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Thesis Format Guide
PART III
PREPARING THE FINAL THESIS REPORT
Preliminary Parts
A dissertation is introduced by preliminary
materials which may include the following:
Title Page
1. The title page includes the following information:
The name of the school and its address;
The exact title of the paper;
The degree for which the paper is
presented;
The full name of the group researchers;
and
The month and the year the research
paper is defended.
1
TITLE PAGE
APPROVAL SHEET
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
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(Please refer to Appendix A).
2. The name and address of the school should be typed
in title case letters, centered on the page and typed
on the 1st single-space line of the paper.
3. The title page of the paper should be typed in upper
case letters, centered on the page and typed on the
8th single spaces line from top of the paper. The
recommended length for a title is 10 to 12 words.
4. The group researchers name should be typed in
uppercase and lowercase letters centered on the
page.
5. The submission statement should follow theadopted form shown in Appendix A. The last line
of the title page should be one inch from the bottom
of the paper.
6. The title page has no page number although it is
considered the first page of the preliminaries.
7. The title should be as specific and concise as
possible. It should suggest clearly the purpose of
the study. Such phrases as A Study of, An
Investigation of, or An Analysis of are
superfluous. The title should focus on the topic
investigated and the main variable(s) studied.
8. The title should not be stated so broadly that it
seems to provide an answer that cannot be
generalized either from the data gathered of from
the methodology employed. An example of a
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broadly stated title is Effects of Methods on
Student Achievement. This is too broad because itis not likely that the investigator undertook a
general investigation of motivation as well as
different aspects of learning achievement. A
specific title suggesting what was covered in the
study might be something like this: Cooperative
Learning Compared Traditional Approach: Effects
on High School Mathematics Achievement Scores.
Approval Sheet
The approval sheet immediately follows the title
page. It generally contains a statement of acceptance of the
research report.
1. The approval sheet should contain the signatures of
the following: the research adviser, members of the
panel, and dean of the college.
2. The phrase Approval Sheet is centered and bold
in capital letters on the 8th single-space line from the
top of the paper.
3. The statement of acceptance is typed in the usual
indented form.
4. The page number appears at least 1 inch (2.54 cm.)
from the right hand edge of the page, in the space
between the top edge of the paper and what shouldbe the first line of the text.
(For sample approval sheet please see Appendix B.)
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Acknowledgment Sheet
The acknowledgment sheet contains the writers
expression of appreciation for the assistance and
encouragement given him / her in the course of his/ her
research. As much as possible, the acknowledgement
should not exceed two pages, double-spaced.
1. The acknowledgement sheet follows the approval
sheet.
2. The word Acknowledgment is typed in capital
letters, centered and bold on the 8 th single spaced
from the top of the paper.
3. The acknowledgment should be simple and sincere.The writer should avoid overdoing the expression
of his gratitude. Only those who gave assistance
without payment should be mentioned in the
acknowledgement.
4. Typist and others who have been paid for their
services should not be included in theacknowledgement.
5. The initials of the authors, in capital letters and with
no spaces between, should be placed two double
spaces below the last line of the acknowledgement
and one inch from the right-hand margin.
Abstracts
The abstract is a brief summary of the research.
Generally, it gives a concise summary of the problem, the
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research methodology used, the findings and conclusions.
The abstract allows readers to survey the contents of theresearch report quickly.
1. The abstract includes:
a brief description of the background and
purpose of the study;
a statement of the theoretical and conceptualframework and hypothesis (es);
a specification of the subjects or samples
(ethnic group, age, sex, number), the
research design, the instrument, and the
data-gathering procedure; and
the main results and conclusion.
2. The abstract must be completed in one-paragraph
form, single-spaced, and in 120 words or less. The
following writing guidelines should be used for
abstracts:
Do not repeat the title of the thesis in first
few lines of the abstract to statements of
what was done and the results found.
State whatever has to be said in as few
words as possible; dont be redundant.
A well-constructed and informative abstract
is a very important part of your document.
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It should pass the test of being a Free-
standing summary of the study.
(For sample of abstract see Appendix C.)
Table of Contents
1. The table of contents lists the preliminary parts, the
chapter title along with the subdivisions of the
body of the report, and the supplementary materials
in the appendix.
2. The term Table of Contents should appear in
capital letters, centered and bold on the 8th single-
spaced line from the top of the paper.
3. The preliminary parts are listed first, after these,
the word Chapter is typed flush on the left-hand
margin; the word Page, flush with the right-hand
margin. Each of these terms has only the first letter
capitalized.
4. The chapter number, in Arabic numeral, should betyped first followed by the chapter title.
5. The first chapter should be listed in a double space
below the word Chapter. The wording,
capitalization and punctuation of titles and
headings should be exactly the same as they are in
the text.
6. Leaders (Dots) should be used from the end of
the title to two spaces before the space immediately
below the letter P in the word Page. The spaced
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periods or dots used as leaders from the different
titles should be aligned. No period should appearin the space immediately following the last word of
a title.
7. The page number should be aligned below the
letter e of the word page.
8. A chapter in the table of contents should not extend
beyond the right-hand margin of the leaders. If it is
more than one line in length, typed single space
and the carry-over should begin immediately below
the first letter of the title.
9. Heading of subdivisions within chapters should
appear in the table of contents beginning one
double-space below the first letter of the chaptertitle.
(For sample Table of Contents please see Appendix D.)
List of Tables
Tables should be listed separately from the chapter
and section headings.
The words List of Tables should appear in capital
and bold letters (on the first page of the list) on the
8th single space from the top of the paper.
Two spaces below the page heading, typed the word
Table flush on the left-hand margin followed by
colon (:) and the word Page is typed flush on the
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right-hand margin. Each of these terms has only the
first letter capitalized.
The table titles in the list of tables should have only
the first letter of principal words capitalized.
Table titles should be typed double-spaced. The
carry-over in the case of titles longer than one
typewritten line should begin immediately belowthe first letter of the title.
Tables appearing in the appendix should be
included in the list of tables.
Leaders (Dots) are used in the same way as in the
Table of Contents.
(For sample List of Tables please see Appendix E.)
List of Figures
1. Titles of pictures, graphs, charts and other
illustrative materials are all included in the List of
Figures.
2. The word List of Figures should be typed in
capital and bold letters centered on the 8 th single
space from the top of the paper.
3. On the first page and on succeeding pages of thelist of figures, the heading and page numbers
appear in the same manner as in the List of
Tables.
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4. The number of each figure should appear after theword Figure.
5. Figures appearing in the appendix should be
included in the List of Figures.
(For sample List of Figures please see Appendix H).
Organization of the Main Report
The thesis report contains five main chapters. These
are:
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Chapter I THE PROBLEM AND ITS
BACKGROUND
Chapter II REVIEW OF RELATED
LITERATURE
Chapter III METHODOLOGY
Chapter IV PRESENTATION, ANALYSIS
AND INTERPRETATION OF
DATA
Chapter V SUMMARY, CONCLUSIONS,AND RECOMMENDATIONS
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APPENDIX A
San Juan de Dios Educational Foundation, Inc.
2772-2774 Roxas Boulevard, Pasay City
ENGLISH LANGUAGE PROFICIENCY OF FRESHMEN AND
SOPHOMORE IN NURSING, MEDICAL TECHNOLOGY AND
PHYSICAL THERAPY DEPARTMENTS IN SAN JUAN DE DIOS
EDUCATIONAL FOUNDATION, INC. SY 2006-2007
A Thesis Presented to the Faculty of the
College of Nursing
In Partial Fulfillment of the Course Requirement for the
Degree of Bachelor of Science in Nursing
By:
Achacoso, Justin Carlo S.
Cuneta, Reina A.
Dela Cruz, Mary Chloe S.
Detorio, Shiela Mae A.
Ilano, Maria Catherine S.Magday, Jamssen A.
Recana, Christine Erikson
Robles, Pearly Anne N.
Turingan, Juan Paolo Q.
10
(7 single spaces from top of page)
(3 single spaces)
(3 single spaces)
(3 single spaces)
(1 single space)
(First line from top of page)
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October 15, 2006
APPENDIX B
APPROVAL SHEET
This hereto entitled
Comparative Study on the Effectivity of
Selective Family Leguminocaeae
for Alternative Anti-Sera A
By:
Arcabal, Felmark I.
Garcia, Charisse Kaye A.
Miranda, Hazel Marie V.
Tan, Christine H.Velasquez, Cecille M.
In partial fulfillment of the requirements for the degree of Bachelor of Science
in Medical Technology has been examined and is recommended for acceptance
and approval for ORAL EXAMINATION.
PENELOPE DAGMAN, RMT
Adviser
Approved by the Oral Examination Committee on October 23, 2006.
RAQUEL L. PASIGPASIGAN, Ed.D.
Chair
ROSANA TALA, RMT ALLAN AURELIO, RMT
Member Member
Accepted in partial fulfillment for the Degree of Bachelor of Science in
Medical Technology
11
(last line from bottom
of page)
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October 23, 2006 MA. TERESA S. MARCELO, RMT
Dean, Medical Technology
APPENDIX C
ABSTRACT
Title: Bachelor of Science in Nursing Program Offered In Selected
Public and Private Colleges
Proponents: Nery, Joanna Marie
Ragub, Jamilah
Sabandal, Girlie Mae
Sales, Veronica
Soriano, Suzanne
Suarez, Ma. Angeline Joanne
Tadao, Maria Thereza
Aurelian, Mark Anthony
Duremdes, Jonas
Background: There is nursing shortage in the United States because of
the steep population growth resulting in an increasing need for health
care services, a diminishing pipeline of new students in nursing, and
aging nursing work force and the lack of interest among youths to take
up nursing because of the difficult and risky working conditions. In the
Philippines, nursing education extensively exist in order to meet the
demands of the global market. Public and private schools offeringnursing education continue to proliferate in the country and many high
school graduates take up the program since definite employment awaits
the new professionals.
Purpose: The study sought to compare four selected Colleges of
Nursing along eight dimensions namely curriculum, tuition fee, nursing
skills laboratory, faculty, classrooms, Instructional Standards, Library
and Physical Plant.
Setting: The study was conducted in Colleges of Nursing situated in
Metro Manila. Two public and two private colleges were involved.
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Subjects: There were 100 respondents in the study. Twenty-five third
year regular nursing students from each school were requested to rate
the colleges along the different dimensions.
Research Design: The study used the descriptive-comparative method
of research.
Data Collection and Analysis: The respondents used random
sampling to select the respondents. The main instrument used to gather
data was the survey questionnaire. There were 5 t0 10 statements
describing each of the dimension. The respondents were asked toindicate the extent to which the condition or provision exists in the
institution where 4 means to a great extent and 1 means not at all. The
mean was used to describe the institution along the different
dimensions. To analyze differences between two public and two
private Colleges of Nursing, t-test was employed. Analysis of variance
was used to test whether or not more than two groups are significantly
different from each other.
Findings: Results revealed that there was no significant difference inthe tuition fee and instructional standards of the two public Colleges of
Nursing. Results further revealed that there were significant difference
between the two public Colleges of Nursing in terms of curriculum,
library and physical plant. Public school 2 was better than school 1.
Results further revealed that there was significant difference in all the
dimensions of the two private Colleges of Nursing. Private school 1
was better than private school 2. Results further revealed that there is a
significant difference in the different dimensions of the public and
private Colleges of Nursing.
Recommendations: (1) Modernization of the library; (2) There should
be periodic examination of the curriculum, facilities, equipment and the
Related Learning Experience; (3) Provision of a central fire signal
system, fire fighting equipment and fire exits; (4) Feedback
mechanism should be instituted to continually raise the satisfaction of
the students, faculty and personnel.
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APPENDIX D
TABLE OF CONTENTS
Page
List of Tables .. i
List of Figures .. ii
List of Appendices .. iii
CHAPTER I: INTRODUCTION OF THE STUDY
Introduction .. 1
Theoretical Framework .. 4
Conceptual Framework .... 5
Statement of the Problem .. 7
Hypotheses .. 7
Scope and Delimitations .. 8
Significance of the Study .. 9
Definition of Terms .. 10
CHAPTER II REVIEW OF RELATED LITERATURE
AND STUDIES
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Foreign Literature 11
Foreign Literature 35
Local Studies 44
Local Studies 62
Synthesis and Relevance to the Study 73
CHAPTER III METHODOLOGY
Research Design . 79
The Population and the Sample of the Study. 79
Description of the Respondents. 81
Instrumentation . 81
Data Gathering Procedure . 81
Statistical Treatment of Data.... 82
CHAPTER IV PRESENTATION, ANALYSIS AND
INTERPRETATION OF THE DATA.. 83
CHAPTER V SUMMARY, CONCLUSIONS
AND RECOMMENDATIONS
Summary .. 96
Conclusions ... 98
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Recommendations.. 101
BIBLIOGRAPHY.. 104
APPENDICES .. 107
CURRICULUM VITAE .. 110
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APPENDIX E
LIST OF TABLES
Table: Page
1 Students Profile According to Mean Age.23
2 Students Profile According to Mean Age.24
3 Students Profile According to HSG .. 25
4 Students Profile According to Residence.26
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APPENDIX F
SAMPLE TABLE WITH ONE PAGE
Table 1: T- test value of the scores obtained by different
departments
Department x t - value Classification
General Education
Physical Therapy
85.28
78.57 0.254
No significant
difference
General EducationNursing
85.2878.33 0.209
No significantdifference
General Education
Medical Technology
85.28
85 0.937
No significant
difference
General Education
Non-Teaching
85.28
83.095 0.567
No significant
difference
Physical Therapy
Medical Technology
78.57
85 0.200
No significant
difference
Physical TherapyNursing 78.5778.33 0.969 No significantdifference
Physical Therapy
Non-Teaching
78.57
83.095 0.390
No significant
difference
Medical Technology
Nursing
85
78.33 0.141
No significant
difference
Medical Technology
Non-Teaching
85
83.095 0.418
No significant
difference
Nursing
Non-Teaching
78.33
83.095 0.328
No significant
difference
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APPENDIX G
SAMPLE TABLE WITH MORE THAN ONE PAGE
Table 2: thinking skills activities employed by teachers
during the second semester of SY 2006-2007MEAN INTERPRETATION
A. Brainstorming
Members generated
ideas related to a keyword
and record them.
3.67 Often
B. Clustering
Students apply mentalorganizers by clustering
information into chunksfor easier manipulation
and remembering
3.35 Sometimes
C. Inferring
Students assume theroles of different people
and infer their motives,
personalities and thoughts.
3.35 Sometimes
D. Memory strategies
The student use
acronyms and memories
3.39 Sometimes
E. Outlining
Students complete anoutline that contains some
of the main ideas.
3.80 Often
F. Paraphrasing
Students restate a 3.64 Often
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short selection of what washeard or read.
G. Reciprocal teaching
Students take turns at
summarizing, questioning,
clarifying and predicting
3.75 Often
Table 2 (cont.)MEAN INTERPRETATION
H. Review
Students are activelyinvolved in planning and
implementing the review
3.77 Often
I. Comparing
Students examine twoor more situations, objects,
ideas, or events and seek
out relationships,
similarities and differences
3.93 Often
J. Analyzing
Students examine the
problem to be solved,
identifying its elements and
finding relationships
4.11 Often
K. Interpreting
Students use their
perceptions in examiningtheir assumptions when
making a judgment orreaching a conclusion
4.04 Often
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APPENDIX H
LIST OF FIGURES
Figure: Page
1 The Most Preferred Subject . 54
2 The Type of Teachers Student Want . 55
3 What Students Think About . 55
4 The Most Serious Problem . 56
5 What Students Want to Improve . 57
6 How Students Have the Most Fun . 57
7 What Students Would Do if They . 58
8 Students Want Their Brother/Sister . 59
9 What Students Would Do for Their.. . 60
10 Students Want Their Friend to Do. 61
11 What Students Would Like Most. 62
12 What Students Find Easiest To Do. 63
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55% 55
46%
55%
50%
38%
50%
60%
13 What Students Want To Do Most. 64
14 Students Prefer to Marry . 65
15 What Students Would Most Want to Be. 66
APPENDIX I
SAMPLE OF BAR GRAPH
Figure 1. Percentage of Students Encountering
Difficulties in Time Management
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9%
77%
1%
1%
9%
3%
Medical Exam
Medical
ConsultationDental Exam
Dental
ConsultationBP Check-up
Treatment
APPENDIX J
SAMPLE OF PIE GRAPH
Figure 2. Summary of Health Services Rendered to
Personnel
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APPENDIX J
SAMPLE OF LINE GRAPH
1 1
8
1 1
01
00
1
-1
01
2
3
4
5
6
7
8
9
10%
discount
30%
discount
50%
discount
75%
discount
100%
discount
Nursing MLS
Figure 3. Scholarship Grant
According to Employees Benefit
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