HOW to WRITE THE SALIENT PARTS OF A THESIS PROPOSAL

Arbaya A. Haron-Boquia, MIE

A lecture presented during the seminar-workshop on Thesis Proposal Writing (January 30, 2013)

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Developing the Content Domain of the Pertinent Chapters of a Research Proposal

By: Luz B. Sanchez

Developing the Content Domain of the Pertinent Chapters of a Research Proposal

By: Luz B. Sanchez

The Research Proposal

A research proposal is a written presentation on the planned investigation of a research problem or issue which the thesis or dissertation writer contemplates to undertake for his study. It is defended before a Research Proposal Committee that decides on whether the thesis-dissertation writer is to proceed with his study or whether he ahs to change or modify his title

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and his planned content domain by improving parts thereof.

Generally, a research proposal embodies the tentative text of Chapter 1, The Problem and Its Background; Chapter 2, Review of Related Literature and Studies; Chapter 3, Research Methodology

TITLE

The choice of a good title for the study poses a demanding but challenging search for an area of investigation that is closely related to the researcher’s professional goals, expertise, experience, and interest.

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While the encyclopedia of educational research, research journals, thesis-dissertation abstracts, annotated bibliographies of National PAGE, FAPE and other universities are good sources of reference for thesis-dissertation titles and studies, yet the final choice largely depends on the researcher’s interest, creativity, ingenuity and advice of his mentor, members of the research proposal committee, and the defense panel.

Requisite of a Good Title The title is a brief descriptive label that subsumes the theme of the study as a whole.

It names the major variables that are the subject of investigations, thereby giving an instant grasp of what the study is all about. It answers the questions of “what,” ”who,” and “where.”

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The question “when” ; that is , the school year covered by the study should not included in the title since this can be appropriately included under the section, “Scope and Delimitation of the study.”

Similarly, such phrases as “ A Study of,” “An Analysis of,” “An Evaluation of,” etc. are to be avoided as the use of such phrases only serves to lengthen the title unnecessarily without adding much meaning to it.

The title must also be “eye-catching” and thought-provoking” so as to titillate the reader’s attention, to arouse his intellectual curiosity into reading further the text of manuscript, and to simultaneously achieve brevity.

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Verbosely-worded Titles Improved Briefly-worded Titles

A Comparative study of the Administrators’, Teachers’, and Students’ Ratings of Teaching Efficiency of Teachers in Region X

Administrators’, Peers’ and Students’ Evaluation of Teacher Performance in Region X

The Married Employees’ Sideline and How These affect their Work Performance and Families’ Socio-economic Status, Education, and Recreational Activities

Employees’ Income-augmenting Practices: Their Effect on Work Performance and Family-related Variables

Verbosely-worded Titles Recasted into Improved Briefly-worded Titles

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Transforming a problematic situation to a researchable problem

Sources of problem may emerge from a problematic situation

E.g. A teacher is disappointed about his students’ negative attitude towards writing. In particular, he finds them reluctant in submitting their assignment. After reflecting on what the possible causes are, he considers the following tentative explanations:

The textbook or instructional materials are too difficult for them to understand.

8 The cognitive skills of the students are very poor.

The teaching method is boring. The teacher is not competent to teach the subject.One or more of the tentative explanations could

possibly be the solution to the problem, while the others could be deleted.

The method of teaching the subject, the entry behavior of the students, the influence of the home environment on learning, the personality of the teacher, the teaching style of the teacher, and the textbook used can be treated as independent variables and to determine the attitude of students

towards writing, is the dependent variable.

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Approaches suggested on how to start the introductory section 1. Start with a brief but provocative quotation that is

applicable to the theme of the study; 2. Commence with striking facts or statistics that objectively

portray the existing problem situation; 3. Begin by presenting a very brief or resumé of events that

truly depict the present state of the issue abroad, in the country, and in the locality;

HOW TO WRITE THE SALIENT PARTS OF THE PROPOSAL

104. Begin with the researcher’s firm stand on the need to bridge the gap between existing bodies of knowledge and the prevailing problem situation;

5. Start with the researcher’s rationale concerning the need to replicate a completed; or

6. If a new theory is envisioned for the study, commence by attacking pertinent universally- held theories of psychologists, social scientists, or experts on the subjects

and giving the rationale behind this

research undertaking.

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The introductory section starts with broad general statements on the existing situation and narrow it down progressively to a point where it is finally linked to the rationale behind the research project. It is cautioned; however, to refrain from presenting in the introductory section the statement on the research problem itself. Its appropriate place is in the section labeled, “Statement of the Problem.” Similarly, discussion on the significance of the study to one’s

agency, or to one’s self should not

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best reserved for the section, “Significance of the Study.”

In short, overlaps in the content domain from one

Topic to the next should be avoided.

STATEMENT OF THE PROBLEM

Presented under this section are the main problem statement and the corresponding sub-problems.

The main problem is generally expressed in a DECLARATIVE statement that is more or less consistent with the title of the study. It is followed by the sub-problems which are usually stated in question form.

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Example:

The main focus of this study was to find out the reading comprehension level of grade VI pupils using the traditional approach and multi-media in their reading comprehension.

Specifically, this aimed to answer the following questions:

1.What is the reading performance level of the pupils using the traditional approach?

2.What is the reading performance of the pupils multi-media in reading?

3. Is there any significance difference between the traditional approach and using multi-media on their reading comprehension?

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• Some thesis-dissertation writers though prefer to use declarative statements in the presentation of both the main and sub-problems. Whichever of the above form is chosen by the researcher, he is cautioned to use a reasonably delimited main problem for an in-depth study. From three to seven sub-problems are suggested where the dimensions are researchable units by themselves that serve to expand or circumscribe the main problem.

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• In the choice of a good research problem, the following criteria are to be considered:

1. It must be original and novel; 2. It must be relevant to society’s needs and to

one’s field of specialization or interest; 3. It must reflect a noteworthy contribution to the

country’s national development and progress; 4. It must express a relationship between two or or more variables; and 5. It must imply possibilities of empirical testing.

16Significance of the Study

This section discusses the importance of the study to society, the country, the government, the community, the institution, the agency concerned and the thesis-dissertation writer himself. It expounds the study’s probable impact to education, science, technology, on-going researches, etc. It also gives the justification for the study in terms of its contribution to theory and practice. Lastly, it touches on the significance of the study to the researcher himself, what it does to his profession, and the difference it makes to his own professional growth.

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SCOPE AND DELIMITATIONExplained in this section it’s nature, coverage, and time frame of the study. It presents in brief the subject areas of investigation, the number of respondents or subjects involved the place, the time period or school year covered, and the rationale behind delimiting the scope of the study.Reasons advanced by well-known authority-sources are cited to support the researcher’s rationale for delimiting the scope of the study. As pointed out, a sufficiently delimited study generally permits in-dept and thorough investigation within the envisioned time frame while a study that is too broad in coverage with too many overlapping sub-problems tends to be superficial and sketchily treated and produces results that are unwieldy, insignificant, and inconsistent for the purposes of generalization and conclusions on the study.

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DEFINITION OF TERMSUnder this topical component are the OPERATIONAL and CONCEPTUAL definition of the terms that are found in the title of the study, including other unusual and technical terms. However, some schools require the inclusion of only those terms that are found in the title of the study. The other unusual and technical terms are defined on the pertinent page(s) of the manuscript where first mentioned. Whichever approach is followed, it is cautioned to refrain from using only the conceptual or dictionary definition the terms presented. OPERATIONAL DEFINITIONS are “musts” as these show how each concept or aspect is to operate or be measured in the study. To show how an operational definition of a term differs from a conceptual definition of the same term, examples are

shown:

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• Example: Operational and Conceptual Definition of Terms:• Operational definition of the term ACADEMIC

ACHIEVEMENT• Academic achievement refers to the mean scores

obtained in a standardized achievement test where students are classified as to high achievers(90-100; average achievers(70-90); and low achievers (Less than 70).

• NOTE:• To another researcher, the term, academic

achievement, as used in his study, may mean the grade point average(GPA) obtained in all subjects at the end of the semester.

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• Conceptual definition of the same term, ACADEMIC ACHIEVEMENT:

• Academic achievement connotes the level of learning which a student acquires in class based on his ability to apply what he has learned in a subject course.

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Chapter 2

Review of Related Literature and Studies

This chapter starts with a very brief introductory paragraph concerning the researcher’s exploration of related literature and studies on the research problem. It states the main coverage of the said chapter, to wit:(1) Related Literature and (2) Related Studies. If no studies were included due to their non-availability, it is so stated in the introductory part of the chapter, and the chapter’s heading is modified to “REVIEW OF RELATED LITERATURE” only.

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The introductory paragraph under this main topical component merely enumerates the topical sections by subject areas that are to be covered in it.

Organization of the Topical Section under the Related Literature Component Each topical section is organized according to the subject area or variables that is related to each of the sub-problem under investigation. However, some thesis-dissertation writers prefer to use each author’s name as a section heading and to discuss

RELATED LITERATURE

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therein as many variables or subject areas which each author has expounded on. While others do away entirely with the topical sections, they merely narrate one after the other the cited authority-sources’ expositions on several variables or dimensional aspects, with no topical divisions whatsoever. The advantage of organizing the discussion around a topical conceptual scheme or variable is to provide a clear delineation among the various variables and aspects under investigation for a more illuminating and comprehensive background of explored facts and information that can help enrich the research design of the study.

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Nature and Purpose of the Review

NATURE. The review on related literature embodies

the cited theories, principles, concepts, Facts, ideas and views regarding the pertinent variables or aspects as gleaned from books, research journals, monographs, and other scholarly publications perused by the researcher when searching for a research problem for the study. Many other reference sources are to be availed of by the researcher for the review. These are to be critically appraised to determine which ones are worthy of inclusion in the review section.

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PURPOSE The main purpose of the related literature review is to provide the thesis writer with the theoretical background of information on what is already known on the area of interest and what still needs to be done for his research undertaking. It furnishes him with ample research possibilities by which to expand, modify, and/or improve parts of his planned study to make it more novel and noteworthy. It also opens up avenues of rich ideas to the reader who may be interested in undertaking a similar project for his own study or for some other purposes.

26Essentials in Developing the Content Domain of Each of the Topical

Section under the Related Literature Component

Discussed hereunder are the guidelines to be considered when developing the topical sections under the related literature component:

Cited views of authority-sources. Expounded under each topical section are the cited views and expositions of well-known authors, scientists, theorists, psychologists, and experts on the subject areas or variables that are related to the research problem. Their respective theories, concepts, and informational facts on the subject are compared, contrasted, and critically analyzed in relation to another and to the research problem itself. The cited paraphrased ideas or quoted statements of such authors serve as the core of discussion under each topical section. Care, however, must be exercised to insure that the whole component presentation is not mere series of quoted or paraphrased paragraphs of cited authority-sources.

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Significance and relevance of the review to the study itself. While extensive readings on related literature may have

been undertaken by the researcher, yet only the very significant highly relevant ones are cited and discussed in the chapter on elated literature. The significance and meaning of the explored areas of knowledge are explained in terms of the specific insights that can help improve the research design of his study.

A synthesized summary at the end of the “Related Literature” component is deemed essential to show how the explored areas are related to one another and how each contribute to the improvement of the planned problem area and variables of the study.

28Tips on Structuring Literature Reviews

A common error in literature reviews is for writers to present materials from one author, followed by information from another, then another… The way in which you group authors and link ideas will help avoid this problem. To group authors who draw similar conclusions, you can use linking words such as:• also• additionally• again• similarly

When authors disagree, linking words that indicate contrast will show how you have analysed their work. Words such as:

• however• conversely• on the other hand• nonetheless will indicate to your reader how you have analysed the material.

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At other times you may want to qualify an author’s work (using such words as specifically, usually or generally) or use an example (thus, namely, to illustrate). In this way you ensure that you are synthesising the material, not just describing the work already carried out in your field.

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Related Studies

• Embodied under this main topical component are:

the cited studies of thesis-dissertation authors and others who have conducted researches abroad and in the Philippines.

Its organization and other essentials

are presented next to guide the thesis-dissertation writer when he works on this component

31Organization of the Related Studies’ Component

• Studies Abroad

• Studies in the Philippines

Nature and Purpose of the Review

Nature---Discussed under “Studies Abroad” and “Studies in the Philippines” are cited completed studies’ research problems and findings, including some other noteworthy and unique research designs, conclusions, and/or recommendations.

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Purpose

The purposes of the related studies’ review section are to provide an overview and assessment of the merits and/or shortcomings of previous research investigations out of which ideas can be generated on probable research dimensions that may be included or modified in the contemplated study.

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Chapter 3

RESEARCH METHODOLOGY

This chapter commences with a brief statement enumerating the main topics that are to be covered in it; namely: Research Design and Research Procedure.

RESEARCH DESIGN

This section briefly describe the types of research method(s) used. Depending on the nature and purpose of the study, any one of the following research methods may be availed of: descriptive, correlational, causal-comparative, historical, experimental, quasi-experimental, and/or special types such as ethnographic or biblical research.

34Locale of the Study

This section describes in brief the place where the study was conducted and the rationale behind its choice. A map showing the exact location in relation to the community and its neighboring towns is included if the same has not been included under the topical component, “DEFINITION OF TERMS,” when the research locale was described.

Respondents of the Study Discussed in this section are the population of interest and the sampling of subjects used in the study.

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This section describes in detail the sampling procedure used in the choice of the subjects for the study. Its purpose is to show how the sample group(s) was selected and whether it is representative of the population of interest.

Sample and Sampling Technique

Research Instrument The details on the research instrument(s) that was used are described in this section. Its nature, purpose, construction, content-validation, pre-testing, and rationale for its use are explained. Tests and research instruments that are standardized are preferred over self-constructed ones as the former have already been nation-wide and are universally accepted for public consumption and commercial use.

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This section describes the statistical tool(s) used in interpreting the data gathered if the research is quantitative research.

Statistical tool

Data Gathering Procedure This main component contains the step-by-step procedure used in the administration of the research or experimental instrument(s) for the study. It covers more or less, the following:1. Securing permission to conduct the study or the experiment. The approved letter of request is attached as an appendix to the researcher’ manuscript;2. Orienting the respondents or the subjects on the purpose of the study and instructing them how to accomplish the instruments or tests. Questions raised, if any, are duly answered;

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3. Administering the research instrument(s) or conducting the experiment within a specified time frame;4. Retrieving the duly accomplished research or achievement test data for statistical treatment and analysis

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References:

1. Sanchez, Luz B. DEVELOPING THE CONTENT DOMAIN OF THE PERTINENT CHAPTERS OF A RESEARCH PROPOSAL, compiled by: Dr. ARMIA U.EBRAHIM

2. Language Research lectures and notes, compiled by Riceli Mendoza,Ph.D. (in Applied Linguistics)

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Listening

for

The End

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