ACKNOWLEDGEMENT

Make an introductory sentence or preliminary sentence

about this page as part of the thesis. Acknowledge those

whom you think have contributed to your work. Always use

the third person point of view.

Mention the name, and how this person has helped you;

Followed by the next person, and so on.

Limit this part to two (2) pages only.

Thank you very much.

3 single spaces from the last line

Your INITIALS
 TABLE OF CONTENTS
PAGE

TITLE PAGE . . . . . . . . . . . . . . . . . . . .

APPROVAL SHEET . . . . . . . . . . . . . . . . . .

ABSTRACT . . . . . . . . . . . . . . . . . . . . .

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . .

DEDICATION . . . . . . . . . . . . . . . . . . . .

TABLE OF CONTENTS . . . . . . . . . . . . . . . . .

LIST OF TABLES . . . . . . . . . . . . . . . . . .

LIST OF FIGURE/S . . . . . . . . . . . . . . . . .

CHAPTER

1 THE PROBLEM

Background of the Study . . . . . . . . .

Theoretical/Conceptual Framework . . . .

Statement of the Problem and Hypotheses .

2 DESIGN AND METHODOLOGY

Research Design and Methodology . . . . .

Population and Locale of the Study . . . .

Data Gathering Tools . . . . . . . . . . .

Data Gathering Procedure . . . . . . . . .

Treatment of Data . . . . . . . . . . . .
 Table of Contents
7

CHAPTER Page

3 PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

Xxxxxxxxxx . . . . . . . . . . . . .

Xxxxxxxxxxxxxxxx . . . . . . . . . .

4 CONCLUSIONS AND RECOMMENDATIONS

Conclusions . . . . . . . . . . . .

Recommendations . . . . . . . . . .

REFERENCES . . . . . . . . . . . . . . . . . .

APPENDICES

A xxxxxxxxxxxxx . . . . . . . . . . . . .

B xxxxxxxxxxxxxxxxx . . . . . . . . . . .

C xxxxxxxxxxxxx . . . . . . . . . . . .

CURRICULUM VITAE . . . . . . . . . . . . . . .
 LIST OF TABLES

Table No. Table Title Page

1 xxxxxxxxxxxxxxx . . . . . . . . . . . . . .

2 xxxxxxxx . . . . . . . . . . . . . . . . .

3 xxxxxxxxxxxxxxxxxx . . . . . . . . . . . .

4 xxxxxxxxxxxxxxxxxx . . . . . . . . . . . .

5 xxxxxxxxxxxxxxxx . . . . . . . . . . . . .
 LIST OF FIGURES

Figure No. Figure Title Page

1 xxxxxxxxxx . . . . . . . . . . . . . . . . .

2 xxxxxxxxxxxx . . . . . . . . . . . . . . . .

3 xxxxxxxxxxxxxxxx . . . . . . . . . . . . . .
 Chapter 1

THE PROBLEM

Background of the Study

The background of the study gives an overview of what

the research is all about. This part of the research study

presents a situational analysis of the topic at hand,

particularly giving clear global, national, regional and

local scenarios. Issues, contradictory results, reactions, as

well as controversies about the chosen topic will have to be

discussed fully providing scientific reasons for the

need to undertake a research on the topic. Citations are

needed in this part of the thesis/dissertation.

In addition, the discussion should be done very

thoroughly, indicating the rationale and objectives of the

research study.

This portion of the research study should clearly

indicate its “why” aspect in order to fully establish the

need for the study. It is at this portion of the paper that the

review of literature has to be mentioned. The literatures shall

strengthen the need to conduct the study. It is best to use

literatures within the past 10 years. Journals, theses,

dissertations, magazines, newspapers, speeches and other

publications are very good sources.

 In the development of ideas and presentation of facts,

the importance of the study has to be stated specifying the

beneficiaries of the research. In every paragraph, the

researcher should be able to identify those who will benefit

from the work and how each of them will benefit from it.

Take note however, that there are no side headings

used for importance of the study, objectives, and review

of literature. All these are integrated into the discussion

and presentation of the background of the study.

Indention should always be five spaces. The first

character of the first word should be typed on the sixth

space.

Theoretical/Conceptual Framework

This portion of the paper has to follow/reflect the

thematic organization or approach of all theories

supporting the research study. As described, the

theoretical framework is a logical and systematic

presentation of the theories that lend support to the topic

at hand. Only theories relevant to each of the research

problems are discussed. It is advisable to use center

and side headings, or even paragraph headings whenever

necessary. This portion is very important because the

theories shall help in the interpretation of the research

findings.
In addition to the theories, concepts have to be

presented. It is at this portion of the paper that

terms used will have to be defined. The definition of terms

becomes part of the entire theoretical framework. As a term is

mentioned, it has to be defined in its operational dimension.

Note that there is no side heading for definition of terms. The

terms are incorporated in the discussion of the theories being

used.

The three types of headings are illustrated below:

CENTER HEADING

The center heading is a discussion of the main concept.

Side Heading

Xxxxx xxxxxxx xxxxxxxx xxxxxxx xxxxxx xxxxxxxxxxxx

xxxxxxxx xxxxxxxx xxxx. Xxxxxxxxxxxxx xxxxxxxxxxxxx

xxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxx xxxxx. Xxxxxxx xxxxx

xxxxxxx xxxxxx xxxxxxxx xxxxxxxxxx xxxxxxxxx xxxxxxxxxxx

xxxxxxxxx xxxxxxxxx xxxx xxx.

Paragraph heading. Xxxxxxxxxxxxx xxxxxxx xxxxxxxx

xxxxxxxxxxx xx. Xxxxx xxxx xxxxxx xxx xxxxxxxx xxxxxxxx

xxxxxxxx xxxxxxxx xxxxx.

Statement of the Problem and Hypotheses

The main problem is presented first in one paragraph

using a declarative sentence.

 This is followed by the specific problems, with an

The Problem
#
introductory sentence and numbered. All specific research

problems are in interrogative sentences.

Every research hypothesis is presented corresponding to

its research problem. Only specific problems shall have their

respective hypothesis. The hypothesis for each research

problem shall state an answer to each. At times, depending

on the nature of the research work, a hypothesis may not be

applicable. Take note that there is no null hypothesis in

this part of the research. All null hypotheses are placed in

Chapter 2 under treatment of data.

An example is provided below:

The main aim of this study was to find out whether or

not a significant correlation exists between values and

teaching styles of faculty members in teacher education

institutions in the City of Baguio.

Specifically, it sought to answer the following

questions:

1. What are the most preferred and most practiced

instrumental and terminal values of the respondents ?

a. To what extent do the instrumental values

determine the terminal values ?

 b. How do the instrumental and terminal values of

the respondents significantly vary according to the

The Problem
#

moderating variables of: gender; age; educational attainment;

number of years of teaching experience; teaching status;

teaching classifications and subject assignment ?

Hypothesis: The most preferred and most practiced

instrumental value is “being loving” while the terminal value

is “salvation.”

a. Instrumental values determine the terminal value

to a great extent.

b. Instrumental and terminal values significantly vary

according to the moderating variables of: gender; age;

educational attainment; number of years of teaching experience;

teaching status; teaching classifications and subject

assignment.

2. What teaching style is preferred by the respondents?

a. How do their teaching styles significantly vary

according to the moderating variables ?

Hypothesis: The humanist orientation teaching style is

preferred by the respondents.

a. The respondents’ teaching styles significantly vary

according to the moderating variables.

3. What is the level of correlation between:

 a. moderating variables and respondents’

instrumental and terminal values?

The Problem
#

b. instrumental and terminal values and teaching

styles?

Hypothesis: There is a high positive correlation between:

a. moderating variables and respondents’

instrumental and terminal values.

b. instrumental and terminal values and

teaching styles.
 Chapter 2

DESIGN AND METHODOLOGY

Write an introductory sentence for this chapter.

Research Design and Methodology

State and explain the research method used and why it

was chosen. Be specific about the research method, whether

it is descriptive, experimental or historical. Mention also

the approach/es used in the study. For instance, if the

descriptive method is used, state whether the study adopted

survey, correlational, case study, evaluative, comparative,

content analysis, or normative – survey. The narrative

description should mention what the research method is all

about and how the variables are reflected using such research

method.

Population and Locale of the Study

Give a narrative presentation to include the population

of the study, as well as the sample population, if sampling

is determined. Describe the respondents as to profile vis-à-

vis information contained in the research. Include the

sampling technique used in the choice of the respondents.

Show the formula used indicative of the population and the

sample size.
 Design and Methodology
#

In the narrative description of the respondents, specify

the reason/s that they were chosen. Whenever possible, a

tabular presentation of the respondents’ characteristics may

be done after its textual explanation.

Table 1

Profile

_____________________________________________________________
Put headings / items / frequency / percentage on this line
_____________________________________________________________

- - - - - - - - - - - - - - - - - - - - - Total

- - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - -
_____________________________________________________________
Total
_____________________________________________________________

Data Gathering Tool

Present a narrative description of the data gathering

instrument. The description is focused on the kind of items

in the instrument, how items are answered, and how it was

constructed. Be very clear on the basis/bases of the

items of the instrument, be it a questionnaire, observation

guide, or interview schedule. The validation process has to

Design and Methodology
#

be explained thoroughly, whenever applicable. It is worth

mentioning the instrument’s reliability and validity

coefficients and the type of validity and reliability used.

In case the data gathering instrument was not

constructed, but is a ready-made tool, like a rating

scale or a psychological test, it is still necessary to

mention its reliability and validity levels and the processes

undertaken by the author. Proper citation about the author is

expected.

Append a copy of the instrument in the appendix portion.

Data Gathering Procedure

Give a narrative description on the steps undertaken in data

gathering. The discussion should include the specifics of the

procedures of the entire research process.

Treatment of Data

For quantitative research, all statistical tools have to

be presented including how these were used and their

formulae. Hand-in-hand with the statistical tools are the

corresponding null hypotheses, if these were the bases in the

analysis of the findings.

 An introductory sentence of the chapter is made before

the explanation on treatment of data.

An example of a statistical tool is found below:

ANOVA. This was used to test the null hypothesis which

states that there is no significant correlation xxxxxxx xxxxx

xxxxxxx xxxxxxxx xxxxxx.

There is no need to put the formula of the statistical

tools provided these are the common ones.

All scales of measure of research variables have to be

placed under this part of the manuscript.

 Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Make an introductory paragraph about this chapter.

Narrative description of findings are discussed before

the tabular presentation of data. Avoid reading of tables,

instead, analysis and interpretation of data shall focus on

implications, meanings and reasons that these are so.

Discussions have to go beyond data.

It is important to note that implications and meanings of

data refer to the “why” aspect of such findings. Explanations are

necessarily made in order to provide meanings to the findings.

For instance, if there happens to be a significant difference on

the level of performance of female students in mathematics

reasons for this have to be presented. Explanations may be

anchored on a general statement that the male group performs

better in mathematics, but is not so in this particular research

finding.

Confirmation or disconfirmation of the research hypotheses

and/or acceptance or rejection of the null hypotheses are stated

with corresponding implications, too.

 Corroboration of findings is necessary to support and

confirm the current research finding. Results of past researches

and theories have to be cited properly and related

to the research at hand. In cases where there happens to be

contradictory results between or among past researches, present

research and theories, then, explanations need to be presented,

too.

A common error to be avoided in the analysis and

interpretation of data is when recommendations are stated in this

chapter.

After all data have been presented, analyzed and interpreted

on a per problem basis, a synthesis of the findings is made.

Synthesis means a discussion of the interrelationship of

findings. This provides generalizations about the entire study.

Find a sample in the succeeding pages based on the

research problems found in chapter 1 under Statement

of the Problem of this guide.

Sample presentation, analysis
and interpretation of data

Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The succeeding discussions present the data, their analyses

and interpretation.
Instrumental and Terminal Values

The discussions that follow present a comparative

analysis between the instrumental and terminal values

preferred and practiced by faculty members.

Table 4 indicates the rank differences of instrumental

values which were preferred and practiced by the respondents.

It is noted that there are variations in the ranks assigned.

A-test shows that the computed A value which is equivalent to

16.875 is more than the tabular value of 0.268. This

indicates that the respondents do not practice the

instrumental values that they prefer which means that the

modes of behavior one adopts are not necessarily those that

are preferred in order to attain other values.

The hierarchy of the instrumental values indicates seven

(7) that received the same rank orders. These are the means-

values of being honest, responsible, loving, helpful,

ambitious, polite, and imaginative. This finding runs

contrary to the statement of Andres previously cited. But at

Presentation, Analysis and Interpretation of Data

#

the same time, it confirms the motivational dimension of

Table 4

Instrumental Values Ranked by

the Respondents

==========================================================
Instrumental
Values
Practiced Preferred Rank
difference
Total Rank Total Rank
Ranks Ranks D D2

======================================
ambitious 820 9 826 9 0 0

broadminded 678 4 748 6 -2 4

capable 701 5 777 7 -2 4

cheerful 899 13 937 16 -3 9

clean 848 11 891 14 -3 9

courageous 843 10 834 12 -2 4

forgiving 782 7 717 5 2 4

helpful 816 8 787 8 0 0

honest 583 1 516 1 0 0

imaginative 1092 18 1137 18 0 0

independent 879 12 888 13 -1 1

intellectual 911 14.5 861 11 3.5 12.15

logical 911 14.5 924 15 0.5 0.25

loving 658 3 693 3 0 0

obedient 946 16 876 12 0 0

polite 956 17 938 17 0 0

responsible 629 2 648 2 0 0

self-controlled 754 6 708 4 2 4

------------------
D = -1 ED2 = 67.5
Presentation, Analysis and Interpretation of Data
19

instrumental values in the attainment of desired-end goals.

The finding further indicates that modes of behavior when

preferred and practiced geared towards honesty or being

sincere and truthful is dominant over the other means-values.

Secondarily and thirdly are the values of being responsible

and loving, respectively. This finding is supported to a

certain degree by the findings of Exmundo (1989,p.100)where

faculty members are strongly committed to these values.

True enough, the teaching profession upholds truth,

sincerity, dependability and affectionate behaviors for the

very reason that the faculty members are always held

accountable to their learners. This sense of accountability

may not necessarily involve great daring forms of behavior

indicated by least ranked means-values of being imaginative.

The discrepancies between preferred and practiced

instrumental and terminal values are reflective of two

reasons. First, the discrepancies reflect one’s inability to

have achieved values clarification which might have been

circumstantial in nature. This would imply that the

process of internalization of the preferred values have not

been fully realized to the fullest. It further implies that

Presentation, Analysis and Interpretation of Data

20

the choice of values has taken place but the respondents

still have to prize and act on some of these values.

Terminal values which are preferred but have not

received the same rank when practiced is simply result of the

cognitive process of values clarification.

Secondly, the discrepancies may also be explained as

reflective of the primary and secondary values where a

preferred value has to be achieved first in order that this

provide means in order to attain the practiced value. This is

clearly shown as respondents prefer a mature and

understanding life (wisdom) and practice taking care of loved

ones (family security) or preferring a world free from war

and conflict (a world at peace) and practicing contentedness

(happiness). The same thing holds true in the case of

preference over restrained and self-disciplined (self

controlled) in order to adopt modes of behavior of being

broadminded.
 Chapter 4

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations of

this research.

Conclusions

Conclusions are generalizations based on major findings.

These are not repetitions of the major findings. These should be

presented on a one-on-one correspondence with the findings based

on specific research problems.

Recommendations

Recommendations shall be made vis-à-vis findings of the

study. Again, the sequence of the recommendations shall

follow that of the major findings. After these have been

mentioned, other recommendations that may be offshoots of the

findings shall be included. All recommendations shall contain

some specifics, focused on the “how” aspect and why such

recommendations are needed.

A sample of chapter 4 is presented in the succeeding pages.

This sample is still based on the topic presented in the

preceding pages.
Sample of Chapter 4 based on the research topic presented
in chapter 1 with corresponding sample too in sample 4

Chapter 4

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations.

Conclusions

Based on the findings, the following are the conclusions of

this research study:

1. Faculty members of Teacher Education Institutions are

dominant-family concerned.

Recommendations

Based on the findings, the following are recommended:

1. Faculty development programs of educational

institutions has to provide proper avenues where faculty members

practice the values of sense of accomplishment, a comfortable

life and happiness considering that these reflect a positive

outlook towards the teaching profession.

 RULES ON THE AMERICAN PSYCHOLOGICAL ASSOCIATION
(APA) FORMAT AND STYLE

The following have been culled from materials that reflect

the format and style of the American Psychological Association

(APA)used as reference in academic research papers.

Spacing

The APA Format and Style observes double space

throughout the text.

Space once after colon, comma, semicolon, after periods that

separate parts of reference citations, after periods of the

initials of personal names.

Handling Quotations In the Text

Follow the author-date method of in-text citation. This means

that the author's last name and the year of publication for the

source should appear in the text, and a complete reference should

appear in the reference list at the end of the paper.

 When referring to an idea from another work but NOT directly

quoting the material, or making reference to an entire book,
article or other work, make reference to the author and year
of publication in the in-text reference.
For example:
Jones (1998) compared student performance ...
In a recent study of student performance (Jones, 1998), ...

In 1998, Jones compared student performance...

 When paraphrasing an idea from another work, make reference to
the author and year of publication in the in-text reference.
When directly quoting from a work, include the author, year of
publication, and the page number for the reference.
 If there is no author to cite, such as when citing a web page
that lists no author, use an abbreviated version of the title
of the page in quotation marks to substitute for the name of
the author.
For example:
A similar study was done of students learning to format
research papers ("Using APA," 2001).
 When citing a work that has no author and no date, use the
first few words from the title, then the abbreviation n.d.(for
"no date").
For example:
In another study of students and research decisions, it was

discovered that students succeeded with tutoring ("Tutoring and

APA," n.d.).

 Personal communications, such as e-mail messages, or private

interviews conducted with another person, should be referred
to in the in-text citations but NOT in the reference list. To
cite a personal communication, provide initials and last name
of the communicator, the words personal communication, plus an
exact date in the body of the paper.
For example:
P. Smith also claimed that many of her students had

difficulties with APA style (personal communication, November 3,

2002).

Formatting Citations in the Text

Here are some basic rules for formatting citations in the body of

the paper. Always capitalize proper nouns, including author

names.
 When referring to the title of a source within the paper,
capitalize all words that are four letters long or greater
within the title of a source.
When capitalizing titles, capitalize both words in a hypenated
compound word.
After a colon or dash in a title, capitalize the first word.
Italicize the titles of longer works such as books, edited
collections, movies, documentaries, or albums.
Put quotation marks around the titles of shorter works such as
journal articles, articles from edited collections,
television shows, and song titles.
When a work has two authors, cite both names every time the
reference appears in the text. Join the authors' names with
the word and.
When a work has three, four, or five authors, cite all of the
authors the first time you refer to the work in the text.
The next time you refer to the work, shorten the citation to
the last name of the first author plus the words et al. Join
the authors' names with the word and when referring to them
in the text; join the authors' names with an ampersand (&)
when referring to them in a parenthetical citation.
When a work has six authors (or more), cite only the last name
of the first author plus the words et al.
Short Quotations
To indicate quotations of fewer than 40 words in the text,
enclose the quotation within double quotation marks. Provide the
author, year, and specific page citation in the text, and include
a complete reference in the reference list. Punctuation marks,
such as periods, commas, and semicolons, should appear after the
parenthetical citation. Question marks and exclamation points
should appear within the quotation marks if they are a part of
the quotation but after the parenthetical citation if they are a
part of the text.

Examples:
She stated, "Students often had difficulty using APA style,"

(Jones, 1998, p. 199), but she did not offer an explanation as to

why.
According to Jones (1998), "Students often had difficulty using

APA style, especially when it was their first time" (p. 199).

Jones (1998) found "students often had difficulty using APA

style" (p. 199); what implications does this have for teachers?

 When citing a work that has no author, no date, and no page

numbers, use the first few words from the title, then the
abbreviation n.d. (for "no date"), and then use paragraph
numbers (if available) or simply leave out any reference to
pages.
For example:
In another study of students and research decisions, it was

discovered that students succeeded with tutoring ("Tutoring and

APA," n.d.).

Long Quotations (block quotes)

Place quotations longer than 40 words in a free-standing
block of typewritten lines, and omit quotation marks. Start the
quotation on a new line, indented five spaces from the left
margin. Type the entire quotation on the new margin, and indent
the first line of any subsequent paragraph within the quotation
five spaces from the new margin. Maintain double-spacing
throughout. The parenthetical citation should come after closing
punctuation mark.

For example:
Jones's 1993 study found the following:
Students often had difficulty using APA style, especially

when it was their first time citing sources. This difficulty

could be attributed to the fact that many students failed to

purchase a style manual or to ask their teacher for help.

(p. 199)
Choosing double or single quotation marks
When using a quotation that uses quotation marks as a short
quotation, use single quotation marks to set off the material
that was originally enclosed in quotation marks. If you are using
a quotation that uses quotation marks in a block quote, use
double quotation marks to set off the material that was
originally in quotation marks.

Reference List
The reference list appears at the end of the paper. It
provides the information necessary for a reader to locate and
retrieve any source cited in the body of the paper. Each source
cited in the paper MUST appear in the reference list; likewise,
each entry in the reference list must be cited in the text.
References should begin on a separate page from the text of
the essay under the label References (with no quotation marks,
underlining, etc.), centered at the top of the page. It should be
double-spaced just like the rest of the paper.

Basic Rules
Authors' names are inverted (last name first); give the last
name and initials for all authors of a particular work.
Reference list entries should be alphabetized by the last
names of the first author of each work. This used to be the
old format. Now, the reference list entries are presented as
they appear in the text.

If you have more than one article by the same author(s),

single-author references or multiple-author references with
the exact same authors in the exact same order are
listed in order by the year of publication, starting with
the earliest.

For example:
Berndt, T. J. (1996). Exploring the effects of friendship

quality on social development. In W. M. Bukowski, A. F.

Newcomb, & W. W. Hartup, (Eds.), The company they keep:

Friendship in childhood and adolescence. (pp. 346-365).

 Cambridge, UK: Cambridge University Press.

Berndt, T. J. (2002). Friendship quality and social development.

Current Directions in Psychological Science, 11, 7-10.

Wegener, D. T., & Petty, R. E. (1994). Mood management across

affective states: The hedonic contingency hypothesis.

Journal of Personality & Social Psychology, 66, 1034-1048.

Wegener, D. T., & Petty, R. E. (1995). Flexible correction 

     processes in social judgment: The role of naive theories in

     corrections for perceived bias. Journal of Personality & 

     Social Psychology,68, 36­51. 

 When an author appears both as a sole author and, in another

citation, as the first author of a group, list the one-author
entries first.

For example:
Berndt, T. J. (1999). Friends' influence on students' adjustment

to school. Educational Psychologist, 34, 15-28.

Berndt, T. J., & Keefe, K. (1995). Friends' influence on

adolescents' adjustment to school. Child Development, 66,

1312-1329.

References that have the same first author and different

second and/or third authors are arranged alphabetically by
 the last name of the second author, or the last name of the
third if the first and second authors are the same.

For example:

Wegener, D. T., Kerr, N. L., Fleming, M. A., & Petty, R. E.

(2000). Flexible corrections of juror judgments:

Implications for jury instructions. Psychology, Public

Policy, & Law, 6, 629-654.

Wegener, D. T., Petty, R. E., & Klein, D. J. (1994). Effects of

mood on high elaboration attitude change: The mediating

role of likelihood judgments. European Journal of Social

Psychology, 24, 25-43.

If you are using more than one reference by the same author
(or the same group of authors listed in the same order)
published in the same year, organize them in the reference
list alphabetically by the title of the article or chapter.
Then assign letter suffixes to the year.

For example:
Berndt, T. J. (1981a). Age changes and changes over time in

prosocial intentions and behavior between friends.

Developmental Psychology, 17, 408-416.

Berndt, T. J. (1981b). Effects of friendship on prosocial

Child Development, 52
intentions and behavior. , 636-643.
 When referring to these publications in your paper, use the
letter suffixes with the year so that the reader knows which
reference you are referring to.
For example:
"Several studies (Berndt, 1981a, 1981b) have shown that..."

Use "&" instead of "and" when listing multiple authors of a

single work.

If no author is given for a particular source, begin with and

alphabetize by using the title of the work, which will be
listed in place of the author, and use a shortened version
of the title for parenthetical citations.

Personal communications, such as e-mail messages, or private

interviews conducted with another person, should not be
cited in your reference list because they are not
retrievable sources for anyone else.

All lines after the first line of each entry in your reference
list should be indented one-half inch from the left margin.
This is called hanging indentation.

When referring to any work that is NOT a journal, such as a

book, article, or Web page, capitalize only the first letter
of the first word of a title and subtitle, the first word
after a colon or a dash in the title, and proper nouns. Do
not capitalize the first letter of the second word in a
hyphenated compound word.
Capitalize all major words in journal titles.
Underline titles of longer works such as books and journals.
Do not italicize, underline, or put quotes around the titles
of shorter works such as journal articles or essays in
edited collections.
Basic Forms for Sources in Print
 An article in a periodical (e.g., a journal, newspaper, or
magazine)
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of

article. Title of periodical, volume number, pages.

NOTE:
For a magazine or newspaper article, include specific
publication dates (month and day, if applicable) as well as the
year. For a journal article, do NOT include the month or day of
publication.
List only the volume number if the periodical uses
continuous pagination throughout a particular volume. If each
issue begins with page 1, then list the issue number as well:
Title of Periodical, Volume number(Issue number), pages. Note
that the issue number is not underlined. If the journal does not
use volume numbers, use the month, season, or other designation
within the year to designate the specific journal article.
 A nonperiodical (e.g., book, report, brochure, or
audiovisual media)
Author, A. A. (Year of publication). Title of work: Capital

letter also for subtitle. Location: Publisher.

NOTE:
For "Location," always list the city, but you should also
include the state if the city is unfamiliar or if the city could
be confused with one in another state.
 Part of a nonperiodical (e.g., a book chapter or an article
in a collection)
Author, A. A., & Author, B. B. (Year of publication). Title of

chapter. In A. Editor & B. Editor (Eds.), Title of book

(pages of chapter). Location: Publisher.

NOTE:
When listing the pages of the chapter or essay in
parentheses after the book title, use "pp." before the numbers:
(pp. 1-21). This abbreviation, however, does not appear before
the page numbers in periodical references.
 Basic Forms for Electronic (Internet) Sources
 Article in an Internet Periodical
Author, A. A., & Author, B. B. (Date of publication). Title of

article. Title of journal, volume number(issue number if

available). Retrieved month day, year, from http://Web

address.

 Nonperiodical Internet Document (e.g., a Web page or

report)
Author, A. A., & Author, B. B. (Date of publication). Title of

article. Retrieved month date, year, from http://Web

address.

NOTE:
When an Internet document is more than one Web page, provide
a URL that links to the home page or entry page for the document.
Also, if there isn't a date available for the document use (n.d.)
for no date.
 Part of Nonperiodical Internet Document
Author, A. A., & Author, B. B. (Date of publication). Title of

article. In Title of book or larger document (chapter or

section number). Retrieved from http://Web address.

Basic Forms for Audiovisual Sources

 A Motion Picture or Video Tape

Producer, P. P. (Producer), & Director, D.D. (Director). (Date of

publication). Title of motion picture [Motion picture].

Country of origin: Studio or distributor.

NOTE:
 If a movie or video tape is not available in wide
distribution, add the following to your citation after the
country of origin: (Available from Distributor name, full address
and zip code).
 A Television Broadcast or Television Series
Producer, P. P. (Producer). (Date of broadcast or copyright).

Title of broadcast [Television broadcast or Television

series]. City of origin: Studio or distributor.

 A Single Episode of a Television Series

Writer, W. W. (Writer), & Director, D.D. (Director). (Date of

publication). Title of episode [Television series episode].

In P. Producer (Producer), Series Title. City of origin:

Studio or distributor.

A music recording
Songwriter, W. W. (Date of copyright). Title of song [Recorded by

artist if different from song writer]. On

Title of album [Medium of recording]. Location: Label. (Recording

date if different from copyright date)

Examples
The Publication Manual of the American Psychological
Association provides extensive examples covering a wide variety
of potential sources. Below are examples for some of the most
commonly cited kinds of sources. If your particular source is not
listed below, use the basic forms (above) to determine the
correct format.
Journal article, one author
Harlow, H. F. (1983). Fundamentals for preparing psychology

journal articles. Journal of Comparative and Physiological

Psychology, 55, 893-896.

Journal article, three to six authors

Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., & Harlow,

T. (1993). There's more to self-esteem than whether it is

high or low: The importance of stability of self-esteem.

Journal of Personality and Social Psychology, 65, 1190-1204.

Journal article, more than six authors

Harris, M., Karper, E., Stacks, G., Hoffman, D., DeNiro, R.,

Cruz, P., et al. (2001). Writing labs and the Hollywood

connection. Journal of Film and Writing, 44(3), 213-245.

NOTE:

The phrase et al. stands for "and others."

Work discussed in a secondary source

Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993).
Models of reading aloud: Dual-route and parallel-
distributed-processing approaches. Psychological Review,
100, 589-608.

NOTE:
Give the secondary source in the references list; in the
text, name the original work, and give a citation for the
secondary source.
For example, if Seidenberg and McClelland's work is cited in
Coltheart et al. and you did not read the original work, list the
Coltheart et al. reference in the References. In the text, use
the following citation:
In Seidenberg and McClelland's study (as cited in Coltheart,
Curtis, Atkins, & Haller, 1993),...

Magazine article, one author

Henry, W. A., III. (1990, April 9). Making the grade in
today's schools. Time, 135, 28-31.
Book
Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing

manuscripts for journal publication. Washington, DC:

American Psychological Association.

An article or chapter of a book

O'Neil, J. M., & Egan, J. (1992). Men's and women's gender role

journeys: Metaphor for healing, transition, and 

transformation. In B. R. Wainrib (Ed.), Gender issues across the

life cycle (pp. 107-123). New York: Springer.

A government publication
National Institute of Mental Health. (1990). Clinical
training in serious mental illness (DHHS Publication No.
ADM 90-1679). Washington, DC: U.S. Government Printing
Office.
A brochure
Research and Training Center on Independent Living. (1993).

Guidelines for reporting and writing about people with

disabilities (4th ed.) [Brochure]. Lawrence, KS: Author.

A book or article with no author or editor named

Merriam-Webster's collegiate dictionary (10th ed.).(1993).

Springfield, MA: Merriam-Webster.

New drug appears to sharply cut risk of death from heart failure.

(1993, July 15). The Washington Post, p. A12.

NOTE:
For parenthetical citations of sources with no author named,
use a shortened version of the title instead of an author's name.
Use quotation marks and italics as appropriate. For example,
parenthetical citations of the two sources above would appear as
follows: (Merriam-Webster's, 1993) and ("New Drug," 1993).

A translated work and/or a republished work

Laplace, P. S. (1951). A philosophical essay on probabilities (F.

W. Truscott & F. L. Emory, Trans.). New York: Dover.

(Original work published 1814)

NOTE:
When you cite this work in text, it should appear with both
dates: Laplace (1814/1951).
A review of a book, film, television program, etc.
Baumeister, R. F. (1993). Exposing the self-knowledge myth

[Review of the book The self-knower: A hero under control].

Contemporary Psychology, 38 466-467.

An entry in an encyclopedia
Bergmann, P. G. (1993). Relativity. In The new encyclopedia

britannica (Vol. 26, pp. 501-508). Chicago: Encyclopedia

Britannica.

A print journal or newspaper article retrieved from an online

database
 When referencing material obtained from an online database
(such as a database in the library), provide appropriate print
citation information (formatted just like a "normal" print
citation would be for that type of work). Then add information
that gives the date of retrieval and the proper name of the
database. This will allow people to retrieve the print version if
they do not have access to the database from which you retrieved
the article. You can also include the item number or accession
number in parentheses at the end, but the APA manual says that
this is not required.
Smyth, A. M., Parker, A. L.,& Pease, D. L. (2002). A study of 

enjoyment of peas. Journal of Abnormal Eating, 8(3). 

retrieved February 20, 2003, from PsycARTICLES database. 

An online journal article

Kenneth, I. A. (2000). A Buddhist response to the nature of human

rights. Journal of Buddhist Ethics, 8(4).Retrieved February 

20, 2001, from http://www.cac.psu.edu/jbe/twocont.html

Chapter or section of an online document

The Foundation for a Better World. (2000). Pollution and banana

cream pie. In Great chefs cook with chlorofluorocarbons and

carbon monoxide (Chap. 3). Retrieved July 13, 2001, from

http://www.bamm.com/cream/pollution/bananas.htm

NOTE:
Use a chapter or section identifier and provide a URL that
links directly to the chapter section, not the home page of the
Web site.
Message posted to an online newsgroup,
forum, or discussion group
Frook, B. D. (1999, July 23). New inventions in the cyberworld of

toylandia [Msg 25].  Message posted to 

http://groups.earthlink.com/forum/messages/00025.html
NOTE:
If only the screen name is available for the author, then
use the screen name; however, if the author provides a real name,
use their real name instead. Be sure to provide the exact date of
the posting. Follow the date with the subject line, the thread of
the message (not underlined). Provide any identifiers in brackets
after the title, as in other types of references.
A Motion Picture or Video Tape
with international or national availability
Smith, J.D. (Producer), & Smithee, A.F. (Director). (2001).

Really Big Disaster Movie [Motion picture]. United States:

Paramount Pictures.

A Motion Picture or Video Tape

with limited availability Harris, M. (Producer), & Turley, M. J.
(Director). (2002). Writing Labs: A History [Motion picture].
(Available from Purdue University Pictures, 500 Oval Drive, West
Lafayette, IN 47907)
A Television Broadcast
Important, I.M. (Producer). (1990, November 1). The Nightly News

Hour. [Television broadcast]. New York: Central Broadcasting

Service.

A Television Series

Bellisario, D.L. (Producer). (1992). Exciting Action Show.

[Television series]. Hollywood: American Broadcasting
Company.
A Single Episode of a Television Series
Wendy, S. W. (Writer), & Martian, I.R. (Director). (1986). The

rising angel and the falling ape. [Television series

episode]. In D. Dude (Producer), Creatures and monsters. Los

Angeles: Belarus Studios.

A music recording
Taupin, B. (1975). Someone saved my life tonight [Recorded by
Elton John]. On Captain fantastic and the brown dirt
cowboy [CD]. London: Big Pig Music
Limited.

A Note on Notes
Because long explanatory notes can be distracting to readers, APA
style guidelines recommend the use of endnotes/footnotes. In the
text, place a superscript numeral immediately after the text
about which you would like to include more information (e.g.,
Scientists examined the fossilized remains of the wooly-wooly
yak.1) Number the notes consecutively in the order they appear in
your paper. At the end of the paper, create a separate page
labeled Notes (with the title centered at the top of the page).
Below are examples of two kinds of notes.
Evaluative bibliographic comments
1
See Blackmur (1995), especially chapters three and four, for an
insightful analysis of this extraordinary animal.
2
On the problems related to yaks, see Wollens (1989, pp. 120-
135); for a contrasting view, see Pyle (1992).
Explanatory or additional information considered too digressive
for the main text
3
In a recent interview, she (Weller, 1998) reiterated this point
even more strongly: "I am an artist, not a yak!" (p. 124).
 EVALUATIVE CRITERIA for THESIS/DISSERTATION

I.THESIS / DISSERTATION AS WRITTEN (100 pts)

10 pts Mechanics of the manuscript _____

appearance including how thesis/dissertation was typed
grammar, spelling, semantic/rhetoric/referencing / citations
30 pts Organization of Thesis Content _____
coherence of thought/unity of ideas
logic of presentation
clarity of ideas
emphasis
unity of structure from presentation to conclusion
60 pts Quality of Research Content ______
novelty of thesis/dissertation
originality of research work
soundness and depth of interpretation of findings
appropriateness of statistical treatment (if applicable)
relevance of study to national/regional development
relevance of conclusions and recommendations to the problem
objectivity of presentation
II. THESIS / DISSERTATION AS DEFENDED (100 pts)
30 pts Presentation of the Research ______
verbal ability
clarity and comprehensiveness of presentation
organization and logic of presentation
30 pts Mastery and Quality of Topic Content ______
knowledge of the topic content
general knowledge in the field of specialization and allied fields
relevance of topic to national/regional development
40 pts Ability to comprehend and respond to questions ______

Rating: Total Points: ______

Grade Equivalent: ______
Rating of Thesis as Written ______
 Rating of Thesis as Defended ______
Average of I and II ______
Panel Member: _________________
Date: _________________
Note: A conversion table is used for the grade equivalent.

EVALUATIVE CRITERIA for a PUBLIC LECTURE

(comprehensive examination) cum defense of a DISSERTATION PROPOSAL in a Doctoral
Program
Presentation of the Topic 25 pts ______
verbal ability
clarity and comprehensiveness of presentation
organization and logic of presentation

Ability to comprehend and respond to 35 pts ______

questions

Mastery and Quality of Topic Content 40 pts ______

knowledge of the topic content
general knowledge in the field of specialization and allied fields
relevance of topic to national/regional development
Public Lecture Rating: Total Points: _______
Grade Equivalent: _______
General Comments:
_____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________
Signature
_______________________
Panel of Examiner
 UNIVERSITY OF THE CORDILLERAS
Baguio City

Graduate School
TRANSMUTATION TABLE for COMPREHENSIVE EXAMINATION /THESIS/
DISSERTATION and/or PUBLIC LECTURE

RAW SCORE Equivalent

Grade
98 98
97
96 97
95
94 96
93
92 95
91
90 94
89
88 93
87
86 92
85
84 91
83
82 90
81
80 89
79
78
77 88
76
75
74
73 87
72
71
70
69 86
68
67
66
65 85
64
63
 62
61
60
59 and below Failed

Author: Dr. Nenita S. Rico

7-28-00