MANUSCRIPT FORMAT

Letter size bond paper

Arial font style, 12 font size
Margins:
Heading and bottom 1”
Left margin 1.50”
Right margin 1”

THE PRELIMINARY SECTION

The following compose the preliminary section of the manuscript

1. COVERPAGE
2. TITLE PAGE
3. APPROVAL SHEET
4. ACKNOWLEDGMENTS
5. DEDICATION (optional)
6. TABLE OF CONTENTS
7. LIST OF TABLES
8. LIST OF FIGURES
9. LIST OF PLATES
10. ABSTRACT
 Chapter
(2 spaces)

INTRODUCTION
(4single spaces)

Situation Analysis
 Justified
The Situation Analysis presents the background of the problem. It is a discussion of the what’s and whys of the alignment
 Double
space
study — why the problem was selected and what are the situations under which the problem exists. The analysis should
separates
the lines
highlight questions, issues, problems, and disturbing observations as well as identify a gap in the field of knowledge which and
paragraphs
the research intends to address. Review of literature must be seamlessly incorporated in this section. .

INSERT HERE THE PATENT SEARCH 3 prior arts

(4 single spaces) Quadruple space separates the main parts of the research

Framework of the Study

Start typing here for first level heading and continue typing through the right margin and the text should
automatically flow down in the set left margin using the “justified” format Double space separates the subheadings

For sub-levels, the sub-headings must be separated as shown below. Double space separates the subheadings.

Theories and Disciplines Engendering the Genre Theory

Start typing here for second level heading and continue typing through the right margin and the text should
automatically flow down in the set left margin

English for Specific Purposes. For third level heading, start typing here immediately after the period. Continue
typing through the right margin and die text should automatically flow down in die set left margin

The framework is a presentation of major theories and/or concepts from which the study was derived and anchored.
It is drawn from the review of literature and studies which shapes the research problem.

The Framework of the Study presents specific and well-defined constructs, assumptions, expectations, and beliefs
that support the study. It uses theories, abstract concepts, facts, laws, variables, and their relations that explain and predict
how an observed phenomenon exists and operates. It should link the study to theories/concepts that are useful for
interpreting, criticizing, and unifying established scientific laws or facts that serve as guide in discovering new
generalizations. In the paper, be explicit as to whether the theory will be verified or developed

In writing this part first enumerate the theories/concepts. Prefatory or preview statement before detailed discussion
prepares and guides readers of the long discussion that follows. Preferably, present the theories in a diagram form showing
their interrelationship and their relation to the current study. The diagram serves as a “framework at a glance" which provides
the readers a bird’s eye view or general perspective of all the theories and concepts presented. Presenting the theories in a
diagram also shows your ability to isolate and analyze a multitude of information, extracting only those which are relevant to
your study. At the same time, your discussion of the framework should show your ability to synthesize afl these theories and
assemble them in a manner that will make your readers see dearly the foundation of your study.

The end part of the discussion of the Framework of the Study should lead to the research paradigm (take note
that this is not written as a heading). The discussion of theories/concepts should naturally lead to the paradigm of the study.
It is an offshoot of the theoretical/conceptual framework discussed and must comprehensively show the interrelationship of
the variables under study and the direction of the research.

(4 single spaces)

Statement of the Problem/Statement of Objectives

This part is composed of two (2) sections: the general problem/objective and the specific problems/objective. The
I

general problem is cascaded from the title and stated in declarative form. The specific problem/objective section breaks
down the general problem/objective into manageable units.

The specific problems must be arranged logically from the first step to the last step of the research process to
be undertaken. This is to say that when all the specific problems are answered, the general problem will have been
answered as well.

For Technical Research, the specific objectives are stated in declarative form (i.e., using the to + verb
form).

(4single spaces)

Time and Place of the Study

This is the description of when and where the study be conducted.

(4single spaces)

Definition of Terms

This section contains terms that are relevant in understanding the study. Define the term operationally (i.e.,
how a term is specifically used in the study).

The terms to be defined for this section must be extracted from the title, paradigm of the study, and statement
of problems. Technical terms appearing in other sections of the manuscript are excluded from this section. They are
best defined in the section where they appear.

For presentation, the terms defined in this section are indented, italicized, and listed in alphabetical order. The
term and the definition must be presented in sentence form, that it has no period or hyphen should be used to separate
them.

Example.

For a better understanding of this research report, the following terms are operationally defined:

Okra is the edible young green podded seed part of the plant that is used as the main ingredient.

Sugar refers to the cane product that is used as the sweetener.

 Chapter 2

METHODOLOGY

The methodology part presents the tools and procedures in gathering the needed data to answer the problems
and to test the different hypotheses

Research Design

This section specifies the general method and specific design used. The description of the design must include
an explanation of the selected design and a justification of its appropriateness in relation to the objective/s of the
research and data to be gathered.

Sources of Data

This section identifies the population of the study and samples where necessary. It includes the sampling
method/formula/data used, and justification for the choice of the sampling method/formula. Description and profiling of
respondents/subjects in terms of number and demographic characteristics are presented in this section except when
such is part of the statement of the problem and thus needs to be presented in the Results and Discussion section.

Also included are the locale, and time of the study.

Materials and Procedures

It lists down the materials with corresponding units of measure and presented in the order of use in the
conduct of the experiment/study.

Instrumentation and Data Collection

The first section presents the instruments used (questionnaires, tests, interview schedule observation
checklist, or mechanical gadgets, etc) and the parts. It details the processes conducted in adoption, modification, or
development of the instrument as well as the procedures conducted to ensure the validity and reliability of the
instrument. An explanation is necessary to justify the choice of the data collection tool/s. As much as possible, the
research should aim for triangulation (use of several data- gathering tools) to strengthen the validity of results.

The second section presents the data to be gathered and detailed description of the means of gathering the
said data - techniques and procedures in data gathering as well as the manipulations and controls made such as the
assignment of subjects into control and experimental groups.

Analysis of Data

This section specifies the statistical tool/s used in the treatment of the data gathered (eg. frequency count,
percentage, mean, weighted mean, t-test, ANOVA, chi-square, Pearson r, etc).
I

Also included are guides (range values and descriptors) for the categorization and interpretation of data,
including levels of significance/correlation needed in testing the hypothesis, and software (with corresponding version)
used If unfamiliar statistical tests are used, the formula is explained.
'erload. 8.5
 Chapter 3

RESULTS AND DISCUSSION

This section involves presentation, analysis, and interpretation of data

Data are broken down into component parts and presented in the proper order and categories. It involves
manipulating and summarizing, choosing from a wide array of raw data those that are pertinent and relevant and
reducing them to form that are intelligible and interpretable so that the relationships between the research problem and
their intended answers can be studied Research data that have been subjected to analysis can be presented as text or
using tables, graphs, and other pictorial forms.

Presented data must also be interpreted. This is done by making inferences relevant to the research
questions and from where generalizations are drawn. Key in interpretation is finding meanings and drawing
implications.

Interpretation is done while the results are being presented and analyzed, then drawing relationships and
linking to existing theories.

t Topic Headings
z
The discussion of results shall be guided by the statement of problems or objectives. The number of main
topic headings should be parallel to the number of problems or objectives.

Presentation of Findings

Findings may be presented in textual, tabular, graphical/pictorial form or a combination of these three depending
on the appropriateness for such.

In answering every problem statement/objective of the study, the following parts and guidelines should be
observed:

a. Prefatory Information.

Make a one paragraph introduction of the problem.

b. Introduce table/figure/chart

Make a one-sentence introduction describing the content of the table/graph/plate presented.

c. Where possible, the table/figure/chart must be displayed within the same page after the introduction, if it
cannot be displayed in a single page due to its size, it can be transferred to the immediate page following the
presentation but a signal phrase must be included referring to it (e g. Table 5 on page 87. . .).

d. The table/figure/chart is followed with a textual discussion of the data presented in the table/graph/plate. In
case of the table/figure/chart/plate transferred to the following page, the textual discussion should be
advanced in the previous page to avoid creating a white space/gap within a chapter).
e. In the discussion part, present only the critical data/results Let the table speak for itself DO NOTSTATE WHAT
IS OBVIOUS IN THE TABLE. If data are numerous and repetitive, reading becomes boring, hence only
highlights or important parts of the data are textually presented.
f. In reading/explaining a table, observe the following:

i Use a logical form of presentation

Present a general observation (eg., the grand mean or average mean followed by specific
observations (weighted means by duster) or vice versa

ii. Extract the significant findings (e g. top three and last three findings and the average)

g. Descriptive equivalents/interpretation should be “seamlessly embedded" in the discussion and not presented
as it appears in the table.

Wrong: The table shows that Indicator 1 which states, “The leader is democratic, has an average
weighted mean of 4.50 which means “very much evident ” as rated by the respondents.
I

Correct The table shows that democratic process is very much evident
in the institution based on the computed average weighted mean of 4.50.

Correct It can be glossed from the table that democratic processes are observed in the institution and
very much evident (AWM=4.50) in the system as perceived by the three groups of respondents.

h. Textual presentation must be followed by interpretation, inference, or implication. The following

elements are expected in the discussion:

i. Statement of Results.

Explain why the results came out as such. If results are unexpected, be able to provide an
explanation.

In making interpretations, observe the following elements:

a. Condition contributing to the result

b. Cause that brings about the result
c. Effect or impact of the result
d. Suggestions related to the result

i Use a logical form of presentation

Present a general observation (eg., the grand mean or average mean followed by specific
observations (weighted means by duster) or vice versa

ii. Extract the significant findings (e g. top three and last three findings and the average)

j. Descriptive equivalents/interpretation should be “seamlessly embedded" in the discussion and not presented
as it appears in the table.

Wrong: The table shows that Indicator 1 which states “The leader is democratic has an average weighted
mean of 4.50 which means “very much evident ” as rated by the respondents.

Correct The table shows that democratic process is very much evident
in the institution based on the computed average weighted mean of 4.50.

Correct It can be glossed from the table that democratic processes are observed in the institution and
very much evident (AWM=4.50) in the system as perceived by the three groups of respondents.

k. Textual presentation must be followed by interpretation, inference, or implication. The following

elements are expected in the discussion:

i. Statement of Results.

Explain why the results came out as such. If results are unexpected, be able to provide an
explanation.

In making interpretations, observe the following elements:

a. Condition contributing to the result

b. Cause that brings about the result

c. Effect or impact of the result

d. Suggestions related to the result

ii. Statement of Hypothesis* (when this is expressed in the Statement of the

Problem)

Take note that the findings and claim come after the statement of hypotheses. and
acceptance/rejection of such)

Wrong: However, when subjected to the t-test analysis, results revealed no significant difference as
indicated by the t-value of 1 093 which is lower than the tabulated t-value of 2.228 at 0.05 level of
 significance. Therefore, the null hypothesis which states that there is no significant difference
between the perceptions of the expert evaluators and the teacher-respondents as the extent of
suitability of the xxx is accepted.

Wrong When subjected to t-tesl analysis, results revealer! no significant difference as

indicated by the t-value of I 093 which is lower than the tabulated t value of 2.228 at 0 05
level of significance Therefore, the null hypothesis which states that... is accepted.

Connect When subjected to t-tesl analysis, the t-value of 1 093 is lower than the tabulated t-
value of 2.228 at 0.05 level of significance Therefore, the null hypothesis which states that...
is accepted, fhis result reveals that there is no significant difference between the .

iil Compare results with previous findings/theories to make generalizations

iv. Draw conclusion/ make a claim
v. Explain the implication of the finding/conclusion to the field of study or to concemed/affected
groups.
vi. Include recommendations from other researches (as needed) as an input/ basis for the current
researcher in making a recommendation in the succeeding chapter

Presentation of Table

a. Table numbering must use continuous coding in Hindu-Arabic numeral (Table 1, 2, 3, etc,). Alphanumeric or
decimal coding is not allowed.
b. The table title must be written in Title Case flush to the left margin. In case of a two-liner title, the first letter in the
second line should be aligned to the first letter in the first line (parallel indention).
c. Table title must not be written in boldface or italics.
d. Table header must not be written in boldface or italics.
e. The table shall be drawn from margin to margin.
f. Use a compound line (same thickness) for the top and bottom lines of the table (Top and Bottom line weight is 1
½ pt; Inside line weight is 1 pt)
g. Use a single line to separate the grand mean
h. Use single space if there are more than 10 entries in the table.
i. Use double space if there are less than 10 entries in a table.
j. The MEAN shall be entered up to two decimal places only. Also, for uniformity of presentation, use two decimal
places (e.g. 9.50 not 9.5).
k. Properly align numerical values when presenting data (ones, tens, hundreds, etc ). Add zero before the decimal
point for value less than 1.

112.25
0.85
l. The font size may be reduced up to font size 10 (Times New Roman)
m. Single space separates the table title and table
n. Double space separates the table header and the first entry line
o. Use the symbol M to refer to Mean and WM to refer to Weighted Mean
p. Use the symbol (%) in the table and when enclosed in parentheses; use the word percent in the textual
discussion part
q. As much as possible, tables/figures/plates shall not be placed (or sandwiched) between paragraphs
r. In case98.50 of long tables and there is a need to cut the table, the first part should always be longer than the
second part For the second table, add Continuation of Table 10 as header Cut tables properly; data
that go together must not be separated. Include header in the second
s. If the remaining part of a cut table consists of 2-3 lines only, the font size may be reduced (up to font 10) so that
the table can be accommodated in just one page.
Example

text text text text text text text text text text text text text text text text text text text text (2 single spaces separate
the text and table title)

Table 1. Title of Table is Written in Title Case and Not Printed in Boldface/Italics
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
{1 single space separates the table title and table)

Table Heading is not written in boldface; allow some breatliing space inside the table

Top and Bottom Inside line weight 1.5 pts

Line weight is is 1 pt

Legend
(2 single spaces separate the last line of the table and text)
text text text text text text text text text text text text text text text text text text text text
 Chapter 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

 Summary

Summarizes the entire study. It is composed of an introductory statement about the general
problem/objective of the study, the specific problems/objectives, and the methodology employed - all written in
paragraph form. This is immediately followed by the salient findings (numbered list). Take note that the “findings of
the study* is not a separate heading.

Numerical data are included in the “major” findings to be presented. However, no new findings should
be presented in this section that have-not been presented in Chapter 3. The number of findings to be presented
should be parallel to the number of specific problems/objectives.

Conclusions

The Conclusion Section draws generalization for the population and circumstances for which the
pieces of evidence have been collected.

It is composed of an introductory statement followed by the conclusions in relation to the findings on

the specific problems/objectives.

The number of conclusions is parallel to the number of specific findings based on the specific
problems/objectives. These are presented in numbered list form. The conclusions t should not repeat the same
words/statement used in the findings section.

No numerical/statistical presentations are made in this section.

Recommendations

This section offers recommendations based on what the results mean in terms of existing knowledge,
drawing implications for the field or academic discipline represented by the problem, or the need for further
research and policy formulation.

The Recommendation Section is composed of an introductory statement followed by the

recommendations in numbered list form corresponding to the conclusions presented. More recommendations
may be added where necessary and applicable.

The recommendations should be stated in realistic and practicable (doable) terms identifying
individuals or groups who shall carry out the action/s recommended.

THE END MATTER