using SPSS. Retrieved on Aug. 10, 2008.
http://www.ncl.ac.uk/iss/statistics/docs/factoranalysis.html.

Jocano, F. L. (1992). Issues and challenges in Filipino value formation. Filipino Values.
Quezon City: Punlad Research Paper No. 1.

Kerlinger, F. N. (1986). Foundations of Behavioral Research. (3rd ed.). New York: Holt,
Rinehart and Winston, Inc.

Lorr, M. & Younise R. P. (1973). An inventory of interpersonal style. Journal of

Personality Assessment. 30: 165-173.

Lupdag, A. D. (1984). Educational Psychology. Manila: National Book Store.

Marquez, W. G. (2004). Qualifying Examination for Prospective BSE Mathematics Majors

of the Philippine Normal University (Cognitive Level).
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PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Martin, D. G. (1976). Personality: Effective and ineffective. California: Brooks/Cole

Publishing Company.

Microsoft Office Word. 2003.

Nava, L. H. (November 1994). Characteristics of effective teachers among education

students at the Philippine Normal College. Siyasik. Vol. 1, No. 1: 42-69.

Ochave, J. A. (March 1994). Research program for graduate students in education: A

prototype for other behavioral discipline. Sangguni. Vol. X, No. 1: 21-22.

Oriondo, L. & Dallo-Antonio, E.M. (1989). Evaluating educational outcomes: Tests,

Measurement and Evaluation. Quezon City: Rex Printing Company, Inc.

Pervin, L.A & John, O.P. (2001). Personality theory and practice. (8th ed.). Philippines:
John Wiley & Sons, Inc.

Principal Components Analysis and Factor Analysis. Retrieved on Aug. 3, 2008.

http://www.uic.edu/classes/epsy/epsy546/lecture4.html.

Shaver, K. G. & Tarpy, R. M. (1993). Psychology. New York:Macmillan.

Statistical Package for the Social Sciences (SPSS). Versions 11.00 &12.00 for Windows
2003.

Thomas, A. & Chess, S. (1977). Temperament and development. New York:

Brunner/Mazel, Publishers.

Walsh, W. & Betz, N. E. (1995). Tests and assessment. (3rd ed.). New Jersey: Prentice Hall.
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Appendix K
Sample Curriculum Vitae

CURRICULUM VITAE

Name XXXXXXXXXX X. XXXXXXXXXXXX

Date of Birth December 21, 1959

Place of Birth Balele, Tanauan, Batangas

Educational Attainment

Doctorate Degree Doctor of Education with Specialization in Educational Administration

Philippine Normal University, 2007

Master’s  Degree Master of Education (Human Resource Studies)

University of South Australia; 1994

Collegiate Bachelor of Science in Education

Major: Mathematics
Minor: General Science
The National Teachers College; 1978

Master of Arts in Education (Mathematics)

(Academic Requirements)
The National Teachers College; 1985

Honors, Scholarships/Study Grants and Awards Received

Recipient, University Staff Development Program (UNISTAFF)

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

Singapore, March 2005

Recipient: SEAMEO-RECSAM Scholarship in Science and

Mathematics Penang, Malaysia, April-June 1989

SEDP Masteral Fellowship Program

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

Science Laboratory Management

SEAMEO-RECSAM, Penang, Malaysia
July-September 198

Work Experiences

2004-Present Asst Schools Division Superintendent

2000- 2004 Officer – in Charge, Office of the Asst.

Superintendent, DepEd – Muntinlupa City

1996- 2000 Education Supervisor 1 for Mathematics DepEd -

Pasay City

1991-1996 Head Teacher III (Mathematics Department)

Pasay City East High School, Pasay City

1985-1991 Secondary School Teacher (Physics)

Makati High School, Makati City

1978-1985 Secondary School Teacher (Math-Science)

Mabini High School, Tanauan City
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Researchers Conducted

Mathematical Problem Solving and Problem Posing in

College Algebra Classes ( Paper Presented in the
Division 1 Meeting of the NRC), February 2004

Teacher Preparation in Science and Mathematics: A

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

The National Center for Teacher Education

Appendix L
Sample Page with Running Head and Pagination

VERBAL PROTOCOL IN READING 87

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

supposes that non-understanding of this particular portion is due to

inadequate vocabulary. Other factors considered were non-understanding of

sequence of events and complexity of sentence structure.

Questioning as a cognitive strategy is similar to the findings of

Baumann, et. al (1993). From the think-aloud protocols of their fourth grade

students, self-questioning was identified as a comprehension-monitoring

strategy. Observations of Barr, et. al. (1990) reveal that good readers self-

question  to  establish  what  they  don’t  know  and  what  they  want  to  know  and  

need to know. For many things read, their knowledge is limited. Asking

good questions helps them make hypotheses, draw analogies from

experience, and set some purposes and guidelines for reading. In the study

conducted by Block (1986), think-aloud protocols show that second language

readers question information in the text. They question the significance or

veracity of content. This is classified as a general strategy. Classifications of

local strategies include:

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Appendix M
Sample Hard Cover

PERFORMANCE OF SECONDARY SCHOOLS UNDER DIFFERENT

ORGANIZATIONAL DIMENSIONS

VALERIA V. PRESENTASYON

COLLEGE OF EDUCATION
PHILIPPINE NORMAL UNIVERSITY
TAFT AVENUE, MANILA

March 2008
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The National Center for Teacher Education

Appendix N
Sample Hard Cover on Spine

HULAR

L. G.
CONCERNS OF A PRIVATE SECTARIAN SCHOOL: BASIS FOR A

SWOT ANALYSIS OF THE ACADEMIC AND NON-ACADEMIC

FIVE-YEAR STRATEGIC PLAN

PNU
2011