1. HOW to WRITE
THE SALIENT
PARTS OF A
THESIS PROPOSAL
Arbaya A. Haron-Boquia, MIE
A lecture presented during the seminar-workshop
on Thesis Proposal Writing (January 30, 2013)
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Developing the Content Domain of the
Pertinent Chapters of a Research Proposal
By: Luz B. Sanchez
The Research Proposal
A research proposal is a written presentation
on the planned investigation of a research problem
or issue which the thesis or dissertation writer
contemplates to undertake for his study. It is
defended before a Research Proposal Committee
that decides on whether the thesis-dissertation
writer is to proceed with his study or
whether he ahs to change or modify his title
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and his planned content domain by improving parts
thereof.
Generally, a research proposal embodies the tentative
text of Chapter 1, The Problem and Its Background;
Chapter 2, Review of Related Literature and Studies;
Chapter 3, Research Methodology
TITLE
The choice of a good title for the study poses a
demanding but challenging search for an area of
investigation that is closely related to the researcher’s
professional goals, expertise, experience, and interest.
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While the encyclopedia of educational research,
research journals, thesis-dissertation abstracts, annotated
bibliographies of National PAGE, FAPE and other
universities are good sources of reference for thesis-
dissertation titles and studies, yet the final choice largely
depends on the researcher’s interest, creativity, ingenuity
and advice of his mentor, members of the research
proposal committee, and the defense panel.
Requisite of a Good Title
The title is a brief descriptive label that subsumes
the theme of the study as a whole.
It names the major variables that are the subject of
investigations, thereby giving an instant grasp of what
the study is all about. It answers the questions of
“what,” ”who,” and “where.”
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The question “when” ; that is , the school year covered by
the study should not included in the title since this can be
appropriately included under the section, “Scope and
Delimitation of the study.”
Similarly, such phrases as “ A Study of,” “An Analysis of,”
“An Evaluation of,” etc. are to be avoided as the use of such
phrases only serves to lengthen the title unnecessarily
without adding much meaning to it.
The title must also be “eye-catching” and thought-
provoking” so as to titillate the reader’s attention, to arouse
his intellectual curiosity into reading further the text of
manuscript, and to simultaneously achieve brevity.
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Verbosely-worded Titles Recasted into Improved Briefly-worded Titles
Verbosely-worded Titles Improved Briefly-worded
Titles
A Comparative study of the Administrators’, Peers’ and
Administrators’, Teachers’, Students’ Evaluation of
and Students’ Ratings of Teacher Performance in
Teaching Efficiency of Region X
Teachers in Region X
The Married Employees’ Employees’ Income-
Sideline and How These augmenting Practices: Their
affect their Work Effect on Work Performance
Performance and Families’ and Family-related Variables
Socio-economic Status,
Education, and Recreational
Activities
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Transforming a problematic situation to a
researchable problem
Sources of problem may emerge from a
problematic situation
E.g. A teacher is disappointed about his students’
negative attitude towards writing. In particular, he
finds them reluctant in submitting their assignment.
After reflecting on what the possible causes are,
he considers the following tentative explanations:
The textbook or instructional materials are too
difficult for them to understand.
8. The cognitive skills of the students are very poor.
8
The teaching method is boring.
The teacher is not competent to teach the subject.
One or more of the tentative explanations could
possibly be the solution to the problem, while the
others could be deleted.
The method of teaching the subject, the entry
behavior of the students, the influence of the
home environment on learning, the personality of
the teacher, the teaching style of the teacher, and
the textbook used can be treated as independent
variables and to determine the attitude of students
towards writing, is the dependent variable.
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HOW TO WRITE THE SALIENT PARTS OF THE PROPOSAL
Chapter 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Approaches suggested on how to start the introductory section
1. Start with a brief but provocative quotation that is
applicable to the theme of the study;
2. Commence with striking facts or statistics that objectively
portray the existing problem situation;
3. Begin by presenting a very brief or resumé of events that
truly depict the present state of the issue abroad, in the
country, and in the locality;
10. 4. Begin with the researcher’s firm stand on 10
the need to bridge the gap between existing
bodies of knowledge and the prevailing
problem situation;
5. Start with the researcher’s rationale
concerning the need to replicate a
completed; or
6. If a new theory is envisioned for the
study, commence by attacking pertinent
universally- held theories of psychologists,
social scientists, or experts on the subjects
and giving the rationale behind this
research undertaking.
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The introductory section starts with
broad general statements on the
existing situation and narrow it down
progressively to a point where it is
finally linked to the rationale behind the
research project. It is cautioned;
however, to refrain from presenting in the
introductory section the statement on the
research problem itself. Its appropriate
place is in the section labeled, “Statement
of the Problem.” Similarly, discussion on
the significance of the study to one’s
agency, or to one’s self should not
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be taken up in the introductory section. Its exposition is
best reserved for the section, “Significance of the Study.”
In short, overlaps in the content domain from one
Topic to the next should be avoided.
STATEMENT OF THE PROBLEM
Presented under this section are the main problem
statement and the corresponding sub-problems.
The main problem is generally expressed in a
DECLARATIVE statement that is more or less consistent
with the title of the study. It is followed by the sub-
problems which are usually stated in question form.
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Example:
The main focus of this study was to find out the
reading comprehension level of grade VI pupils
using the traditional approach and multi-media in
their reading comprehension.
Specifically, this aimed to answer the following
questions:
1. What is the reading performance level of the
pupils using the traditional approach?
2. What is the reading performance of the pupils
multi-media in reading?
3. Is there any significance difference between the
traditional approach and using multi-media on
their reading comprehension?
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• Some thesis-dissertation writers though prefer to
use declarative statements in the presentation of
both the main and sub-problems. Whichever of the
above form is chosen by the researcher, he is
cautioned to use a reasonably delimited main
problem for an in-depth study. From three to seven
sub-problems are suggested where the
dimensions are researchable units by themselves
that serve to expand or circumscribe the main
problem.
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• In the choice of a good research problem, the
following criteria are to be considered:
1. It must be original and novel;
2. It must be relevant to society’s needs and to
one’s field of specialization or interest;
3. It must reflect a noteworthy contribution to the
country’s national development and progress;
4. It must express a relationship between two or
or more variables; and
5. It must imply possibilities of empirical testing.
16. Significance of the Study
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This section discusses the importance of the
study to society, the country, the government,
the community, the institution, the agency
concerned and the thesis-dissertation writer
himself. It expounds the study’s probable impact
to education, science, technology, on-going
researches, etc. It also gives the justification for
the study in terms of its contribution to theory
and practice. Lastly, it touches on the
significance of the study to the researcher
himself, what it does to his profession, and the
difference it makes to his own professional
growth.
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SCOPE AND DELIMITATION
Explained in this section it’s nature, coverage, and time
frame of the study. It presents in brief the subject areas
of investigation, the number of respondents or subjects
involved the place, the time period or school year
covered, and the rationale behind delimiting the scope
of the study.
Reasons advanced by well-known authority-sources are
cited to support the researcher’s rationale for delimiting
the scope of the study. As pointed out, a sufficiently
delimited study generally permits in-dept and thorough
investigation within the envisioned time frame while a
study that is too broad in coverage with too many
overlapping sub-problems tends to be superficial and
sketchily treated and produces results that are unwieldy,
insignificant, and inconsistent for the purposes of
generalization and conclusions on the study.
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DEFINITION OF TERMS
Under this topical component are the OPERATIONAL and
CONCEPTUAL definition of the terms that are found in the title
of the study, including other unusual and technical terms.
However, some schools require the inclusion of only those
terms that are found in the title of the study. The other unusual
and technical terms are defined on the pertinent page(s) of the
manuscript where first mentioned. Whichever approach is
followed, it is cautioned to refrain from using only the
conceptual or dictionary definition the terms presented.
OPERATIONAL DEFINITIONS are “musts” as these show
how each concept or aspect is to operate or be measured in
the study. To show how an operational definition of a term
differs from a conceptual definition of the same term,
examples are
shown:
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• Example: Operational and Conceptual Definition of Terms:
• Operational definition of the term ACADEMIC
ACHIEVEMENT
• Academic achievement refers to the mean scores
obtained in a standardized achievement test where
students are classified as to high achievers(90-100;
average achievers(70-90); and low achievers (Less than
70).
• NOTE:
• To another researcher, the term, academic
achievement, as used in his study, may mean the grade
point average(GPA) obtained in all subjects at the end of
the semester.
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• Conceptual definition of the same term,
ACADEMIC ACHIEVEMENT:
• Academic achievement connotes the level
of learning which a student acquires in class
based on his ability to apply what he has
learned in a subject course.
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Chapter 2
Review of Related Literature and Studies
This chapter starts with a very brief
introductory paragraph concerning the
researcher’s exploration of related literature
and studies on the research problem. It
states the main coverage of the said
chapter, to wit:(1) Related Literature and (2)
Related Studies. If no studies were included
due to their non-availability, it is so stated in
the introductory part of the chapter, and the
chapter’s heading is modified to “REVIEW
OF RELATED LITERATURE” only.
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RELATED LITERATURE
The introductory paragraph under this main
topical component merely enumerates the topical
sections by subject areas that are to be covered
in it.
Organization of the Topical Section under the
Related Literature Component
Each topical section is organized according
to the subject area or variables that is related to
each of the sub-problem under investigation.
However, some thesis-dissertation writers prefer
to use each author’s
name as a section heading and to discuss
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therein as many variables or subject areas which
each author has expounded on. While others do
away entirely with the topical sections, they merely
narrate one after the other the cited authority-
sources’ expositions on several variables or
dimensional aspects, with no topical divisions
whatsoever. The advantage of organizing the
discussion around a topical conceptual scheme or
variable is to provide a clear delineation among the
various variables and aspects under investigation for
a more illuminating and comprehensive background
of explored facts and information that can help enrich
the research design of the study.
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Nature and Purpose of the Review
NATURE.
The review on related literature embodies
the cited theories, principles, concepts, Facts,
ideas and views regarding the pertinent variables
or aspects as gleaned from books, research
journals, monographs, and other scholarly
publications perused by the researcher when
searching for a research problem for the study.
Many other reference sources are to be availed of
by the researcher for the review. These are to be
critically appraised to determine which ones are
worthy of inclusion in the review section.
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PURPOSE
The main purpose of the related literature review
is to provide the thesis writer with the theoretical
background of information on what is already known
on the area of interest and what still needs to be
done for his research undertaking. It furnishes him
with ample research possibilities by which to
expand, modify, and/or improve parts of his planned
study to make it more novel and noteworthy. It also
opens up avenues of rich ideas to the reader who
may be interested in undertaking a similar project for
his own study or for some other purposes.
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Essentials in Developing the Content Domain of Each of the Topical
Section under the Related Literature Component
Discussed hereunder are the guidelines to be considered when developing
the topical sections under the related literature component:
Cited views of authority-sources. Expounded under
each topical section are the cited views and expositions of
well-known authors, scientists, theorists, psychologists, and
experts on the subject areas or variables that are related to the
research problem. Their respective theories, concepts, and
informational facts on the subject are compared, contrasted,
and critically analyzed in relation to another and to the
research problem itself. The cited paraphrased ideas or quoted
statements of such authors serve as the core of
discussion under each topical section. Care, however, must be
exercised to insure that the whole component presentation is
not mere series of quoted or paraphrased paragraphs of cited
authority-sources.
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Significance and relevance of the review to the study itself.
While extensive readings on related literature may have
been undertaken by the researcher, yet only the very significant
highly relevant ones are cited and discussed in the chapter on
elated literature. The significance and meaning of the explored
areas of knowledge are explained in terms of the specific
insights that can help improve the research design of his study.
A synthesized summary at the end of the “Related
Literature” component is deemed essential to show how the
explored areas are related to one another and how each
contribute to the improvement of the planned problem area and
variables of the study.
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Tips on Structuring Literature Reviews
A common error in literature reviews is for writers to present
materials from one author, followed by information from another, then
another… The way in which you group authors and link ideas will
help avoid this problem. To group authors who draw similar
conclusions, you can use linking words such as:
• also
• additionally
• again
• similarly
When authors disagree, linking words that indicate contrast
will show how you have analysed their work. Words such as:
• however
• conversely
• on the other hand
• nonetheless
will indicate to your reader how you have analysed the
material.
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At other times you may want to qualify an author’s
work (using such words as specifically, usually or
generally) or use an example (thus, namely, to
illustrate). In this way you ensure that you are
synthesising the material, not just describing the work
already carried out in your field.
30. Related Studies
30
• Embodied under this main topical
component are:
the cited studies of thesis-dissertation
authors and others who have conducted
researches abroad and in the Philippines.
Its organization and other essentials
are presented next to guide the thesis-
dissertation writer when he works on this
component
31. Organization of the Related Studies’ Component 31
• Studies Abroad
• Studies in the Philippines
Nature and Purpose of the Review
Nature---Discussed under “Studies Abroad”
and “Studies in the Philippines” are cited
completed studies’ research problems and
findings, including some other noteworthy
and unique research designs,
conclusions, and/or recommendations.
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Purpose
The purposes of the related studies’
review section are to provide an overview
and assessment of the merits and/or
shortcomings of previous research
investigations out of which ideas can be
generated on probable research
dimensions that may be included or
modified in the contemplated study.
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Chapter 3
RESEARCH METHODOLOGY
This chapter commences with a brief statement
enumerating the main topics that are to be covered in it;
namely: Research Design and Research Procedure.
RESEARCH DESIGN
This section briefly describe the types of research
method(s) used. Depending on the nature and purpose of the
study, any one of the following research methods may be
availed of: descriptive, correlational, causal-comparative,
historical, experimental, quasi-experimental, and/or special
types such as ethnographic or biblical research.
34. Locale of the Study 34
This section describes in brief the place where the
study was conducted and the rationale behind its choice. A
map showing the exact location in
relation to the community and its neighboring towns is
included if the same has not been included under the
topical component, “DEFINITION OF TERMS,” when the
research locale was described.
Respondents of the Study
Discussed in this section are the population of
interest and the sampling of subjects used in the study.
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Sample and Sampling Technique
This section describes in detail the sampling procedure
used in the choice of the subjects for the study. Its purpose
is to show how the sample group(s) was selected and
whether it is representative of the population of interest.
Research Instrument
The details on the research instrument(s) that was
used are described in this section. Its nature, purpose,
construction, content-validation, pre-testing, and
rationale for its use are explained. Tests and research
instruments that are standardized are preferred over
self-constructed ones as the former have already been
nation-wide and are universally accepted for public
consumption and commercial use.
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Statistical tool
This section describes the statistical tool(s) used in
interpreting the data gathered if the research is
quantitative research.
Data Gathering Procedure
This main component contains the step-by-step
procedure used in the administration of the research or
experimental instrument(s) for the study. It covers more or
less, the following:
1. Securing permission to conduct the study or the
experiment. The approved letter of request is attached as
an appendix to the researcher’ manuscript;
2. Orienting the respondents or the subjects on the
purpose of the study and instructing them how to
accomplish the instruments or tests. Questions raised, if
any, are duly answered;
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3. Administering the research instrument(s) or conducting the
experiment within a specified time frame;
4. Retrieving the duly accomplished research or achievemen
test data for statistical treatment and analysis
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References:
1. Sanchez, Luz B. DEVELOPING THE
CONTENT DOMAIN OF THE
PERTINENT CHAPTERS OF A
RESEARCH PROPOSAL, compiled by:
Dr. ARMIA U.EBRAHIM
2. Language Research lectures and notes,
compiled by Riceli Mendoza,Ph.D. (in
Applied Linguistics)
