3. CAPSTONE OR THESIS?
Capstone and Thesis have a similar basic format
. A capstone project emphasize the preparation
of the student for professional practice. However
, Thesis is an academic – focused research proje
ct with broader applicability. So, the primary diff
erence is in the scope and the focus of the proj
ect.
4. Capstone Project
The student concerned must hold key
responsibilities towards the developm
ent of the Capstone Project.
The Capstone Project may be pilot test
ed and the result of the research and d
evelopment must be presented in scho
ol forum or with the panelists.
5. Capstone Project
Should integrate the different c
ourses, knowledge, and compet
encies learned in the curriculu
m.
Students are encouraged to pro
duce innovative results, generat
e new knowledge or theories, or
explore new frontiers of knowle
dge or application areas.
6. Suggested Areas
Capstone Project
Software Development
• Software Customization
• Information Systems development for a
ctual client (with pilot testing)
• Web Application Development (with alp
ha testing on live servers)
• Mobile Computing Systems
8. What Makes a Good
Research Proposal?
Relevance to the student’s course.
The research is unique, or offers new
insight or development.
The title, aims, and objectives are cle
ar.
Comprehensive and thorough backgr
ound research and literature review h
as been undertaken.
9. What Makes a Good
Research Proposal?
There is a good match between the iss
ues to be addressed and the approach
being adopted.
The researcher demonstrates relevant
background knowledge and/or experie
nce.
Timetable, resources, and budget hav
e all been worked out thoroughly, with
most eventualities covered.
Useful policy and practice implications
.
10. REASONS WHY PROPOSAL
FAIL
Aims and objectives are unclear.
There is a mismatch between the appr
oach being adopted and the issues to
be addressed.
The overall plan is too ambitious and
difficult to achieve in the time scale.
The researcher does not seem to have
conducted enough in-depth backgrou
nd research.
11. REASONS WHY PROPOSAL
FAIL
Problem is of insufficient importance.
Information about the data collection
is insufficiently detailed.
Information about the data analysis
method is insufficiently detailed.
Timescale is inappropriate or unrealis
tic.
12. REASONS WHY PROPOSAL
FAIL
Resources and budget have not been c
arefully thought out.
This topic has been done too many tim
es before – indicates a lack in backgro
und research.
13. Elements of a Research
Problem
Aim or purpose of the problem for investi
gation. This answers the question “Why?
”
– Why is there an investigation, inquir
y or study?
The subject matter or topic to be investig
ated. This answers the question “What?”
– What is to be investigated or studie
d?
14. Elements of a Research
Problem
The place or locale where the research is
to be conducted. This answers the questio
n “Where?”
– Where is the study to be conducted?
The period or time of the study during wh
ich the data are to be gathered. This ans
wers the question “When?”
– When is the study to be carried out?
15. Elements of a Research
Problem
Population or universe from whom the da
ta are to be collected. This answers the qu
estion “Who?” “From whom?”
– Who are the respondents?
– From whom are the data to be gath
ered?
17. Sources of Research
Problem
Specialization of the researcher.
Current and past researches
Recommendation from theses, dissert
ations, and research journals.
Original and creative ideas of the rese
archer based on the problems met in t
he locality and country.
18. Criteria of a Good
Research Problem
1. Interesting
2. Innovative
3. Cost-effective
4. Relevant to the needs and problems o
f the people.
5. Relevant to government’s thrusts.
6. Measurable and time-bound
19. CHAPTER 01
1. Introduction
2. Statement of the Problem
3. Objectives of the Study
4. Scope and Limitation of the Study
5. Definition ofTerms
20. INTRODUCTION
– The project should normally begin with a general
introduction presenting an overview of what it is
about and situating it in the existing research.
– It shows why the topic selected is worth investigat
ing and why it is of significance in the field.
21. INTRODUCTION
– This will normally be done with reference to exist
ing research, identifying areas that have not been
explored, need to be explored further, or where n
ew research findings justify a reconsideration of e
stablished knowledge.
22. INTRODUCTION
– The final section of the introduction should briefl
y outline the structure of the body of the capstone
. Where appropriate, this can be linked to and foll
ow logically from the description of the methodol
ogy.
23. GUIDE QUESTION
– What is the rationale of the research problem?
– What is the setting of the research problem?
– What is the basic literature foundation of the stud
y?
– How serious is the chosen research problem?
– What is the general objective of the research prob
lem?
– What is the overall purpose of the research probl
em?
24. STATEMENT OF THE PROBLEM
This portion should state the problem clearly
as a main problem, written either as a declara
tive statement or as a question broken down
to specific sub-problems, usually also written i
n the form of questions.
- Major problems
- Sub-problems
25. OBJECTIVES OF THE STUDY
GENERAL OBJECTIVES:
– Should include an introductory of the over-all o
bjectives.
– The broader statement of what the aims to achi
eve the overall.
26. OBJECTIVES OF THE STUDY
SPECIFIC OBJECTIVES:
– It is the detailed objectives.
– Why do you proposed a study?
• To implement…..
• To design….
• To compute precise amount….
OBJECTIVES SHOULD BE
SMART.
27. SCOPE AND LIMITATION
– It specifies the precise boundaries of the study.
– It indicates what the study will include and what
it will not include.
– Scope refers to the parameters of the study, its cov
erage, method, and subjects.
– Limitation refers to the limiting aspects of the stu
dy as well as restrictions to generalizability of res
ults.
28. SIGNIFICANCE OF THE STUDY
– It describes the theoretical and practical values
derived from the study.
– It includes potential contributions to various fie
lds, to knowledge, or to research literature.
– This section may also be presented in terms of
who will benefit from the investigations and in
what ways.
– alphabetically arranged.
29. DEFINITION OF TERMS:
(Lexical and Operational)
– It lists and defines principal terms used,
particularly where the terms have different
meanings to different people.
– It includes both a conceptual and operations
or behavioral definitions, that is, how the
variables are manipulated or measured in
the study.
– The words defined should be alphabetically
arranged.
30. REVIEW OF RELATED LITERATURE
– The purpose of the literature review is to summar
ize, evaluate and where appropriate compare tho
se main developments and current debates in the
field which are specifically relevant to the researc
h area, according to the guiding principle embodi
ed in the thesis statement.
– In effect, the literature review shows that the writ
er is familiar with the field and simultaneously la
ys the ground for subsequent analysis or presenta
tion and discussion of empirical data, as appropri
ate.
31. REVIEW OF RELATED LITERATURE
– Well-selected sources should convince the audien
ce that research gaps have been identified correct
ly and that the writer has posed the right researc
h questions, which will then be further addressed
in subsequent chapters.
– Rather than simply summarizing other author’s
work, the chapter should make clear the writer’s
position in relation to the issues raised.
32. REVIEW OF RELATED LITERATURE
– The literature review should have a logical struct
ure (thematic). Like any other chapter, a literatur
e review chapter should have its own introductio
n and conclusions.
33. CONCEPTUAL/THEORETICAL
FRAMEWORK
– Explains in narrative form, the main dimensions t
o be studied- the key factors or variables- and the
presumed relationships among them.
– scheme is developed from the review of related lit
erature and is usually presented in a diagram.
34. CONCEPTUAL/THEORETICAL
FRAMEWORK
– Getting the framework in a single diagram forces
the researcher to find the general constructs that
hold the phenomena, to map relationships, to divi
de the variables that conceptually or functionally
distinct, and to work with all the information at o
nce.
– is a tentative theoretical scheme that the research
er has developed for his/her research problem.
– It is introduced by a discussion of the theoretical
orientation used by the researcher.
