Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY

Main Campus: R. Palma St., Cebu City
Corner M.J. Cuenco Ave. & R. Palma St., Cebu City
website: http://www.ctu.ph email: information@ctu.ph
Telephone No. (032) 412-1400 Fax No. (032) 416-6706
GRADUATE SCHOOL
HARNESSING TECHNOLOGICAL THEORIES AND SKILLS FOREMPOWERMENT since 1969

COMPREHENSIVE EXAMINATION
FIRS SEMESTER 2021- 2022
EDUCATION 601
RESEARCH METHODOLOGY

PREPARED BY:

JEAN PAUL D. BORJA

MAED major P.E.

DR. REGINA P. GALIGAO

Professor
 Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
Main Campus: R. Palma St., Cebu City
Corner M.J. Cuenco Ave. & R. Palma St., Cebu City
website: http://www.ctu.ph email: information@ctu.ph
Telephone No. (032) 412-1400 Fax No. (032) 416-6706
GRADUATE SCHOOL
HARNESSING TECHNOLOGICAL THEORIES AND SKILLS FOREMPOWERMENT since 1969

Comprehensive Examination
(Research Methodology)
Education 601
S. Y. 2021-2022
June 24- 25, 2022

1. Three important elements in the part of rationale presentation:

1.1. Exposition
A. How to do the exposition of the main variable?
 Well, in research, In research, variables are any characteristics that can take
on different values, such as height, age, temperature, or test scores.
 Researchers often manipulate or measure independent and dependent
variables in studies to test cause-and-effect relationships.

 The independent variable is the cause. Its value is independent of other

variables in your study.
 The dependent variable is the effect. Its value depends on changes in
the independent variable.

Example: Independent and dependent variables

You design a study to test whether changes in room temperature have an

effect on math test scores.


Your independent variable is the temperature of the room. You vary the
room temperature by making it cooler for half the participants, and warmer
for the other half.
 Your dependent variable is math test scores. You measure the math
skills of all participants using a standardized test and check whether they
differ based on room temperature.
B. Presentation of Outline in Exposition:

I.Introduction
A. Hook
B. Background
C. Thesis statement

II. Topic one

D. First point
1. First piece of evidence
2. Second piece of evidence
E. Second point
1. First piece of evidence
 2. Second piece of evidence

III. Topic two

F. First point
1. First piece of evidence
2. Second piece of evidence

G. Second point

3. First piece of evidence

4. Second piece of evidence

IV. Topic three

H. First point

5. First piece of evidence

6. Second piece of evidence

I.Second point

7. First piece of evidence

8. Second piece of evidence

V. Conclusion

G. Summary/synthesis
H. Importance of topic
I. Strong closing statement

1.2. Why is there a need to base your gaps or problems from the following environment;
international, national, regional, and local bases?
 In the world of education, we hear the term “learning gap” all the time. When a
student begins to struggle or fall behind with their academic progression, we
often refer to learning gaps as a reason why they are having trouble
understanding the material. But what exactly are learning gaps, and how do they
form? More importantly, how can we help close these gaps and get students
back on track?
 What Causes Learning Gaps?
- Let's use an example to show how easily learning gaps can form. For
middle and high school students, algebra is often considered to be a
stepping stone towards higher mathematics. During first year algebra,
students are taught how to manipulate variables and solve equations. If
a student barely passes the class and doesn't truly feel comfortable
with algebraic concepts, math courses will continue to become harder.
Geometry often comes next – and even though students may be
working more with shapes and angles, many of the concepts are still
the same: solving for an unknown variable. As you can see, learning
gaps are caused when concepts at the foundation level are not fully
learned by a student and they continue to struggle as new concepts
are taught on top of previous ones. When a student starts to fall
behind, it's important that we address these gaps early on.
 One-to-one tutoring is an ideal solution for students dealing with learning
gaps and other academic struggles. As every student has a unique learning
 style and pace, a private tutor is able to adjust the level of instruction towards an
individual student's needs – something that just isn't possible in a group
classroom environment. Students often feel uncomfortable speaking up in class,
especially when they know they're falling behind. For this reason, a skilled
educator offering personalized instruction is one of the best ways to approach
learning gaps.
- In psychology, this is referred to as the “zone of proximal development”
(often referred to as ZPD). This concept describes the benefits of
having a skilled individual for help. By definition, ZPD refers to “the
difference between what a learner can do without help and what he or
she can achieve with guidance and encouragement from a skilled
partner (Simply Psychology).” With one-to-one support and the ability
to ask questions at their own pace, students can experience a serious
academic boost when working with an expert tutor.
 Address Learning Gaps with Help from Tutor Doctor
- Learning gaps need to be identified, analyzed, and approached with
patience. Students all have different strengths, and there are many
reasons why learning gaps form to begin with. At Tutor Doctor, we
believe personalized instruction is the most effective way to address
these challenges. By catering instruction to each unique student, we
can ensure that a student's academic gaps will be approached with the
individual's learning style in mind. Find a Tutor Doctor location near
you and start addressing the gaps in your student's learning today!
1.3. Discussion the phrase “Addressing the Gaps of the Study”.
 Today we are talking about the gaps of the study: what is it, how to identify it, and
how to make use of it so that you can pursue innovative study. Now, how many of
you have ever felt you had discovered a new and exciting research question, only to
find that it had already been written about? I have experienced this more times than I
can count. Graduate studies come with pressure to add new knowledge to the field.
We can contribute to the progress and knowledge of humanity. To do this, we need
to first learn to identify gaps of the study in the existing literature.
 The gaps of the study or research gap is, simply, a topic or area for which missing or
insufficient information limits the ability to reach a conclusion for a question. It should
not be confused with a research question, however. For example, if we ask the
research question of what the healthiest diet for humans is, we would find many
studies and possible answers to this question. On the other hand, if we were to ask
the research question of what are the effects of antidepressants on pregnant women,
we would not find much-existing data. This is a research gap. When we identify a
research gap, we identify a direction for potentially new and exciting research.
 How to Identify the Gap of the study or Research Gap?
 Considering the volume of existing research, identifying research gaps can
seem overwhelming or even impossible. I don’t have time to read every paper
published on public health. Similarly, you guys don’t have time to read every
paper. So how can you identify a research gap?
 There are different techniques in various disciplines, but we can reduce most
of them down to a few steps, which are:

 Identify your key motivating issue/question

 Identify key terms associated with this issue
 Review the literature, searching for these key terms and identifying relevant
publications
 Review the literature cited by the key publications which you located in the
above step
 Identify issues not addressed by the literature relating to your
critical motivating issue
  It is the last step which we all find the most challenging. It can be difficult to
figure out what an article is not saying. I like to keep a list of notes of biased or
inconsistent information. You could also track what authors write as
“directions for future research,” which often can point us towards the existing
gaps.

 I Discovered Few Research Gaps. What Do I Do?

- Once you have identified gaps, it is critical to prioritize. You may find many
questions which remain to be answered. Often one question must be
answered before the next can be addressed. In prioritizing the gaps you have
identified, you should consider your funding agency or stakeholders, the
needs of the field, and the relevance of your questions to what is currently
being studied. Also, consider your own resources and ability to conduct the
research you’re considering. Once you have done this, you can narrow your
search down to an appropriate question.

2. Outline of the proposed thesis

 These are the outline on how to write a thesis proposal:

I. Framework
II. Structure of a thesis proposal
III. Order in which to write the proposal
IV. Tips
V. Resources

I. Framework

Senior research projects in Environmental Sciences have the following elements in

common:

1. An environmental issue is identified.

2. Other people's work on the topic is collected and evaluated.
3. Data necessary to solving the problem are either collected by the student, or obtained
independently.
4. Data are analyzed using techniques appropriate to the data set.
5. Results of the analysis are reported and are interpreted in light of the initial
environmental issue.

The final outcome of this process is a senior thesis that you will complete in the spring
semester. The goal of the fall semester is that you identify a research topic, find a
research mentor, formulate a hypothesis, understand the background of your project,
develop or adapt appropriate methods, and summarize the state of your project as a thesis
proposal. The goal is to progress as far as possible with the elements listed above during
the fall semester. The more you can accomplish during the fall, the further you can drive the
project in the end, and the more relaxed the spring semester is going to be for you (and us).

The purpose of writing a thesis proposal is to demonstrate that

a. the thesis topic addresses a significant environmental problem;

b. an organized plan is in place for collecting or obtaining data to help solve the problem;
c. methods of data analysis have been identified and are appropriate to the data set.

If you can outline these points clearly in a proposal, then you will be able to focus on a
research topic and finish it rapidly. A secondary purpose of the proposal is to train you in
 the art of proposal writing. Any future career in Environmental Sciences, whether it be in
industry or academia will require these skills in some form.

We are well aware that the best laid out research plans may go awry, and that the best
completed theses sometimes bear only little resemblance to the thesis planned during the
proposal. Therefore, when evaluating a thesis proposal, we are not trying to assure
ourselves that you have clearly described a sure-fire research project with 0% risk of failure.
(If there was no risk of failure, it wouldn't be research.)

Instead, what we're interested in seeing is if you have a clear handle on

the process and structure of research as it's practiced by our discipline. If you can present a
clear and reasonable thesis idea, if you can clearly relate it to other relevant literature, if you
can justify its significance, if you can describe a method for investigating it, and if you can
decompose it into a sequence of steps that lead toward a reasonable conclusion, then the
thesis proposal is a success regardless of whether you modify or even scrap the actual idea
down the line and start off in a different direction. What a successful thesis proposal
demonstrates is that, regardless of the eventual idea you pursue, you know the steps
involved in turning it into a thesis.

II. Structure of a thesis proposal

Your thesis proposal should have the following elements in this order.

 Title page
 Abstract
 Table of contents
 Introduction
 Thesis statement
 Approach/methods
 Preliminary results and discussion
 Work plan including time table
 Implications of research
 List of references

The structure is very similar to that of a thesis or a scientific paper. You will be able to use a
large fraction of the material of the thesis proposal in your final senior thesis. Of course, the
state of the individual projects at the end of the fall will vary, and therefore also the format of
the elements discussed below.

Title page

 contains short, descriptive title of the proposed thesis project (should be fairly self-
explanatory)
 and author, institution, department, resreach mentor, mentor's institution, and date of
delivery

Abstract

 the abstract is a brief summary of your thesis proposal

 its length should not exceed ~200 words
 present a brief introduction to the issue
 make the key statement of your thesis
 give a summary of how you want to address the issue
 include a possible implication of your work, if successfully completed
Table of contents

 list all headings and subheadings with page numbers

 indent subheadings

Introduction

 this section sets the context for your proposed project and must capture the reader's
interest
 explain the background of your study starting from a broad picture narrowing in on your
research question
 review what is known about your research topic as far as it is relevant to your thesis
 cite relevant references
 the introduction should be at a level that makes it easy to understand for readers with a
general science background, for example your classmates

Thesis statement

 in a couple of sentences, state your thesis

 this statement can take the form of a hypothesis, research question, project statement, or
goal statement
 the thesis statement should capture the essence of your intended project and also help to
put boundaries around it

Approach/methods

 this section contains an overall description of your approach, materials, and procedures
o what methods will be used?
o how will data be collected and analyzed?
o what materials will be used?
 include calculations, technique, procedure, equipment, and calibration graphs
 detail limitations, assumptions, and range of validity
 citations should be limited to data sources and more complete descriptions of procedures
 do not include results and discussion of results here

Preliminary results and discussion

 present any results you already have obtained

 discuss how they fit in the framework of your thesis

Work plan including time table

 describe in detail what you plan to do until completion of your senior thesis project
 list the stages of your project in a table format
 indicate deadlines you have set for completing each stage of the project, including any work
you have already completed
 discuss any particular challenges that need to be overcome

Implications of Research

 what new knowledge will the proposed project produce that we do not already know?
 why is it worth knowing, what are the major implications?

List of references
  cite all ideas, concepts, text, data that are not your own
 if you make a statement, back it up with your own data or a reference
 all references cited in the text must be listed
 cite single-author references by the surname of the author (followed by date of the
publication in parenthesis)
o ... according to Hays (1994)
o ... population growth is one of the greatest environmental concerns facing future
generations (Hays, 1994).
 cite double-author references by the surnames of both authors (followed by date of the
publication in parenthesis)
o e.g. Simpson and Hays (1994)
 cite more than double-author references by the surname of the first author followed by et al.
and then the date of the publication
o e.g. Pfirman, Simpson and Hays would be:
o Pfirman et al. (1994)
 cite newspaper articles using the newspaper name and date, e.g.
o ....this problem was also recently discussed in the press (New York Times, 1/15/00)
 do not use footnotes
 list all references cited in the text in alphabetical order using the following format for
different types of material:
o Hunt, S. (1966) Carbohydrate and amino acid composition of the egg capsules of the
whelk. Nature, 210, 436-437.
o National Oceanic and Atmospheric Administration (1997) Commonly asked
questions about ozone. http://www.noaa.gov/public-affairs/grounders/ozo1.html,
9/27/97.
o Pfirman, S.L., M. Stute, H.J. Simpson, and J. Hays (1996) Undergraduate research
at Barnard and Columbia, Journal of Research, 11, 213-214.
o Pechenik, J.A. (1987) A short guide to writing about biology. Harper Collins
Publishers, New York, 194pp.
o Pitelka, D.R., and F.M. Child (1964) Review of ciliary structure and function.
In: Biochemistry and Physiology of Protozoa, Vol. 3 (S.H. Hutner, editor), Academic
Press, New York, 131-198.
o Sambrotto, R. (1997) lecture notes, Environmental Data Analysis, Barnard College,
Oct 2, 1997.
o Stute, M., J.F. Clark, P. Schlosser, W.S. Broecker, and G. Bonani (1995) A high
altitude continental paleotemperature record derived from noble gases dissolved in
groundwater from the San Juan Basin, New Mexico. Quat. Res., 43, 209-220.
o New York Times (1/15/00) PCBs in the Hudson still an issue, A2.
 it is acceptable to put the initials of the individual authors behind their last names, e.g.
Pfirman, S.L., Stute, M., Simpson, H.J., and Hays, J (1996) Undergraduate research at ......

III. Order in which to write the proposal

. Proceed in the following order:

1. Make an outline of your thesis proposal before you start writing

2. Prepare figures and tables
3. Figure captions
4. Methods
5. Discussion of your data
6. Inferences from your data
7. Introduction
8. Abstract
9. Bibliography
This order may seem backwards. However, it is difficult to write an abstract until you know your
most important results. Sometimes, it is possible to write the introduction first. Most often the
introduction should be written next to last.

IV. Tips

Figures

 "Pictures say more than a thousand words!" Figures serve to illustrate important aspects of
the background material, sample data, and analysis techniques.
 A well chosen and well labeled figure can reduce text length, and improve proposal
clarity. Proposals often contain figures from other articles. These can be appropriate, but
you should consider modifying them if the modifications will improve your point.
 The whole process of making a drawing is important for two reasons. First, it clarifies your
thinking. If you don�t understand the process, you can�t draw it. Second, good drawings
are very valuable. Other scientists will understand your paper better if you can make a
drawing of your ideas. A co-author of mine has advised me: make figures that other people
will want to steal. They will cite your paper because they want to use your figure in their
paper.
 Make cartoons using a scientific drawing program. Depending upon the subject of your
paper, a cartoon might incorporate the following:
o a picture of the scientific equipment that you are using and an explanation of how it
works;
o a drawing of a cycle showing steps, feedback loops, and bifurcations: this can
include chemical or mathematical equations;
o a flow chart showing the steps in a process and the possible causes and
consequences.
 Incorporate graphs in the text or on separated sheets inserted in the thesis proposal
 Modern computer technology such as scanners and drafting programs are available in the
department to help you create or modify pictures.

Grammar/spelling

 Poor grammar and spelling distract from the content of the proposal. The reader focuses
on the grammar and spelling problems and misses keys points made in the text. Modern
word processing programs have grammar and spell checkers. Use them.
 Read your proposal aloud - then have a friend read it aloud. If your sentences seem too
long, make two or three sentences instead of one. Try to write the same way that you
speak when you are explaining a concept. Most people speak more clearly than they write.
 You should have read your proposal over at least 5 times before handing it in
 Simple wording is generally better
 If you get comments from others that seem completely irrelevant to you, your paper is not
written clearly enough never use a complex word if a simpler word will do

V. Resources/Acknowlegements

The senior seminar website has a very detailed document on "How to write a thesis" which you
might want to look at. Most of the tips given there are relevant for your thesis proposal as well.
Recommended books on scientific writing
Some of the material on this page was adapted from:
http://www.geo.utep.edu/Grad_Info/prop_guide.html
http://www.hartwick.edu/anthropology/proposal.htm
http://csdl.ics.hawaii.edu/FAQ/FAQ/thesis-proposal.html
http://www.butler.edu/honors/PropsTheses.html
3. Participants in a thesis proposal:
 Subject- The subject of the thesis lies within the chosen specialty and determines the
purpose and subject of the dissertation research. It points as well to the solved
scientific problem and the results obtained.
 Respondents- has been for many years the usual term for an individual who takes part in a
market research project. However, this is increasingly replaced by the term 'participant', as
researchers and clients recognise the value of a more collaborative interviewing
relationship. That is, the research subject is no longer regarded as a passive object to be
studied, being kept in the dark about the research and its objectives and simply
'responding', but as a valued partner in an exploratory process.
 Informant- is a person who has specialized knowledge and/or expertise about a
particular culture or members of a group. Researchers identify informants early on
during the research process as a means to gain access, information, and ongoing feedback
during the collection and gathering of data for interpretation.
4. Importance of related literature and studies for any research to be conducted:
 Literature reviews enable you to seek information both historical and contemporary.
It enables you to not attempt to reinvent the wheel, by starting from scratch.
And as long as there is no plagiarisms it enables you to utilize ideas from those
authors relevant to your branch of research (hence references to reviewed texts
relevant to your requirements).
It is also a requirement of almost all academic studies, that one learns how to do
research and how to write it up correctly. And you will find in most lectures and
tutorials that professors and tutors will refer you to certain texts, so it a good idea if
you wish to succeed to follow their lead and look it up.
Reading is a skill, critical reading and analysis is necessary in many academic fields,
so if done correctly, you get past just shovelling up data and begin to understand the
material thereby enabling you to deal with it intelligently. Critical analysis and
understanding go hand in hand. That is why literary reviews are important in all
forms of research. It shows you know what you are doing, and develops your skill as
a researcher and as an individual student. It enables you to write concise abstracts
of reviewed materials and to supply an index of all reviewed materials utilised, with
chapters and pages listed, which shows the markers that you have indeed carried
out the required task. If done properly the result will gain you a mark, hopefully a
distinction.
5. Four elements of the data or result;
5.1. Introduce the table topic- Research papers are often based on copious amounts of
data that can be summarized and easily read through tables and graphs. When writing a
research paper, it is important for data to be presented to the reader in a visually
appealing way. The data in figures and tables, however, should not be a repetition of the
data found in the text. There are many ways of presenting data in tables and figures,
governed by a few simple rules. An APA research paper and MLA research paper both
require tables and figures, but the rules around them are different. When writing
a research paper, the importance of tables and figures cannot be underestimated. How
do you know if you need a table or figure? The rule of thumb is that if you cannot
present your data in one or two sentences, then you need a table.

- Using Tables
 Tables are easily created using programs such as Excel. Tables and figures in
scientific papers are wonderful ways of presenting data. Effective data presentation
in research papers requires understanding your reader and the elements that
comprise a table. Tables have several elements, including the legend, column titles,
 and body. As with academic writing, it is also just as important to structure tables so
that readers can easily understand them. Tables that are disorganized or otherwise
confusing will make the reader lose interest in your work.
- Title: Tables should have a clear, descriptive title, which functions as the
“topic sentence” of the table. The titles can be lengthy or short, depending on
the discipline.
- Column Titles: The goal of these title headings is to simplify the table. The
reader’s attention moves from the title to the column title sequentially. A good
set of column titles will allow the reader to quickly grasp what the table is
about.
- Table Body: This is the main area of the table where numerical or textual data
is located. Construct your table so that elements read from up to down, and
not across.
 The placement of figures and tables should be at the center of the page. It should be
properly referenced and ordered in the number that it appears in the text. In addition,
tables should be set apart from the text. Text wrapping should not be used.
Sometimes, tables and figures are presented after the references in selected
journals.
5.2. Presenting the Data- The main point of most academic and scientific writing is to
report the findings of advanced research. Doing so necessarily involves the successful
presentation of research data, but communicating data can be surprisingly challenging,
even when the study is a small one and the results are relatively straightforward. For
large or collaborative projects that generate enormous and complicated data sets, the
task can be truly daunting. Clarity is essential, as are accuracy and precision, and a
style that is as concise as possible yet also conveys all the information necessary for
readers to assess and understand the findings is required. Choosing appropriate
formats for organising and presenting data is an essential aspect of reporting research
results effectively. Data can be presented in running text, in framed boxes, in lists, in
tables or in figures, with each of these having a marked effect not only on how readers
perceive and understand the research results, but also on how authors analyse and
interpret those results in the first place. Making the right choice for each piece of
information can be among the most difficult aspects of deciding how to present data in
research papers and other documents.

Text is the primary format for reporting research to an academic or scientific community
as well as other readers. Running text is used to relate the overall story of a research
project, from introductory and background material to final conclusions and implications,
so text will play a central role in presenting data in the section of a research document
dedicated to results or findings. The main body of text will be particularly useful for
conveying information about the research findings that is relatively straightforward and
neither too complex nor too convoluted. For example, comparative presentations of the
discoveries about two historical objects or the results associated with two groups of
participants may prove effective in the running text of a paper, but if comparison of five
or ten objects or groups is necessary, one of the more visual formats described below
will usually convey the information to readers more quickly and more successfully. Text
is also the right format for explaining and interpreting research data that is presented in
more visual forms, such as the tables and figures discussed below. Regardless of
content, the text in an academic or scientific document intended for publication or
degree credit should always be written in a formal and authoritative style in keeping with
the standards and conventions of the relevant discipline(s). Careful proofreading and
editing are also necessary to remove all errors and inappropriate inconsistencies in
data, grammar, spelling, punctuation and paragraph structure in order to ensure clear
and precise presentation of research data.

It is important to remember when considering how to present data in research that text
 can itself be offered in a more visual format than the normal running sentences and
paragraphs in the main body of a document. The headings and subheadings within an
academic or scientific paper or report are a simple example: spacing as well as font
style and size make these short bits of text stand out and provide a clear structure and
logical transitions for presenting data in an accessible fashion. Effective headings guide
readers successfully through long and complex reports of research findings, and they
also divide the presentation of data according to chronology, research methods,
thematic categories or other organisational principles, rendering the information more
comprehensible. Longer chunks of textual material that offer necessary or helpful
information for the reader, such as examples of key findings, summaries of case
studies, descriptions of data analysis or insightful authorial reflections on results can be
separated from the main text and framed in a box to attract the attention of readers. The
font in such boxes might be slightly different than that in the running text and the
background may be shaded, perhaps with colour if the publication allows it, but neither
is necessary to achieve the meaningful and lasting impact that makes framed boxes so
common in textbooks and other publications intended for an audience of learners.
Indeed, using chunks of text in this visual way can even increase the use of a document
and the number of times it is cited. Lists of research data can have a similar effect
whether they are framed or simply laid out down a normal page, but a parallel
grammatical structure should always be used for all the items in a list, and accuracy is
paramount because readers are likely to return to lists as well as framed boxes to
refresh their memories about important data.

Tables tend to be the format of choice for presenting data in research documents. The
experimental results of quantitative research are often collected and analysed as well as
shared with readers in carefully designed tables that offer a column and row structure to
enable efficient presentation, consultation, comparison and evaluation of precise data or
data sets. Numerical information fills most tables, so authors should take extra care to
specify units of measure, round off long numbers, limit decimal places and otherwise
make the data clear, consistent and useful and the table as a whole effective and
uncluttered. The information must be grouped and arranged in the columns and rows in
such a way that reading down from top to bottom and across from left to right to
compare, contrast and establish relationships is an easy and intuitive process. Textual
data can also be presented in a table, which might alternately be referred to as a matrix,
particularly in qualitative as opposed to quantitative research. Like tables, matrices are
useful for presenting and comparing data about two or more variables or concepts of
relevance.
5.3. The meaning of every result- The results section is where you report the findings
of your study based upon the methodology [or methodologies] you applied to gather
information. The results section should state the findings of the research arranged
in a logical sequence without bias or interpretation. A section describing results
should be particularly detailed if your paper includes data generated from your own
research.
When formulating the results section, it's important to remember that the results of a
study do not prove anything. Findings can only confirm or reject the hypothesis underpinning
your study. However, the act of articulating the results helps you to understand the problem
from within, to break it into pieces, and to view the research problem from various perspectives.

The page length of this section is set by the amount and types of data to be reported .
Be concise. Use non-textual elements appropriately, such as figures and tables, to present
findings more effectively. In deciding what data to describe in your results section, you must
clearly distinguish information that would normally be included in a research paper from any
raw data or other content that could be included as an appendix. In general, raw data that has
not been summarized should not be included in the main text of your paper unless requested
to do so by your professor.
Avoid providing data that is not critical to answering the research question. The
background information you described in the introduction section should provid e the reader
with any additional context or explanation needed to understand the results. A good strategy
is to always re-read the background section of your paper after you have written up your results
to ensure that the reader has enough context to understand the results [and, later, how you
interpreted the results in the discussion section of your paper that follows].

Advantages and disadvantages of the result- Academic research is very strenuous and involves a
lot of writing as well as recording of interviews, lectures and other audio resources. These
recordings and lectures can be transcribed into accurate transcripts with the help of
reliable general transcription services. It saves substantial amount of time and allows the
researchers to work on qualitative research. Academic research needs to be systematic and
requires data from different sources to be neatly organized, transcribed and documented.
Writing a thesis is not an easy task. It requires good writing skills, proper research, statistics, and
analytical skills to derive insights and also prepare a good presentation. This may seem
intimidating but being more organized can help in making the writing process easy. Sometimes
your thesis may be your individual work and sometimes you will have an assigned partner or
group to help you complete your thesis.

5.4. Here are some of the advantages and disadvantages of writing your thesis on your
own.
Advantages
 You know your topic: Since you are the only one working on the paper you will know your
topic inside out and once you are finished with your paper you can recite the entire paper
fluently.
 Defend your thesis consistently: After your thesis is ready, you have to defend your topic
in front of the experts. These experts may ask several questions and also reverse and loop
the terms and ask them back to you to know how well you know the paper. If you have
drafted the thesis, then you will know the topic very well and can answer any tough
questions about the terms, concepts and content of the paper.
 No one will contest your ideas: When you are writing your thesis, you can change the
content at any time. If you are in a group, there may be situations when what you have
added may contradict the statements of your partner or group member. Such clash of ideas
can lead to disagreement or grudge and thereby to a poorly written thesis. However, if you
are writing your thesis on your own, there is no such risk and you are the only one
accountable for any mistakes.
 You are your own boss: The way you want to write the thesis is entirely up to you. You
can be your own boss and tailor your thesis according to your wish. Moreover, you need not
wait for anyone else to finish your paper.
 The expectations are lower: As you are alone, the expectations of your respected
panellists will not be that high since there are certain limitations that they are willing to
acknowledge. If you are working alone you will have fewer objectives and output when
compared to those who do in groups. Bu doing it all by yourself will help you focus better.
Disadvantages
 You have to know all the details: You have to memorize all the pages of your thesis, go
through each page, review the content and practice a lot to defend effectively.
 You can get exhausted and be out of focus: Writing the entire thesis can be exhausting.
It can also lead to grammatical errors. When you are tired, you may not be able to perform
well which results in poor thesis writing.
 You can blame only yourself: If your thesis is good or bad, you can blame it only on
yourself and there will be no one to pick up the pace when you fall behind.
 Ideas may stagnate: As there is no one to bounce your ideas back to or give relevant
insight or observation, your ideas can end up stagnating since no one will be there to
challenge it. This could result in you becoming close-minded towards ideas that could help
 improve your paper. You could also repeat mistakes in the absence of an external feedback
to point out such mistakes.
 Being complacent can be dangerous: Lower expectations can lead you to become
complacent and you tend to work less as people do not expect much. This is a dangerous
mindset because it may cause you to procrastinate or, worse, give mediocre outputs.
Understand that the thesis is the cornerstone of your academic career. In the future,
students may refer to your work, so you are obligated give your best.
Young scholars usually struggle between experimental work and writing thesis. An
alternative available is to hire a professional to help with your thesis writing. Thesis
transcription services available for independent research projects enable you to speed up
compiling data and preparing the thesis.

PREPARED BY:

JEAN PAUL D. BORJA

MAED. P.E.