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Republic of the Philippines
MINDANAO STATE UNIVERSITY
COLLEGE OF EDUCATION
Fatima, General Santos City
MODULE 2: THE RESEA...
THE TITLE
Guidelines in writing the title. The thesis writer should be guided by
the following in the formulation of his t...
5. Avoid using the terms “An analysis of”, “A Study Of”, “An
Investigation Of” and the like. All these things are understo...
A brief and concise form of the title and a better one follows:
THE TEACHING OF SCIENCE IN THE HIGH SCHOOL OF
PROVINCE
It ...
SAMPLE RESEARCH TOPICS
Policy and Curriculum Intersections
Curricula for Literacy Education
The Whole Language vs. Phonics...
STUDENT TEACHERS AND SCHOOL TEACHERS
 Study of affective and cognitive characteristics of student
teachers of teacher tra...
 Survey of relevant school teaching experiences of teacher
educators and perceptions of teacher Educators about continued...
SOURCES:
 Calderon, J., Gonzales, E. (2012). Methods of Research and Thesis
Writing (1993). National Bookstore, Inc. Phil...
THANK YOU
AND
GOD BLESS!!!

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Ed sci ppt

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Ed sci ppt

  1. 1. Republic of the Philippines MINDANAO STATE UNIVERSITY COLLEGE OF EDUCATION Fatima, General Santos City MODULE 2: THE RESEARCH PROBLEM, OBJECTIVE & FRAMEWORK Lesson 2a: Tips in Writing a Research Title & Giving of Sample Research Topics Presented by: Eunice P. Do-ong Presented to: Prof. Ava Claire Marie O. Robles, Ph. D. ED SCI 198 (TFR 9:00-10:30)
  2. 2. THE TITLE Guidelines in writing the title. The thesis writer should be guided by the following in the formulation of his title. These are also the characteristics of the title. 1. Generally, the title is formulated by the start of the research work. It may be revised and refined later if there is a need. 2. The title must contain the subject matter of the study, the locale of the study, the population involved, and the period when the data were gathered or will be gathered. 3. It must be broad enough to include all aspects of the subject matter or to be studied. Hence, the title indicates what is expected to be found inside the thesis report. 4. It must be as brief and concise as possible.
  3. 3. 5. Avoid using the terms “An analysis of”, “A Study Of”, “An Investigation Of” and the like. All these things are understood to have been done or to be done when a research is conducted. 6. If the title contains more than one line, it must be written like an inverted pyramid, all words in capital letters. Example of a complete title: THE TEACHING OF SCIENCE IN THE HIGHSCHOOL OF PROVINCE AS PERCEIVED BY THE TEACHERS AND STUDENTS DURING THE SCHOOL YEAR 1989-1990 The contents as required by Guideline No. 2 are: Subject matter: The Teaching of Science; Locale of the study: High Schools of Provinces; Population involved: The Science Teachers and Students; and Period of the Study: SY 1989-1990
  4. 4. A brief and concise form of the title and a better one follows: THE TEACHING OF SCIENCE IN THE HIGH SCHOOL OF PROVINCE It will be noted that the population, the science teachers and students as well as the period of the study, 1989-1990 are omitted when writing the 2nd form but they have to be mentioned in the scope and delimination of the study. It will be noted also that the title, though brief and simplified, is broad enough to include all possible aspects of the subject matter. The central theme which is the teaching of science is also very clear.
  5. 5. SAMPLE RESEARCH TOPICS Policy and Curriculum Intersections Curricula for Literacy Education The Whole Language vs. Phonics Debate. Comparative case studies of the Massachusetts and California controversies with the New York experience. What are the curricular and instructional consequences of literacy education programs which emphasize contextual-functional methods vs. coding and decoding skills? What are the values, priorities, and political agendas of various professional and non-professional groups which have argued and lobbied for one or the other of these two approaches? In what ways are these curricula genuinely incompatible and to what extent have they been effectively combined? What should the role of legislative policymakers be in determining specifics of curriculum and instruction at this level? What kinds of information are needed to formulate appropriate policy options?
  6. 6. STUDENT TEACHERS AND SCHOOL TEACHERS  Study of affective and cognitive characteristics of student teachers of teacher training institutions/ Units/ departments preparing teachers.  Development of profile of student teachers of teacher training institutions/departments/units preparing teachers.  Study of the attitudes of student teachers towards teaching profession. TEACHER EDUCATORS  Study of characteristics of teacher educators in institutions/departments/units for preparation of teachers Development of profiles of teacher educators at teacher training institutions/departments/units for Preparation of teachers.
  7. 7.  Survey of relevant school teaching experiences of teacher educators and perceptions of teacher Educators about continued school teaching experience at intervals. TEACHER EDUCATION COURSES  Evaluation of teacher education programmes by the student teachers completing a course for preparation.  Evaluation of in-service teacher education programmes through pre-post test design.  Study of perceptions of student teachers about effectiveness of school teachers whose classes are being taught by them during practice teaching.
  8. 8. SOURCES:  Calderon, J., Gonzales, E. (2012). Methods of Research and Thesis Writing (1993). National Bookstore, Inc. Philippines.  http://academic.brooklyn.cuny.edu/education/cpse/cuny-ed- tops.htm  http://maharajacollegeujjain.com/wp- content/uploads/2011/11/RESEARCHTOPICSINTEACHEREDUCA TION.pdf
  9. 9. THANK YOU AND GOD BLESS!!! 

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