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A Guide in Research Writing

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Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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PREFACE

This research manual serves as a guide for students who are undertaking research for
degree or non-degree purposes. This manual contains the components of a research paper and
shows the institutional format for writing a thesis at the undergraduate or graduate levels.

The contents of this manual contains excerpts from the American Psychological
Association 6th Edition, 2010 and the author wave all legal copyrights whatsoever. This guide
will only be used for research purposes.

Prof. Jose Maria G. Pelayo III is an author and psychology researcher who has published
articles in several international journals and has presented academic papers in international
conferences. He has been an author/professor/researcher in psychology for 18 years. He has
published textbooks in Psychology and Criminology. His research studies include psychology,
music psychology, criminology, social psychology, social development and psychoanalysis. He
is the founder of Psychological Assessment and Research Evaluation (PARE). He is also the
founder of the first Music Psychology Center (MPC) in the Philippines, located in Angeles City,
Pampanga.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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Table of Contents

Preface 1
Table of Contents 2

Manuscript Elements
I. Title Page
Title 4
Author’s Name (Byline) and Institutional Affiliation 4
Running Head and Page Number 4
Sample Page 5

II. Abstract
Abstract 6
Sample Page 7

III. Introduction
Introduce the problem 8
Explore the importance of the problem 8
Describe Relevant Relationship 8
Sample Page 9
Scope and limitations 9
Sample Page 10
Conceptual Framework 10
Theoretical Framework 11
State the Hypotheses and their correspondence to research design 11
Sample Page 12
Significance of the Study 12
Sample Page 13
Review of Related Literature 13
Sample Page 14

IV. Methods
Identify Subsections 15
Research Design 15
Participant (subject) characteristics 16
Sample Page 16
Sampling Procedures 17
Statistical Treatment of Data 17

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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V. Results
Displaying Results 18
Sample Page 19
Bar Graph Sample 20
Line Graph Sample 20
Pie Chart Sample 21
Table Checklist 21
Types of Figures 22
Figures Checklist 22

VI. Discussion
Discussion 23
Sample Page 24

VII. References
Examples by type 25

VIII. Appendices
Appendices 31
Sample Page 32
Approval Sheet 33

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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MANUSCRIPT ELEMENTS

I. Title Page

Title

A title should summarize the main idea of the manuscript simply and if possible, with a
style. It should be a concise statement of the main topic and should identify the variables or
theoretical issues under investigation and the relationship between them. An example of a good
title is ―Effect of Transformed Letters on Reading Speed‖.

Avoid using abbreviations in a title; spelling out the terms helps ensure accurate,
complete indexing of an article. The recommended length of a title is no more than 12 words.
The title should be typed in uppercase and lowercase letters, centered between the left and right
margins, and positioned in the upper half of the page.

Author’s Name (Byline) and Institutional Affiliation

Author’s Name: The preferred form of an author’s name is first name, middle initial(s)
and the last name; this form reduces the likelihood of mistaken identity. To assist researchers as
well as librarian, use the same form for publication throughout your career; that is, do not use
initials on one manuscript and the full name on a later one. Omit all titles and degrees.

Institutional Affiliation: The affiliation identifies the location where the author(s) were
when the research was conducted, which is usually an institution. Include a dual affiliation only
if two affiliations contributed substantial support to the study. Include no more than two
affiliations per author. When an author has no institutional affiliation, list the city and state
below the author’s name. The names of the author(s) should appear in order of their
contributions, centered between the side margins. For names with suffixes (e.g. Jr. and III),
separate the suffix from the rest of the name with a space instead of a comma. The institutional
affiliation should be centered in the next line.

Running Head and Page Number

A good title is easily shortened to the running head with page number and is written in all
uppercase letters.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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MOZART’S MUSIC ON SOCIAL LEARNING BEHAVIOR 1

THE EFFECT OF MOZART’S MUSIC ON SOCIAL LEARNING BEHAVIOR

OF HIGH SCHOOL STUDENTS

Jose Maria G. Pelayo III

Systems Plus College Foundation

Balibago, Angeles City

In Partial Fulfilment of the Requirements

for the Degree of ________________in the College of _______________

June 2019

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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II. Abstract

Abstract

An abstract is a brief, comprehensive summary of the contents of the article; it allows

readers to survey the contents of an article quickly and, like a title, it enables persons interested
in the document to retrieve it from abstracting and indexing databases. Most scholarly journals
require an abstract. The abstract should be:

a. Accurate: Ensure that the abstract correctly reflects the purpose and content of the
manuscript.

b. Nonevaluative: Report rather than evaluate; do not add to or comment on what is in the
body of the manuscript

c. Coherent and Readable: Write in clear and concise language. Use verbs rather than their
noun equivalent and the active voice rather than the passive voice (e.g., investigated
rather than an investigation of; The authors presented the results rather than Results were
presented)

d. Concise: be brief, and make each sentence maximally informative, especially the lead
sentence. Begin the abstract with the most important points. Do not waste space by
repeating the title. Include in the abstract only the four or five most important concepts,
findings, or implications.

Do not exceed the abstract word limit of the journal to which you are submitting your
article. Word limits vary from journal to journal and typically range from 150 to 250 words.
When preparing your manuscript, begin the abstract on a new page and identify it with the
running head or abbreviated title. The label Abstract uppercase and lowercase letters, centered at
the top of the page. Type the abstract itself with a single paragraph without paragraph indention.

In finalized empirical-based researches, most journals (for publication purposes) would

prefer for the abstract with just the background, methodology, results and discussion.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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MOZART’S MUSIC ON SOCIAL LEARNING BEHAVIOR

Abstract

ABSTRACT: The researcher acknowledges the importance of creativity and innovation in terms
of discovering more methods or strategies on improving intellectual growth of an individual, in
this case, the researcher focuses on the Social Learning Behavior of high school students, many
high school students are vulnerable to low academic performance due to numerous factors. As the
increase of high school students who have low academic performance, programs in improving and
developing academic performance should be implemented along with instilling proper discipline
and motivation to students. The researcher would like to discover other possible programs that
could enhance learning and eventually improve academic performance.

Keywords: Facebook, Learning Environment, High School students, College students,

Systems Plus College Foundation

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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III. Introduction

Introduce the problem

The body of manuscript opens with an introduction that presents the specific problem under
study and describes the research strategy. Because the introduction is clearly identified by its
position in the manuscript, it does not carry a heading labeling it to the introduction.

Before writing the introduction, consider the following questions:

1. Why is the problem important?

2. How does the study relate to previous work in the area? If other aspects of this study have
been reported previously, how does this report differ from, and build on, the earlier
report?
3. What are the primary and secondary hypotheses and objectives of the study, and what, if
any, are the links to theory?
4. How do the hypotheses and research design relate to each other?
5. What are the theoretical and practical implications of the study?

A good introduction answers these questions in just a few pages and, by summarizing
relevant arguments and the past evidence, gives a reader a firm sense of what was done and why.

Explore the importance of the problem

State why the problem deserves new research.

For basic research, the statement about the importance might involve the need to resolve
any inconsistency in results of past work and/or extend the reach of a theoretical formulation.

For applied research, this might involve the need to solve a social problem or treat a
psychological disorder.

For literature reviews as well as theoretical and methodological articles, also clearly state
the reasons that the reported content is important and how the article fits into the cumulative
understanding of the field.

Describe Relevant Scholarship

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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Discuss the relevant related literature, but do not feel compelled to include an exhaustive
historical account. Assume that the reader is knowledgeable about the basic problem and does
not require a complete accounting of its history. A scholarly description of earlier work in the
introduction provides a summary of the most recent directly related work and recognizes the
priority of the work of others. Citation of and specific credit to relevant earlier works are signs of
scientific and scholarly responsibility and are essential; for the growth of a cumulative science.

Demonstrate the logical continuity between previous and present work. Develop the
problem with enough breadth and clarity to make it generally understood by as wide a
professional audience as possible. Do not let the goal of brevity lead you to write a statement
intelligibly only to the specialist.

MOZART’S MUSIC ON SOCIAL LEARNING BEHAVIOR

Statement of the Problem

This study aims to determine the effect of Mozart’s music on the Social Learning Behavior of
high school students in Systems Plus College Foundation, Angeles City during the school year
2009-2010.

This study attempts to answer the following questions:

1. What is the dynamics of the high school students before the exposure to Mozart’s music
in terms of:

a. Academic
b. Social

2. What is the effect of Mozart’s music on the Social Learning Behavior of high school
students in terms of:

a. Learning
b. Social Interaction

3. What programs can be recommended for youth development based from the result of the
study.

Scope and Limitations

The scope and limitations will allow the reader to comprehend what are the limits of the
study. It will enlighten both the researcher/s and readers of the study that there are limitations in
every research conducted. These limitations depend on the chosen topic. In this section, the

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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researcher/s must define their own capabilities and limitations in order to make clear what the
research topic is all about. This will further ensure the validity of the variables that are being
tested in the research study, it will emphasize the broadness or narrowness of the study itself and
would serve as a guide in order to obtain results that are just included in the boundaries of the
research topic.

In simple terms, the researcher will state what the study:

1. Aims to measure
2. Can or possibly measure
3. Could not measure
4. Variables are
5. Are variables not included
6. Is limited to
7. Can investigate
8. Can infer and perhaps conclude

MOZART’S MUSIC ON SOCIAL LEARNING BEHAVIOR

Scope and Limitation

The study will focus on Mozart’s music and the effect it has on the Social Learning
Behavior of high school students in Systems Plus College Foundation, Angeles City. The
researcher chose only Mozart’s music because of the ―Mozart Effect Phenomenon‖. This study
will further validate if Mozart’s music may have an effect on the Social Learning Behavior of
students in their academic and social setting.

The scope of the study will involve the Social Learning Behavior of high school students
in their academic and social setting, particularly in Systems Plus College Foundation. There
already is an existing culture in Systems Plus College Foundation and this study attempts to
discover the effects of Mozart’s music on the current dynamics of the students, specifically in
their Social Learning Behavior. In this study, the researcher would like to discover if Mozart’s
music could elicit any form of behavior leading to learning.

Conceptual Framework

The conceptual framework is the schematic diagram which shows the variables included
in the study. Arrows or line should be properly placed and connected between boxes to show the

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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relationship between the independent and dependent variables. All the independent and
dependent variables should be clearly discussed and explained how these would influence the
results of the study. An example is the Input-Process-Output model (IPO).

INPUT PROCESS OUTPUT

Theoretical Framework

The theoretical framework consists of theories, principles, generalizations and research

findings which are closely related to the present study under investigation. It is in this framework
where the present research problem understudy evolved. Authors of these theories and principles
should be cited. As much as possible research findings and theories should be correct.

State the Hypotheses and their correspondence to research design

After you have introduced the problem and have developed the background material,
explain your approach to solving the problem. In empirical studies, this usually involves stating
your hypotheses or a specific question and describing how these were derived from theory or are
logically connected to previous data and argumentation. Clearly develop the rationale for each.
Also, if you have some hypotheses or questions that are central to your purpose and others that
are secondary or exploratory, state this prioritization. Explain how the research design permits
the inferences needed to examine the hypothesis or provide estimates in answer to the question.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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MOZART’S MUSIC ON SOCIAL LEARNING BEHAVIOR

Null Hypothesis

Mozart’s music has no significant effect on the Social Learning Behavior of high school
students on both academic and social setting.

Significance of the Study

This section describes the contributions of the study to knowledge. This could be in the
form of new knowledge in the field, a check on the major findings of other studies, a check on
the validity of findings in a different population, a check on trends over time and a check on the
other findings using different methodology. It discusses the importance of the study to the
society, the country, the government, the community, the institution, the agency concerned, the
curriculum planners and developers and to the researchers. It expounds on the study’s probable
impact to education, science, technology, on-going researchers and etc.

The significance of the study will try to answer the following questions:

1. Why is the study important?

2. What can we benefit from the study?
3. Who will benefit from the study?
4. How will the study benefit you and your career?
5. Why did the researchers choose this certain topic?
6. What are the valuable concepts and aspects of the study?
7. Must relate to the statement of the problem, hypothesis and topic.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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MOZART’S MUSIC ON SOCIAL LEARNING BEHAVIOR

Significance of the Study

The researcher would like attempt to discover alternative methods in improving the
Social Learning Behavior of high school students, utilizing essential tools to further develop
academic performance. Taking into consideration the different possible factors that may improve
learning among high school students, not only in the classroom but also outside the classroom
setting. The study will serve as a reference for the administration, guidance office and high
school faculty of Systems Plus College Foundation in establishing an ideal environment that
would enhance students’ learning, in academic and social settings, within the institution.
The study could also help tutorial services rendered by teachers in Angeles City, it could
be implemented in study habits and private tutorial sessions. Elementary and High School Public
teachers could also benefit from the study by using Mozart’s music and eliciting any form of
behavior that would lead to learning of their students.

The present Alternative Learning System (ALS) of the local government for out of school
youth (OSY) could benefit from the study since the nature of their education are in forms of
reviews and lectures before they take the jump test (PEPT) that would help them qualify to enter
college. The study would like to establish an environment that would set the proper attitude and
proper motivation for a more efficient and effective education with the use of Mozart’s music.

Systems Plus College Foundation, High School Department offers an Open High School
System (OHSS) which allows working individuals, who have not graduated from high school, to
continue their studies in a module based program. In Angeles City, Systems Plus College
Foundation is the only institution that the Department of Education has approved for this
program. The modules are from the Department of Education and are given to the OHSS
students for review and examinations. The study may benefit the Head of the OHSS program by
using Mozart’s music to set the proper motivation and attitude of students.
.

Review of Related Literature

Other studies have been conducted on the topic, maybe not really the same topic but similar
to the topic. These studies are important and must be put into use. The importance of the review
of related literature is to have a solid foundation on what you are investigating or researching
about. This will ensure that your research study has related studies and methodologies that the
researchers can utilize. Examples are:

1. Data Instruments used

2. Data gathering
3. Sampling

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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4. Background of the study

5. References
6. Data analysis
7. Discussion

All of these may be present in other related studies that researchers can use for their new
study. That is why the Review of Related Literature may equip the researchers about the
history, background and holistic perspective of the topic.

MOZART’S MUSIC ON SOCIAL LEARNING BEHAVIOR

In 1993, Dr. Frances H. Rauscher, professor of psychology at the University of

Wisconsin Oshkosh, had a group of college students mentally unfold a piece of paper and try to
identify its shape. She found that the students who had listened to a recording of Mozart’s
K448 sonata were better and faster at the task. Dr. Rauscher published the results in the journal
Nature in the same year. There were only two problems with the Mozart Effect. One was that it
didn’t last: the students only held on to their newly acquired spatial skills for ten or fifteen
minutes. The other problem was that when other researchers tried to verify the effect, some just
couldn’t. So, over the years since, the idea that Mozart can make you smarter has lost much of
its credibility. However, a recent study has found that the Mozart Effect is real — but only for
certain people. It definitely works for right-handed non-musicians.

Effect of Music Training on Individuals

• Local/ International Studies

Studies about the concept that music training enhances IQ have received a lot of
attention from researchers. The report from Schellenberg is the first to test this hypothesis
directly with random assignment of a large sample of children (N = 144) to two different types
of music lessons (keyboard or voice) or to control groups that received drama lessons or no
lessons. IQ was measured before and after the lessons. Compared with children in the control
groups, children in the music groups exhibited greater increases in full scale IQ. The effect was
relatively small, but it generalized across IQ subtests, index scores and a standardized measure
of academic achievement. Unexpectedly, children in the drama group exhibited substantial pre-
to post- test improvements in adaptive social behavior that were not evident in music groups.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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IV. Method

The Method section describes in detail how the study was conducted, including
conceptual and operational definitions of the variables used in the study. Different types of
studies will rely on different methodologies; however, a complete description of the methods
used enables the reader to evaluate the appropriateness of your methods and the reliability and
the validity of your results. It also permits experienced investigators to replicate the study. If
your manuscript is an update of an ongoing or earlier study and the method has been published in
detail elsewhere, you may refer the reader to that source and simply give a brief synopsis of the
method in this section. The following is an example of such a synopsis.

We present cross-sectional and 3-year longitudal data from a study of adults aged 55 to
84. . . . The memory tasks were those in our previous research (Zelinski et al., 1990;
Zelinski, Gilewski, & Thompson, 1980)

Identify subsections

It is both conventional and expedient to divide the Method section into labeled
subsections. These usually include a section with descriptions of the participants or subjects and
a section describing the procedures used in the study. The latter section often includes
description of (a) any experimental manipulations or interventions used and how they were
delivered-for example, any mechanical apparatus used to deliver them; (b) sampling procedures
and sample size and precision, (c) measurement approaches (including the psychometric
properties of the instruments used); and (d) the research design. If the design of the study is
complex or the stimuli require detailed description, additional subsections or subheadings to
divide the subsections may be warranted to help readers find specific information.

Include in these subsections the information essential to comprehend and replicate the
study. Insufficient detail leaves the reader with questions; too much detail burdens the reader
with irrelevant information. Consider using appendices and/ or a supplemental website for more
detailed information.

Research Design

This describes the research mode whether it is true experimental or quasi-experimental

design, descriptive or survey research, historical research, qualitative research, ethnographic and
etc.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
 P a g e | 16

Participant (subject) characteristics

Appropriate identification of research participants is critical to the science and practice of

psychology, particularly for generalizing the finding, making comparisons across replications,
and using the evidence in research syntheses and secondary data analyses. If humans participated
in the study, report the eligibility and exclusion criteria, including any restrictions based on
demographic characteristics.

Describe the sample adequately. Detail the sample’s major demographic characteristics,
such as age; sex; ethnic and/or racial group; level of education; socioeconomic, generational, or
immigrant status, disability status; sexual orientation; gender identity; and language preference
as well as important topic-specific characteristics (e.g. achievement level in studies of
educational interventions). As a rule, describe the groups as specifically as possible, with
particular emphasis on characteristics that may have bearing on the interpretation of results.

MOZART’S MUSIC ON SOCIAL LEARNING BEHAVIOR

Participants and Sampling

Participants of the study are high school students enrolled in Systems Plus College
Foundation, Angeles City from ages 13 to 16 years old. Random Sampling is the method of
choosing the participants since the researcher will observe both academic and social setting. The
social setting of high school students is the common place of gathering in their recess, lunch
break and free time. The participants will be in and out of these particular places. On the other
hand, in their academic setting, the researcher will observe the behavior of second (2nd) year
students in the classroom setting during their Personality Development period. Random
Sampling is also used to determine which class will be involved in the study for a period of
twenty (20) days. The class consists of forty (40) students and was chosen randomly before the
start of the study.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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Sampling Procedures

Describe the procedures for selecting participants, including:

a. the sampling method, if a systematic sampling plan was used

b. the percentage of the sample approached that participated
c. and the number of participants who selected themselves into the sample.

Describe the settings and locations in which the data were collected as well as any
agreements and payments made to participants, agreements with the institutional review board,
ethical standards met, and safety monitoring procedures.

Statistical Treatment of Data

Explain how each statistical test is used in the treatment of data. If the research
instrument included options which are scaled, explain how each scale is given the weight, its
interval and class limits. An example would be the T-test. If you have a sample and wish to
compare it with a known mean (e.g. national average) the t-test for two independent samples is
available.

On the other hand, for Qualitative research studies there are also methods on the
treatment of data. An example is a case study. A case study is an intensive study of a specific
individual or specific context. For instance, Freud developed case studies of several individuals
as the basis for the theory of psychoanalysis and Piaget did case studies of children to study
developmental phases. There is no single way to conduct a case study, and a combination of
methods (e.g., unstructured interviewing, direct observation) can be used.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
 P a g e | 18

V. Results

In the Results section, summarize the collected data and the analysis performed on those
data relevant to the discourse that is to follow. Report the data in sufficient detail to justify your
conclusions. Mention all relevant results, including those that run counter to expectation; be sure
to include small effect sizes (or statistically non-significant findings) when the theory predicts
large (or statistically significant) ones. Do not hide uncomfortable results by omission. Do not
include individual scores or raw data, with the exception, for example, or single-case designs or
illustrative examples. In the spirit of data sharing (encouraged by APA and other professional
associations and sometimes required by funding agencies), raw data, including study
characteristics and individual effect size used in a meta-analysis, can be made available on
supplemental online archives.

Displaying Results

The methods available for display of results of experimentation and inquiry consist of
tables, graphs, charts, maps, drawings, and photographs. Almost all displays are now the results
of electronic manipulation of basic data-be it with word-processing programs, spreadsheet
programs, and statistical packages, or highly specialized software of creating digital images.
These changes have greatly increased the flexibility that authors have for effectively displaying
results.

Tables and figures enable authors to present a large amount of information efficiently and
to make their data more comprehensible. Tables usually show numerical values or textual
information arranged in orderly display of columns and rows. A figure may be a chart, a graph, a
photograph, drawing, or any other illustration or nontextual depiction. Any type of illustration
other than table is referred to as a figure.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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MOZART’S MUSIC ON SOCIAL LEARNING BEHAVIOR

Table 1. Academic Setting

1- sleeping/resting
5 days without music 2- looking outside the window
3- playing with fingers/ ID/

Prof. Jose Maria G. Pelayo III

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watch/accessories

4- reading/reviewing/studying
1st-5th day with music 5- brushing hair/grooming
6- looking at mirrors
7- drawing/writing
6th-10th day with music 8– talking
9- playing chess
10 - playing the rubix cube
11 - solving the crossword puzzle
11th-15th day with music 12 - reading the journals
13 - teaching/ coaching/ suggesting the
answers/ solutions/ options to players
14 - observing other students play/solve
16th-20th day with music 15 - asking questions about the
game/puzzle
16 - reviewing/studying their lesson

BAR GRAPH
6

Series 1
3
Series 2
Series 3
2

0
Category 1 Category 2 Category 3 Category 4

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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LINE GRAPH
6

Series 1
3
Series 2
Series 3
2

0
Category 1 Category 2 Category 3 Category 4

PIE CHART

1st Qtr
2nd Qtr
3rd Qtr
4th Qtr

Prof. Jose Maria G. Pelayo III

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 P a g e | 22

Table Checklist

The following checklist may help ensure that the data in your table are effectively
presented and conform to the style rules presented in this chapter.

 Is the table necessary?

 Does it belong in the print version of the article, or can it go in an online supplemental
file?
 Are all comparable tables in the manuscript consistent in presentation?
 Is the title brief but explanatory?
 Does every column have a column head?
 Are all abbreviations explained, as well as special use of italics, parentheses, italics,
dashes, boldface, and special symbols?
 Are the notes in the following order: general note, specific note, probability note?
 Are all vertical rules eliminated?
 Are confidence intervals reported for all major point estimates? Is the confidence level-
for example, 95%-stated, and is the same level of confidence used for all tables
throughout the paper?
 If statistical significance testing is used, are all probability levels values correctly
identified? Are asterisks attached to the appropriate table entries only when needed ( as
opposed to stating exact probabilities)? When used, is a probability level assigned the
same number of asterisk in all tables in the same paper?
 If all or part a copyrighted table is reproduced or adapted, do the table notes give full
credit to the copyright owner? Have you received written permission for reuse (in print
and electronic form) from the copyright holder and sent a copy of that written permission
to the journal editor with the final version of your paper?
 Is the table referred to in text?

Types of Figures

 Graphs typically display the relationship between two quantitative indices or between a
continuous quantitative variable (usually displayed as the y axis) and groups of subjects
displayed along the x axis
 Charts generally display non quantitative information such as the flow of subjects
through a process, for example, flow charts.
 Maps generally display spatial information.
 Drawings show information pictorially
 Photographs contain direct visual representations of information.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
 P a g e | 23

Figures Checklist

 Is the figure necessary?

 Is the figure simple, clear, and free of extraneous detail?
 Is the figure title descriptive of the content of the figure?
 Are all elements of the figure clearly labeled?
 Are the magnitude, scale, and direction of grid elements clearly labeled?
 Are figures of equally important concepts prepared according to the same scale?
 Are all figures numbered consecutively with Arabic numerals?
 Are all figures mentioned in the text
 Has written permission for print and electronic reuse been obtained? Is proper credit
given in the figure caption?
 Have all substantive modifications to photographic images been disclosed?
 Have the files been produced at a sufficiently high resolution to allow for accurate
reproduction?

VI. Discussion

After presenting the results, you are in a position to evaluate and interpret their
implications, especially with respect to your original hypotheses. Here you will examine,
interpret, and qualify the results and draw inferences and conclusions from them. Emphasize any
theoretical or practical consequences of the results. (When the discussion is relatively brief and
straightforward, some authors prefer to combine it with the Results section, creating a section
called Results and Discussion.)

Open the Discussion section with a clear statement of the support or nonsupport for your
original hypotheses, distinguished by primary and secondary hypotheses. If hypotheses were not
supported, offer post hoc explanations. Similarities and differences between your results and
work of others should be used to contextualize, confirm and clarify you conclusions. Do not
simply reformulate and repeat points already made; each new statement should contribute to
your interpretation and to the reader’s understanding to the problem.

Your interpretation of the results should take into account (a) sources of potential bias
and other threats to internal validity, (b) the imprecision of measures, (c) the overall number of
tests or overlap intervention is involved, discuss whether it was successful and the mechanism by

Prof. Jose Maria G. Pelayo III

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which it was intended to work (casual pathways) and/or alternative mechanisms. Also, discuss
barriers to implementing the intervention or manipulation as well as the fidelity with which the
intervention or manipulation was implemented in the study, that is, any differences between the
manipulation as planned and as implemented.

Acknowledge the limitations of your research, and address alternative explanations of the
results. Discuss the generalizability, or external validity, of the findings. This critical analysis
should take into account differences between the target population and the accessed sample. For
interventions, discuss characteristics that make them more or less applicable to circumstances not
included in the study, how and what outcomes were measured (relative to other measures that
might have been used), the length of time to measurement (between the end of the intervention
and the measurement of outcomes), incentives, compliance rates, and specific settings involved
in the study as well as other contextual issues.

End the discussion section with a reasoned and justifiable commentary on the importance
of your findings. This concluding section may be brief or extensive provided that it is tightly
reasoned, self-contained, and not overstated. In this section, you might briefly return to a
discussion of why the problem is important (as stated in the introduction); what larger issues,
those that transcend the particulars of the subfield, might hinge on the findings; and what
propositions are confirmed or disconfirmed by the extrapolation of these findings to such
overarching issues.

You may also consider the following issues:

 What is theoretical, clinical, or practical significance of the outcomes and what is

the basis for these interpretations? If the findings are valid and replicable, what
real-life psychological phenomena might be explained or modeled by the results?
Are applications warranted on the basis of the research?

 What problems remain unresolved or arise anew because of these findings?

The response to these questions are the core of the contribution of your study and justify why
readers both inside and outside your own specialty should attend to the findings. Your readers
should receive clear, unambiguous, and direct answers.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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MOZART’S MUSIC ON SOCIAL LEARNING BEHAVIOR

Discussion

In evaluating the gathered information, Mozart’s music may have a positive

effect on the students. All of them were very excited to share their feelings and sentiments about

Mozart’s music, each student had something to say about their experience during the exposure

to Mozart’s music. Every student was enthusiastic about their opinions on Mozart’s music and

how it affected them during the study. Somehow, Mozart’s music made a lasting impression on

these students, considering the fact that these students have their own contemporary favorites in

music. This information gave more depth in understanding the appeal of Mozart’s music on

individuals and hopefully a better understanding on the Mozart Effect Phenomenon.

VII. References

References acknowledge the work of previous scholars and provide a reliable way to
locate it. References are used to document statements made about the literature, just as data in
the manuscript support interpretations and conclusions. The references cited in the manuscript
support interpretations and conclusions. The references cited in the manuscript do not need to be
exhaustive but should be sufficient to support the need for your research and to ensure that
readers can place it in the context of previous research and theorizing. The standard procedures
for citation ensure that references are accurate, complete, and useful to investigators and readers.

Start the reference list on a new page. The word References should appear in uppercase
and lowercase letters, centered. Double-space all reference entries. APA publishes references in

Prof. Jose Maria G. Pelayo III

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a hanging indent format, meaning that the first line of each reference is set flush left and
subsequent lines are indented.

Examples by Type

Periodicals

Periodicals include items published on a regular basis such as journals, magazines, newspapers,

and newsletters.

General reference form:

Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of

Periodical, xx, pp-pp. doi:xx.xxxxxxxxxx

1. Journal article with DOI (Digital Object Identifier)

Herbst-Damm, K. L., & Kulik, J.A. (2005). Volunteer support, marital status, and

the survival times of terminally ill patients. Health Psychology, 24, 225-229

Dol:10.1037/0278-6133.24.2.225

2. Journal article with DOI, more than seven authors

Gilbert, D. g., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. C.,

Asaard, G., . . . Botros, N. (2004). Effects of quitting smoking on EEG

activation and attention last for more than 31 days and are more severe

with stress, dependence, DRD2 A1 allele, and depressive traits. Nicotine

and Tobacco Research, 6, 249-267.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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Doi: 10.1080/14622200410001676305

3. Magazine Article

Chamberline, J., Novotney, A., Packard, E., & Price, M. (2008, May). Enhancing

Worker well-being: Occupational health psychologists convene to share

their research on work, stress and health. Monitor or Psychology,

39(6),26-29

4. Online magazine article

Clay R. (2008, June). Science vs. ideology: psychologists fight back about the

misuse of research. Monitor or Psychology, 39(6). Retrieved from

http://www.apa.org/monitor/

5. Newsletter article, no author

Six sites meet for comprehensive anti-gang initiative conference. (2006,

November/December). OJJDP News @ a Glance. Retrieved from

http://www.ncjrs.gov/html/ojjdp/news_at_glance/216684/topstory.html

6. Online newspaper article

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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Brody, J.E. (2007, December 11). Mental reserves keep brain agile. The New York

Times. Retrieved from http://www.nytimes.com

7. Special issue or section in a journal

Haney, C., & Wiener, R. L. (Eds.). (2004). Capital punishment in the United

States [Special issue]. Psychology, Public Policy, and Law, 10(4).

Greenfield, P., & Yan, Z. (Eds.). (2006). Children, adolescents, and the Internet

[Special section]. Developmental Psychology, 42, 391-458.

8. Editorial without signature

Editorial: ―What is disaster‖ and why does this question matter? [Editorial].

(2006). Journal of Contingencies and Crisis Management, 14, 1-2.

9. Abstract as original source

Woolf, N. J., Young, S.L., Fanselow, M.S., &butcher, L.L. (1991). MAP-2

expression in Chollinoceptiv pyramidal cells of rodent cortex and

hippocampus is altered by Pavlovian conditioning [Abstract]. Society for

Neuroscience Abstracts, 17, 480.

Lassen, S. R., Steele, M M., & sailor, W. (2006). The relationship of school-wide

Positive behavior support to academic achievement in an urban middle

school. Psychology in the Schools, 4, 701-712. Abstract retrieved from

http://www.interscience.wiley.com

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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10. Books, Reference Books, and Book Chapters

Author, A. A. (1967). Title of work. Location: Publisher

Author, A. A. (1967). Title of work. Retrieved from http://www.xxxxxxx

Author, A. A. (2006). Title of work. Doi:xxxxx

Editor, A. A. (Ed.).(1986). Title of work. Location: Publisher.

Author, A. A. & Author, B. B. (1995). Title of chapter or entry. In A, Editor, B.

Editor, & C. Editor (Eds.), Title of book.(pp,xxx-xxx). Location:

Publisher.

11. Book Chapter, print version

Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In

M. Eid & R. J. Larden (eds), the science of subjective well-being (pp. 17-

43). New York, NY: Guilford Press.

12. Reference book

VandenBos, g. R. (Ed.). (2007). APA dictionary of psychology. Washington, DC:

American Psychological Association.

13. Corporate author, government report

Prof. Jose Maria G. Pelayo III

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U.S. Department of health and Human Services, National Institutes of Health,

National Heart, Lung, and Blood Institute. (2003). Managing asthma: A

guide for schools (NIH Publication No. 02-2650). Retrieved from

http://www.nhlbi.nih.gov/health/prof/lung/asthma/asth_sch.pdf

14. Authors report, from nongovernmental organization

Kessy, S. S. A., & Urio, F. M. (2006). The contribution of microfinance

institutions to poverty reduction in Tanzania (research Report No. 06.3).

Retrieved from Research on Poverty Alleviation website:

http://www.repoa.or.tz/documents_storage/Publications/

Reports/06.3_Kessy_and_Urio.pdf

15. Paper presentation or poster session:

Presenter, A. A. (Year, Month). Title of paper or poster. Paper or poster

session presented at the meeting of Organization Name, Location.

16. Proceedings published in book form

Katz, I., Gabayan, K., & Aghajan, H. (2007). A multi-touch surface using

multiple cameras. In J. Blanc-Talon, W. Philips, D. Popescu, & P.

Scheunders (Eds.), Lecture Notes in Computer Science: Vol. 4678.

Advance Concepts for Intelligent Vision Systems (pp. 97-108). Berlin,

Prof. Jose Maria G. Pelayo III

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Germany: Springer-Verlag. Doi: 10.1007/978-3-540-74607-2_9

17. Doctoral Dissertations and Master’s Theses

Author, A. A. (2003). Title of doctoral dissertation or master’s thesis (doctoral

dissertation or master’s thesis). Retrieved from Name of database.

(Accession or Order No.)

VIII. APPENDICES

In general, an appendix is appropriate for materials that are relatively brief and
that are easily presented in print format. Some examples of material suitable for an appendix are
(a) a list of stimulus materials (e.g. those used in psycholinguistic research), (b) a detailed
description of a complex piece of equipment, (c) a list of articles that provided the source data
for a meta-analysis but are not directly referred to in any other way in an article, and (d) a
detailed demographic description of subpopulations in the study and other detailed and/or
complex reporting items suggested in the reporting standards section of this chapter.

If your manuscript has only one appendix, label it Appendix: if your manuscript
has more than one appendix, label each one with a capital letter (Appendix A, Appendix B, etc,)
in the order in which it is mentioned in the main text, each appendix must have a title, in the text,
refer to appendices by their labels.

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
 P a g e | 32

MOZART’S MUSIC ON SOCIAL LEARNING BEHAVIOR page #

Appendix A
Survey Questionnaire

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
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SYSTEMS PLUS COLLEGE FOUNDATION

APPROVAL SHEET

This thesis entitled ―____________________________________________________‖

Prepared and submitted by (names of researchers----same order as title page), in partial

fulfillment of the requirements for the degree________________________________, is hereby

accepted.

_________________________

Adviser

Approved by the committee on Oral Examination conducted on______________.

Members of the Panel

________________ ________________ ________________

Member Chairman Member

Accepted and approved in partial fulfillment of the requirements for the degree

of___________________.

____________________

Dean of the College

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph
 P a g e | 34

Prof. Jose Maria G. Pelayo III

Jpelayo111@spcf.edu.ph

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