PAMANTASAN NG LUNGSOD NG MARIKINA

MANUAL

RESEARCH WRITING &

JOURNAL-READY
STYLE GUIDE
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OBJECTIVES
1. To guide students, faculty and staff, and other researchers on the content and
proper format of research manuscripts generally used locally and internationally;
2. To strictly adhere to the spirit of the APA Manual (6th ed.), which is used and fol-
lowed by various academic disciplines including business, sciences and social sci-
ences in conducting research endeavours; and
3. To orient and encourage undergraduate and graduate students, faculty and staff to
produce manuscripts that are journal-ready and can be highly regarded for publi-
cation.

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What is a THESIS?

A thesis is intended to showcase the research skills and the concepts learned by
the student in one’s discipline. In this manner, one is expected to show mastery of re-
search skills and how an investigative study can contribute to the knowledge in and
practice of one’s field of expertise. The research report must be written in an academic
manner worthy of publication.
A thesis includes a substantive and organized flow of arguments, with proper for-
mat and style (as prescribed by the APA Manual, 6th ed. and the Department guide-
lines), and correct grammar, punctuation, and spelling (Merriam-Webster’s Collegiate
Dictionary is the standard spelling reference of the APA). The line of arguments in a
thesis is supported by evidence acquired through research. A thesis also requires analy-
sis of data gathered which supports or contradicts the prevalent perspectives explored
in the course of that argument or through the various theories and concepts learned
over the years as a student. This process of scholarly writing is difficult but it allows
one to work with concepts and information leading to the development of intellectual
and critical thinking skills.

Thesis Adviser

Since thesis writing is essentially student-centered,

one is assigned a thesis adviser who provides supervision,
monitoring and support throughout the duration of the re-
search. A student regularly meets with the adviser to capi-
talize on their expertise and technical knowledge.

Selecting a Topic or Phenomenon

Most students have difficulty finding a topic that is manageable yet novel. It
becomes more difficult because of one’s freedom to choose whichever topic one would
like to investigate. There is the tendency to be too ambitious on how to carry out the
research and overlook the time limitation.
By now, you would probably have an idea about the kind of topic that is
appealing. When deciding what phenomenon or topic you would like to research on,
always keep in mind the requirements for the course.

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Here are some suggestions in selecting a topic:
1. Reflect on one’s experiences as well as current trends and new issues in
society that is interesting.
2. A good source of ideas would be to review something one has read or
discussed in class.
3. Browse published journals, books and websites.

As early as possible, write down the proposition(s) you want to investigate. The
following guide questions might help you determine a thesis topic:
✓Is the topic of academic significance in Psychology, Communication, or
Education?
✓Is the topic manageable given the time frame?
✓How do your own attitudes, values and beliefs affect the research? Be
mindful of your own standpoint and biases.
Note: These are the same questions that need to be answered
when writing the introductory chapter.

Reading is essential to writing a research

Reading about what the academic community has already discussed

about the topic of interest will also make you more confident about
writing the thesis. The objective is to find as many updated sources
as possible that can help build up the arguments and put the
chosen topic into current context. Do not feel discouraged if
you cannot find an exact study about what you want to
do. Remember that the study should offer
something new.
For example, if you want to study the concept of kindness among children.
Instead of finding a study exactly on kindness, you might want to use other related
keywords (such as love, display of affection, communication of feelings, emotions,
etc.) in finding the sources of literature. If you cannot find or access published/
written books, try searching for documentaries, videos or blogs but make sure that
these are reliable sources. Take note that research are evaluated based on primary
sources. Journal articles are primary sources while books are considered secondary
sources.

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Which approach to use?

In the course of your readings, you also need to focus on how previous
researchers were able to come up with their findings. It is common to read about
quantitative research, qualitative research or a mix of both when browsing through
journals.

Quantitative research stems from the scientific method. It is based on the belief
that knowledge is absolute and that a researcher is expected to be as
objective as possible. This type of study is often based on statistics or other
measurable and empirical data. Conclusions are drawn from the analysis
of the variables that were clearly measured.

Qualitative research is often based on subjective data items. It stands on the belief
that knowledge is relative and that it can be constructed based on socio-cultural
sensitivity. The data from this type of study focuses on phenomenon that cannot be
given a numeric value. Studies on lexical words (meaning-making of words) and
opinions on a particular issue use qualitative methodology. Another example would be
anthropological studies that are based on people’s experiences, collected through
observations or conversations. The data are described in words rather than in
numbers. There are no causal or relationships to be inferred.

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Mixed Methods are more pragmatic in nature and are usually based on the research
purpose rather than the research question. It is used when the quantitative data needs
qualitative data (and vice-versa). It quantitizes qualitative data and qualitizes
quantitative data. In other words, mixed methods use two or more methods with two
world views. The data will not mean anything without the other method. An example
of this would be psychological tests. Mixed methods should not be interchanged with
multi-method.

Multi-methods are utilized to validate or add additional data that has been
previously gathered. Multi-method uses two or more methods but uses only one world
view.

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 2

CHAPTER I
INTRODUCTION

The introductory chapter of the manuscript starts with general ideas or

statements that would establish one’s topic. Pertinent information about the
phenomenon being investigated are presented here, which includes describing a group
of people (e.g. gender, age, race), places, events, or objects. The introduction should
give the reader a clear idea of the central issues about the topic and a brief foreword

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why the topic of interest or research problem is worth studying or publishing. In other
words, the introduction begins with the overview of the study. The motivation for
studying the problem is also discussed. In the first few paragraphs or pages (2 to 3),
ensure that you capture your readers' attention.

Below are some guide questions that can help in writing the introduction:
1. What theoretical and/or practical situations moved you to be interested
about this study?
2. Aside from personal interests, what is the significance of the study? Is it a
timely/current issue in society? Is it innovative? Will it give the reader an
“AHA!” moment?
3. What have prior studies already discovered about the problem or
phenomenon and how does the study relate to and extend the previous
work?

Also, it is very important to describe the topic being studied to be easily

understood in a manner that is sufficient for an audience who are not experts in your
field of study. The goal is to capture the interest of the reader, describe the problem in
broad strokes and justify its study.
In writing the introduction, one may want to cite two or more similar studies that
had been conducted in order to justify one’s arguments. Opinions from experts can
also be cited in support the discussion. A structure of how to write the introduction is
illustrated below for guidance:

Introductory
Broad/General statements that introduce the topic.
paragraph/s

The succeeding paragraphs narrows from broad statements towards the

Middle main points of the research. 1st Paragraph – main point followed by
Paragraphs supporting points and Next Paragraphs – main point followed by
supporting points.

Concluding Final paragraphs tie in all important main points and ends with the major
remarks purpose or objective of the study.

Manuscripts and other journal articles usually have Introductions that are
continuous rather than composed of subsections depending on the target journal (for
example, the Review of Literature together with other sections that are relevant BUT

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tangential to the manuscript is placed in the appendix). Consult one’s adviser on what
subsections are appropriate for this chapter. Subsections usually include the Review
of Literature, Theoretical or Conceptual Framework, Statements of the Problem, and
Hypotheses (if applicable).
The review of related literature needs to proceed logically justifying the current
study and the reason/s for using the theoretical approach/framework. Organize this
chapter by linking past studies to the current problem. For example, one can identify
the points for improvement in past studies and make an argument that the current
study will address these issues.
Format: The overview of the thesis has no subheading. This, as well as the rest of the
introduction, is written in the present tense. Sections within this chapter follow one after the
other, with no page breaks in between. Use capital Roman numeral "I" after the word
Chapter.

Review of Related Literature

This subsection discusses the theoretical foundations of the research problem or

phenomenon being studied. Previous research or studies relevant to one’s topic are
included in this section by discussing and describing pertinent findings, issues of
methodology and conclusions. Inconsistencies, connections, and themes in prior
studies are also included. The goal is to develop the research problem conceptually
and place it in the context of previous scientific/academic work. In other words this
subsection is a comprehensive conceptual integration of previous research.

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 Note that it is NOT the purpose of this subsection to display how much literature has been
read. Avoid presenting a litany or simple enumeration of past studies that are conceptually
and theoretically disconnected from each other. The review clarifies and contextualizes the
research topic and displays how previous work is connected to the present study.

In order to help you in this subsection, keep in mind that one seeks to provide
enough literature to justify the topic, the theory to be used and what came about in
proposing the conceptual framework, the research problem and hypotheses. There is
no need to classify studies based on publication (foreign vs. local, journals, magazines,
etc.). Again, beef-up primary sources (journal articles) because they are given more
importance than secondary ones (books, magazines and the like).

Here are some guide questions that can help in sifting through what the literature
review must answer:
1. Why choose these particular variables?
2. Why propose these particular hypotheses?
3. Why study the problem with this method? How can we study it differently?
4. What would differentiate one’s approach from what has been previously
done?

Remember that the build-up of arguments from the literature review, to the
theoretical and conceptual framework, to the research problem and hypothesis must
be clear and logical. You can end this subsection by summarizing previously discussed
findings and/or studies AND by laying down clearly the chosen conceptual definitions
(definitions based on various literature) of the variables to be used. To avoid
redundancy, operational definitions (definitions on how variables in the study will be
specifically measured or observed) are already integrated in Chapter 2 (participants
and instruments).
Format: Unlike the other subsections in Chapter 1, this subsection is written in the past tense.
However, ideas should be written in the present tense. (E.g. The study showed that males
prefer females who are aggressive…) Begin this section with a subheading (bold, flushed to
the left, Title Case). For better organization, refer to the level of subheadings in the general
format guidelines.

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Theoretical and/or Conceptual Framework

In this subsection, one needs to be creative in (written separately

putting together the pieces of the puzzle for the research as subheadings)
endeavour. This section should define the research’s theoretical
and/or conceptual frame. One needs to
discuss and explain the theory that is most applicable to the
present study. Usually, the first part of this subsection offers an
explanation of a theory. The next part would be a presentation
of a conceptual framework. The conceptual framework may be
an adaptation of the model used in previous studies but with
some modifications to fit the current study. For qualitative
research, theoretical frameworks are not necessary, but it is
always crucial to have a conceptual framework. Without a
conceptual framework, it would be difficult for the readers to
understand the phenomena being studied, how the variables
are related and how the research would be conducted.
The theoretical framework provides a general representation of relationships
between variables in a given phenomenon. The theoretical framework is based on
time-tested theories that show the findings of numerous investigations on how the
phenomena occur. One can find these frameworks in journal articles and also in many
tests or research instruments.
The conceptual framework displays the specific direction on how the research
will be conducted. In other words, a conceptual framework is the researcher’s idea on
how the research problem or the phenomenon will have to be explored. This is
patterned based on the theoretical framework (if available) or from the literature
review. The conceptual framework describes the relationship between specific
variables identified in the study. It also outlines the Input, Process and Output of the
whole investigation. The conceptual framework is also sometimes called the research
paradigm (if using IPO).

To clarify the difference between theoretical framework and conceptual framework

look at the following examples:
Theoretical Framework: Reinforcements elicit positive behavior.
Conceptual Framework: Fringe benefits improve employees’ sales performance.

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 Notice that the theoretical framework is different from the conceptual framework
in terms of scope. The theoretical framework describes a broader relationship between
things. When reinforcements are applied, a certain response is expected.
The conceptual framework is more specific in defining this relationship. The
conceptual framework specifies the variables that will be studied in the investigation.
In this example, the variable “benefits” represents reinforcements while the
“employees’ sales performance” represents the behavior. This subsection also gives a
glimpse of what statistical treatment will be used in the study.
In quantitative studies, this subsection generally involves a discussion on how
variables and their relationships are conceptualized (usually accompanied by a visual
diagram). Qualitative studies may want to show the philosophical foundations of the
theoretical approach and display the relevance of this approach to the research topic
of interest. This subsection is different from the literature review because, here, the
researcher discusses one’s own original integration of the major theories and/or
frameworks that are to be applied.
Format: This section may or may not have a visual diagram illustrating the relationships
among the variables. Properly format and label diagrams. Begin these sections with separate
subheading (bold, flushed to the left, Title Case). Present ‘Theoretical Framework’ first (if
applicable), then proceed to the ‘Conceptual Framework’.

Statements of the Problem

This section begins with a paragraph

overview that introduces the broad area in which
the research will be centred and then gradually
leads the readers to the more specific questions
that will be posed. Ensure that the target
participants and variables are clearly presented.

Research Problem(s)/Research Question(s)

This subsection must not only be a listing of the
problem and its objectives. It must link the
problem to the arguments presented in the introduction. It presents the specific
questions that the researcher would like to be answered or addressed. Use ‘Research
Problem’ for purely quantitative research design and use ‘Research Question’ for
qualitative, mixed and multi-method research designs.

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The problems and questions should have these characteristics:
1. It should be phrased in a form of a question;
2. The question should suggest a relationship between variables to be examined
(unless the study is exploratory or descriptive);
3. The research question should imply the possibility of being tested empirically.

The third characteristic also implies that each question should be measurable and that
the data gathered can be subject to statistical analyses (quantitative research).

Hypothesis (if applicable)

This section is necessary ONLY IF a particular theory/framework/premise is being
tested. For example, in an exploratory research or a qualitative research, a
hypothesis is not necessary. Hypotheses should be logically derived from theoretical/
conceptual subsections (previous research and framework). The hypothesis statement
contains the predicted relationship among the variables. Stating the null hypothesis is
not necessary.
Format: This section is written in the present tense. Begin this section with a subheading
(bold, flushed to the left, Sentence Case). Research Problem/Research Question and
Hypothesis follow level 3 subheading format (see page 62 of the APA Manual 6th ed.).

Give an introductory statement followed by an enumeration of the research

problem(s). After enumerating the problem statement(s), one can now proceed to
enumerate the hypotheses. Organize the hypotheses based on the enumerated
problem statement(s) – that is, hypothesis # 1 should correspond to research problem
#1. Consult the thesis adviser for further instructions.

Example:

Statements of the Problem

The study wants to determine age differences in the level of social media political
participation among Filipinos.
Research Problem
Specifically, it seeks to answer the following questions:
1. What is the demographic profile of the respondents?
2. What is the level of the social media political participation of the respondents?
3. Is there a significant difference between Filipino adolescents and adults in
their level social media political participation?

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 Hypothesis
There is a significant difference Filipino adolescents and adults in their level of
social media political participation.
Notes:
• Research Problem # 1 in the example should ONLY be stated if the demographic profile
(such as gender, socio-economic status, etc) is a variable in the study. General description
of the participants should be stated in Chapter 2 under ‘Participants and Sampling
Technique’ subheading.
• Although the null hypothesis is being tested (quantitative studies), we ONLY state the
alternative hypothesis.

Limitations of the Study

(for PROPOSAL, include in INTRODUCTION; for
FINAL PAPER, integrate in DISCUSSION)

This subsection contains the theoretical and

practical boundaries of the study. It includes
certain parameters of the topic, subjects and
method used. In short, it allows the reader to
see that the study will be focused only on
“this” and not on “that”, and in “this way” and
not in “that way”. It gives the limitation to
what kind of results the study will produce
(descriptive or inferential or both)

Format: This section is written in the present tense. Begin this

section with a heading (bold, flushed to the left, Title Case).

Significance of the Study

(for proposal, include in INTRODUCTION; for final
paper, integrate in DISCUSSION)

This subsection contains the theoretical and

practical reasons why the research is being
conducted. This part discusses the importance
of the study in terms of the benefits that the
findings of one’s research can offer to specific
individuals, institutions, organizations and
other entities. This subsection also emphasizes

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how the study can contribute in the development of the field of public administration,
psychology, education, communication art, business, etc (academically/theoretically
or in practice). This section emphasizes the practicability, necessity and benefits of
conducting the research.
Format: Begin this section with a heading (bold, flushed to the left, Title Case).
Subheadings (individuals, organizations, institutions, etc) are indented, bold, Title
Case, and ends with a period.

Example:

Significance of the Study

The study will be conducted to determine the level of social media political
participation participation among Filipino. Also, there are several implications on how
this study will also be beneficial to the following groups of people:
Media Practitioners. Results would help organizations design and manage
both formal and informal modes of communication in promoting and disseminating
vital information about the country.
Philippine Literature. Due to the dearth of local literature on social media
political participation, the study would be an additional scientific literature and a
source of information in discovering how Filipinos engage new technology and
expressing nationalism.

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LITERATURE REVIEW CHECKLIST
Below is checklist one can use in finding one’s topic
and writing the literature review:

FINDING THE RELEVANT LITERATURE

Identify key authors and journals
Use bibliographic reference sources
Use computerized literature searches
Obtain reprints and preprints
Look at literature from other disciplines
Scan tables of contents of key journals
Use primary sources
Avoid the popular press but one may use the internet for faster browsing
CRITICALLY READ THE LITERATURE
Identify conceptual and methodological themes
Identify strengths and weaknesses of individual articles
Identify strengths and weaknesses of field as a whole
PREPARE TO WRITE
Make an outline of the sections and subsections of your review to ensure
substantive and logical build-up of arguments and ideas
Include page allocations
Limit the scope of the review; and remove conceptually irrelevant studies
Organize the papers and notes of the literature one will cover
WRITE THE REVIEW
Write the introduction, sections and subsections
Use transitions and integrative phrasing
Synthesize and critically analyze the literature
LWAYS KEEP IN MIND THE FRAMEWORK, RESEARCH TOPIC/PROBLEMS,
AND HYPOTHESES
DO NOT PLAGIARIZE!

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PLAGIARISM CHECKLIST

Definition: Plagiarism is putting someone else's

words or ideas in one’s paper or work, and letting
the readers/audience believe that those words or
ideas are one’s own.

To be sure to acknowledge sources fairly and

avoid plagiarism, review the following checklist
before beginning to write the paper and after
completing the first draft:

What type of source are you using: your own independent material, common
knowledge, or someone else's independent material?
If you are quoting someone else's material, is the quotation exact?
Did you identify the source and the page number (if any) of the quotation?
Have you inserted quotation marks around quotations that run into the text?
Did you keep the person’s/source’s name near the quotation (at beginning or end)?
Have you shown omissions with ellipses and additions with brackets?
If you are paraphrasing or summarizing someone else's material, have you used
your own words and sentence structures?
Did you make sure that paraphrases differ significantly in word choice and sentence
structure from the passage being paraphrased?
Did you identify the source and page number from which you took the passage you
paraphrased?
Does your paraphrase or summary employ quotation marks when you resort to the
author's exact language?
Have you represented the author's meaning without distortion?
Are all your source citations complete and accurate?
In your thesis, did you use signal phrases to distinguish between your ideas and
those from your sources.
Did you provide a reference for every image, diagram or figure (unless you created
it) you reprinted?
Did you cite the source when you used ideas that others have given you in
conversation, over email or through means of communication?

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 Did you cite the source when you used information gained through interviewing
another person?
When you copy the exact words or a “unique phrase” from somewhere, did you
properly cite the source?

No need to cite sources or document if:

Writing your own experiences, observations, insights and findings
Using common knowledge or generally accepted facts:
• Find some information undocumented in at least 5 other sources
• Information that readers already know
• Information can easily be found in a general reference source

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 3

CHAPTER II
METHOD

Similar to Chapter 1, this chapter begins with an overview of the research design
that was (will be) used in the study. The objective of this chapter is to provide a full ac-
count of the sources of data, instruments, protocols and procedures used. It summa-
rizes the set of techniques that was/will be used in obtaining the data to answer the re-

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search problems (e.g., how participants were assigned to groups). It also includes and
explains the statistical measures that will be used.
Format: Begin this chapter with no label. This chapter starts on a new page. The entire
chapter is written in past tense. For proposal, this chapter is written in the
future tense. Subsections in this chapter follow one after the other, with no page breaks in
between. Use capital Roman numeral "II" after the word Chapter

Research Design
This part presents a detailed descrip-
tion of how the research was done (or will
be done). It shows whether the study is ex-
perimental, quasi-experimental, correla-
tional, case-study, exploratory. It also
shows if the approach was quantitative,
qualitative, multi or mixed. For quantita-
tive methods, describing the research de-
sign includes identifying the conditions
that were manipulated, observed or measured. For qualitative and mixed approaches,
particular reporting needs and conventions are to be followed (e.g. the philosophical
rationale for utilizing a particular strategy should be clarified).
Format: Begin this section with a heading ‘Research Design’ (bold, flushed to the left, upper-
and lowercase). If two or more designs were used, follow format for level 3 or 4 subheading.

Participants and Sampling Technique

(Use ‘Sources of Data’ if one will not use people to provide data. Example: content
analysis using archives or legal documents.)
This part should include the number and relevant characteristics of the
respondents, as well as the sampling plan or design. The sampling technique is
discussed and thoroughly explained (e.g. simple random sampling, purposive,
systematic, etc). Take note, when doing a quantitative study, include an explanation
of how the sample size was determined (e.g. power analysis) and describe the
sampling design or plan (e.g. probability or non-probability). The sample/participants
should represent the target population being studied.
Inclusion and exclusion criteria and systematic methods for obtaining the
respondents should also be specified.

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For qualitative studies, explain the rationale for selecting particular participants.
Qualitative studies that use texts should also explain why and how these texts were
selected as data (e.g. tweets, hashtags, and keywords).
Tables and/or figures may be utilized to simplify the presentation of the
demographic characteristics of the participants. Present the number and pertinent
demographic characteristics especially when these have bearing on the generalizability
(for quantitative studies) or transferability (qualitative studies) of the study. Typical
demographic information include: gender, age, level of education, socio-economic
status, and other characteristics relevant to the study.
In general, ‘respondents’ and ‘participants’ (rather than ‘subjects’) can be used
interchangeably (except as a subheading title) but be consistent in the usage to
indicate how the individuals were involved in the study. For clarity, use the word
‘respondents’ to refer to participants who ONLY answered survey questions and tests.
The use of ‘subjects’ and ‘samples’ are allowed but are usually used when discussing
certain established statistical terms (e.g., within-subject and between-subjects design)
and usually used in experimental designs.
Format: Begin this section with a heading (bold, flushed to the left, Title Case).

Setting (if applicable)

This subsection is included ONLY IF the setting is of particular significance or
importance (e.g. a specific group of people, community or organization is being
studied). Describe thoroughly the relevant characteristics of the setting, especially if
this has significance on the research problem, method, and results.
Format: Begin this section with a heading (bold, flushed to the left, Title Case).

Research Instruments
This subsection discusses and links
the conceptual and operational
definitions (a description of how
variables will be measured or
observed) of each variable to be
explored. If one is conducting an
experiment, the measurement of
the dependent variables is
described here. If one is using an

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instrument, include pertinent information such as:
1. the source (indicate if acquired with permission or not);
2. the number of items and type of scale;
3. scoring and interpretation;
4. Psychometric properties (reliability and evidence of cultural validity of the
instrument/s)

If instruments were translated into a language different from the original,

translation procedures and its validation are presented. If the instrument was
constructed by the researcher, then include the details of the steps/procedures in
developing the scale. The paragraphs should answer: “How did the researchers come
up with such items”?
Qualitative strategies are also described thoroughly (Focus group Discussions (FGD’s),
interviews, observations, etc.).

Pretest
This part contains everything about the pretesting/pilot-testing procedures that
includes: the sample used; a description of the materials that were pretested; and the
actual conduct of the pretest procedures.
Report the relevant results of the pretest and the resulting adjustments or
modifications made. Paragraphs should explain how these modifications affect or
determine the respondents, instruments or measures, and procedures that were
employed in the study. A report on how validity was ensured is also presented.
Format: Begin this subsection section with a heading (bold, flushed to the left, Title Case). If
two or more instruments were used/piloted, follow format for level 3 or 4 subheading.
Samples of instruments are usually found in the appendices.

Data Gathering Procedure

This subsection describes the steps
taken to collect the data. The flow of this
part depends highly on the design of the
study.
This part contains the process used
when conducting the actual study. This
section explains in great detail how the
subjects were acquired and how the data

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were collected. If doing an experiment, describe the details of manipulations and how
the extraneous variables were controlled (e.g. assigning participants in treatment
conditions and how these conditions were administered – length of time of exposure,
etc).
When using surveys or psychological tests, procedure for data collection should
be described. It also includes how the surveys/tests were conducted (self-
administered, individual, group, etc) and the amount of time to complete one. For
qualitative methods, describe and explain how the observations were made or how the
FGDs and interviews were conducted. For those using text data, describe the criteria
and the keywords used in the selecting the texts. When using mixed or multi-method,
describe the sequence of gathering the data (sequential, simultaneous, or concurrent).
This section also contains the ethical procedures judiciously applied in the study.
This includes statements/paragraphs affirming the use of informed consent,
debriefing procedures, anonymity, confidentiality, etc.
Format: Begin this section with a heading (bold, flushed to the left, Title Case). Subsections
within this section should follow level 3 or 4 subheadings. Additional subsections may be used
depending on the complexity of the research design (e.g., Apparatus, Materials, etc).

Data Analysis
This subsection describes the procedures on how the data will be (or were)
analyzed, be it quantitative or qualitative data. For qualitative studies, include the
transcription and coding guidelines. For quantitative studies, justifying and describing
the use of particular statistical treatment (e.g. chi square, t-test) and including

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formula/s (e.g. how to get the mean) in the body of the paper is not necessary. It is
assumed that the reader is familiar with basic statistics. However, identifying what
statistical program/s (SPSS, Stata, NVivo) were used in analyzing the data is
recommended.
This subsection provides the reader with enough information to make an
evaluation of the analysis to be sufficient and appropriate in order to answer the
research problem (and hypotheses). This allows the reader to see if the analytical
strategy met the requirements of the methodology.
Format: In the proposal, begin this section with a heading (bold, flushed
to the left, Title Case). This section migrates and is integrated to
the results section when writing the final paper.

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 RESEARCH PROPOSAL FLOW
(FOR PRESENTATION)

In conferences, colloquia, and

symposia, researchers are only allowed
to present their topics within 15 to 20
minutes only. This flowchart will guide
you on the major parts that should be
presented during the proposal stage as
well as the content that should be
presented.

It is recommended to keep your PowerPoint slides to a maximum of 15 only,

excluding the title slide. Follow the 7x7 rule as much as possible (7 lines, 7 words per
line). Use 16:9 ratio for slide size to maximize the space. When using Times New
Roman, Calibri or Arial as fonts, the font size should be at least 25.

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 4

CHAPTER III
RESULTS

After gathering the data, one is now in a position to present the results of the
study here in Chapter 3. Use the results checklist in writing the results chapter. This
chapter presents the data and the qualitative and/or quantitative analyses used in the
data. All results relevant to the research problems (including those that do not support
the hypotheses) are presented. Avoid presenting tangential analyses, even if signifi-

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cant or interesting (these are placed in a separate subsection with a heading labelled
“Supplemental Analyses”: bold, centered, and in Title Case. This is typically found in
Chapter 4, under summary of findings). Start this chapter with an introductory para-
graph how the results will be presented.
Just like in Data Analysis, assume
that the reader has the basic knowledge
on methods of analysis. Thus, avoid
elaborating on or providing citations
for common procedures. However, if
the method is innovative, fairly new,
complex or has some issues to its use,
one can provide a more detailed
explanation and relevant citations to
justify its use (if it is appropriate and robust).
In other words, this chapter provides an accurate and complete account of
data analysis. If one is using quantitative studies, basic reporting of results of inferen-
tial statistical tests should be provided (e.g. t, F, χ² , degrees of freedom, probability,
effect size, etc.). Always support the interpretations or claims with the relevant quanti-
tative (statistics) or qualitative data (see pages 32-35 of the APA Manual, 6th ed.). For
qualitative studies, present the themes together with illustrative data or quotes. One
can utilize a cross-case analysis table, a dendrogram or a repertory grid.
The result should be arranged logically and parallel to the research problem or
hypotheses. One may also arrange it by variable or thematically. Make judicious use of
subsections and subheadings. Use tables and figures to clearly present results and sta-
tistical data. Be careful in using tables and figures to clearly present the themes, data
or models. The following guidelines should be observed in constructing tables and fig-
ures:
1. Do not use both a table and a figure to depict the same information. Try to
decide which illustration is easier to understand at a glance without
looking at the analysis and interpretation of the data.
2. Do not label tables and figures with “1.2”, “1.3”, etc. even if they belong to
the same category/topic. Tables and figures should be numbered serially
(1, 2, 3, 4, etc).

Examples of how to make tables and figures (and the corresponding format) are
shown in the succeeding pages. Please reserve the discussion of implications and expla-

26
nation of the results for the next chapter. Paragraphs describing the results can come
before or after the tables.
Format: This section is generally written in the past tense except when referring to a table or
figure within the text (for example, “Figure 1 shows that…”). Use capital Roman numeral "III"
after the word Chapter

Reminders in Constructing Tables and Figures

Table number not itali-

Title of Table: Itali-
cized. Title is italicized, Ti-
cized, Title Case,
tle Case. Double-spaced or
double spaced, no
single-spaced. Priority is
period.
readability. No period.

Table 1

No
Pretest Reliability Statistics of Survey Questions

Type Cronbach’s alpha Cronbach’s alpha N of items

base on standardized
item
Direct 0.965 0.966 18

Indirect 0.949 0.954

Estimated Marginal Means of avepas

mode: direct
Content is double-
type spaced or single-spaced.
35.00
neutral Priority is readability
nega

32.50
Estimated Marginal Means

Graphs should al-

30.00
ways include a legend
that explains the sym-
bols, abbreviations, and
27.50 terminology used in the
figure. These terms must
be consistent with those
25.00
used in the text and in
other figures. The letter-
22.50
ing in the legend should
be of the same type and
male f
size as that used in the
gender
Figure # (italicized, figure.
ends with a period)

Figure 1. Male and female respondents’ probability of social media political

participation using Facebook .
Title of Figure: Sentence case,
double-spaced or single-spaced. Prior-
ity is readability. Ends with a period.

27
 Table number not itali-
cized. Title is italicized,
Title Case. Double-spaced
or single-spaced. Priority
is readability. No period.

Table 2

Mean of Indirect-Political Items

Form of transmission M SD

Facebook 40.00 25.03

Twitter 40.00 22.66

Websites 32.40 21.95

Blogs 31.40 20.79

N = 241
Use symbols or abbre-
Put lines in a table viations (M for mean, SD
only when they are neces- for Standard Deviation) in
sary for clarity. Horizontal statistics.
lines are permissible; verti-
cal lines are not.

Table 3
Descriptive Statistics of Age, Gender and Context in Social Media Political Participation

Participating
M SD f
Variable
Gender
Male 27.85 21.96 117
Female 39.08 17.43 124
Age
Adolescents 38.88 19.00 116
Adults 40.57 16.72 125
Context
Direct 43.67 16.63 119
Indirect 35.94 18.21 122
N = 241

28
 F is different from f. F here is
the ANOVA value. When refer-
ring to frequency count, use
small and italicized (f)
Table 4

Analysis of Variance in Social Media Political Participation

-----
F Sig.

Gender 0.414 0.020

Age 0.459 0.499

Context 12.042 0.001

Gender * Age 0.111 0.739

Gender * Context 0.203 0.653

Age * Context 2.903 0.090

Gender * Age * Context 0.204 0.652

Note. Significance level set at p < .05

Table 5
Pearson’s Product Moment Correlations for Drug Use Attitudes with Moral Development and Family Development

Drug Use Attitudes

Casual Habitual
Famile Development
Close-knit 0.69** 0.07
Individualistic 0.17 0.12*
Moral Development
Idealism -0.16** -0.39
Empathy -0.13 -0.29*
Justice 0.03 -0.12
Note. * = p < .05, ** = p < .01. N = 96

29
Example of narrative description and table:

The test of association results indicate that one's decision to support the policy of
consultations does not appear to be statistically associated with one's gender; there is
no statistically significant difference in support rates between females and males.
These results suggest that the rate of policy support is similar for female and male
tenants (see Table 6).

Table 6

Results of Chi-square Test and Descriptive Statistics for Agreement by Gender

Form of transmission Gender

Females Males

Yes 88 (84%) 84 (88%)

No 17 (16%) 11 (12%)

Note. χ2 = 0.88, df =1. * = p < .01. Numbers in parentheses indicate column percentages.

In-text Reporting Results of Common Statistical Tests in APA Format

(Adapted from Psychology Writing Center, University of Washington & Jeffrey Khan, Illinois State
University)

Every statistical test that is reported should directly relate to each hypothesis. One can
begin this section by restating each hypothesis, stating if the findings supported it,
then providing the data and statistics that permitted you to make these observations.

In the first part of the results section, the alpha level used as a significance criterion
for your tests should be clearly stated.
Example: “We used an alpha level of .05 for all statistical tests.”

When reporting the results of statistical tests, one should report the descriptive
statistics (means and standard deviations) test statistic, degrees of freedom, obtained
value of the test, and the exact p value (unlike in tables where the significance levels
are typically reported as “p < .05” or “p < .01”) except when the p value is less than .
001 (commonly reported simply by writing p <.001.)
Example: F(1, 24) = 44.4, p = .03.

30
Test statistics and p values should be rounded to two decimal places. For statistically
significant ANOVA results and correlations, the Post Hoc Test results and coefficient
of determination (r2) respectively are also reported. All statistical symbols that are not
Greek letters should be italicized (M, SD, N, t, p, etc.).

Means and Standard Deviations: clearly present means and standard deviations
in parentheses.

The participants as a whole were relatively older (M = 63.12, SD = 2.32).

The average age of the respondents was 11.15 years (SD = 1.30).

Percentages: Round values to the nearest ones so that no decimal places are
reported in parentheses.

Less than half (45%) of the participants were married.

Chi-Square: Degrees of freedom and sample size are reported in parentheses. The
Pearson chi-square value (rounded to two decimal places) and the significance level is
also reported.

The percentage of candidates that were members of the administration did not
differ by gender, χ2 (1, N = 90) =.089, p =.35.

t-tests: Only the degrees of freedom are in parentheses. Report the t statistic
(rounded to two decimal places) and the significance level.

Gender had a significant effect on salary, t(54) = 5.43, p = .03, with females
receiving higher salary than male employees.
Students taking sciences courses at Assumption College reported studying more
hours for exams (M = 152, SD = 1.21) than other college students in general, t(33) =
2.10, p = .04.
Results indicate a significant preference for studying in the library (M = 8.45, SD
= 2.11) over studying alone (M = 4.00, SD =.16), t(20) = 4.00, p = .01.

ANOVAs (one-way and two-way): Reported similarly like the t-test but two
degrees-of-freedom numbers are reported in parentheses. First report the between-

31
groups degrees of freedom, then the within-groups degrees of freedom. These two
numbers are separated by a comma. Then, report the F statistic (rounded off to two
decimal places) and the significance level.

There was a significant main effect for trauma, F(1, 163) = 5.32, p = .04, and a
significant interaction effect, F(2, 163) = 7.53, p = .03.
An analysis of variance showed that the effect of academic pressure was
significant, F(3,37) = 5.94, p = .007. Post hoc analyses using the Tukey’s HSD
criterion for significance indicated that the average number of correct answers was
significantly lower in the no-pressure condition (M = 12.3, SD = 1.26) than in the
other two types of pressure conditions (peer and parental) combined (M = 19.22, SD =
2.86), F(3, 37) = 7.27, p = .032.

Correlations: Associations are reported by giving the degrees of freedom in

parentheses and the significance level.

32
 Variable A and variable B had weak association, r(98) = .16, p < .05

Table 7
Cross-analysis of Fathers’ Relationship with Sons
Question Response f %
Ways fathers Support academics, school activities and 3 50
show acknowledge school achievements. Remind
acceptance of him to take care of himself and stay out of
their son
trouble.
1 1
Physically affectionate, hanging out with
friends and vice versa. Tells him to be careful
when he hangs out with his friends.

Give money, freedom to express themselves,

3 50
acknowledge friends. Remind them to be
mindful about themselves.
Instances when Went to school to talk to students who bully 4 85
father defended his son and also talk to neighbors regarding
their son negative gossips about his son.

Father is upset when hears negative

2 28
feedbacks from other people.

Defended him against relative. 1 1

33
 Table 8
Comparison of Duties and Responsibilities between Kasambahays and Employers
KASAMBAHAY EMPLOYER
Thematic Household Work f Thematic Household Work f
Category Category

Laundry Mag- laba (washing) 6 Laundry Mag- laba (washing) 5

Mag – Plantsa (ironing) 3 Mag - Plantsa 4

House Cleaning Linis (cleaning) 8 House Cleaning Linis (cleaning) 7

Mag – linis ng sasakyan 1 Mag – linis ng sasakyan 1
(carwash) (carwash)

Food Mag- luto (cooking) 6 Food Preparation Mag- luto (cooking) 8

Preparation Ma-malengke (going to 2 Grocery 2
the market)

5 3
Nurturing Alaga ng bata (taking care Nurturing Alaga ng bata (taking
Children of the child) Children care of the child)

1 1
House Alagaan mo yung bahay House Paying the bills
Management (taking care of the house) Management

Miscellaneous Honesty 1 Miscellaneous Pet Care 2

Trustworthy 1 Gardening 1
Repairs/ Sewing 1
Trustworthy 3
Honest 1

Note. Kasambahays N = 10. Employers N = 10. Household Work and Thematic Categories were
categorized through Consensual Qualitative Research (CQR) Analysis.

Organizing Interviews and Focus Group Discussions

(Adapted from Tolentino & Gloria, 2014 and Bahala & Flores, 2014. Undergraduate Thesis – Psychology
Department, Assumption College)

34
 RESULTS CHECKLIST

PRESENT DATA RELEVANT TO PROBLEMS AND HYPOTHESES OF THE

STUDY
PRESENT RESULTS ORDERLY and LOGICALLY
Order and sequence the results
According to problem/hypothesis
Or according to variable
Support results, conclusions with the relevant statistical data
Name of statistical analysis used
Relevant details about the statistic
Statistical values for significant effects
Means, Standard deviations, Sample size
STATE results IN clear and straightforward manner
prepare AND Create well-crafted, clear tables AND figures

35
 5

CHAPTER IV
DISCUSSION

The last chapter is where results are interpreted, evaluated, and placed in
context. One needs to interpret the findings by answering the “whys” and “hows”:

36
 1.What do they (the values) mean? Why?
2.Why were the proposed hypotheses (if any) supported or not supported?
3.How do the findings contribute to the research area?

Start this chapter with an introductory paragraph that lay down the major contents of
this chapter.
General Format: The entire discussion is written in the present
tense. Use capital Roman numeral "IV" after the word Chapter

Summary of Findings
This chapter contextualizes and interprets the
results in relation to the related literature and
previous findings. One can discuss the
similarities and differences. Here, the reader
should have an idea of one’s intention to fully
explain and support the conclusions.
Qualitative discussions should highlight
reflexivity of the researcher and the research process in
the interpretation of the data. Reflexivity involves the
researcher documenting his or her beliefs, attitudes,
values, and reactions to the object of study and assessing the likely impact of these on
the collection and analysis of data.
End this subsection by enumerating the pertinent findings. In other words,
directly answer your statements of the problem.
Format: Begin this section with a heading (bold, flushed left,
Title Case). "Reflexivity" follows level 3 subheading format.

Implications
Content: How can the findings be applied in developing the theory, previous research,
and practice of the discipline? This section discusses the key ideas that the reader can
draw from the study that may be applied to similar areas of concern.
Comment on future directions in this area, including implications
on how the work can be extended or improved for both research
and practice.
What should be highlighted in this subsection is the
theoretical ad/or practical contribution of the findings.

37
Remember that the implications should be relevant, lucidly argued and clearly derived
from the research findings.
Format: Begin this section with a
heading (bold, flushed left, Title Case).

Limitations of the Study

Discuss the limitations of the current study,
and discuss the internal and external validity
issues in relation to the topic, design,
participants, tools, and other problems
encountered in the conduct of the research. This
subsection also presents the issues limiting the study’s validity of conclusion. In
quantitative studies, this refers to the internal and/or external validity, nature of the
sample; weaknesses in measures and procedures, analytic strategy, etc. For qualitative
studies, validity of conclusions refers to the authenticity of the data and integrity of
the data source. Keep in mind that areas of the study that was purposively
determined (i.e. particular theoretical framework or research design) are not
considered limitations.
This section may be integrated in the general discussion or placed in a separate
section (depending on the nature of the study) and begin the section with a heading
(i.e., Limitations), bold, centered, and in Title Case.
Format: Begin this section with a
heading (bold, flushed left, Title Case).

Recommendations for Future Researchers

In this subsection, discuss specific recommendation for future research. Keep in mind
that recommendations should be relevant, based on the findings and implications of
the study. One might want to ask these questions for guidance:

1. What are the new problems that arise?

2. What are the issues that remain unresolved
3. How can future research address the limitations?
Format: Begin this section with a
heading (bold, flushed left, Title Case).

38
 DISCUSSION CHECKLIST

SUMMARIZE THE FINDINGS

Avoid technical detail
Use clear language
INTERPRET ALL FINDINGS
PLACE THE FINDINGS IN CONTEXT
Consider how your findings converge with, clarify, or contradict past findings
CONSIDER THE IMPLICATIONS OF THE FINDINGS
Theoretical implications
Research implications
Practical implications
Consider internal validity issues
Consider external validity issues
Consider measurement issues
Consider statistical issues
REMEMBER TO INCLUDE COMMENTS ABOUT FUTURE DIRECTIONS

39
FINAL RESEARCH FLOW (FOR
PRESENTATION)

In conferences, colloquia, and

symposia, researchers are only
allowed to present their topics
within 15 to 20 minutes only. This
flowchart will guide you on the
major parts that should be
presented during the final
presentation stage as well as the
content that should be presented.
It is recommended to keep your PowerPoint slides to a maximum of
15 only, excluding the title slide. Follow the 7x7 rule as much as possible (7
lines, 7 words per line). Use 16:9 ratio for slide size to maximize the space.
When using Times New Roman, Calibri or Arial as fonts, the font size
should be at least 25.

40
REFERENCES
This section lists ALL references cited in the text. If an abstract rather than an
actual journal/book is utilized, this should be cited as such. Electronic references (e.g.,
Internet sources) must also be formally cited. All ideas and arguments drawn from
other people’s should be acknowledged, to avoid accusations of plagiarism (ideas or
words of others and making it appear as your own). Ensure that ALL references cited
in the text should match with the references in this section.
Format: The heading REFERENCES should be bold, all CAPS, and centered on
top of the first page of this section. References follow a hanging indent format –
the first line is not indented but the second and succeeding lines should be
indented. Double-spaced throughout and no additional space between entries.

APPENDICES
The appendices section should include the instruments, and other special
materials, tools, and instructions that were used in the study. It may also contain
information that may be too detailed for the in-text but which some may want to refer
to (e.g., complex scoring procedures; a different type of analysis). No raw data are
included here.
Format: Each appendix should be placed in its own separate page, and affixed
with its own heading (APPENDIX A; APPENDIX B, so on). Headings should be
in boldface, all CAPS, and centered on top of each page.

If the appendix exceeds more than one page, write the appendix on top of the
next page, flushed left, sentence-cased, then, in parenthesis write the word
“continued”-italicized (see sample appendix). Transcripts are the only exception to
this rule. See sample for reference.

41
Self-Critique Once you have made the first draft of your paper, you may use the table below to evaluate it (or certain sections).

Chapters Yes/No/Not sure

1 Introduction
Is the topic clear and well defined? Does it involve a problem, question, or hypothesis that sets the
agenda and points precisely to what needs to be explored or discovered?

Is the topic of genuine relevance or interest within your subject discipline? Does it pick up on
important or interesting themes or subjects arising from your studies?

2 Literature review
Have you accessed the most recent literature of relevance to your topic, as well as seminal sources
from the past?

Do you refer to major books, articles, artefacts? Since quality is more important than quantity – how
well have you selected your material?

Does the literature review hang together, to show how the ideas and findings have developed, or is it
merely a shopping list of books and articles?

Is the review critical? Does it briefly evaluate, showing how your thesis fits into what is mistaken or
lacking in other studies? The literature review should provide a critically appraised context for your
studies.

3 Theoretical underpinnings
Does theory permeate the structure from beginning to end, from statement of problem to conclusion?
Are you asking yourself a key question, presenting a thesis, or defending a statement? Be clear about
your approach.

Theory is the framework of your study – not a luxury. Your thesis will be judged, in part, by how well
you express and critically understand the theory you are using, and how clearly and consistently it is
connected with the focus and methodology of your thesis.

4 Methodology
Two chief criteria:
Is your choice of methods and research techniques well suited to the kind of problem you are
studying? Methods work if they provide a persuasive response to your question, positive or negative.

Is your description of the methods you have adopted clear enough to take a blueprint and replicate?

5 Results
Are your findings faithful to what you actually found – did you claim more than you should? Don’t
‘massage’ your evidence or findings…

Have you provided enough evidence to make a convincing case?

Have you presented everything directly relevant to the question in such a way that the reader doesn’t
have to flip back and forth to make her or his own connections?

Are results or findings clearly and accurately written, easy to read, grasp and understand?

6 Discussion
Have you answered the question ‘So what?’ What should we do with your findings and conclusions?
What do they imply?

Findings don’t speak for themselves – they need to be analysed. Have you explained what your
findings mean and their importance, in relation to theory and practice?

42
 ACKNOWLEDGEMENTS

The acknowledgments section allows one to show appreciation and to give due
recognition to the individuals, organizations or institutions that helped one in doing
the manuscript. The people who are recognized may be mentioned in the following
order:
1. Thesis Adviser
2. Panel Members
3. Participants/respondents (and/or their affiliations)
4. Personnel/Organizations/Offices (those who helped in the study)
5. Editors/Facilitators/V alidators
6. Significant people (family members, friends, and the like)
Format: Begin this section with a heading (bold, centered, all CAPS). Start each
paragraph with 5 – 7 spaces or the normal 0.5” default tab. One should only
have one acknowledgement section even if working with other people.

ABSTRACT

On a separate page, write a brief and comprehensive summary of the contents of

the paper. The abstract typically contains the research problem or objective,
participant (and their pertinent characteristics), important features of the method
used, most important findings, conclusions and implications.
Content of the abstract should range between 150-200 words only in one
paragraph. It is written in the past tense when referring to the conduct of the study
(e.g., “The results showed...”). When referring to ideas or implications culled from the
study, write in present tense (e.g., “The findings suggest that...”). Select minimum of
three (3) and maximum of five (5) keywords for the study.
Format: Begin this section with a heading (bold, centered, all CAPS). The first
line is not indented. Justify alignment. On the next paragraph, the word
“Keywords” is indented, italicized and ends with a colon. Keywords should be a
maximum of only five words. Single- spaced.

43
 6

FORMAT AND GUIDES

In this chapter you will find all the necessary details for your thesis to look uni-
formed with all other researchers. The format and guides will ensure that your thesis
looks professional and publish ready.

44
Hardbound Spine

Color of Hardbound cover: Dark Blue (not Royal, not light, not bright) Color of Font
and Boundaries: Gold

CLICK, READ, POST: SOCIAL MEDIA POLITICAL PARTICIPATION

Garcia
2018 AMONG FILIPINOS AND SOUTHEAST
Gustilo
ASIAN NEIGHBORS

GENERAL FORMAT GUIDELINES

The following general guidelines apply throughout the manuscript on bond paper sized
8 ½ x 11.

SPACING
• Double-space throughout the paper, except entries in the appendixes.
• Entries in tables may be single or double-spaced; prime consideration is readability.
• Double-space all entries in the Reference section; no additional space between entries.
• Spacing between subsections or subheadings within a chapter should at least be double-spaced, but may be triple- or quadruple-
spaced for added clarity.
• For added clarity put two spaces between sentences.

FONT
Use 12-size Times New Roman font throughout the paper, including entries in tables

MARGINS
Use a 1.25-inch margin for the left side; 1-inch for all other sides of the page

ALIGNMENT
Left-aligned throughout the paper

INDENTION
m Paragraph indentation should be 5-7 spaces or the normal tab (0.5”) default

RUNNING HEAD
m The running head is an abbreviated title, maximum of 50 characters, including spaces. Placed at the upper left hand corner, ALL
CAPS. Should only appear on the pages after a new chapter and includes references and appendices. Running head should never ap-
pear on title pages and other front materials.

45
PAGINATION
• ALL page numbers are placed at the upper right hand corner of each page
• Page 1 begins in Chapter I (Introduction) but is not numbered.
• The first page of a new chapter is not numbered but is still counted
• Lower-case Roman numerals are used for the front material,
• Page numbers first appear with the Abstract (or page iv), Acknowledgments (v), Table of Contents (vi, vii, etc), Appen-
dixes (v..), List of Tables (v..) and List of Figures (v..)
• The title page (i), approval sheet (ii), ethical conformity sheet (iii) do not appear but are still counted.
• See sample of Table of Contents

HEADINGS & SUBHEADINGS

Level 1 heading: Chapter titles are printed in boldface, title case [upper-and lower case], and centered on top of the page.
Level 2 heading: Bold, flushed to the left, title case [upper-and lower case]. Text follows in the next paragraph, indented (5 spaces
from the left margin or the normal "0.5 tab")
Level 3 heading: Bold, 5 spaces from the left margin [normal “0.5” tab], lower case except for the first letter, should end with a period,
text should follow immediately this heading.
Level 4 and succeeding subsection/subheadings: Italicized, 5 spaces from the left margin [normal “0.5” tab], lower case except for the
first letter, should end with a period, text should follow immediately.

Examples:
Double-spaced

Level 1 CHAPTER I

Level 2 INTRODUCTION
Level 3
Review of Related Literature
In the latest Pulse Asia survey, the Philippines…
Reinforcements. Skinner (1953) claims that reinforcements are consequences that will strengthen an or-
ganism's future behavior whenever that behavior is preceded by a specific antecedent stimulus.
Positive reinforcement. This occurs when an event or stimulus is presented as a consequence of a behav-
ior and the behavior increases.

Level 4 or Subsections
of Level 3

46
 SAMPLE PAGES OF THE FRONT MATERIAL

Notes:
1. The title should be in inverted triangle form (refer to title page)
2. The List of Tables and the List of Figures are placed in their own separate
pages and are never combined. In other words, start a new page when
listing down List of Figures even if it can still fit the bottom of the List of
Tables.
3. The arrangement of Front Materials is as follows:
• Title page (no small roman numeral for page number but is counted as i)
• Approval Sheet (no small roman numeral for page number but is
counted as ii)
• Ethical Conformity Sheet (no small roman numeral for page number but
is counted as iii)
• Abstract (small roman numeral first appears for page number. Use "iv")
• Acknowledgements (use small roman numeral "v" for page number)
• Table of Contents (use small roman numeral accordingly)
• List Tables (use small roman numeral accordingly)
• List of Figures (use small roman numeral accordingly)
4. Chapter I, page 1, immediately follows after the List of Figures. However,
page number only appear on the next page after the start of each chapter
page. The chapter page is still counted.
5. The title page is the same template used in the cover page of the
hardbound final thesis copy (the font is gold and the color of the
hardbound is dark blue).
6. The Appendices follow right after the References, and not placed in a
separate page unless space is limited (similar to sample).

47
 CLICK, READ, POST: SOCIAL MEDIA POLITICAL PARTICIPATION
AMONG FILIPINOS AND SOUTHEAST
ASIAN NEIGHBORS

5 single spaces from Title

A Thesis

Presented to

the Public Administration Program

1.25 inch margin from
edge of paper Pamantasan ng Lungsod ng Marikina

5 single spaces

In Partial Fulfilment

of the Requirements for the Degree

Bachelor of Arts

In Public Administration

5 single spaces

Mary Ann A. Garcia

Donessa Laine D. Gustilo

2018

Page 37 of 72

48
 APPROVAL SHEET

The Faculty of the Public Administration Program of Pamantasan ng Lungsod ng

Marikina approves and accepts the thesis entitled:

CLICK, READ, POST: SOCIAL MEDIA POLITICAL PARTICIPATION

AMONG FILIPINOS AND SOUTHEAST
ASIAN NEIGHBORS

submitted by Donessa Laine D. Gustilo and Mary Ann A. Garcia, in partial fulfilment of

the requirements for the degree of Bachelor of Arts in Public Administration.

___________________________

Adviser

______________________ _______________________ ________________________

Member Member Member

_________________________________
(NAME OF PROGRAM HEAD)
Program Head

________________________________
DIANA MELGAR-LOPEZ, RMT Ph.D.
Dean
College of Arts, Sciences, Education and Criminology

________________________________
ERICH DANICA TORRE, Ed.D
Academic Vice President

Date: 14 APRIL 2018

Page 38 of 72

49
 ETHICAL CONFORMITY SHEET

I have reviewed the our Code of Ethics and affirm that our research will conform to the
ethics code particularly with respect to:

(check all that applies, indicate N/A if not applicable)

___ Informed consent to research

___ Offering inducements for research participation
___ Deception in research
___ Debriefing
___ Reporting research results
___ Plagiarism

_____________________________ | _________ ______________________________ | _____

Signature and Printed name of student | Date Signature and Printed name of student | Date

_____________________________ | _________ ______________________________ | _____

Signature and Printed name of student | Date Signature and Printed name of student | Date

_____________________________ | _________ ______________________________ | _____

Signature and Printed name of student | Date Signature and Printed name of student | Date

NOTED AND APPROVED BY:

___________________________

Adviser

______________________ ________________________ _______________________

Member Member Member

Page 39 of 72

50
 iv
ABSTRACT

The study investigated the influences of gender of the participants, age, and context of social

media political participation among Filipinos and neighboring ASEAN countries. The survey

used a 2 X 2 X 2 factorial design covering 3,241 respondents aged 16 to 80 years old. The

focus group discussion provided a more in-depth approach to the research questions and to

Filipino’s understanding of political participation. The respondents were asked to rate the

probability of believing and participating politically online. Research results showed that

direct acquisition from family and friends had greater chances of participation than indirect

acquisition. Findings also showed that men participate politically in social media more than

women while women participate politically in the street than men. The findings imply...

Keywords: Social Media, Filipinos, Political Participation

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 v

ACKNOWLEDGMENTS

We have so many people to thank who have helped us in this journey. We are

grateful to our adviser and mentor, Dr. Alma de la Cruz for guiding us in our research. We

would like to give our sincerest appreciation to the panel members’ effort and never ending

support without which we could never have gone this far. We are very thankful for the help

and aid of Anna Francesa A. Baclig.

We also express our gratitude to all the respondents, interviewees, and students from

the different schools for the focus group discussion. We are especially grateful to the dormers

of Mater Salutis Dormitory for accommodating us and providing us understanding and moral

support. We also thank the following who helped us in distributing the survey forms: Yvette

Gavierez, Oliver Miles Lim, Tom John Lauron, Rizza Sigaya, Franzen Garnica and Ben

Abela. We are eternally indebted to our families for their financial assistance and devoted

time. We also thank the faculty and staff of Assumption Psychology Department for their

technical support. Special thanks to all the schools and universities who allowed us to

conduct our research and data gathering in their premises.

We dedicate this thesis to God, to the Filipino people, our loved ones and friends.

Thank you so much for inspiring us to reach great heights.

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 vi

TABLE OF CONTENTS
Page

LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …... viii

LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …... ix

I. INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 1
Review of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….. 5
Definition of Social media . . . . . …………………………………. . . ….. 5
Definition of Political Participation . . . . . . . ………………….. . . . . . . . . 7
Frameworks of Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Frame works of Political Riots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Other Variables, Purposes and Implications Regarding 12
Political Activism Online ……………………………….
Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … 18
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … 18
Statements of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …... 19
Hypotheses…………………………………………………………………… 19
Significance of the Study ……………………………………………………. 20
21
II. METHOD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .….
Research Design ................................................................................................ 21
Participants and Sampling Technique ............................................................... 22
Research Instruments ......................................................................................... 23
Data Gathering Procedure ................................................................................. 25
Data Analysis ................................................................................................... 25

III. RESULTS……………...……………………………………………………… 29
Mediation Model Analyses ............................................................................... 32
Hypothesis 1 .................................................................................................... 39

IV: DISCUSSION 45
Summary of Findings …………………………………………………………. 46
Implications……………………………………………………………………. 48
Limitations ……………………………………………………………………. 48
Recommendations for Future Research .............……………………………… 49

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……. 59

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 vii
Page

APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. 62

A. Formal Letter of Request . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

B. Neutral-Direct Survey Form. . . . . . . . . . . . . . . . . . . . . . . . . . . ……. . . . . 63

C. Neutral-Indirect Survey Form . . . . . . . . . . . . . . ……………….. . . . . . . . 67

D. Negative-Direct Survey Form . . . ………... . . . . . . . . . . . . . . . . . . . . . . . 71

E. Negative-Indirect Survey Form….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

F. Focus Group Discussion Spiel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

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 viii
LIST OF TABLES

Page

1. Pretest Reliability Statistics of Indirect and Direct Question. . . . . . . . . . . . . 25

2. Mean Score in Believing in Social Media (and Standard Deviations) for

Gender, Type and Context …………….......….............................................. 30

3. Mean of Direct-Believe Items . . . . . . . . . . . . . ……………………………. 32

4. Mean of Indirect-Believe Items . . . . . . . . . . . . . . . . . . . . . . . . . . .………… 33

5. Descriptive Statistics of Gender, Type and Context in Passing Posts . . . . 34

6. Mean of Direct-Pass Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

7. Mean of Indirect-Pass Items…………………………….. . . . . . . . . . . . . . . 36

8. Analysis of Variance of Believing Social Media Political Participation...... 41

9. Analysis of Variance of Passing Social Media Political Participation .... . . . 42

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 ix
LIST OF FIGURES

Page

1. Conceptual framework of the study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

2. Male and female respondents’ Social Media Political Participation. . . . . . . 43

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 REFERENCES

Arluke, A., & Levin, J. (1985). An exploratory analysis of sex differences in gossip. Sex

Roles, 12, 281-286.

Baumeister, R. F. (2004). Gossip as cultural learning. Review of General Psychology, 8,

111-121.

Bordia P., & DiFonzo, N. (2002). When social psychology became less social: Prasad and

the history of rumor research. Asian Journal of Social Psychology, 5, 49-61.

Cornwell, D., & Hobbes, S. (1992). Rumor and legend: Irregular interaction between social

psychology and folkloristics. Canadian Psychology, 33, 609-613.

Eder, D., & Enke, J. (1991). The structure of gossip: Opportunities and constraints on

collective expression among adolescents. American Sociological Review, 56, 494-

508.

Foster, E. K. (2004). Research on gossip: Taxonomy, methods and future directions.

Review of General Psychology, 8, 78-99.

Kapferer, J. (1989). A mass poisoning rumor in Europe. Public Opinion Quarterly, 53,

467-481.

Knapp, R. H. (1994). A psychology of rumor. The Public Opinion Quarterly, 8, 23-37.

Rosnow, R. (1988). Rumor as communication: A contextualist approach. Journal of

Communication, 38, 12-28.

Salovey, P. & Wert, S. (2004). A social comparison account of gossip. Review of General

Psychology, 8, 122-137.

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57
 APPENDIX A

Experiences in Close Relationships–Revised Questionnaire

The statements below concern how you feel in emotionally intimate relationships. We are
interested in how you experience relationships with your current partner in mind. Respond to
each statement by indicating how much you agree or disagree with the statement.

1----------2----------3-----------4----------5----------6----------7
Disagree Agree Strongly Agree

1 I'm afraid that I will lose my partner's love. 1234567

2 I prefer not to show my partner how I feel deep down. 1234567

3 I often worry that my partner will not want to stay with me. 1234567

4 I feel comfortable sharing my private thoughts and feelings with my partner. 1 2 3 4 5 6 7

5 I often worry that my partner doesn't really love me. 1234567

6 I find it difficult to allow myself to depend on my romantic partner. 1234567

7 I am very comfortable being close to my romantic partner. 1234567

8 I don't feel comfortable opening up to my romantic partner. 1234567

9 I worry a lot about my relationships. 1234567

10 I prefer not to be too close to my romantic partner. 1234567

11 I get uncomfortable when my romantic partner wants to be very close. 1 2 3 4 5 6 7

12 I find it relatively easy to get close to my partner. 1234567

13 I rarely worry about my partner leaving me. 1234567

14 It's not difficult for me to get close to my partner. 1234567

15 My romantic partner makes me doubt myself. 1234567

16 I usually discuss my problems and concerns with my partner. 1234567

17 I do not often worry about being abandoned. 1234567

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58
 Appendix A (continued)

1----------2----------3-----------4----------5----------6----------7

Disagree Agree Strongly Agree

18 It helps to turn to my romantic partner in times of need. 1234567

19 I find that my partner does not want to get as close as I would like. 1234567

20 I tell my partner just about everything. 1234567

21 I talk things over with my partner. 1234567

22 My desire to be very close sometimes scares people or my partner away. 1 2 3 4 5 6 7

23 I am nervous when my partner gets too close to me. 1234567

24 I feel comfortable depending on my romantic partner. 1234567

25 I find it easy to depend on my romantic partner. 1234567

26 I worry that I won't measure up to other people. 1234567

27 It's easy for me to be affectionate with my partner. 1234567

28 My partner only seems to notice me when I’m angry. 1234567

29 My partner really understands me and my needs. 1234567

Note: Immediately after this appendix section, attach proof that indicates that permission was
granted by the author of the instrument to be used/published in the thesis (a screen shot of an
e-mail correspondence will suffice). If permission was not granted, place a disclosure at the
Note:end of the instrument/s
Immediately that this
after showsappendix
that the material was notattach
section, explicitly given that
proof with permission.
indicates
that permission was granted by the author of the instrument to be used/
published in the thesis (a screen shot of an e-mail correspondence will
suffice). If permission was not granted, place a disclosure at the end of the
instrument/s that shows that the material was not explicitly given with
Page 48 of 72
permission.

59
 APPENDIX B

Transcript of Focus Group Discussion

Duration: 2 hours 11 minutes

Date: September 15, 2018
Location: Room 1301, Reyes Hall
Interviewer: Alison (INT)
Participants: Shela (S) In all instances, maintain anonymity of your interviewees,
Jake (J) discussants, and respondents by not using or mentioning
Monique (M) their real names.
Eric (E)
Mon (N)
1 INT Thank you all for participating in this group discussion. I would like to
2 encourage each one to respond to my questions as honestly as possible. All
3 information about you, the participants will be kept confidential.
4
5 All information you will divulge during this discussion will only be used for
6 research purposes. I would like to ask for you permission to record this
7 discussion via audio recording as well as video recording.
8
9 At this point, I would like to set some guidelines. Please avoid speaking all
10 at the same time. If one person is speaking, please allow this person to finish
11 before we start talking and share our sentiments.
12 You may agree or disagree with opinions of others, however, let us be
13 reminded to be respectful both in our language and in our action.
14 You may choose not to answer any of the questions and may leave the
15 discussion at anytime.
16 Do you have any questions at this time?
17 If you do not have any question, let us begin.
18 INT How do you feel about where you live? (Abroad)
19 Seeing yourself live in the other country aside from your parents’ home
20 country...
21 M Felt more comfortable in a way because…since I was (really) young I spend
22 most of my life (in) abroad, so for me staying in the place where I used to
23 live was pretty much normal and I adaptive in to a place more easily since I
24 was young so… yeah I felt more at home there.
25
26 J For me it was ... the first few years maybe a couple of years it was really that
27 hard, because I grew up in the (inaudible 13:01), going there was not really
28 in my idea but as the years come by I get used to it and it was ok for me...
29
30 S So, ako naman nung una kong punta ko sa Qatar medyo shock lang kasi
31 nung una kong punta don ang init. Sobra! Pag labas mo ng bahay napaka-
32 init. Pero masaya don sa bahay namin. Hindi mawawala ang aircon tapos
33 ang internet. So after mga one month lang naka-adapt na rin ako sa culture

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60
 34 don, ang hindi ko lang matanggap don yung amoy ng mga tao dun. Yun lang
35 yung medyo matagal akong naka-adapt don sa amoy nila. Yun lang yung
36 pinaka matagal akong naka-adapt.
37 M (I was honest.)
38 E (Well for me, I think living in abroad is way better than living here in the
39 Philippines. Because, my whole life I was… )
40 Basically I’m more used to live in abroad rather than here in the Philippines
41 because I get along more with foreigners rather than the Filipinos but then
42 later on when I transfer to a Filipino High School, I wasn’t really used to it
43 because I really feel out of place, I really feel like an outcast because they’re
44 all Filipino speakers while I’m really an English speaker. So I guess after a
45 few months I have not with there,” you know adaption”.
46 Then I guess through those years, you know bonding with the Filipinos and
47 the Foreigners I can say that Im actually get along well with the Foreigners
48 and the Filipinos but (I think) I’m still more into hanging-out with the
49 foreigners because it’s been with me since the day I was born and for my
50 parents their home culture they even adapted (what’s this?) the place where I
51 was born they got more used to it rather than living in the Philippines
52 because they stay there for (like… I don’t know) 20 years. I guess that’s
53 understandable.
54
55 N I was born in Bahrain, so I guess adopted the Bahrain culture. I’ve never
56 been to the Philippines but when I graduated at 15 my parents just(dumped)
57 me here… ALONE! No relatives, well it was hard at first...(because like to
58 do) to go to immigration, to do enrolment (but you’re a minor right?) yeah
59 i’m a minor. So for 3 years being a minor here in the Philippines it was
60 really, really hard and too (like) I didn’t get along with the people here until
61 2nd year and it’s really hard in our course, cause in our course you have to
62 communicate a lot with people. Of course at first i didn’t know Tagalog, (it
63 was so, like) there’s a gap when you communicate with people (like the nose
64 bleed joke and all of that so) I had that problem, but then later by 2nd year
65 and 3rd year i studied Tagalog in order to (like) be able to communicate with
66 people more. So then i got used to it but if i have to compare (i would) in
67 terms of (like the) lifestyle i would choose Bahrain, because its very
68 independent you don’t need to be very independent on your friends to go to
69 the bathroom or, to (like) to go to the mall, go somewhere you don’t need
70 someone to be with you or you just have that intuition of the leader when
71 you’re from abroad.
72 (But) When it comes to terms like expense. I think Philippines is so much
73 cheaper, making it really resourceful for you to do anything you want, like
74 getting around from places to places is really easy in the Philippines in
75 comparison to where I grew up.
76
Transcriber’s notes:
Note: For the hardbound copy, include only one (1) complete transcription.
However, include ALL transcriptions in the CD copy of the thesis.

Page 50 of 72

61
 Preparing CD Copies of the Manuscript

Students are required to submit 3 CDs (non-rewritable), each containing copies of your
research manuscript, abstract and keywords. Follow these instructions to ensure that your
copies will be acceptable.

1. Content of the CD. Only the thesis/dissertation material submitted to the

Departments/Programs should be placed in the CD. For the convenience of the the writers,
the authors may place tables, graphs, figures or photographs of the thesis in a file separate
from the main document/s.

2. Thesis Document Format. Convert your manuscript to a Portable Digital Format (.pdf).
The file naming convention should be:
LastName_XXX_YYY.pdf
Example: De_Vera_ONLINE_POLITICAL_PARTICIPATION.pdf

3. Abstract and Keywords.

a. The abstract and keywords appearing on the CD case label should be the same as those
appearing in the research manuscript itself.
b. The space for the abstract in the CD case label can only accommodate a maximum of
13 lines (around 140 words). If your abstract is longer, type 13 lines of your abstract
and the the 13th line with 3 dots or ellipses (...). Do not forget to put your manuscript
keywords at the bottom.
c. Include separate Word File containing your abstract and keywords.
The file naming convention should be:
LastName_XXX_YYY.doc
Example: De_Vera_ONLINE_POLITICAL_PARTICIPATION.doc

4. Materials. These guidelines are given to ensure uniformity of quality and look:
a. Compact Disk. Only the following brands of compact disks may be used: Imation, Maxell,
Melody, Sony, TDK or Viking
b. CD Case. Use the 7mm plastic CD case (thin case) with plastic sleeve that is continuous
around the case. This allows you to wrap the label around the case in one piece. the case label
should be printed on size A-4, 120-gm smooth white paper (uncoated like bond paper).
c. CD Sticker. Use plain white commercial sticker (provided with adhesive)

5. Requirement. The submission of the CD is important in the submission of students'

requirements together with the theses hardbound copies to the respective
Programs/Departments.

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62
IN-TEXT AND REFERENCES QUICK GUIDE
The American Psychological Association (APA) provides a method for source
documentation that is used in most social sciences courses. The academic disciplines
place emphasis on the date a work was created, so most APA citation involves
recording the date of a particular work in the physical text. The date is usually placed
immediately after the author’s name in the “References” page at the end of the
manuscript. The most recent APA formatting can be found in the latest edition of the
APA manual.
REFERENCE LIST
Citing Books Book citations in APA generally require author name, publication year,
work title, publication city, and publisher.
General book format Pollan, M. (2006). The omnivore’s dilemma. New York, NY: Penguin
Group.
Single author Pollan, M. (2006). . . .
Two or three Bell, J. K., & Cohn A. (1968). . . .
authors
More than three Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., & Bach, J.
authors S. (1993). . . .
Eight or more Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., & Bach, J.
authors S. . .Last Author’s Name (1993). . . .
Corporate/ Organization American Psychiatric Association. (2005). . . .
author
Unknown author Oxford essential world atlas. (2001). . . .
Two or more works by the Slechty, P. C. (1997). . . .
same author
Slechty, P. C. (2001). . . .
Two or more works by the Slechty, P. C. (1997a). . . .
same author, same year
Slechty, P. C. (1997b). . . .
Author with an editor Poston, T. (2000). A draft of history. In K. A. Hauke (Ed.). Athens:
University of Georgia Press.
Author with a translator Laplace, P. S. (1902). A philosophical essay on probabilities. (F. W.
Truscott & F. L. Emory, Trans.). London: John Wiley & Sons.
Editor with no author Duncan, G. J., & Brooks--Gunn, J. (Eds.). (1997). Consequences of
growing up poor. New York: Russell Sage Foundation.
Work in an anthology Harris, Muriel. (2000). Talk to me: Engaging reluctant writers. In Ben
Rafoth (Ed.), A tutor’s guide: Helping writers one to one (pp. 24–34).
Portsmouth, NH: Heinemann.
Edition other than first Helfer, M. S., Keme, R. S., & Drugman, R. D. (1997). The battered child
(5th ed.). Chicago: University of Chicago Press.
Multivolume work Wiener, P. (Ed.). (1973).Dictionary of the history of ideas (Vols. 1–4). New
York: Charles Scribner's Sons.
Encyclopedia/Dictionary Posner, R. (1987). Romance Languages. In The encyclopedia Britannica:
macropedia (15th ed.).
Foreword, introduction, Duncan, H. D. (1984). Introduction. In K. Burke, Permanence and Change:
preface, or afterword An Anatomy of Purpose (xiii–xliv). Berkeley, CA: University of California
Press.

63
Articles in Periodicals In APA periodical citation, authors are named by their last name followed
by initials; the publication year goes between parentheses and is followed
by a period. Only the first word and proper nouns are capitalized for article
titles. Periodical titles are written in title case and followed by the volume
number, which, with the title, is also italicized.
Magazine Poniewozik, J. (2000, November 20). TV makes a too--close call. Time,
156(21), 70–71.
Scholarly Journal Bagchi, A. (1996). Conflicting nationalisms: The voice of the subaltern in
(paginated by issue) Mahasweta Devi’s Bashai Tudu. Tulsa Studies in Women’s Literature,
15(1), 41–50.
Daily newspaper Krugman, A. (2007, May 21). Fear of eating. New York Times, p. A1.
Editorial in newspaper Of mines and men. (2003, Oct 24). [Editorial] The Wall Street Journal, p.
A14.
Letter to the editor Hamer, J. (2006/2007, December/January). [Letter to the editor]. American
Journalism Review, 7.
Book or film review Seitz, M. Z. (2007, May 30). Life in the sprawling suburbs, if you can really
call it living [Review of the film Radiant City, directed by Gary Burns and
Jim Brown, 2006]. New York Times, late ed.: E1.
Online Sources In APA citation, online sources often include what are known as DOIs, or
digital object identifiers. If a DOI is available, it is used in place of a URL.
The DOI is a serial number that identifies the source regardless of URL
changes, and it can often be found on the first page of an online source. APA
generally cites author, date, page title, site title, available page numbers, and
a URL or DOI.
General Format Author. (Year [use n.d. if not given]). Article or page title. Larger
Publication Title, volume or issue number. Retrieved from http://url
address
Entire Website United States Environmental Protection Agency. (2004, July). Drinking
water standards. Retrieved from US EPA website http://water.epa.gov/
drink
Page from a Website Shiva, V. (2006, February). Bioethics: A third world issue. Nativeweb.
Retrieved from http://www.nativeweb.org/pages/legal/shiva.html
Page from a Website with Media giants. (2001). Frontline: The Merchants of Cool. Retrieved from
unknown author PBSOnline http://www.pbs.org/wgbh/pages/frontline/shows/cool/giants/
Image from a Website Goya, F. (1800). The family of Charles IV. Museo National del Prado.
Retrieved from http://www.metmuseum.org/toah/hd/goya/hd_goya.htm
Online book Milton, J. (1667). Paradise lost: Book I. Poetry Foundation. Retrieved from
http://www.poetryfoundation.org/arc hive/poem.html?id=174002
Article in an online Bent, H. (1959). Professionalization of the Ph.D. degree. The Journal of
journal Higher Education, 30.3, 140–145. http://dx.doi.org/10.2307/1978286.
Article in an online Bernstein, M. (2002). 10 tips on writing the living web. A List Apart: For
magazine/newspaper People Who Make Websites. Retrieved from http://www.alistapart.com/
articles/writeliving
Entire blog Mayer, C. (2007, January 10). The checkout. [Web log]. Retrieved from
http://blog.washingtonpost.com/thec heckout/
Single Blog Entry Mayer, C. (2007, January 10). Stamps to become marketing vehicle. [Web
log post] The checkout. Retrieved from http://www.washingtonpost.com/
wp-- dyn/content/article/2006/05/23/AR20 06052301593.html
Comment or response on a Writer’s name. (Date of comment). Subject of post. [Web log comment].
blog post Retrieved from: URL or DOI
Facebook Post User name. (Year, Month Day). Facebook post. [Facebook Update].
Retrieved from: http://facebook.com
Tweet Twitter handle. (Year, Month Day). Tweet message. [Twitter Post].
Retrieved from: http://twitter.com

64
 CD-ROM Pimpernel. (2000). [CD-ROM]. The American Heritage Dictionary of the
English Language. 4th ed.
E-mail Not included in references. In-text citation only.
Multimedia Sources Electronic sources in APA format may include a digital object identifier
(DOI) number. When a DOI is evident, it may be used in place of a URL
address. An online source should include either a DOI or a URL.
Video or film Guggenheim, D. (Director), & Bender, L. (Producer). (2006). An
inconvenient truth [DVD]. United States: Paramount Home
Entertainment.
Podcast/YouTube Murphy, B. (2008, September 27). Tips for a good profile
piece.” [YouTube]. Project: Report. Retrieved from https://
www.youtube.com/watch?v=K PZFYBvRWwA
Lecture/Public address Teplin, L. A., McClelland, G. M., Abram, K. M., & Washburn, J. J. (2005).
Early violent death in delinquent youth: a prospective longitudinal study.
[Presentation]. Paper presented at the Annual Meeting of the American
Psychology-Law-Society. La Jolla, CA.
Other Sources

Government Continental Congress. (1774-1789). Journals of the continental congress.

Washington, DC. 1904-1937.
Dissertation/Thesis Choi, M. (2008). Contesting imaginaries in death rituals during the northern
song dynasty (Doctoral dissertation). Available from ProQuest database.
(AAT 3300426).
IN-TEXT CITATIONS
Citing Books The date is generally provided parenthetically next to author(s’) names,
while page numbers always appear parenthetically at the ends of sentences.
The date is important in social science because it helps demonstrate the
relevance (newness) of the work being cited.
Author named in a signal Philosopher Stephen C. Pepper (1961) refers to this phenomenon as a
phrase “cumulative collaboration of evidence” (p. 49).

Author not named in a This phenomenon is best referred to as a “cumulative collaboration of

signal phrase evidence” (Pepper, 1961, p. 49).

Unknown author This phenomenon is best referred to as a “cumulative collaboration of

evidence” (World Hypotheses, 1961, p. 49).
Unknown page number This phenomenon is best referred to as a “cumulative collaboration of
evidence” (Pepper, Evidence and Corroboration section, para. 22).
More than one work by Philosopher Stephen C. Pepper refers to this phenomenon as a “cumulative
the same author collaboration of evidence” (World Hypotheses, 1961, p. 49), which he hints
toward in earlier work as well (“Emergence”, 1926, p. 241).
Two or three authors Rose and Weiser (2010) note the importance of redefining expectations for
faculty work (p. 3).
Four or more authors In 1990, Anderson, Best, Black, Hurst, Miller, and Miller produced a study
that focused specifically on undergraduate perspectives of academic writing,
and they found a variety of approaches in place (p. 11).
Corporate Author This study demonstrated the significant role of prayer as a coping
mechanism for health (American Psychological Association, 2011, p. 67).
Authors with the same last Use the first initial to differentiate (A. Smith, 2009, p. 19).
name
Encyclopedia Romance languages have a curious history (Posner, 1987).
Multivolume Use the page number and date; indicate the volume in the reference section
only.

65
 Two or more works in the Many 19th century American authors noted the importance of religion in
same parentheses conceiving nature (Emerson, 1836; Thoreau, 1862).

An entire work Thoreau’s “Walking” (1862) demonstrates a fascination with sauntering.

Work in an anthology Cite the specific work only, not the anthology or its editor.

The life of poverty in the south is captured by Hurston’s candid

autobiography, “From Dust Tracks on a Road” (1942).
Multimedia Sources

Video or film Cite as in-text document using release date.

The role of Irish folklore is depicted in contemporary films such as John

Sayles’s The Secret of Roan Inish (1993).
Podcast/YouTube Use video/podcast author name, if known, title, and posting date.

The quirks of spending become obvious when listening to productions such

as David Kesetenbaum’s podcast, “A Big Bridge in the Wrong Place,” on
Planet Money (2011).
Lecture/Public Address The problem of violent death among delinquent youths was carefully
documented by Teplin et al. in an address delivered at the Annual Meeting
of the American Psychology-Law-Society (2005).
Other Sources

Government Publication The Emerald Ash Borer invasion in Pennsylvania has led to dozens of
county quarantines in recent years (Pennsylvania DCNR, 2011).

Adapted from:
The Purdue OWL: Citation Style Chart. (2014 October). Purdue
Online Writing Lab. Retrieved from
https://owl.english.purdue.edu/owl/resource/949/01/

Rao, A. (2013, April 9). How to cite social media: MLA & APA
format. TeachBytes. Retrieved from
https://teachbytes.com/2013/04/09/how-to-cite-social-media-
mla-apa-formats/

66
 7

PLMAR JOURNAL
Guidelines for PLMar Journal Submission
In the pursuit of lifelong learning, the PLMar community including the students
and personnel are encouraged to plan, conduct and publish various types of research
manuscripts and articles that may fall under the following categories: Regular
Research Reports, Short Research Reports, Theoretical Review Articles, General
Articles on the practice of one's academic discipline in the Philippines, Book Reviews,
and other types of contemporary academic literature.

67
Regular Research Reports describe original research papers that describe
empirical work that represents a significant addition to one's academic disciplinary
knowledge. Manuscripts under this category should be no more than 8,000 words,
and should include an abstract of no more than 200 words; the reference list
cannot exceed 50 items.

Short Research Reports describe original research papers

that describe empirical work that either a)
replicates findings previously published in the
international research literature, b) validates
theories, hypotheses, methods, and
instruments developed in other countries,
or c) presents preliminary or exploratory findings that present
innovations in theory, method, or analysis. Manuscripts
under this category should be no more than 4,000 words,
and should include an abstract of not more than 150 words;
the reference list cannot exceed 30 items.

Theoretical Review Articles present either a tutorial, a

critical review, and/or a meta-analysis of Philippine research
on a problem or method that relates to global research on the
same topic. Theoretical review manuscripts should be no more
than 8,000 words, and should include an abstract of not more
than 200 words; the reference list cannot exceed 50 items.

General Articles give perspectives on problems, issues, and/

or new developments pertaining to research, teaching, and
practice of one's academic discipline in the Philippines, or to
Philippine society, government, or social problems. General articles should
be no more than 6,000 words, and should include an abstract of not more than
150 words; the reference list cannot exceed 50 items.

Book Reviews provide critical commentaries on books published in the Philippines

specific to one's area of expertise which include books authored or co-authored by
Filipinos, or edited books with contributions by Filipinos. Book reviews should be no

68
more than 2,000 words, and should not include an abstract; the reference list cannot
exceed 5 items.

All manuscripts must be prepared following the style of the Publication Manual
of the American Psychological Association (6th Edition) or of this manual; all
prescriptions regarding the handling of references, tables, figures, headings and
subheadings, abbreviations, symbols, among others must be followed. Permission
from the copyright owner should be included for use of any figure previously
published elsewhere.

Only electronic versions of the manuscripts will be accepted.

Manuscripts must be prepared using any readily available word
processing software.

Author/s should submit at least three to four separate document files:

1. Title page: This contains the following: (a) title of manuscript, (b) running head,
(c) author/s, (d) author affiliation, (e) contact information of the corresponding
author including postal address, phone, fax, and e-mail address;

2. Manuscript: Authors should remove all personal information in the actual

manuscript, and should ensure that the actual manuscript contains no
information that may indicate the identity of the authors. This document includes
the reference section as well as the appendices.

3. Cover letter: Addressed to The Editor indicating the intention to submit the
manuscript to the PLMar Journal and the type of article being submitted (i.e.,
regular research report, book review, etc.). The letter should also:
a. Affirm that the authors complied with all ethical guidelines related to
research (see Ethical Principles and Guidelines for various Philippine
professions);
b. That the manuscript being submitted has not been published in any
form previously, and;
c. is not currently being considered for publication in any form
elsewhere.

69
All submissions are done electronically. No submissions with hardcopies of the
manuscripts will be accepted. Authors should email their submissions to
[email protected] with the Subject: PLMr Journal Submission

Upon submission, the Editor or one of the Associate Editors reads the manuscript
and decides whether it is likely to be competitive for publication. Within three to four
weeks of submission, authors are notified by email that their manuscript either
a. has been declined without review or;
b. has been sent to referees for peer-review.

For manuscripts that are reviewed, authors can expect a decision within 90 days after
submission. The editorial decision for such manuscripts shall be one of the following:
a. acceptance with routine or minor revisions,
b. acceptance with major revisions, or
c. rejection.

The PLMar Journal implements a double blind peer review policy. It also seeks to
implement a constructive peer review policy, wherein referees are encouraged to
provide authors with detailed comments that would help authors improve their
manuscripts for publication. Manuscripts that are accepted will be subject to editing
to improve readability and effectiveness. Prior to actual publication, authors will be
asked to review the pre-publication proofs of their manuscript, and to supply
corrections and/or missing information.

The copyright of all published manuscripts will be shared by the authors and the
Pamantasan ng Lungsod ng Marikina. The shared copyright will apply to all printed
and electronic copies of the manuscript, and will be affirmed by both parties in the
copyright forms.

70
 STYLE GUIDE FOR PLMAR JOURNAL [TIMES NEW ROMAN 14, BOLD,
CENTERED, UPPER CASE, 12 WORDS MAXIMUM]
Author's First Name Last Name, Program/Department Affiliation
Author's First Name Last Name, Program/Department Affiliation
Author's First Name Last Name, Program/Department Affiliation
[TNR, 12, bold, centered, First Name Last Name, affiliation]
Abstract [TNR, 12, bold, centered]
This template will assist you in formatting your paper when submitting the manuscript for the
PLMar Journal. Please copy and edit the text keeping the format and styles indicated. The major
parts of your paper (title, abstract, keywords, sections, text, etc.) are illustrated in the document.
[TNR, 12, justified alignment, no indent, maximum of 200 words].
Keywords: Journal Format, Research, PLMar [TNR, 12, justified alignment, has a 12-point space af-
ter the abstract text, maximum of 5 words, no indent, 'Keywords' is italicized].
INTRODUCTION [TNR, 12, BOLD, UPPER CASE, LEFT ALIGNED]
The manuscript should be limited to the maximum number of words indicated in the respective
submitted article, excluding references and appendices. Paper or page size should be short bond pa-
per (8.5 x 11). The top, bottom, right should be margined at 1 inch while the left margin should be at
1.25 inch. All the text should be in Times New Roman, including figures, tables, single-spaced with
a 12-point interline spacing between sections/subsection and corresponding main text (except for the
abstract and its text), in between paragraphs and entries in the references. Paragraphs should be in-
dented with a 0.5-inch normal tab from the margin or equivalent to five spaces. No page numbers.
Begin this section with statements that would capture your readers' attention (within the first
five sentences). Then justify why your topic is interesting, timely, significant and/or relevant. The
next few paragraphs should lead your reader to your related literature to give them a background of
previous research or studies of your chosen topic or variables. Studies published within the past 10
years (especially for social sciences, except history, business and other academic disciplines that put
premium to recent studies) are preferred. [TNR, 12, left aligned, APA format for in-text citation]
Subsection: Review of Related Literature [TNR 12, Bold, Left Aligned, Title Case (Capitalize
First Letters), do not write "subsection"]
The text included in the subsection, similar to the main sections (Introduction, Method, Results, Dis-
cussion) must begin one line after the section/subsection title. Judicious use of subsections under
each main section is encouraged. [TNR, 12, left aligned]
Sub-subsection. Guidelines for Abbreviations, Acronyms, Figures and Tables [TNR 12, Itali-
cized title of sub-subheading, 5 spaces from margin or 0.5 normal tab, Title Case, Ends with a pe-
riod, do not write the word sub-subsection]. The text under sub-subsections
follow immediately which means there are no spaces between sub-subsection and its text. A 12-point
interline spacing between paragraphs should be evident.
For abbreviations and acronyms, define these when used for the first time even if previously
defined in the abstract. Do not use abbreviations and acronyms in the title or section headings unless

71
they are unavoidable. Tables and figures (and graphics) should be centered and accompanied by a
legend. Figure captions/titles should be written below the figure while table captions/titles should ap-
pear before the table with 12-point space between the text and when the figure/table begins. Insert
figures and/or tables after they are cited in the text.
Table 1 [TNR, 12, Tables are numbered accordingly without decimal points]
No Indention [Table titles are italicized, TNR, 12, Title Case, Italicized, 12-point space after before
and after]

Variables M SD

Tables should have no vertical

lines. All letters/symbols that are not
English should be italicized. Priority
is readability. Never cut tables between
pages.

Describe fully what is in your figure and or tables but do not just repeat the same details in the
text/figure. Clarify and point out the most salient information. The figures and tables should be able
to stand on their own.

Are

You

Ready

Figure 1. The figure caption/title should start with a capital letter, numbered accordingly (without
decimal points, italicized) and ends with a period.
The title/label of the figure (TNR, 12, sentence case and ends with a period) follows immedi-
ately after the word "Figure__". Single spaced especially if the title for both tables and figures is too
long, similar to the example in this document.
Subsection: Objectives/Research Problem/ Research Statements or Research Questions
End the Introduction section by listing down the objectives of your study. Enumerate your re-
search problem statements or questions/hypotheses. Ensure that numbers from one to nine are
spelled out while numbers 10 and above uses Arabic numerals.
Ensure that section headings (major headings, subsections and sub-subsections from its immedi-
ate body) is followed immediately with a text body. In cases wherein the page ends with a heading
and the text body can be found on the next page, simply transfer the heading to the succeeding page.

72
METHOD [TNR, 12, BOLD, UPPER CASE, LEFT ALIGNED]
The method section is composed of information on how you gathered your data. Again, judi-
cious use of subsections/sub-subsections is encouraged. Here, the author gives enough details about
how the information were gathered.
Subsection: The usual subsections include Instruments Used and Data Gathering Procedure
Other subsections and information you might want to include are the following: participants'
(use 'respondents' for survey research) demographics, sources of data, pilot study. A detailed descrip-
tion on how you did your study is written in this section and its subsections/sub-subsections. This is
typically written in the past tense.
RESULTS [TNR, 12, BOLD, UPPER CASE, LEFT ALIGNED]
The results section gives your reader a terse and organized look of the data you gathered. You
start this section by telling the reader how you analyzed your data (what statistical tools you used).
Then lay down how the data will be presented -- usually, descriptive statistics are shown first and
then followed by inferential statistics.
The results are also presented parallel based on how you ordered your variables in the introduc-
tion as well as the enumerated research problems/questions/statements. Note that demographic pro-
files (unless these are main variables) are written in the Method section instead of writing in the re-
sults.
DISCUSSION [TNR, 12, BOLD, UPPER CASE, LEFT ALIGNED]
The Discussion section compares and contrasts the results of your study vis-a-vis previous
studies/research. Does it support or contradict each other? Why? Offer alternative explanations.
Present also the limitations or the caveat of your study. Then, recommend how future researchers can
improve your study/topic of interest. Lastly, end your paper by posing the significance of your study.
What are the implications of your study in the practice, teaching and research on your field or disci-
pline (i.e. psychology, human resources, science, arts)?
Ensure to use primary sources (journals) over secondary sources (books).
REFERENCE [TNR, 12, CENTERED, BOLD, UPPER CASE, APA format for entries, sepa-
rated and starts on a new page, at least 10 but must not exceed 50 entries]
Adolescent Literacy Textbooks: An Annotated Bibliography. (2010). Retrieved from
http://carnegie.org/fileadmin/Media/Publications/PDF/tta_Kamil.pdfTexts
Corpuz, B. & Salandanan, G. (2007). Principles of Teaching. Quezon City: Lorimar Publishing Inc.
jgkjbldkba;kbfkba;ksbf;kabs;kf ljgblkblkblkb;kb;kbl;kbkb kvk
b;bf;abs;kfb;kabsfl;kb;slkbf;ksb;kfbksbfkbskfb
Gredler, M. (2009) Learning and Instruction: Theory Into Practice. 6th ed. New Jersey: Pearson Edu-
cation, Inc.

73
 APPENDIX A [TNR 12, CENTERED BOLD, ALL CAPS, Lettered]
Additional Notes [Title of Appendix| TNR 12, centered, bold]
Append everything necessary to understand the study (experiment, survey, etc). Include files involv-
ing scales, computations and other related items. Every appendix starts on a new page
Additional notes:

DO the following:
- Use past tense when necessary
- Use precise words and unbiased language. Be
concise and straight to the point
- Practice the use of language respecting race, age,
gender and other "labels"
- For numbers below 10, these should be spelled
out. Numerical values are used for numbers equal
or above 10.

NEVER DO the following:

- One sentence paragraphs
- Footnotes
- Grammatically incorrect sentence constructions
- Long and wordy sentences with rambling
subordinate clauses

74
 8

COLLABORATION
RESEARCH GUIDELINES
Faculty-Student Collaboration Research Guidelines
Objectives:
1. To establish a clear framework encouraging innovative and creative
collaboration between faculty members and students;
2. To protect rights of individuals with respect to the products of their
intellectual endeavors;
3. To produce a policy explicitly establishing authorship requirements

75
 4. To resolve authorship disputes that may arise from collaborative work.

Definitions:
1. School: means PAMANTASAN NG LUNGSOD NG MARIKINA
2. Faculty: includes all full-time and part-time teaching personnel of the School,
duly certified by the Office of Human Resources and Development.
3. Student: includes all full-time and part-time students of the School, including
visiting students.
4. Collaborators: Authors working on a scholarly work to produce Tangible
Research Property
5. Scholarly Work: means a copyrightable work created by any Faculty member
and/or student as evidence of academic advancement or academic
accomplishment including, but not limited to, scholarly publications, journal
articles, research-based bulletins, monographs, books, (excluding case-studies
and textbooks and other works of commercial value), plays, poems and musical
compositions.

76
6. Author: means a Faculty member and/or a Student who creates a Scholarly
Work, who has made substantial intellectual contributions to a scientific
investigation.
7. Copyright: a legal right of the author(s)/creator(s)/owner(s) of copyright to
exclusive publication, production, sale and distribution of their work both
domestically and internationally regardless of how it is published. Copyright
protects the "expression" of an idea, not the idea itself.
8. Contract: is a legally binding agreement between two or more parties in which
an exchange of value occurs, and which ties each party to certain liabilities
covering that exchange. Those signing such an agreement must be authorized to
bind the entity that they represent.
9. Tangible Research Property (TRP): means any tangible items produced in
the course of research projects either through School Support or by external
sponsors.
10. School Support: means financial or any other support including but not limited
to salaries, personnel, facilities, equipment, data, materials or technological
information, regardless of origin, which is used in the discovery or development of
Works and is provided through School's channels.
11. Substantial Contribution: defined to include formulating the problem or
hypothesis, developing the research design, organizing and conducting analysis,
interpreting the results, or writing a major portion of the paper (50 points as
determined by the Authorship Determination Form.)
12. Supportive Functions: such as advising on statistical analysis, collecting or
entering data, or conducting routine observations are recommended for
acknowledgement. Department chairmanship/Program headship, does not
automatically justify authorship credit. All other minor contributions to the
research or to the writing for publication are appropriately acknowledged in
footnotes or in introductory statements.

Implementing Rules and Regulations

This IRR refer to rights, requirements authorship, and

responsibilities of research collaborators for those who have
made substantial contribution, and receive primary credit and
hold primary responsibility for the published work.

77
1. Student's Rights
a. As a general principle, a student must be paid for his/her time if he/she is not
empowered to make critical decisions about the scholarly work or a portion of a
project (and credited accordingly). Students should not perform mechanical labor,
such as data-entry or scanning, without
pay.
b. Course credit/grades is generally not
sufficient “payment” for students’ time,
since courses are designed to provide
students with learning experiences.
c. If students have made substantive (i.e.,
non-mechanical) contributions to the project, their names should appear on the
project as collaborators, and they should be acknowledged in subsequent
publications that stem from the project.
d. Students should be empowered to list their collaboration on a project on a CV or
résumé, with an appropriate degree of credit. Faculty should explicitly encourage
this and help students to formulate meaningful statements about their
contributions.
e. In meetings and project communication, student collaborators should be treated
as full members of the project team, to the extent that this is reasonable, and their
contributions should be valued and respected. Students should have a clear sense
of how their work fits into the larger project.

2. Requirements
a. Faculty-student collaboration on scholarly work on the basis of the student's
thesis shall only be allowed if the faculty of said student is the thesis adviser
during the final thesis defense. In case more than one faculty member will be
collaborating, at least one of these faculty members has been the student's thesis
adviser.
b. Collaboration on scholarly work shall
only be allowed upon the completion of
the student's final thesis defense AND
upon submission of her final grade for
thesis/research writing.
c. The faculty and student should
determine the following:

78
 • Principal Investigator (PI) who is responsible for the conception and design of
the study.
• Corresponding Author/s will be responsible for communicating with editors,
journals, and other authors and keep all other authors informed in case of
revisions made in the manuscript before it is finally published.
d. Upon filling-out the a) Authorship Determination Form and b) Research
Responsibilities Checklist, collaborators also file Authorship and Publication
Intent Contract to the Department Chair/Program Head/Publisher/Editor.

3. Authorship
a. The student is listed as first author on any
multiple-authored article that is based
primarily on the student’s thesis. The
faculty adviser is listed as the second author.
b. For multiple authors (other than the student and adviser), the order of names
normally should reflect the contributions made by each of them, with the most
significant contributor listed as the third author, and so on. All authors must
be ready to submit written documentation of their specific contributions using
the forms.
c. Individuals who are not members of the research group, but make substantial
contributions to the writing of the paper may be credited as author depending
on the number of points one has earned in the Authorship Determination
Form.

3.1. Acknowledgments
a. Team members who may not have made substantial contributions
to the writing of the paper, but have made substantial
contributions to the research, should be mentioned in the
acknowledgement section.
b. Data collectors and those who provide supportive functions such
as laboratory/field/secretarial support, or providing technical

79
 assistance or involvement in data collection, or helped in typing
the manuscript should not claim authorship, but should be
acknowledged, with their permission for their work. Field
workers, or secretarial/administrative staff may also be
acknowledged with permission.
c. All sources of funding must be acknowledged appropriately,
whether internal or external funding.
d. "Work undertaken at Pamantasan ng Lungsod ng Marikina" should
be clearly specified if an author submits a manuscript and publishes
after leaving the school or a student who has left the collaboration
after graduation.
3.2. Disengagements
a.Students are encouraged to publish their approved
theses or scholarly work. In cases where a student
explicitly chooses not to engage in the preparation
of their thesis for publication, their adviser may
choose to prepare the work themselves and will
provide appropriate authorship credit to the
student in recognition of his/her contribution
to the research study.
b.The order of authors is decided in mutual
agreement by the faculty and the student (and
other members of the research team) and shall fill-out
and submit a new a) Authorship Determination Form; b) Research
Responsibilities Checklist; and c) Authorship and Publication Intent
Contract to the Department Chair/ Program Head/ Publisher/Editor.
c. Under no circumstance should anyone affiliated with the school,
whether as employee, student, or volunteer, publish data owned by
the student or faculty without permission from the owner of the data.
3.3. Dispute Resolution
If a dispute or concern arises with respect to authorship, the following
steps may be taken for resolution:
a. Resolve the dispute within the research team
b. Speak with the research team leader or Primary Investigator (PI) for
an amicable resolution. If a discussion with the PI does not resolve the

80
 problem, several avenues of dispute resolution within the relevant
departments may be approached in the following order:
• Research Professor of the Department/Program - Chair of the
• Department/Head of the Program - College Dean
• Director for Research or
• Vice President for Academics (whose decision will be final and
binding on all parties).
c. If a scholarly work is in the process of being published, and the above
methods do not resolve the dispute, a letter indicating a conflict of
interest may be sent to the Publisher/Editor.

4. Copyright Transfer

Copyright of a manuscript is transferred to a journal when

the Principal Investigator or Corresponding Author signs
a copyright form on behalf of all authors. The manuscript,
and all contained content are no longer the property of
authors and no part of the manuscript (including figures,
tables, etc.) can be submitted or published by any author
without prior approval of the publisher.

81
 Research Responsibilities Checklist
Use check-marks in more than one column to indicate joint responsibility shared equally. If
joint responsibility is not shared equally, use fractions or percentages to indicate
proportionate responsibility.

Student1 Student2 Faculty Collaborator3 Collaborator4

Expected authorship

Hours per week

Provide lab space

Conceptual development

Literature search

Write abstracts

Write literature review

Develop methods/procedures

Write research protocol

Supervise Research Assistants

Contact subjects

Collect data

Analyze data

Write report:

All parts

Abstract

Introduction

Methods

Results

Discussion

References

Tables

Figures

Critique report

Pay:

All costs

Equipment

Supplies/Forms

Page 67 of 72

82
Travel for data collection

Participant Tokens

Data analysis

Graphics

Ownership of data

Other costs to be paid by the persons indicated above:

Concurred:

Student's Student's Faculty's Collaborator 3 Collaborator 4

Signature over Signature over Signature over Signature over Signature over
printed name printed name printed name printed name printed name

Page 68 of 72

83
 AUTHORSHIP DETERMINATION FORM

Contributor Scores
Method of Initials
Total Assigning
Category Points Points
Conceptualizing and refining research ideas 50 Q
Literature search 20 T
Creating research design 30 Q
Instrument selection 10 Q
Instrument construction/questionnaire design 40 Q/T
Selection of statistical tests/analyses 10 Q
Performing statistical analyses and computations 10 T
Collection and preparation of data (gathering, 40 Q/T
scoring/coding, entering)
Interpretation of statistical analyses/qualitative 10 Q
data
Drafting manuscripts
First draft 50 T
Second draft 30 T
Redraft (on later drafts) 2 T
Editing Manuscript 10 T
TOTAL SCORE**
Note: Q = points assigned on qualitative criteria; T = points assigned based on proportion of total time spent
on the task or on proportion of total pages drafted or revised; Q/T = points assigned partly on the basis of time
spent on the tasks and partly on qualitative criteria.
**50 points minimum to be an author

This instrument should be completed collaboratively, with discussion including all

contributors. Scores are estimates and are negotiable as the project progresses. Some of the
items may not be appropriate for studies analyzing existing data and authorship “cut-off”
scores may have to be adjusted. Please note that these scores should be used as guides and
and that the final order of authors might not reflect the rank of the contributors’ scores.

Page 69 of 72

84
 FACULTY-STUDENT PUBLICATION AGREEMENT

We hereby enter into an agreement, as outlined below and with attachments,

regarding the publication of the project tentatively titled:
___________________________________________________________________________
___________________________________________________________________________

FIRST AUTHOR
Name (print): _________________________________ Signature: ___________________
Authorship Determination Score: _________
Brief Description of basic responsibilities/role in the project.

SECOND AUTHOR
Name (print): _________________________________ Signature: ___________________
Authorship Determination Score: _________
Brief Description of basic responsibilities/role in the project.

THIRD AUTHOR
Name (print): _________________________________ Signature: ___________________
Authorship Determination Score: _________
Brief Description of basic responsibilities/role in the project.

It is agreed that authorship order may be renegotiated should an individual’s responsibilities

substantially change, or should an individual fail to perform their role as stated above.
Furthermore it is agreed that the manuscript (MS) must be submitted for possible publication
no later than 12 months from the date of the successful final thesis defense. Should the
manuscript not be submitted within 12 months time, it is agreed that the faculty adviser
will take primary responsibility for submission of the manuscript and will automatically
become first author.

Date contract signed:

Expected date of data and
manuscript completion:
Date of project actually
completed:

Page 70 of 72

85
 DEFENSE FLOW

PROPOSAL FINAL DEFENSE

BEFORE THE DEFENSE BEFORE THE DEFENSE
Step 1. Student fills-out FORM 10 and obtains signature from Step 1. Student fills-out FORM 10 and obtains signature from
adviser adviser
Step 2. Student submits FORM 10 together with Proposal Step 2. Student submits FORM 10 together with Proposal
Manuscript to panelists 5 working days before the defense. Manuscript to panelists 5 working days before the defense.
Student obtains the reply slip of Form 10 as receipt. Student obtains the reply slip of Form 10 as receipt.

DURING THE DEFENSE DURING THE DEFENSE

Step 1. Student provides one Form 11 and Form 12, and several Step 1. Student provides one Form 21 and Form 22, and several
copies of Form 13 (depending on the number of panelists) copies of Form 23 (depending on the number of panelists)

Step 2. Adviser fills out Form 11 and 12 and collects Form 13. Step 2. Adviser fills out Form 21 and 22 and collects Form 23.
Adviser submits all forms to Research Instructor for encoding. Adviser submits all forms to Research Instructor for encoding.

AFTER THE DEFENSE AFTER THE DEFENSE

Step 1. After revising the manuscript, student provides Form 14 Step 1. After revising the manuscript, student provides Form 24
and routes it to panelists for signature. and routes it to panelists for signature.

Step 2. Student submits Form 14 to Research instructor to be Step 2. Student submits Form 24 to Research instructor.
allowed to proceed with the research and gather data.

Step 3. Student prepares manuscript for formatting.

*Testing Requisition Form (FORM 30) is used only if it requires Step 4. Research Instructor checks formatting.
that students purchase, administer and interpret psychological
tests and/or avail of other psychological services (such as
facilitation, etc.)

* Thesis Extension Form (FORM 31) is used only when students Step 5. Student submits 3 hardbound copies: 1 for the library, 1
fail to: for the office of research development, 1 for the program/
- timely defend their final paper, or department and CD (for the program/department).
- submit hardbound copies and CD.
Step 6. Upon submission of requirements, Research Instructor
Students get and INC and can be modified once obligations have
fills-out Form 25 and gives to student.
been fulfilled.
Thesis extension can only be valid up to three (3) weeks from the Step 7. Research Instructor forwards grades to the registrar
start of classes of the proceeding semester. If students still fail to ONLY after requirements are submitted.
comply, students get a failing mark and would need to re-enroll
the course.

86
 Letters and Forms

The following pages contain letters and forms to be used throughout the process of
researching, writing, defending and revising the undergraduate and graduate thesis/
dissertation.

This manual contains:

a.Six (6) Letters of Invitation (Form 10)
b.One (1) Proposal Defense Evaluation Sheet (Form 11)
c.One (1) Proposal Defense Adviser Rating Form (Form 12)
d.Three (3) Proposal Defense Panelist Rating Forms (Form 13)
e.One (1) Proposal
f.Defense Clearance Form (Form 14)
g.One (1) Final Defense Evaluation Sheet (Form 21)
h.One (1) Final Defense Adviser Rating Form (Form 22)
i.Three (3) Final Defense Panelist Rating Forms (Form 23)
j.One (1) Final Defense
k.Clearance Form (Form 24)
l.One (1) Research Instructor's Clearance Form (Form 25)
m.One (1) Testing Requisition Form (Form 30)
n.One (1) Thesis Extension Form (Form 31)

87
 PAMANTASAN NG LUNGSOD NG MARIKINA
FORM 14
CLEARANCE

This is to certify that the Revised Thesis Final Draft of

____________________________________
(Name of Student/s)

has been reviewed and evaluated by the undersigned as Adviser/Panel Member.

All suggestions made were integrated and it is from the foregoing observation that the
undersigned:

o (for adviser) allows the researcher to submit the Revised Thesis Final Draft to Panel
members for final review

o (for panel member and adviser) allows the researcher to submit the Final Draft to
the Thesis Professor for formatting/layout and hard bound.

APPROVED BY:

________________________________ ________________________________ ____________________________

Panelist Panelist Panelist

Noted by:___________________________ _______________

Thesis Adviser Date Submitted
 PAMANTASAN NG LUNGSOD NG MARIKINA
FORM 14

CLEARANCE

This is to certify that the Revised Thesis Proposal of

____________________________________
(Name of Student/s)

has been reviewed and evaluated by the undersigned as Adviser/Panel Member.

All suggestions made were integrated and it is from the foregoing observation that the

undersigned allows the researcher to gather data as scheduled.

APPROVED BY:

________________________________ ________________________________ ____________________________

Panelist Panelist Panelist

Noted by:___________________________ _______________

Thesis Adviser Date Submitted
 PAMANTASAN NG LUNGSOD NG MARIKINA
FORM 25

CERTIFICATION

This is to certify that the Revised Thesis Final Draft of

____________________________________
(Name of Student/s)

has been reviewed and evaluated by the undersigned as Thesis Professor.

The following observation is made:

o the manuscript needs further revisions regarding form and style

o the manuscript complied with the approved APA format and style

o the manuscript comes in two (2) Hardbound copies

o the manuscript comes in a CD containing the PDF version of manuscript and PowerPoint
presented during the defense

It is from the foregoing observation that the undersigned

o cannot allow the researcher/s to proceed with binding the Thesis Final Draft until an improved
copy is submitted to the Thesis Professor

o allows the researcher to coordinate with the Designated Binding Office for binding the Final
Draft

o clears the student of her deficiency in Thesis Writing subject

Signed:

_________________________
Thesis Professor

______________
Date
 EVALUATION SHEET PAMANTASAN NG LUNGSOD NG MARIKINA
THESIS FINAL DEFENSE FORM 21

THESIS TITLE Author/s:

Date of Defense: ____________________________________ Adviser: __________________________________________

===============================================================================
To be filled-out by THESIS Adviser
A. GRADING

WRITING SKILLS Pass Conditional Pass Fail

o No Revision o Minor Revision o Major Revision
o Minor Revision o Major Revision

ORAL PRESENTATION No Re-Oral Possible Re-Oral Re-Oral on ___________

B. REQUIRED REVISIONS AND CHANGES (check all that applies)

CONTENT Minor Major CONTENT Minor Major

Chapter III Revision Revision Chapter IV Revision Revision
Results Summary of Findings
- Tables
- Graphs Conclusion
- others
Discussion Recommendation
- Critical analysis or
interpretation of results
- others
Grammar, Style and Formatting Minor Major SPECIFIC COMMENTS ON REVISIONS, MODIFICATIONS
Revision Revision AND RECOMMENDATIONS:
Word Choice
Phrasing
Tenses
Citation
APA and Guideline Format
Subject-Verb Agreement
Others (pls. specify):

(Please use the back side of the page for additional space)
C. Revisions/Changes to be reviewed by:

Defense Panel and Thesis Adviser Thesis Adviser only

D. Modifications to be submitted on or before: _________________________

APPROVED BY:

________________________________ ________________________________ ____________________________

Panelist Panelist Panelist

Noted by:___________________________ _______________

Thesis Adviser Date Submitted
 EVALUATION SHEET PAMANTASAN NG LUNGSOD NG MARIKINA
THESIS PROPOSAL FORM 11

THESIS TITLE Author/s:

Date of Defense: ____________________________________ Adviser: __________________________________________

===============================================================================
To be filled-out by THESIS Adviser
A. GRADING

WRITING SKILLS Pass Conditional Pass Fail

o No Revision o Minor Revision o Major Revision
o Minor Revision o Major Revision

ORAL PRESENTATION No Re-Oral Possible Re-Oral Re-Oral on ___________

B. REQUIRED REVISIONS AND CHANGES (check all that applies)

CONTENT Minor Major CONTENT Minor Major

Chapter I Revision Revision Chapter II Revision Revision
Introduction Research Design
Literature Review Participants and Sampling Technique
Theoretical/Conceptual Framework Research Instruments
Research Problem/Hypotheses Data Gathering Procedure
Scope and Limitations Method of Data Analysis
Significance of the study Research Design
Definition of terms Participants and Sampling Technique
Others (pls. specify): Others (pls. specify):

Grammar, Style and Formatting Minor Major SPECIFIC COMMENTS ON REVISIONS, MODIFICATIONS
Revision Revision AND RECOMMENDATIONS:
Word Choice
Phrasing
Tenses
Citation
APA and Guideline Format
Subject-verb Agreement
Others (pls. specify):

(Please use the back side of the page for additional space)
C. Revisions/Changes to be reviewed by:

Defense Panel and Thesis Adviser Thesis Adviser only

D. Modifications to be submitted on or before: _________________________

APPROVED BY:

________________________________ ________________________________ ____________________________

Panelist Panelist Panelist

Noted by:___________________________ _______________

Thesis Adviser Date Submitted
 PAMANTASAN NG LUNGSOD NG MARIKINA
FORM 10

________________________

Dear Professor __________________,

May I invite you to sit as one of the panelists for the Thesis Proposal/Final Defense of:

______________________________________________

entitled
___________________________________________________________________

on __________________________ from ______ a.m./p.m. to ______ a.m./.pm.

located at the ______________________________.

Your presence in supporting this scholarly endeavor would be highly appreciated.

Very truly yours,

Professor __________________
Adviser
-------------------------------------------------------------------------------------------------------------------------------
CONFIRMATION

I am available

I am not available, but I am free on ____________________________

_______________________ | ___________
Signature over printed name Date
 PAMANTASAN NG LUNGSOD NG MARIKINA
FORM 12/FORM 22

THESIS ADVISER’S RATING FORM

THESIS TITLE

Name Name Name Name Name

Criteria for Evaluation of of of of of
Author Author Author Author Author

INITIATIVE
The extent to which the student takes steps in 25%
setting and accomplishing tasks without
prodding
PERSONAL CONTRIBUTION 25%
The extent to which the student developed and
shared ideas relevant to the tasks at hand.
SENSE OF RESPONSIBILITY 25%
The extent to which the student carried out
tasks assigned to her in spite of difficulties
OPENNESS TO OTHER’S IDEAS 25%
The extent to which the student willingly
considers the ideas of others

TOTAL

SCORING GUIDE
0 -5 6 - 10 11 - 15 16 - 20 21 - 25
SCORE
Does not initiate any Rarely initiates plan of Initiates plan of Often initiates plan Always initiates an
plan of action; does action and does not action and shows of action and shows efficient plan of action
not show any show concern concern only on concern and sustains the
INITIATIVE concern certain occasions group’s interest all
throughout the thesis
process
Does not contribute Contributes Offers Offers highly Contributes brilliant
any idea and any suggestions that are satisfactory satisfactory ideas and ideas and exerts best
effort sometimes contributions and substantial efforts effort
PERSONAL insignificant and offers efforts
CONTRIBUTION minimal effort
Does not accomplish Accomplishes half of Accomplishes all Accomplishes all Responsibly
assigned tasks the assigned tasks assigned tasks assigned tasks accomplishes all
with minimal without supervision assigned tasks on the
SENSE OF supervision appointed time in spite
RESPONSIBILITY of difficulties
OPENNESS TO Does not accept Sometimes accepts Often accepts the Recognizes the ideas Affirms the ideas of
OTHERS’ IDEAS ideas of others the ideas of others ideas of others of others others

__________________________________ | _____________
Signature over printed name of adviser Date
 PANELIST’s RATING SHEET PAMANTASAN NG LUNGSOD NG MARIKINA
FORM 13/FORM 23

THESIS TITLE

Date of Defense: ____________________________

WRITING SKILLS (GRADE APPLIES TO ALL MEMBERS/AUTHORS)

CRITERIA 1 2 3 4 5 SCORE

FORM & Does not follow Few parts follow Some parts follow APA Most parts follow Exhibits mastery of
STYLE APA format; with APA editorial style; format; with 6 to 10 APA editorial style; APA editorial style;
more than 15 types with 11 to 15 types types of grammatical with 3 to 5 types of with only 1 to 2 types of
of grammatical of grammatical error error grammatical error grammatical error
error
SOCIAL Treatment of the Treatment of the Treatment of topic has Treatment of topic has Treatment of topic
RELEVANCE topic has no evident topic has low social moderate social high social relevance provides a timely and
social relevance relevance relevance socially relevant issue
CONTENT No coherence, poor Inadequate Adequate coherence Highly satisfactory Displays excellent
organization of coherence and and organization of coherence and smooth coherence and fluid flow
content organization of content flow of content of content
content
7 and below =FAIL, NEEDS MAJOR REVISIONS TOTAL =
9 to 12 = PASS/CONDITIONAL PASS with MINOR REVISIONS
13 & and above = PASS with MINIMAL REVISIONS

ORAL PERFORMANCE
NAME of NAME of
AUTHOR #1 AUTHOR #2
(USE
ANOTHER
CRITERIA 1 2 3 4 5 FORM FOR
OTHER
AUTHORS)

CLARITY/ Vague and Presentation Presentation is Presentation is Presentation of

ORGANIZATION/ shallow lacks clarity and adequate with satisfactory with findings is very clear
DEPTH OF presentation organization with appropriate good and comprehensive
PRESENTATION with no inappropriate audio/visual audio/visual aids with the use of well-
visual aids visual aids aids crafted audio/visual
aids
ABILITY TO Could not Provides Provides Provides highly Provides highly
ANSWER provide insufficient satisfactory satisfactory satisfactory answers
QUESTIONS answers to answers to the answers to the answers that reflect back to the
the panel’s panel’s questions panel’s scope of the study
questions questions
COMMUNICATIVE Poor Fair Satisfactory Highly Exhibits poise &
ABILITY/ POISE/ communicati communication communication satisfactory confidence and can
CONFIDENCE on skills with skills with low skills with poise communication communicate in a
low level of level of poise & & confidence skills with poise convincing/ persuasive
poise & confidence & confidence manner
confidence
8 and below = FAIL, NEEDS RE-ORAL
9 to 12 = PASS/CONDITIONAL PASS POSSIBLE RE-ORAL TOTAL =
13 & and above = PASS, NO RE-ORAL

GRADE 6 and below = 5.0 11 = 2.00

EQUIVALENT: 7 = 3.0 12 = 1.50 Rated by: _________________________ |_______
8 = 2.75 13 = 1.25 Signature over Printed Name of Panelist Date
9 = 2.50 14 = 1.0
10 = 2.25 15 = 1.0
 Psychology and Social Work/Guidance Office RESEARCH AND TESTING SERVICES
PAMANTASAN NG LUNGSOD NG MARIKINA REQUISITION FORM 30
OFFICE’S COPY
Name of Borrower: Date filed:
ID# Yr. & Course/Department: Date/s needed
Contact #: Time:

1. Purpose/s: [Please mark all that applies.]

Review of Psychological test manual: Consultation for:
(Name of Psychological test) Appropriate test/research materials:
____________________________________________ Test Purchase
Psychological test Administration: Psychological Test Scoring and Interpretation:
(Name of Psychological test/s) (Name of Psychological test/s)
____________________________________________ ____________________________________________
No. of test Booklets/Questionnaires: _______ ____________________________________________
No. of Answer Sheets: _______
Review of Thesis collection Others (please specify): _____________________
____________________________________________
2. Venue of testing
Psychology Laboratory FGD Room Others (please specify):__________________________

Conforme: Approved by:

Signature of borrower/researcher Signature over printed name of approving officer

*By affixing you signature on to this form, you understand, agree and accept to the terms and conditions stipulated below.
1. Approval of the request is released every Tuesday and 5. All materials (including used and unused answer sheets) must be
Thursday on a first-come-first-served basis returned to the Psych. Lab Custodian after use.
2. Failure to appear within 15 minutes of the appointment 6. The borrower shall be liable at all times for any damage or lost of
schedule will render this request invalid. materials.
3. Only those who are scheduled for the specified dates are 7. Failure to abide by the rules would mean withholding of
allowed to use the Psych. Lab materials clearance and other penalties.
4. Photocopying/reproducing any part of the Test materials
(booklets, answer sheets, questionnaires, manual, etc.) is
disallowed.
===============================================================================================================
For Psychology Laboratory Use Only:
Materials released to the researcher/borrower:

Released on:
Remarks: Date Returned:
Checked by:

" -----------------------------------------------------------------------------------------------------------------------------------
Psychology and Social Work/Guidance Office RESEARCH AND TESTING SERVICES
PAMANTASAN NG LUNGSOD NG MARIKINA REQUISITION FORM 30
STUDENT’S COPY
Name of Borrower: Date filed:
ID# Yr. & Course/Department: Date/s needed
Contact #: Time:

1. Purpose/s: [Please mark all that applies.]

Review of Psychological test manual: Consultation for:
(Name of Psychological test) Appropriate test/research materials:
____________________________________________ Test Purchase
Psychological test Administration: Psychological Test Scoring and Interpretation:
(Name of Psychological test/s) (Name of Psychological test/s)
____________________________________________ ____________________________________________
No. of test Booklets/Questionnaires: _______ ____________________________________________
No. of Answer Sheets: _______
Review of Thesis collection Others (please specify): _____________________
____________________________________________
2. Venue of testing
Psychology Laboratory FGD Room Others (please specify):__________________________

Conforme: Approved by:

Signature of borrower/researcher Signature over printed name of approving officer

*By affixing you signature on to this form, you understand, agree and accept to the terms and conditions stipulated below.
3. Approval of the request is released every Tuesday and 5. All materials (including used and unused answer sheets) must be
Thursday on a first-come-first-served basis returned to the Psych. Lab Custodian after use.
4. Failure to appear within 15 minutes of the appointment 6. The borrower shall be liable at all times for any damage or lost of
schedule will render this request invalid. materials.
5. Only those who are scheduled for the specified dates are 7. Failure to abide by the rules would mean withholding of
allowed to use the Psych. Lab materials clearance and other penalties.
6. Photocopying/reproducing any part of the Test materials
(booklets, answer sheets, questionnaires, manual, etc.) is
disallowed.
===============================================================================================================
For Psychology Laboratory Use Only: