THESIS WRITING

Dean Rodel A. Taton, Ll.M., DCL

RESEARCH PROPOSAL
I. TITLE

The title must be concise, accurate, stimulating, attractive in some sense,

provocative, and in exact term it is like an adequate index, the subject- matter of
the study (main topic), the specific issue (research problem), and the mode of
inquiry (methodology) desired depending on the nature of the problem.

It is not too detailed yet, is succinctly appropriate to the nature of the

problem and the method to be used.
The title must just be the right information on the right problem and
its corresponding conclusion.
It must be stimulating and attractive in a sense that it must encourage
the reader to read and research. It must excite or incite curiosity on the
subject matter.
It must precisely express the problem and its solution, if any. It must
be direct to the point.

This is often formulated first even before the start of the research
study; it may be open to further revisions as the writing progresses.

The title has a close affinity with how the problem statement is
formulated.

Mechanics:
Printed on the center; front size, at least 14/14.5
If more than one line, must be in a decreasing (inverted pyramid)downward
format, single space.
All key terms in the title should be included in the definition of terms,

II. BACKGROUND OF THE STUDY

This shows how the proposed problem statement (thesis) has arisen from
the context. The context may take the following forms:

a. Exigencies of the times: The problem may be introduced by way of

presenting its urgency as a natural outcome of a present event or
phenomenon.

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 b. “Felt need”: Arising from a personal experience of an existence of
unsatisfactory condition thus, an awareness of an emerging problem.

c. Knowledge gap in literature of the subject field

(Textbooks/Journals/Research Studies): An indicator of knowledge gap
existing in a particular field of study by way of presenting conflicting
viewpoints; and, therefore, the need to present another to end the
conflict ; or to present a survey of related studies in order to point to a
paucity in studies; and, therefore, one’s contribution in order to solve the
matter. The background review then becomes the broad canvas where
to specify a particular research problem onwards to the formulation of a
statement of the problem or problem statement.

d. Historical Background of the Study: How the choice of a certain study

locale has involved historically.

e. Implication of a principle, rule or guideline: The choice has emerged from

a lack of implementing a principle.

f. Inspiration from an on-going research done by a university/institute

through its research center(s):The author explains the background for
the choice as coming from an ongoing research in a particular research
center of a university.He goes to explain the scope of the research and
how an aspect of such an ongoing research fortunately not included.
The fortunate exclusion prompted him to pick it up as a separate thesis;
and, thus, the justification of the choice.

g. Commissioned or sponsored research: The general topic is identified by

the commissioning body/organization, and the researcher develops this
into a workable research project;
h. Condition of the study locale: The choice of a thesis topic ignites the
candidate’s desire to know and appreciate more the study locale, a law’s
implementation or implications.

i. A desire to have a deeper and clearer understanding of the

circumstances/phenomenon: The choice of a research topic comes from
a strong desire of testing a given principle in a certain context.

Mechanics:

Ideally, 4-5 pages only.

Devote one or two sentences that will act as the bridge between what has
just preceded as the “Background of the Study” and what will be the next section
called “The Statement of the Problem.”

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 III. STATEMENT OF THE PROBLEM

A carefully formulated research issue as it appears in the thesis/dissertation

arising from a research problem of a research topic in a subject area.

Mechanics:

Verbalize/articulate either through a declarative or interrogative statement.

As the title of the thesis shows, the statement (not statements) of the
problem must only be one.

Analyze and break down into sub-problems: The main problem, the central
focus or the life-blood of the study is resolved by way of answering first a series of
sub-problems customarily stated in the interrogative form; hence also called
specific questions. It is noteworthy to state that such questions should not be
answerable by yes or no.

The sub-problems are arranged in such a way as each addresses the main
focus/orientation/objective of each chapter starting with Chapter IV. In other words,
sub-problem 1 is a question formulated as it is addressed to the main
focus/objective/orientation of Chapter IV. Sub-problem 2 is a question addressed
to Chapter V, and so forth. Hence, a given sub- problem is considered a separate
unit researchable area. Ultimately the solutions to all sub-problems, taken
collectively, contribute to the total production of the thesis output; thus, leading
eventually to the final resolution of the problem statement. Some sub-problems
may further be subdivided into more specific questions as the case may be.

Must be two to three paragraphs only.

Many thesis tends to refer to a “problem” to be solved but other disciplines

refer to this as a “question” to be answered.

May be reviewed later for a better reformulation defending on the final

outcome of the thesis writing.

The number of sub-problems defends on the number of Chapters of the

thesis.

IV. SIGNIFICANCE OF THE STUDY

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 This answers this basic question:
Significant/Important/Responsive/Relevant to Whom/Which?Why?How? As far as
its content and/or its methodology are concerned?

First, the significance is the contribution of the proposed research study to

existing fund of knowledge in a particular discipline and to existing and /or future
researches in such a discipline. This calls to mind the institutional purpose of
writing a thesis especially a dissertation, i.e., to ensure that the proponent has
made a significant contribution to the field.

In other words, a professionally significant study can contribute in one or

more of these way “test a theory, contribute to the development of theory, extend
existing knowledge, change prevailing beliefs, suggest relationships between
concepts or phenomena, extend a research methodology or instrumentation, or
provide greater depth of knowledge about a previous studied concepts or
phenomenon”. It is in this primal significance to the advancement of the knowledge
frontiers of a certain discipline that the proponent manifest the worth of his
research project as either a thesis or a dissertation.

V. OBJECTIVE OF THE STUDY

Aim/orientation/end of the research project

Basic question to ask: Why go into such an investigation?

Some research agenda treat this section as synonymous with the problem
statement. Despite such cases, it is best to treat the two differently giving each a
separate section here because some problem statements do not explicitly state
the purpose of the investigation.

Mechanics:

Divide the objective into over-all (primary) and specific (secondary). Primary
refers to the overall objective, to the objective of each chapter beginning with
CHAPTER IV.

Include an objective relative to the findings of the whole research project(i.e.

what to do with the findings after completion of the research study)

Express each objective with simply an infinitive verb: TO---

VI. SCOPE AND LIMITATION OF THE STUDY

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 Scope is constructed here as synonymous to delimitation. In simple words,it
refers to the coverage of the study in terms of subject-matter; concepts, specific
aspect of an issue, treatment, weaknesses in methodology, language , time-frame;
and study locale and the period of the study, if needed.

Limitation identifies the weaknesses of your study that are beyond the
control of the author. The limitation of the study, in other words, “establishes the
level of certainty and margin of error that can be imputed to your work in qualitative
terms. Now, if the research study is heavy on textual analysis and the like, the
areas of limitation may be the following factors:
1.Volume of text to be gathered
2. Use of translation (due to the author’s inaccessibility to the original non-
English languages)
3. Vital secondary texts (i.e., commentaries on primary sources)
4. Availability of original texts.

VII. DEFINITION OF TERMS

Referred to by other sciences as Theoretical Framework.

Ordinarily terms to be defined are so included when one or more of these

condition pertain.
1. The term is relatively new in your profession and has not gained
general currency.
2. The term is often used ambiguously in the profession, and you wish
to give it some preciseness.
3. The term is a general one, and you wish to use it in a rather special
way.
It is this last sense that is underscored when what is insisted is an
operation/working/contextual definition ,i.e., how the author wishes to have the
term(s) understood within the thesis context.

Terms may also be defined according to authorities on the subject of

investigation. Dictionary definitions taken from dictionaries/encyclopedia/
compedia of specialized disciplines(i.e.Leal Dictionary) may be used; otherwise.
Ordinary dictionary definitions are discouraged.

Care must be attended to on whether what is being defined is presented as

condensed (summarized), paraphrased, or literally cited. When necessary (e.g.,
as in a direct quotation), the corresponding punctuation marks and footnote
acknowledgement must be indicated. Definition taken from published materials are
called “conceptual/theoretical” definition.

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 In defining a term, identify the broad class (genus) to which the term belongs,
using the same parts of speech as the term itself; then specify the particular ways
(species) in which that term differs from other in the same class.

In considering this matter of definition, distinguish between system languages

( the special terms and meaning used in a given scholarly discipline) and common
languages ( the words and meanings used in every discourse). This distinction
means that you should not invent new words when the existing system language
is adequate. Also, keep in mind that words that have a special system meaning
should not be used to denote their common language meaning. For example, the
word significant should not be used to mean “important” in a dissertation that will
also use the term in its system sense of “having statistical significance” for the
natural sciences.

Acronyms should always be spelled out, if it is not commonly known or

contextualized.

Mechanics:

- Alphabetize the terms to be defined.

- Apply the following standardized format: Term to be defined: definition; so
there is no need to express the definition through a complete sentence.
- Include all key terms in the title and problem statement as well.
- Use the following style options: for the term to be defined either lowercase,
headlines style, italics and bold, or capitalized and bold, or simply normal. Be
consistent in your choice.

Non- English terms (s) must be followed by its English equivalent within
parentheses and quotation marks.

CHAPTER II

REVIEW OF RELATED LITEARATURE

Literature: A collation of all the reading materials mainly divided into

authoritative writings, such as books and articles, and studies, such as thesis,
dissertation, proceedings and the like – both having, one way or the other, a close
affinity with and substantial bearing on the proposed problem statement and/or the
over-all methodology.

Related: Not a collation of reading materials summarized per se but discussed

as each entry bears significantly on (is related to) the proposed problems
statement in terms of similarities, differences, complementariness, and usefulness

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to any Chapter(s) of the research study relative to content and/ or methodology.
Hence, there may be a case where the review reveals a replication of a previous
study in the sense that the findings of a previous study is tested for its efficacy in
another study locale. The review may also be a case of affirming or negating the
findings of a previous research project leading one to conclude the present study
with new generalizations or principles. These, in turn, contribute to the expansion
of the present knowledge a certain discipline has, thus, realizing the institutional
purpose of thesis writing.

Review: An in depth or critical reading or evaluation relative to the problem

statement of the thesis. The problem dimension refers to the measure of
relatedness which the review should consider accordingly. Ardales (2001:47-48)
summarizes the rationale for this section in this fashion, i.e., to: (1) know the extent
of human inquiry in terms of progress regarding the subject under study; (2) avoid
duplication but not replication; (3) know the other aspects of the same problems
not yet explored in depth; (4) be helpful in expanding the extent of the proposed
study in terms of developing its various parts such as defining the problem and
terms to be used, research design, methodology and data techniques, for example;
(5) be aware of the weaknesses of the previous studies so as to avoid them; (6)
seek guidance on how to proceed with the present proposed study; (7) determine
what concepts are related with each other, their kind of relationship, and the kind
of analysis needed; (8) provide findings and conclusion substantially related to the
proposed study; (9) be motivated by previous studies towards ensuring a steady
progress towards the objective of his proposed research; and (10) prove familiarity
with what has already been investigated and what is still untested.

Caution: It is difficult to validate e-source. To evaluate their validity worth,

determine first whether CD-ROM or on-line. The former, like printed book, has
credited writers and publishers, and change only when updated; while the latter
tends to give us difficulty in evaluating simply because their publisher sometimes
is anonymous, gets to be updated without notification, and sometimes disappears
without warning. Once determined, check the following factors in the Web
document’s head, body and footer; author or contact person ( in the footer usually);
link to local homepage (either in the header or footer); date of creation or revision
(also in the footer); intended audience (reflected in the body). Add to these, two
more factors of reference to other well-established and respectable sources.

Follows the annotated bibliography format, (sometimes referred to as the

chronological approach, i.e., a citation of the chosen authoritative writings and
studies not only in terms of titles, names of authors, theirs works and studies, but,
more so, in terms of making critical comments on the new discoveries and the
assessment of the values of each entry in the light of the proposed problem and
methodology to be employed.

The chosen entries are arranged according to the year of publication/issue from
the recent/latest to the least.

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 Some research proposal present this section by way of the type of literature
approach in which literature are classified in two: conceptual and research with the
former discussed .

May need constant revision as thesis writing progresses.

Mechanics:

Divided accordingly into:

- Literature
Books (print or e-source)
Articles (print or e-source whether a part of an anthology or from a
journal)

- Studies
Thesis published or unpublished (excluded if dissertation
Dissertation (excluded if unpublished for a dissertation)
Scientific papers (originally presented orally but finally published.)

 Alphabetize each surveyed entry, bibliography format, indented equally on

either side following the measurement of the graph indention to the left, and
boldface.
 Include books,i.e., primary (strictly) and secondary sources which will not
be used in subsequent textual analysis of the main topic; otherwise, they
should not be included in this review. Periodicals should include journals
(strictly). This kind of periodicals is intended for a very limited audience,i.e.,
the academic or professional audience. In most cases journals follow a
continuous pagination from one volume to the next, i.e., the next volume
continues its pagination where the preceding volume stopped.
 Exclude reading materials for general references; newspapers, magazines
(unless of essential bearing to the proposed problem); and church
document published by ecclesiastical authorities like the Vatican(i.e.,
Libreria Editrice Vaticana), FABC, CBCP, papal or appropriate episopal
conferences; bible version (unless substantially connected with the
proposed main problem).
 For dissertation, it is improper to include unpublished theses/dissertations.
However, the candidates is free to use them for cross-referencing purposes
in the footnotes.
 Include non-English sources especially for dissertation.

At least 15 Pages.

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CHAPTER III

METHODOLOGY

 Refers to the procedure of gathering and analyzing data, i.e.,

concepts/themes/thesis documents.
 In educational research, for example, the term “methodology” is, in general,
synonymous with the term research design. A research design is a special
plan for studying the research problem.
 In any research design, the following features are common: research
perspective, research classifications/types, context of study, participants;
research methods/instrument/techniques, and data analysis. The research
classifications/types are further subdivided into seven (7) types according
to their distinctive features as frame of reference. One of these
classifications is according to analysis and according to analysis we have
the analytic approach and synthetic/wholistic approach.

Generally methodology maybe classified based on the following:

1. Research Perspective (a general view and use of research approaches and

methods: qualitative, quantitative or both.
a. Qualitative design investigate behavior as it occurs naturally in non-
contrived situation, and its data are presented in verbal description; or emphasizes
a phenomenological view in which reality inheres in the perception of the
individuals; studies meaning and understanding and takes place in naturally
occurring situations. It has for its vocabulary such expressions as “naturalistic,” ,
“field study”, “case study’’, “context”, “situational’’, “constructivism”, “meaning”,
“interpretation”, “multiple realities,” and the like. The use of quantity or statistics is
practically nil especially in anthropological studies where description is usually
used. Descriptive data are gathered rather than quantitative data.

b. Quantitative design provide statistical descriptions, relationships and

explanations about numerical data to derive from a positivist epistemology holding
that there is an objective reality numerically quantifiable whose studies are
experiential in nature, emphasizing measurement in search for relationship. It is
clothed with expression such as “variable,” ”controls validity,” “reliability,”
“cogency,” “hypothesis,” “statistically significant,” and the like by utilizing inferential
statistics to determine the results of the study. Inferential statistics such as
correlation, chi-square, analysis of variance, and the like are used to test
specifically the null hypothesis. This type of research usually includes comparative
studies, cause-and-effect relationships, correlative studies, and the like.

2. Research Classification/Types (general research approaches):

- The types and classification of research depends on what distinctive
feature is chosen as a point of reference. If it is according to the area or field of

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activity, then there is sociological research, social research, psychological
research, anthropology research, physical research, mathematical research,
health related research, and so on.
- Any type of research relative to the area or field of activity may adopt any of
these kinds of research according to the following features. Some of these
classification are as follows: according to purpose; goal; the levels of investigation;
types of analysis; scope; choice of answers to problems; and time element.

a. According to purpose:
1). Predictive (prognostic): determines the future operation of the variable
under investigation with the aim of controlling or redirecting such for the better..
2). Directive: determines what should be done based on the findings. This is to
remedy an unsatisfactory condition, if there is any.
3). Illuminative: is concerned with the interaction of the components of the
variables being investigated, for example, “interaction of the components of
educational system and aims to show the connection among, for example,
student characteristics, organization patterns and policies, and educational
consequences.”

b. According to goal.
1) Basic (pure): done for the development of theories or principles
2) Applied: tests suitability of the result of pure research.

c). According to the levels of investigation

1) Exploratory: studies the variables pertinent to a specific situation
2) Descriptive: studies the relationships of the variables
3) Experimental: studies of effect of the variables on each other using
primarily the research method (tools) of tests and measurements.

d). According to type of analysis

1) Analytic: attempts to identify and isolate the components of the research
situation. In legal research, commonly, the approaches use content analysis
which is an interpretation based on accepted criteria, the message conveyed
by existing documents or text.
2).Synthetic/ Wholistic: begins with total situation, focusing attention on the
system first and then on the interrelatedness of its thought-components.

e). According to scope

- Action research: done on a very limited scope to solve a particular problem
which is not so comprehensive; descriptive in style. It is almost problem-
solving.

f) According to choice of answers to problems

1) Evaluative: specifies and identifies all possible courses of action and the
researcher tries to find the most advantageous.

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2) Developmental: fins or develops a more suitable instrument or process than
what has been available.

g. According to time element

1) Historical: describes what was, i.e., past event were studied and related to
their cause and effort on present and future events; data/ information are
existing document.
2) Descriptive: describes what is i,e., events are recorded, described, and
interpreted:
a) Common
(1) Descriptive Normative Survey: involves the classification and
enumeration of collated, empirical data from opinions and / or perceptions of
sampling population in view of some well-established norms.
(2) Case Study: studies intensively a single case or a limited number of
typical, interconnected cases and thus, contribute to the occurrence of certain
events; often uses quantitative measures but tend more to take a qualitative
perspective, concerned with exploring, describing, and explaining a
phenomenon; a convergence of historical, documentary, descriptive,
experimental methods.
(3) Correlational Study: designed to analyze the relationships between two
ir more variables, ordinarily through the use of correlation coefficients; may
show a direct relationship between two factors but cannot prove causation.
(4) Descriptive Evaluative Study: describes a particular situation by way of
reporting frequencies, averages and percentages after which an evaluative
judgment in matters of worth or merit is done. Evaluative may either be
formative or summative:
Formative: made a while a new program or products is being developed;
summative: when it has been completed.
(5) Casual-Comparative Study: contrasts similarities and differences among
phenomena to determine what factors bear causally on one another;
sometimes these studies are called ex post facto research since the cause are
usually studied after they have had an effect upon another variable.
(6) Action Research: usually carried out by a researcher who deeply
involved in the processes of identifying the problem, the procedures to be
utilized to solve the problem and to document and evaluate the actions taken
and finally solving the problem.

b) Special
- designed to suit the needs of a particular discipline. To mention some:
(1)Participatory: involves people defining the problem and solving it according
to how they perceive it, and on the resources available.
(2) Ethnographic: a special type of case study research; distinguished from
other types because it uses theories and methods of anthropology to study
intensively a certain culture.

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3. Context of Study: indicates where and when the study will be conducted and
whether access has been assured.

4. Participants: identify the raw materials of the study.

5. Research Methods/Instruments (specific techniques use to collect data): there

are five (5) ways of collecting data: by test and measurement; interviews;
observations; surveys, and/ or document 9(archival examination or documentary
method). Indicate the specific instrument/gadgets, if any, that will be used, e.g.,
tape recorder, videos, and the like for interviews; questionnaires for test and
measurement; text for archival examination.

6. Data Analysis: explains how one will organize, reduce, analyze and display the
data/facts/concept one has collected.

a.To advance ideas/theories/action program (plans)

- To trace issues involved in the problem.
- To develop a past-to-present examination.
- To compare and analyze the details and sub-issues.
- To cite experts who have addressed the same problem.

- To advance and defends one’s theory as it grows out of evidence in the body.
- To offer directives or a plan of action.
- To propose additional work and further investigation that is needed.

b. To analyze works/documents, e.g., artistic works

c. To Analyze historical events

- To thoroughly analyze the background events leading up to a certain

historical events under study.
- To trace from one historical episode to another.
- To chronologically arrange in sequence historical events.\
- To cite authorities who have also investigated this piece of history.

- To discover and justify cause-to-effect relationships

- To discover and justify correlative relationships.
- To forecast similar historical occurrences in the future given the same
conditions but different time-frame.
-
c. To compare schools of thoughts/ideas/theories/individuals/laws/practices

After establishing A and B, briefly compare them and present the statement
of the problem in the introduction so as to choose one of the following
approaches:

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 - For comparison of two (2) persons (individual or corporate), schools of
thought or positions:
Examine A
Examine B
Compare/Contrast A and B;
Issue 1; Discuss A and B;
Issue 2; Discuss A and B;
Issue 3; Discus A and B (or)
- For comparison of issue:
Similarities of A and B;
Differences of A and B (or)
Discussion of Central Issues

- To discuss significant issues.

- To come up with a conclusion that ranks one over the other.
- To come up with a conclusion that rates the respective genius of each side.

Mechanics:

Indicate to research design: research perspective, types, context of study,

participants, methods/instrument/data analysis.
- First, the over-all research type/approach to be employed,i.e., the over-
arching research types that guides the flow of the arguments until the
resolution of the problem statement in the penultimate chapter of the whole
thesis.

- Now, whether over-all or specific, the researcher may choose one or a

combination thereof (defending on the nature of the specific problem) of the
suggested research types above.

Indicate the place where you will gather the data like the library, archives or
internet, if possible, per chapter.

One useful way of developing your research design is to begin by

identifying the research perspective whether qualitative, quantitative or
combination thereof.

Indicate, if possible, whether the whole orientation of the investigation is

historical, descriptive or experimental type of research or a combination thereof.

Ask your adviser to make a critique of your choice; then do the revisions
and additions, when necessary.

THESIS STRUCTURE IN NARRATIVE FORM

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Mechanics
- Present briefly each chapter by indicating its main idea, purpose, and basic
orientation.
- Just e consistent with the structures that you are using.

BIBLIOGRAPHY

- Sometimes referred to as Works Consulted List because it provides a full

citation for every work one has consulted in the thesis production while
Works Cited List provides a complete citation for every work one has cited
in the thesis.
- A collation of all reading materials used in the production of the thesis.
- All reading materials can be sorted out into two categories: primary sources
and secondary sources:
- Primary: refer to those which have a direct bearing on the main
topic/themes being discussed in the thesis.
- Secondary: refer to those which have an indirect
- Books are classified into two main categories: fiction and nonfiction.
- Periodicals include all reading materials that are published on a regular
basis – weekly, monthly, bi monthly quarterly, and so on. Newspapers,
magazines and scientific journal are classified as periodicals.
- E-source are considered a type of reading materials which include both
portable computer software like CD-ROMs and on-line sources. But only e-
sources that are regarded to be academic should be included.

Mechanics:

- Non-English entries should be entered with their English translation within

brackets and following the documentation style guideline.
- Kinds of Divisions:
Standard
A. Primary sources
- Books
-Periodicals
- E-sources
B. Secondary sources
C. Unpublished sources
- Dissertation
- Theses
D. Others sources
- Interviews
- E-mails
E. General reading Material References
( of special disciplines)

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 Dictionaries
Encyclopedia
F. Ordinary General Reading Material References
1. Dictionaries
2. Thesaurus
3. Encyclopedia

THESIS OUTLINE

Major topics or paragraph are indicated by Roman numerals (I,II,III)

A. Subheads are indicated by capital letters.
1. Details are indicated by numbers, followed by a period.
- Indicate more specific details with lowercase
letters.
- These are written a,b,c, and so forth.
2. Begin each entry with a capital letter.
B. You can have as many entries as ypu like, but there
must be at least two in each category.
1. You cannot have an I without an II.
2. You cannot have an A without a B.
3. You cannot have a 1 without 2.
4. You cannot have a lowercase a without a lowercase b.
II. Try to keep the entries in parallel order.
A. There are word entries
B. There are phrase entries.
C. There are sentence entries.

WRITNG THESIS/DISSERTATION PROPER

1. PARTS
- A thesis/dissertation has three main parts: the preliminaries (front matter); the
text (body); and the reference (back matter). The body is divided into chapters
and each chapter divided into main sections or heading and each section
divided into subsection and each subsection further divided into sub
subsection and so forth.
- A thesis/dissertation has two kind of pagination: one that governs the
preliminaries using the consecutive lowercase Roman numerals and the rest
of the paper using the Arabic numerals.
- Any page number is typed at the hand upper corner of each page.
- It follows the footnote-bibliography documentation style.

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- A thesis production should only have one type of font style all throughout.
However, the font size for the footnoting may be different from that of the body.
Consistency of choice must be maintained all throughout the chapters.

Front Matter (in this order)

- Title Page
- Dedication (optional)
- Abstract (Summary of the Proposal in 200-250 words)
- Table of Contents
- List of Illustrations (if any)
- List of Table (if any)
- Preface
- Acknowledgements(Optional)
- List of Abbreviations

BODY
Chapter I Statement of the Problem and Rationale
1.1. Background of the Study/Rationale
1.2. Statement of the Problem
1.3. Objectives of the Study
1.4. Significance of the Study
1.5. Scope and Limitation of the Study
1.6. Definition of Terms
Chapter II Review of Related Literature
Chapter III Methodology
Chapter IV Findings and Discussion
Chapter V Summary, Conclusion and Recommendations
5.1. Summary
5.2. Conclusion
5.3. Recommendations

Bibliography
Appendix

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