Month: April 2009

Sample Conclusion

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Conclusion

By: Engr. Mary Rose Florence S. Cobar, Doctor of Philosophy in Education
Thesis title: “Development of a Source Material in Food Dehydration Craft Technology for the Secondary Schools”

Among the teachers’ knowledge bases (Shulman,1987), pedagogical content knowledge is uniquely their province, their own special form professional understanding and how to impart the learning specifics to their students as adjudge by this researcher will be of primary importance in the diffusion of a new learning concept to its end recipient, the secondary school students . In this research study, the adaptation of the food dehydration process is expected to provide secondary school teachers a degree of ownership in filling up a certain need to expand the students’ acquisition of knowledge that can be applied and practiced.

Although instructional innovations, such as new methods and new materials do reach individual classrooms via the initiative of individual teachers, they are not usually implemented in a coordinated way because many are not actively supported by school managers. It is in this belief that for the Makabayan learning area to be a vehicle of change not only to the students but to the teachers as well, this study concludes that successful management of changes to the instructional environment of schooling requires the re-positioning of teachers as innovators. Therefore, central to the production, implementation and evaluation of new instructional methods is the change in the teacher’s view of teaching and learning. In the case of the Makabayan subject, the teachers became mere implementers of the top-down policy in education. This explains the confusion that happened in the Makabayan learning area.

After the results were analyzed based on the calculated and simulated values from the previous experimental output, this research makes the following conclusions:

a)    In the calculated values from the experiments previously performed, there were factors that were not taken into consideration. For instance, when the temperature was lowered, there was still a perceived amount of moisture removed that does not correlate with the simulated percentage removed where it follows the increase and decrease in temperature during the dehydration process.

b)    By calculation, the residual moisture left from the test specimen can be attributed to the variance of temperature and heated air velocity within the drying chamber.

The economic aspect or the estimated cost of the modified design of the proposed dehydrator was included in the appendices but the materials of construction will be included in the recommendations. As an innovation, food dehydration craft technology has to be approached from an instrumentalist (adopter-based) perspective, the adopted being the secondary school teachers. Therefore, a manual outline is included to serve as guide in the possible infusion of food dehydration technology into the Makabayan subject. The manual contains experiments that can be adopted and performed with ease by the target recipients of this research study.

Writing a Thesis Conclusion

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One of the important parts of your thesis is conclusion. Conclusion serves as generalization of your thesis.

The following are some characteristic of thesis conclusions.

  • Conclusion should concise, brief and short yet express all the necessary information resulting from the study as required by the specific questions.
  • The question raised at the investigation should be properly answered by the conclusion.
  • Conclusion should indicate what were learned from the inquiry. On the other hand, it should not be drawn from the implied or indirect effects of the findings.
  • Conclusion should not be the duplications of any statements anywhere in the thesis. It can be summarized but it is necessary to worded differently and express the same information as the statements review
  • The use of qualifiers including as probably, perhaps, may be, and the like should be avoided as much as possible so that reader may not feel that the researcher has some doubts about their validity and reliability.  It should be written as they are 100% true and correct.
  • Conclusion should refer only to the population, area or subject of the study.
  • Conclusion should be based upon the findings. There is no conclusions are not based upon the findings. It should be logical and valid outgrowths of the findings.

Thesis or Dissertation Evaluation

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Every thesis or dissertation is required to be defended before a panel or examiners and submitted to the proper authorities for acceptance which serve as a piece of scholarly work.

The following are some factors to be considered in judging the value of your thesis or dissertation

–    Subject and Problem

The subject should be significant, timely and or current issues. The title should be appropriate for the subject.  Sub-problems should be specific and clear.  Also, the subject should be clearly delimited but big enough for making valid generalizations.

–    Design of the Study

The research methodology used should be appropriate. The report prepared. The design should be understandable in accordance with the scientific method of research.   The report or document prepared should be carefully follows acceptable format.

–    Findings (Data)

Data should be adequate, reliable or valid.  Findings or data should be analyzed correctly and properly treated statistically as well as interpreted suitably.

–    Generalizations or Conclusions

The conclusions should be based upon the findings.  Outcomes of the study should be reasonable and valid.

–    Recommendations

Recommendation should be attainable and feasible as well as action oriented.

Historical Research

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Historical research is a process of choosing the area or topic to write the history about, collecting data about events that happened in the area or about the topic.  It describes what happened in the past and then makes a critical inquiry into the truth of what happened. It must be interpretative which describe the present situations in terms of past events.

4 major activities in historical research

  1. Choosing and defining the problem. The researcher must consider his resources, availability of data, time constraint, and his professional competence.
  2. Collecting the data. There are many resources available from which historical data may be gathered including written source such as official and public documents, books, master’s theses and doctoral dissertations, newspaper and periodicals with news item, personal materials, tape recordings, and relics and remains.
  3. Analyzing the data. Historical data have to analyze to determine the authenticity or genuineness as well as the truth of the statements.
  4. Writing the research report. After analyzing the historical data and prove to be authentic or genuine, finally, the research report is written.

Construction of a Research Design

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Components:

1.    Observations or Measures
2.    Treatments or Programs
3.    Groups
4.     Assignment to Group

Characteristics of Good Design

  • Theory-Grounded: Reflects the theories which are being investigated
  • Situational: Indicates the settings or conditions of the investigation
  • Feasible: Can be implemented
  • Redundant: Provides multiple processing particularly for validation
  • Efficient: Maintains a balance between redundancy and the tendency to over-design

Examples of Research Design

  1. Laboratory Experiments (JIS, ASTM, Euro, PNS, etc) and Regression Analysis
  2. Prototyping and Descriptive Statistics

Methodology Sample

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Researchers are often taught only two types of methods of approach, either quantitative where experimental genre is classified or qualitative often times at the exclusion of other probable combination of methods.

A. Research Design

The basic research method used in this study is a combination of approaches, experimental and participatory, the latter in a way there was a first hand interaction with the beneficiaries of the study prior to the design of the output product with the experimental phase to follow.

B. Procedures

The researchers interviewed the Aetas of sitio Mabilog in Bamban, Tarlac as to the agricultural produce as an aid to the study on the design approach. Research data was sourced, collected and collated accordingly before the design of the solar dehydrator for its intended users.

What is Conceptual Framework

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Conceptual and theoretical framework needs to be consistent and related.

Conceptual framework

  • It is a complete presentation of the variables to be observed in the current study.
  • It is the ideas defined in a way the researcher wants.
  • It is understood in the current research, the operationalization of the variables-concepts, the visible indicators or the variables-concepts, the scheme of measuring the variables.
  • It focuses on the specific stipulative and operational definition of concepts and variables with respect to the particular research problem.

Sample Conceptual Framework

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Conceptual Framework

The basis for conceptualizing the technology of food dehydration process’ inclusion in the high school curriculum and in the vocational course offering is to provide an option window for secondary level students to acquire skills and knowledge aside from the basics taught in the other subjects that can lead to a path to entrepreneurship and income generation. Prior to the revision of the basic secondary curriculum, the focus was preparing students for higher education less in knowledge base which required critical thinking skills rather than occupational learning.

Paradigm

conceptual-framework

The paradigm illustrates the conceptual framework of the study and how dehydration technology can be incorporated in the school curriculum and proper application.

The incorporation in the secondary curriculum and its proper application with the end recipient of the study to be the school and its stakeholders as such opening a pathway to career and lifelong education.

By: Engr. Mary Rose Florence S. Cobar, Doctor of Philosophy in Education
Thesis title: “Development of a Source Material in Food Dehydration Craft Technology for the Secondary Schools”

Sample Theoretical Framework

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Theoretical Framework

Integration of technology and vocational components in the basic and general education curriculum in the Asia-Pacific region have attracted increased attention among the regions’ policy makers with the aim of raising the quality of learners and graduates and empowering them for life long learning hindered by an over crowded curricula. In the Philippines, entrepreneurship development was introduced in schools and a restructured curriculum implemented that makes use of innovative, interdisciplinary and integrative modes of instruction delivery open to revision by schools allowed to redesign and contextualize the Makabayan subject.

Curriculum development, being a dynamic process, can be an effective vehicle in the continuing integration of a focused course of learning objectives and eliminate weak general education or described as a shopping mall curriculum. Through skillful school management of systems, curriculum integration of academic and occupational education can be articulated in a sequence of competency based courses such a food science and craft technology, management of integrating a discipline at this level will therefore aim to balance between breadth and depth to provide students life long learning outcomes putting to good use resources whenever possible and appropriate.

Student empowerment has become a new concern in school management. Lowe (1995) defines empowerment as a process of which an individual have the motivation and skills necessary to perform their responsibilities a sense of achievement in the performed tasks in school. This can be learned and put to practice by the student through competencies incorporated in the integrated course that will enable the student to find answers to challenges in performing the tasks required by the subject.

theoretical-framework

By: Engr. Mary Rose Florence S. Cobar, Doctor of Philosophy in Education
Thesis title: “Development of a Source Material in Food Dehydration Craft Technology for the Secondary Schools”

Creating Theoretical Framework

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Theoretical Framework is a compilation of organized concepts or ideas. It guides the research to determine what thing will be measured and what statistical relationship will be looked for.

Different theories, models, paradigms, perspective related to the problem and the hypothesis are presented as perform of research.

First of all, the researcher must consider the field of knowledge in which the problem statement can be categorized.  Then, decides to focus on one or more theories.

Other way is to practice it is to change the theory into new general framework containing the variables and relationships for the purposes of the research to be undertaken.

When writing a theoretical framework, it is important to mention the theory that will be used by giving the assumptions, defining terms-concepts, identifying variables, and stating the relationship of variables and presenting hypothesis.

Theoretical framework is use to limit the scope of the relevant data by focusing on specific variables and specifying the specific frame or viewpoint that the researcher will take in analysis, and interpreting the data that will be gathered, understanding concepts and variable according to the given definitions, and building knowledge by validating the theory.  It helps when the variables and proposed relationship are illustrated by drawing a chart.

Click here for sample theoretical framework.