Writing the Title

A short but attention-arousing title is preferred for a Communication thesis. The

student may begin with a working title for the research. Later on, she can
improve this title as the work progresses to a finish, i.e., wisely choosing words
and concepts that fit into the final thesis title (suggested number of words in a
title: not more than ten words).

PART II: WRITING THE COMMUNICATION THESIS

Parts of the thesis:

Title Page

Title (including subtitle), author, institution, department, date of delivery

Approval Sheet

Acknowledgment

Adviser(s) and anyone who helped:

Intellectually (assistance, advice)
Technically (including materials, supplies)
Financially (for example, departmental support, travel grants)

Abstract

The abstract explains in the first line why the thesis is important. It then
goes on to give a summary of the major results, preferably couched in
numbers with error limits, if quantitative. If qualitative, the researcher
must summarize her major discoveries in the abstract. The final sentences
explain the major implications of the study.

 A good abstract is brief, concise, compact, and above all, readable.

 It is a continuous summary, not randomly written, disconnected notes.
 It contains a brief outline or general overview of the main points of the
argument or theory behind the thesis. It contains a short statement
about the area of investigation, a brief discussion of methods and
procedures used, a brief summary of findings, and a brief summary of
conclusions.
 Length should be 1-2 paragraphs, approximately 400 words.
 It should not repeat the information in the title.
 It should be explicit.
 It could use numbers where appropriate.

The abstract should contain answers to these questions:

1. What did the researcher do?
2. Why did she do it? What question was she trying to answer?
3. How did she do it? State methods briefly.
4. What did she learn? State major results in a concise way.
5. Why does it matter? The researcher then must point out the
significant implication.

Clearly, the abstract must be very compact, and this requirement leads
many inexperienced researchers to make it unintelligible. The researcher
must remove unnecessary words and eliminate less important details of
method and results.

Table of Contents

The table of contents serves as a map to the entire thesis, not only for the
reader but for the researcher as well. The researcher must create a
thorough table of contents before beginning to write and refer to it
throughout the thesis writing process. She must continually re-evaluate the
order of topics and be sure that she has included every relevant piece of
information.

The table of contents is a neat list of chapters, headings, and subheadings,

along with the page numbers where each begins. It should be numbered
using the Roman numeral system.

*All of the above shall be paginated by using Roman numerals in lower case on
the upper right hand corner of the page.

*The succeeding parts of the thesis shall be paginated using the Hindu-Arabic
numerals on the upper right hand corner except the first page of every chapter (where it
will therefore be hidden).

Chapter I: Introduction

The introduction should contain not only a clear thesis statement that
describes the main idea of the thesis, but also an interesting statement that
would make the reader want to read the thesis. These are examples:

 a startling statistic or unusual fact

 a vivid description
 a question
 a story or quotation
 a bit of dialog
The introduction should explain why the researcher has chosen to write
about the particular issue or problem the thesis is addressing. The
researcher should explain why it is important to study this problem and
assert that the thesis will help solve the problem.

A good introduction establishes what the body of the paper says. It

contains an interesting lead. It should draw the reader in and make the
reader want to read the rest of the thesis. This is a statement that declares
the importance and of the problem that the paper either solves or
addresses.

The next paragraphs in the introduction should cite in brief previous

research in this area. It should cite those who had the idea or ideas first,
and should cite those who have done the most recent and relevant work.

Then, the introduction should go on to explain why more work was

necessary (this thesis, of course.) It should be obvious where introductory
material ends and the contribution of the thesis begins.

Remember that this is not a review paper. The introduction should

describe the previous work or works upon which the study was made and
a promise of an interpretation and analysis by the thesis researcher to
move things forward.

Many experts say that it is better to write the introductory section(s) after
the researcher has completed the rest of the paper, rather than before. This
ensures that the researcher is clear about what the paper says and can
therefore write a cogent introduction.

The introduction section is usually broken into smaller, logical segments

by using subheads:

Background of the Study

Sufficient background information to allow the reader to

understand the context and significance of the question the thesis
researcher is trying to address.

Rationale of the Study

This section expounds on the reasons for studying the topic. Often
includes a personal experience which prompted the researcher to
engage in the study.
Statement of the Problem

This section presents the statement of the problem that stimulated

the researcher in the first place to conduct the study.
 State the question.
 Assert that this question remains unanswered.
 Argue why this question is worth answering at all.

In stating the question, clarity is of utmost importance. Here it is

not a good idea to beat around the bush. The researcher must use
clear, concise language and exact terminology to avoid misleading
the reader.

The introduction should establish the question that remains

unanswered up to now, and should argue why it is worth answering
this question at all. What good will come out of finding an answer?
In what ways will the answer contribute to knowledge? The reader
needs to have some understanding of the purpose of the thesis in
order to be sympathetic to the researcher’s views.

A good problem:
Do adult newspaper readers in a rural barangay setting have
characteristics that are similar to adult newspaper readers in
general?
A poor problem:
What are the characteristics of rural adult newspaper
readers in a rural barangay setting? (too narrow)
A poor problem:
How can the XYZ Agency better serve rural adult
newspaper readers? (not generalizable)

Objectives

This section presents the General Objective which is the narrative

form of the Statement of the Problem. The Specific Objectives are
the actions that the researcher plans to undertake in order to solve
the problem/s presented.

Significance of the Study

This covers who will benefit from the study. The significance
should not repeat the abstract. The thesis must contribute to those
involved in the field of human communications in particular and to
the body of human knowledge in general.
Scope and Delimitations of the Study

This part explains the scope of the work, what will and will not be
included in the thesis. A very important section of the research
proposal but will not be included in the final draft.

Chapter II: Review of Related Literature (RRL)

This section presents what others have said or written about the problem.
The RRL shows the background from where the problem arose, and how
others have attempted to resolve the problem. It is normal to consult
between 50 to 75 or sometimes more sources. Much of this information
will come from the research others have done before this current study.
The researcher must learn what other scholars have said about the topic.

The RRL differs from the introductory section on background information

in that whereas background information remains more general in scope,
this section concentrates on those issues and aspects of the field that
specifically relate to the question the thesis seeks to answer. As such, this
section should also incorporate an examination of the varying viewpoints
surrounding the question, in order to orient the reader in the discourse of
the field. The researcher should keep in mind that at this stage of the thesis
writing the goal is simply to present these varying viewpoints, not to be
critical of them. That comes later.

Each section should have a topic-specific title, and should be organized

around ideas rather than by authors or works. Using subsections is a
practical means of distinguishing the different approaches to the problem.

This chapter should end with a summary of the recognized facts and
information in academic literature about a given subject.

Chapter III: Study Framework

This chapter picks up from the end of the previous chapter and clearly
explains the research issue and outlines the proposed solution or extension
using someone else's theory or solution.

When deciding upon which pre-established theory to include in the thesis,

the researcher must be clear about what she is claiming so that the readers
can keep it in mind while reading the thesis.
Theoretical Framework

What is the theoretical basis for the study?

The researcher’s answer/s must use some major theory that applies
to the particular problem or question. The researcher should show
that this theory actually applies well to the topic and leads the
reader to a better answer than the alternatives, not only in the
abstract but also in this particular case.

A theoretical framework guides the research, determining what

things the researcher will study and what relationships the
researcher will look for. A theory is a statement about the
phenomenon under study.

A theoretical framework is critical and deductive, theory-testing

studies where it must be very specific and well thought out. A
theoretical framework is also important in qualitative, exploratory
studies, where a researcher really does not know much about what
is going on, and is trying to learn more.

There are two reasons why theoretical frameworks are important.

First, no matter how little a researcher thinks she knows about a
topic, and how unbiased she thinks she is, it is impossible for her
not to have preconceived notions, even if they are of a very general
nature. A theoretical framework guides the researcher so that she
can follow the unbiased leads of the data in her study.

Conceptual Framework

The conceptual framework is a collection of interrelated concepts

that makes it easier for the research to explain the topic further.
The conceptual framework is a set of assumptions, values, and
definitions under which the researcher’s ideas work together.

The conceptual framework can help the researcher decide and

explain the route she is taking to achieve here objectives, why she
plans certain methods and not others to get to a certain point.

Operational Framework (if quantitative research)

The operational framework identifies the particular units, elements

or individuals involved in the study based on the conceptual
framework. It narrows down the concepts to the units under study
and shows how these units interact and relate to each other. It
guides the researcher in making her framework operational when
conducting the actual study.

Definition of Terms

This section contains the conceptual and operational definition of

each term in the title, in the problem, in the objectives, and in the
frameworks as well as other terms the researcher used in the thesis.
In defining, the researcher uses her own words and explains how
the term is used in the thesis and the context in which it is used.
Terms are defined in complete sentences.

Chapter IV: Study Design

This chapter contains information that will allow the reader to assess the
believability of the results of the study, information needed by another
researcher to replicate the experiment.

The Study Design describes the materials and procedures planned to

gather the data and come closer to the solution of the problem of the
thesis. It includes the calculations, technique, procedure, equipment, and
calibration plots as well as the limitations, assumptions, and range of
validity that the researcher will use.

This section should be able to:

 allow other researchers repeat the experiment by following the

descriptions in the research study
 provide enough information provided so that one can replicate the study
under specific circumstances

Methods and Procedures

A researcher can use a number of different research methods. She

can conduct a survey, facilitate focus group discussions, perform
interviews, do content analysis or perform experiments using the
scientific method. Whatever kind of method she chooses, it is
important to understand that the methods are appropriate for the
thesis and will help answer the researcher’s questions.

Appropriate research methods will most likely allow the researcher

to find the right data that will point to the right directions in
solving the problem of the thesis. In communications research,
researchers often use the process of triangulation to achieve
accuracy and reliability; forcing the researcher to use at least three
different research methods to study the same thing. Triangulation
keeps results unbiased, thoroughly researched and well thought
out. After one has chosen her preferred research method(s), it is
advisable to map out a plan.

Most thesis studies require a detailed explanation of the subject

population, procedures, timelines, objectives, limitations,
instruments, data collection, ethical considerations, tools, and
statistical analysis.

Methods selected will vary depending on subject matter, type of

experiment conducted, and requirements of the thesis.

Participants

It is important to be able to give the readers a good grasp of who

the participants are in the study by including the following: the
number of participants involved with a discussion of their
characteristics, i.e., age, gender, locale represented, socioeconomic
status, etc; and the method of selection (Sample and Sampling
Technique). The setting in which the study will take place needs
to be extensively described (Locale).

A. Sample
B. Sampling Technique
C. Locale

Instruments

Instruments are used to be able to measure the variables in the

study. Depending on the method which will be used to gather data,
questionnaires and guide questions are always based on the
objectives of the study. These instruments need to be described
and have to undergo pre-testing. This will allow the researcher to
proceed in using the instruments or improve them, as the case may
be, based on the pre-testing results.
A. Questionnaires
B. Guide Questions

Chapter V. Results and Discussion

Results

The results are actual statements of observations, including statistics,

tables and graphs. The researcher must indicate information on the range
of variations resulting from the methods used. She must mention negative
as well as positive results. It is best to break up the results into logical
segments by using subheads.

The researcher must not interpret results; instead, she must save that for
the discussion.
The researcher must be sure to discuss the premises of the methodologies
before listing the results. If experimental, the results should mention the
variables of the experiment, the value of standard deviations, and other
applicable background information.

The researcher must stack up the results in a clear and logical manner so
that the reader can draw his own inferences and construct his own
explanations.

Diagrams, graphs, and charts will be very useful in illustrating the results.
However, the researcher should be cautious on spending too many hours
building elaborate graphs and tables as soon as she has gathered the data.
She runs the risk of wasting time in the word processor because of the
intricacies in building such graphs or tables. In fact, the researcher can
hand draw a graph or table first, presenting the data accurately for clear
understanding between her and her adviser, and not waste time trying to
make it look perfect right away. Once the researcher and the adviser have
agreed upon how they should graphically present the data, it is time to
prepare perfect looking graphs and tables.

Discussion

The researcher should quarantine observations (the results) from the

interpretations (discussion). The researcher must make it crystal clear to
the reader which statements are observation and which are interpretation.
In most circumstances, the researcher can best accomplish this by
physically separating statements about new observations from statements
about the meaning or significance of those observations. Alternatively,
this goal can be accomplished by careful use of phrases such as "The
researcher infers..." Good theses that survive are those in which
observations were presented in stand-alone fashion, unmuddied by
whatever ideas the author might have had about the processes that caused
the observed phenomena.

The discussion part of this section should explain the meaning of the
results, where they fit in the current literature concerning the issue, and
whether they concur with or deviate from other experimenters’ work.
The discussion ties in the data to the researcher’s statements about the
issue she has studied. She should examine the figure(s) or table(s)
pertaining to the result(s) and assess whether:
 discussion statements have support from the data
 discussion statements are contradicted by the data
 the data are insufficient to prove or refute the discussion statements
 the data may support the textual statement, but the researcher may not
be sure that other researchers will see the same deductions from the phenomenon the
researcher claims to have seen.

Tips for a great discussion section:

 Start with a few sentences that summarize the most important results.
 What are the major patterns in the observations?
 Circumscribe your argument. Explain where your generalizations apply,
where they do not, and why.
 What are the relationships, trends and generalizations among the
results?
 What are the exceptions to these patterns or generalizations?
 What are the likely causes (mechanisms) underlying these patterns
resulting predictions?
 Is there agreement or disagreement with previous work?
 Interpret results in terms of background laid out in the introduction -
what is the relationship of the present results to the original question?
 What is the implication of the present results for other unanswered
questions in the field of study?
 Avoid bandwagons: jumping a currently fashionable point of view
unless the results really do strongly support them.
 What are the things the readers will now know or will understand that
they did not know or understand before the present study?
 Include the evidence or line of reasoning supporting each interpretation.
 What is the significance of the present results: why should the reader
care? Why should anyone even care?
 Break up the section into logical segments by using subheads.

This section should be rich in references to similar work and background

needed to interpret results. However, interpretation/discussion section(s)
are often too long and verbose. Is there material that does not contribute to
one of the elements listed above? If so, the research will want to consider
deleting or removing these extraneous materials.

Limitations

This portion is where the researcher acknowledges the limits in the

conduct of the study whether in terms of participants, methods, and
procedures. Problems that were encountered are also discussed here.
Implications

This is where the researcher contemplates on the future direction of the

concluded research. It is important that the researcher is realistic as to
how the research can serve as a springboard in improving or starting other
researches.

Chapter VI: Summary, Conclusions, and Recommendations

Summary

This section of the chapter should present the strongest and most
important statements that the researcher can make from the discussion. In
this chapter, the researcher writes down what she wants the reader to
remember about her thesis.

It briefly explains what has been learned, explained, decided, and proven
by the thesis.

Conclusions

Here, the researcher refers back to problem posed, and describes the
conclusions that she has reached from carrying out this investigation,
listing down new observations, new interpretations, and new insights that
have resulted from the present work. She should include the broader
implications of her results.

The researcher must be sure that this section is not a reiteration of facts
presented, but a serious discussion of conclusions and inferences that can
be drawn from those facts. This section is not a summary but a way to help
the readers understand what conclusions they can reasonably draw from
the findings.

Caution: Do not repeat word for word the abstract, introduction or

discussion.

Recommendations

This section presents remedial action to solve the problem or to treat the
problem when it presents itself again in the future under different modes
or circumstances. The research here suggests further research to fill in
gaps in understanding the problem or the issue. She underscores directions
for future investigations on this or related topics.
The researcher here comes up with suggestions that extend the thesis’
scope, answering these questions:

 What can be studied that will use this research and its findings as a
foundation and expand forward?
 What is the future of the field and how does this research change
that future or impact it in some way?
 What natural next step can follow this research?

This section should not end with a quote or statement that could begin
another paper.
References

This section should contain sufficient references such that a reader could achieve
a sophisticated understanding of the context and significance of the question by
going to the library or reading the original work from the citations.

Proper acknowledgement of the previous work on which the researcher is

building is of utmost importance.

Every citation made in the body of the thesis must appear in the list of references.
The list of references is a measuring stick to evaluate the breadth of the research.
The reader will typically review the list of references to determine whether the
researcher has consulted the appropriate works in the field.

Unlike a bibliography, which may include titles that the researcher did not
directly refer to in the text, every item in the list of references must refer to a
citation from the body of the thesis.

Miriam College uses the APA format for students’ theses, based on:
 Cone, J.D. & Foster, S.L. (2006), Dissertations and theses from
start to finish: Psychology and related fields. Washington, D.C.:
American Psychological Association.
 American Psychological Association (2001). Publication manual
(5th Edition). Washington D.C.: Author.

Appendixes

A. Sample Questionnaire
B. List of Guide Questions

Appendixes include technical material (program listings, output, system flow

diagrams, lengthy data tables, complex charts and graphs, extensive listings of
any kind, etc.) which would disrupt the flow of the thesis if inserted in the body of
the thesis. Appendixes help explain or provide details to the curious reader. It
contains the extras that did not fit into the body of the thesis, extras that would
have disturbed the smooth progress of ideas in the thesis, and extras that are
overly technical, or are simply asides, but which should be available to the reader
to back up relevant points in the textual argumentation.

What else to include in the Appendixes Section:

 Complex data that the reader needs for deeper understanding of the results
 Reference data/materials not easily available (theses are used as a resource by
the department and other students)
 Tables (where more than 1-2 pages)
 Calculations (where more than 1-2 pages)
 A key article that can explain any part of the research in deeper fashion
 A list of additional resource material, etc
 List of equipment used for an experiment or details of complicated procedures
 Note: Figures and tables, including captions, should be embedded in the text
and not in an appendix, unless they are more than 1-2 pages and are not critical to the
argument.
TITLE PAGE

INQUIRING INTO THE INQUIRER:

A CASE STUDY ON THE WORKING CONDITIONS
OF REPORTERS AND EDITORS
OF THE PHILIPPINE DAILY INQUIRER
(Times New Roman 14, Bold, All Caps Centered,
Left Margin 1.5”, Right Margin 1.25”)

A thesis submitted to the

Faculty of the Department of Communication
College of Arts and Sciences
Miriam College

In partial fulfillment of the requirements

for the degree of Bachelor of Arts in Communication
(Times New Roman 12, Bold)

by

ABIGAIL L. HO
AIMEE RAE C. YAMSON
2nd Semester 2008 - 2009
(Times New Roman 12, Bold)
APPROVAL SHEET
(Times New Roman 12, bold, centered)

(Title of thesis in italics)

This thesis, entitled Inquiring into the Inquirer: A Case Study on the Working
Conditions of the Reporters and Editors of the Philippine Daily Inquirer, prepared and
submitted by Abigail L. Ho and Aimee Rae C. Yamson, in partial fulfillment of the
requirements for the degree of Bachelor of Arts in Communication, is hereby accepted.

(NAMES all caps, graduate degree)

MARIA J. DE LA CRUZ, Ph. D.

Adviser

CHRISTIAN B. REYES, M.A. ALEXANDER G. DY, M.A.

Panel Member Panel Member

MIRIAM C. TAGLE, M.A.

Research Coordinator

Accepted in partial fulfillment of the requirements for the degree of Bachelor of Arts in
Communication.

LYNDA C. GARCIA, M.A.

Chair
Department of Communication
____________________ (20 strokes)
Date

College of Arts and Sciences

MARIA LOURDES QUISUMBING-BAYBAY, Ph. D.

Dean
College of Arts and Sciences
____________________ (20 strokes)
Date
RESEARCHERS’ PROFILES

Researcher’s Profile (if one researcher only)

Researchers’ Profiles (if many members in the research team)
(Begin paging: lower case Roman numerals, upper right hand of the page)
ACKNOWLEDGMENT

Adviser(s) and anyone who helped

Intellectually (assistance, advice)
Technically (including materials, supplies)
Financially (for example, departmental support, and travel grants)

(Continue paging: lower case Roman numerals, the upper right hand of the page)
ABSTRACT

(Block, indent)

The abstract explains in the first line why the thesis is important. It then goes on
to give a summary of the major results, preferably couched in numbers with error limits,
if quantitative. If qualitative, the researcher must summarize the major discoveries of the
thesis in the abstract. The final sentences explain the major implications of the study.

A good abstract is brief, concise, compact, and above all, readable, It is a

continuous summary, not randomly written, disconnected notes

 Length should be 1-2 paragraphs, approximately 400 words

 It should not repeat the information in the title
 It should be explicit
 It could use numbers where appropriate

(Continue paging: lower case Roman numerals, upper right hand of the page)
TABLE OF CONTENTS
(Continue paging: lower case Roman numerals upper right hand of the page)

RESEARCHERS’ PROFILES iii

ACKNOWLEDGMENT iv
ABSTRACT v
LIST OF FIGURES vi
LIST OF DRAWINGS vii
LIST OF TABLES viii
CHAPTER I - INTRODUCTION 1
Background of the Study 2
Rationale of the Study 3
Statement of the Problem 6
Objectives of the Study 8
Significance of the Study 10
Scope and Limitations of the Study 11
CHAPTER II – REVIEW OF RELATED LITERATURE 12
CHAPTER III – STUDY FRAMEWORK 34
Theoretical Framework 36
Conceptual Framework 42
Operational Framework 47
Definition of Terms
CHAPTER IV – STUDY DESIGN 50
Methods and Procedures 53
Participants 58
Instruments 64
CHAPTER V – RESULTS AND DISCUSSIONS 67
Results
Discussions/Analysis
Limitations 79
Implications 80
CHAPTER VI – CONCLUSIONS AND RECOMMENDATIONS 89
Conclusions 94
Recommendations 99
REFRENCES 100
APPENDENDIXES
APPENDIX A: SAMPLE INSTRUMENTS, QUESTIONNAIRES, etc 112
APPENDIX B: TRANSCRIPTIONS 134
APPENDIX C: SCRIPT (If production thesis) 142
APPENDIX D: COMPUTATION OF STATISTICAL TESTS 150
BODY OF THE THESIS
(Block, indent; double space within paragraph, double space between paragraphs)
(Arabic Numeral Paging starts here; page number hidden for every new chapter; upper
right hand corner until the end of the thesis)

CHAPTER I

INTRODUCTION

APA headings follow a complex hierarchy, with provision for up to five levels. These
come, in descending order, as levels 5, 1, 2, 3, 4. But, if one, two, or three levels of
headings are required in a paper, use levels 1, 3, and 4, in that order. If four levels are
required, interleave level 2 between levels 1 and 3. If five levels are required, start with
level five and work down the remaining hierarchy in order (5, 1, 2, 3, 4). Confused? Most
papers will need no more than three levels. To avoid confusion these are labeled A, B,
and C below (APA levels 1, 3, and 4 respectively) (see APA, 2001, pp. 114-115).

Level A Headings are Centered and Set in Heading Caps

Level B: Flush with Left Margin, Italicized, Set in Heading Caps
Level C headings: Indented, italicized, sentence caps, end with a
period. These headings are sometimes referred to as paragraph or run-in
headings. Although they end with a period (or other punctuation) they need
not be complete sentences or grammatically correct.

Use headings in the order presented. If you need just two levels, use Level A and Level B
headings. Level A and B headings do not end with punctuation except to add emphasis
with an exclamation point or question mark.
Background of the Study

Rationale of the Study

Statement of the Problem

Objectives of the Study

General Objective:

Specific Objectives:

Significance of the Study

Scope and Delimitations of the Study

CHAPTER II

REVIEW OF RELATED LITERATURE

(Block, indent)

(Should be one seamless essay with appropriate headings and sub-headings (see Level A,
Level B, etc., headings on page 56)

Example:

The area of investigation has been commented on by Channel (1994), Hoey

(1993), Halliday (1993) and Lesser (1979), who are in agreement that...this…etc..

However, they have different opinions on ....and …De Christi (2008) said that this
is a gray area….

Due to the differences highlighted above, Philippe (2007) decided to investigate

the topic and he began to think that....
CHAPTER III

STUDY FRAMEWORKS

Theoretical Framework

Conceptual Framework

Operational Framework

Definition of Terms
CHAPTER IV

STUDY DESIGN

(Use Past tense)

Methods and Procedures

A researcher can use a number of different research methods. She can conduct a
survey, facilitate focus group discussions, perform interviews, do content
analysis, or perform experiments using the scientific method. Whatever kind of
method she chooses, it is important to understand that the methods are appropriate
for the thesis and will help answer the researcher’s questions.

Appropriate research methods should allow the researcher to find the right data
that will point to the right directions in solving the problem of the thesis. In
communications research, researchers often use the process of triangulation to
achieve accuracy and reliability; forcing the researcher to use at least three
different research methods to study the same thing. Triangulation keeps results
unbiased, thoroughly researched and well thought out. After one has chosen her
preferred research method(s), it is advisable to map out a plan.

Most thesis studies require a detailed explanation of the subject population,

procedures, timelines, objectives, limitations, instruments, data collection, ethical
considerations, tools, and statistical analysis.

Methods selected will vary depending on subject matter, type of experiment

conducted, and requirements of the thesis.

Participants

Sample

Sampling Technique

Locale

Instruments

Questionnaires

Guide Questions
CHAPTER V

RESULTS AND DISCUSSIONS

Results

Quantitative Results
(Use past tense)

In general, the findings indicated that...

Demographics

Nest # 1

Nest # 2

Nest # 3

General Findings

The major finding of the investigation was that...

In addition, ....

Qualitative Results

Demographics

Theme # 1

Theme # 2

Theme # 3

General Findings

The major finding of the focus group discussion was that...

In addition, ....

Surprisingly,..., which was an unexpected consequence of...the focused

interview
Discussion/Analysis

Limitations

Implications
CHAPTER VI

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

The main conclusion that can be drawn is therefore that...

Other conclusions that can be seen include….

Recommendations

Grammar Note:
To make suggestions and recommendations you should use 'could + infinitive verb' (if
you are less sure), or 'should + infinitive verb' (if you are more sure). You could also use
'suggest + _ing' or 'suggest that + a subject noun (e.g. 'we') + a verb (e.g. 'could' +
infinitive verb). Do NOT use 'suggest to'.

In the light of these conclusions, the researchers recommend that _____ should be

______ by _____________

In addition, a _______ could ______ studied by future researchers so that more

data can
APPENDIX A

SAMPLE INSTRUMENTS, QUESTIONNAIRES, etc.

APPENDIX B

TRANSCRIPTIONS
APPENDIX C
SCRIPT (if production thesis)
APPENDIX D

COMPUTATION OF STATISTICAL TESTS

Appendix A

Date

Name
Designation
Department, College
Miriam College

Dear ______________________________,

Warm greetings!

It is my pleasure to inform you that you have been chosen by the following
Communication students as their Thesis Adviser/Panelist:

1.
2.
3.

The title of their thesis is __________________________________________________

______________________________________________________________________.

In accepting the task, the Department of Communication looks forward to a productive

partnership as you guide and share your expertise with the group members in the
completion of their research.

Kindly confirm your willingness to be their Thesis Adviser/Panelist by signing below.

Thank you very much.

Sincerely yours,

Name
Thesis Writing Coordinator

Noted by: Conforme:

Name Name
Chair Thesis Adviser / Panelist
Department of Communication
Appendix B

Date

Name
Chair, Department of Communication

Name
Panelist
Department, College

Name
Panelist
Department, College

Proposal Defense of the following students

_________________________________________
_________________________________________
_________________________________________

Dear Colleagues,

Warm greetings! I would like inform you that the proposal defense of the thesis:
_______________________________________________________________________
_________________________________________________________
is ready for presentation to the panel on (Time, Date, Venue).

Sincerely yours,

Name Noted By:

Adviser

Name
Thesis Coordinator
Date

Name
Chair, Department of Communication

Name
Panelist
Department, College

Name
Panelist
Department, College

Final Defense of the following students

_________________________________________
_________________________________________
_________________________________________

Dear Colleagues,

Warm greetings! I would like inform you that the final defense of the thesis:
_______________________________________________________________________
_________________________________________________________
is ready for presentation to the panel on (Time, Date, Venue).

Sincerely yours,

Name Noted By:

Adviser

Name
Thesis Coordinator