Thesis Writing

2
Guide to Thesis Writing and Proposal

Module 002 Thesis Title, Sources and

Considerations

Course Learning Outcomes:

1. To identify the different sources of research problems
2. To discuss the considerations in the selection of research problems
3. To list down possible research problems

The Research Title

Generally, the title:
1. should summarize the main idea of the paper;
2. should be a concise statement of the main topic;
3. Must include the major variable/s;
4. should show the relationship of the main variables under study;
and
5. must be self-explanatory.

The Researcher must be reminded of the following:

1. In formulating the title, the researcher should avoid using words that serve
no useful purposes and can mislead indexers. Words such as method, results,
and investigations appear redundant when used in thesis titles.
2. In many cases, the general problem or even the specific question that the
researcher intends to answer, when rewritten in a statement form, can serve
as the title.
3. The title must have 10 to 15 words.

Sample Thesis Titles:

1. Testing the Efficient Market hypothesis on the Philippine Peso-Dollar
Rates (Villanueva, 2006)
2. Effectiveness of Neuro-linguistic Programming in Enhancing the Seld-
esteem of Adopted Children (Tiamzon, 2003)
3. The Impact of the Eucharistic Celebration on the Youth of BARANGAY
AMSIC, Angeles City, 2001-2002 (The Assumption Journal)

Course Module
4. Revisit of St. John Academy’s Philosophy-Vision vis-à-vis Academic
Programs: Implication to Academic Development Plan (Guiao, 2005)
5. A Strategic Management Plan for Advanced Computer Technology
Institute-D Branch (Dalida, 2008)
6. The Intrapersonal and Interpersonal Competencies of School Managers:
Basis for Human Intervention Program (Cristobal, 2003)
7. Predictors of Student’s Performance in Chemistry Laboratory of Selected
Private School (Estrella, 2009)
8. Transactional and Transformational Leadership Behaviors and Total
Quality Management Competencies of Principals: Their Relationship to
School Effectiveness (Barrameda, 2000)
9. Problems of State Universities and Colleges Middle Level Managers: A
Basis for the Development of Management Intervention Program (Muello,
2002)
10. Human Relation Practices of Supervisor vis-à-vis Motivational Factors in
Subic Bay Volunteer Workers (Perez, 2008)
11. Factors Affecting the Learning Styles of High School Students (Nacu,
2006)
12. Managerial Skills and Difficulties of Elementary School Managers (Lao,
2007)
13. Evaluation of the Services of Bangko Sentral ng Pilipinas: Basis for Service
Enhancement (Garcia,2008)
14. Predictors of Leadership Behaviors of Academic Deans and Teaching
Efficacy of College Instructors (Sarmiento,2009)
15. The Effect of Computer-assisted Instruction in the Performance of
Students in Asian History and Civilization (Cuenca, 2008)
16. Principal’s Leadership Capacities as Perceived by Teachers (Garcia, 2008)
17. High School Classroom Climate Quality: Basis for Creating Faculty
Development Activities (Landar, 2008)
18. Work Values and Job Satisfaction Level of Employees (Corpuz, 2010)
19. Correlates of English Performance of Students in Selected Schools
(Valenton, 2009)
20. Staff Nurses’ Roles on the Accuracy of Specimen Collection in Selected
Government and PRovate Hospitals in Bulacan: Relation to Their Work
Performance (Reyes, 2007)
21. Effectiveness of Information, Education, and Communication in the
Awareness of Breastfeeding among Nursing Mothers (Panganiban, 2007)
22. Extent of Participation of Nursing Students in Infection Control Practices
at Neonatal Intensive Care Unit (NICU): Basis for Enhanced RLE Supervisory
Program (Quiazon, 2007)
23. Acculturation Level and Postpartum Depression in Hispanic Mothers
(Tatano, et al., 2005)
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3
The Research Title

24. Parenting Needs, Goals and Strategies of Adolescent Mothers (Stiles,

2005)
25. The Effects of Diagnosis and Non-compliance Attributions on Therapeutic
Alliance Processes in Adult Acute Psychiatric Settings (Forsyth, 2007)
26. Psychiatric Care Behind Locked Doors: A Study Regarding the Frequency
of and the Reasons for Locked Psychiatric Wards in Sweden (Haglund, 2007)
27. Pragmatism Rules: The Intervention and Prevention Strategies used by
Psychiatric Nurses Working with Non-suicidal Self-harming Individuals (O’
Donovan, 2007)
28. Building Life Skills for Children with Cystic Fibrosis: Effectiveness of
Intervention (Christian and D’auria, 2007)
29. Psychometric Testing of the Revised 15-Item Bakas Caregiving Outcomes
Scale (Bakas, et al., 2005)

Sources of Research Problems

Research problems may exist in various settings such as hospitals or

clinics, schools, or offices, or anywhere in the community. Research
problems are commonly found in places where there is/are:
1. a feeling of discomfort;
2. perceived difficulties in the management and leadership system;
3. gap between theory and the practice;
4. daily experiences of a person that require further inquiry, especially
if improvements are desired; and/or
5. a procedure that requires technologically advanced equipment
which need to function properly.

Likewise, a discerned problem is said to be researchable when it

meets the following criteria:
1. Solutions are available but not yet tested and not known by the
practitioner.
2. No solutions are available to answer the problem assessed.
3. Answers, solutions, or results are seemingly not tested or are
factually contradictory.
4. A phenomenon exists which requires explanation.
5. There are several possible and plausible explanations for the
existence of an undesirable condition.
Course Module
 The experience of an individual- a teacher, a nurse, an engineer, an
architect, a businessperson, a manager, or a doctor- is the richest source of
problem. An individual who has a parent suffering from renal failure can be
encouraged to study this medical condition. A student of any course who is
experiencing difficulty in adjusting to schedules, complying with tedious
requirements, or dealing with an instructor who adheres to traditional
teaching method may be motivated to conduct a study relevant to his/her
present situation. A student who belongs to a family with a number of
relatives suffering from diabetes may be stimulated to research on the
common causes and effects of diabetes mellitus. Any experience a person has,
especially that which affects his/her personal life, and the efficiency with
which he/she discharges of his/her duties is a feasible problem to research
on.
Any pattern or trend is another source of a problem. A teacher who
usually encounters misbehaving students can lead him/her to study
behavioral problems of teenagers. A manager of a restaurant business
suffering from insolvency may focus on the causes and factors of the said
condition. A government official who experiences a high turn- over of staff
for the past six months may be interested to study the reasons for employees’
resignation and the significant effects on office productivity. A student
assigned to a pediatric ward who repeatedly encounters a particular case
may be motivated to study the matter. For instance, in a week of
apprenticeship in the pediatric ward, a student nurse notices that each day,
three children of almost the same age are brought to the hospital because of
diarrhea. This observation can generate a possible research problem.
Literature reviews and past studies can also be rich sources of
research problem. These readings can lead a student to a new topic, and its
scope and clues for further studies. The repetition of a previous research
study in a different setting and time is called replication. Implementing a
change in variables or removing less significant ones, changing the
participants/respondents, and revising and improving the research scope
and delimitation- can make a study invaluable even of the research problem
is not original. While a replication study is allowed, conducting research on a
novel case or problem is of greater merit.
A research problem may also be based on the researcher’s curiosity
and interest. A researcher may become more zealous and determined in
finishing a study if it involves a topic of his/her interest. For example, a
student who devotes much time online activities can conduct on the role of
computer in improving the quality of business, management, and leadership,
or healthcare services in hospitals.

Considerations in Formulating a Research Problem

Barrientos-Tan (1997) cited different Criteria for choosing a research

problem:
A. External Criteria
 Thesis Writing
5
The Research Title

1. Novelty- is the practical value of the problem due to its “newness”

in the field of inquiry.
2. Availability of subjects- refers to people with desired capability and
willingness to participate in the study; the sample of study
participants must be representative enough to ensure reliability and
validity of results.
3. Administrative support- refers to the sponsorship by a department
or the institution itself in the gathering of data and defraying the cost
of the study; permission of those concerned for the participation in
the study of staff members, children, the aged and the mentally
challenged must be secured.
4. Availability and adequacy of facilities and equipment-devices such
as computers, telephones, etc. used in undertaking the research must
be considered.
5. Ethical considerations- include avoidance of research problems that
pose unethical demands on the part of the research participants.

B. Internal Criteria
1. Experience, training, and professional qualifications- constitute the
research’s knowledge and expertise as a result of experience in order
for him/her to cope with the research demands.
2. Motivation, interest, intellectual curiosity, and perceptiveness of the
researcher- these are essential attitudes that bring anticipated
satisfaction or enjoyment in the completion of research tasks.
3. Time factor- considers the fact that students must be pursued in a
given time frame.
4. Costs and returns- these factors matter in choosing a research
problem. Research is an expensive undertaking. The amount of
funding needed, of course, depends on the size of the sample, the
place where the research is to be conducted, the treatment of data, as
well as the research design.
5. Hazards, penalties, and handicaps- depend upon the research’s
physical and intellectual capacity and moral judgement.

The course or the area of specialization of the students must be

a major consideration in the final selection of the research problem. A
problem of study to be conducted by a nursing student must, of
course, be significant to the nursing course; that of an education; and
that of a management student to topics essential to business.

Course Module
 A student must choose a research problem that he/she can
treat effectively. For instance, he/she must know whether he/she has
the necessary skills to pursue the study. Undergraduate students must
avoid problems that are too complicated for them to handle, in the
same way that graduate students must choose topics that suit their
level. There are problems that require the expertise of a doctor or a
professional. Students must, therefore, focus on problems that are
simple yet significant to their chosen profession.
The feasibility of a research study is a very important
consideration. The time needed to conduct the study must be
measured and its setting defined and located. The researcher must
have ready access to the subjects he/she intends to study. The entire
cost of the study must be estimated-the travel expenses when meeting
with the respondents, purchase of the instruments to be used,
expenses incurred in encoding the results, etc. External support is also
an essential element to look into in determining whether a research is
feasible or not. Is the instructor or adviser available when conflicts
arise in the conduct of research? Are experts in the field
accommodating? Do they lend a hand when asked for technical
assistance in finishing the paper?
The newness and freshness of the topic must be assessed. A
review of literature and related studies presents the gap which your
current research could somehow fill, thus establishing the need to
pursue the study.

References:

Books and Journals

Glatthorn, A. A. (1998). Writing the winning dissertation. A step-by-step

guide. Corwin Press, Inc.Katkuvienė, L. E., & Šeškauskienė, I. 1999. Writing
a research paper. The student’s guide. Vilnius.

Lileikienė, A., Šaparnis, G., & Tamošiūnas, T. (2004). Magistro darbo

rengimo metodika. Šiauliai: Šiaulių universiteto leidykla.

McMillan, J. H. (1996). Educational research: fundamentals for the

consumer (2nd ed.). New York: HarperCollins.

Nunan, D. (2010). Research methods in language learning. New Delhi:

Cambridge University Press.
Titscher, S., Meyer, M., Wodak, R., & Vetter, E. (2000). Methods of text
and discourse analysis. London: SAGE Publications.

Verikaitė, D. (2006). Writing an MA paper. Guidelines for students of

English Philology. Vilnius: VPU.