The document provides guidelines and examples for writing research titles and selecting research topics in education. It outlines 6 guidelines for writing a research title, including making the title broad enough to encompass all aspects of the subject matter and keeping it as brief and concise as possible. An example title and its breakdown are also provided. The document then lists potential research topics in areas like policy and curriculum, literacy education approaches, student teachers and school teachers, teacher educators, and teacher education courses and programs. Sources used in developing the document are cited at the end.

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. 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. 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. 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. 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. 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.  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. 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. THANK YOU
AND
GOD BLESS!!!
