is unknown, what has been done and what has not been done, what theoretical approaches have been used and which have not been used as regards your research question. This facilitates the connection of your study to previous knowledge and helps you articulate the significance of your research.
III. STUDY FRAMEWORK. This chapter presents the theoretical — sociological, critical, humanistic — foundations of your research. Further, it explains how previous
scholarly arguments inform your research. Finally, it serves as a blueprint as to how the variables/concepts in your study relate to one another.
There are generally two ways of presenting the study framework. One approach that is perhaps useful for qualitative research is a conceptual framework that combines the theoretical concepts and conceptual constructs that are used in the research. Another
Guidebook 2016, page 34 approach that is perhaps useful for quantitative research is the three-level
operationalization process, which is discussed below.
The use of models is encouraged since this helps visualize the relationships among variables and measure or concepts and indicators.
A. Theoretical Level. This section explains why a chosen theory best informs the research. It discusses the theory’s author/s and historical roots as well as the
original context for which it was developed. It explains each concept in the theory and the inter-relations among these concepts. Moreover, the section includes a literature-based critique of the theory. Thus, the discussion of the theoretical level must not solely depend on a textbook compendium of theories (such as
Littlejohn’s), but on a thorough research of the theory’s evolution itself and a comprehensive analysis of its concepts and arguments using various scholarly sources.
Should the research involve several theories, each individual theory must be discussed as described in the preceding paragraph. Then, a discussion of how the theories integrate — which concepts are either included or excluded, for instance — must be included.
Remember that theoretical framework must be parsimonious. Thus, avoid unnecessarily complicated models and arguments that cover a bigger ground than what the research does.
B. Conceptual Level. This applies the theory or the integrative theory into the thesis/dissertatio n. It explains the soundness of how a concept as originally defined by its author translates into the current effort.
C. Operational Level . This section explains the specific measures for the measures or indicators that are being used in the study to explore particular variables and
concepts. This section must match the components of the research instrument. D. Operational Definition of Terms. This section includes terms that are used
differently from their dictionary definitions.
E. Statement of Hypotheses. Quantitative studies that involve statistical analysis must include this section. Each hypothesis (labeled as H1, H2a, H2b…) must be
introduced by an explanatory paragraph.
IV. METHODOLOGY. This chapter describes and explains the logic behind the
gathering and analysis of research data. In the proposal stage, this chapter is written in the future tense. Thus, during thesis writing stage, make sure that this chapter’s text is changed into past tense.
A. Research Design and Methods. This section explains the choices in the conduct of the research. Did the study use a qualitative, a quantitative, or a triangulate
approach? Did it use a one-shot, cross-sectional, or longitudinal approach? Which specific methods were used? Why?
B. Concepts and Indicators/Variables and Measures. This links the framework and the methodology. Thus, this section discusses how specific variables or concepts were operationalized into particular measures or indicators.
Guidebook 2016, page 35 C. Research Instruments. This section describes the questionnaires that were used to
gather data. Rather than simply regurgitat ing the elements of the instruments, this section must explain the logic behind the design of these questionnaires.
D. Units of Analysis and Sampling . This section explains how specific units (e.g., households or groups, newspapers or news articles) were chosen for the study. Also, it explains how these units were selected using probability or non-
probability sampling.
E. Data Gathering/Generation and Construction. This section describes in detail the protocols that were followed during data gathering, especially in the
implementation of the sampling scheme, and the rationale behind these protocols. It can also include a timetable or a budget report. This section also explains any changes between the proposed and the implemented data gathering procedure. F. Data Analysis. This section explains how and why the data were organized,
analyzed, and interpreted accordingly.
G. Scope and Limitations. This section must explain the parameters of the study. An important caveat is that a concern that is not within the scope of the study must not be considered as a limitation. For instance, do not say that a qualitative study is limited by its inability to provide representativeness and generalizabi lity
because, in the first place, a qualitative study is not designed to do so.
V. RESULTS AND DISCUSSION*. This chapter presents the findings of the study. To ensure that the research does address what it originally sought to do, this chapter must be organized according to the specific objectives.
In the case of studies that use triangulation, this chapter must not be organized according to methods to promote consistency across theses and dissertations and ease of access to their findings. Thus, a section in the Results and Discussion chapter must draw from both quantitative and qualitative data to address the objectives. Findings can only be organized by method if the study is primarily methodological in nature. Thus, an answer to a specific objective must draw from both quantitative and
qualitative data.
This transmutation table below must be used for quantitative data. Never use percentages for sample sizes where the units of analysis number less than 100.
Instead, use proportions or ratios.
Percentage Proportion/Fractions Ratios
20 1/5 1 out of 5 2 out of 10 25 1/4 1 out of 4 2 out of 8
33.3 1/3 1 out of 3 More than 3 out of 10 50 1/2 1 out of 2 5 out of 10
51 Majority
60 3/5 6 out of 10 A big majority 66.7 2/3 2 out of 3 About 7 out of 10
70 Exactly 7 out of 10
75 ! 3 out of 4 6 out of 8
80 4/5 4 out of 5 8 out of 10 90 9 out of 10 Almost all 95-99 Most
Guidebook 2016, page 36 Some helpful items to remember in writing the results and discussion:
!
Discussion must precede any visual aid such as tables, charts, pictures ormatrices.