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Thesis Manuscript Sample Chapters 1 to 5

The study was conducted to determine the level of Rejection Sensitivity and Self-Acceptance of Selected Adolescents of Bacoor, Cavite. The study focused on reducing the level of Rejection Sensitivity and enhancing the level of Self-Acceptance utilizing Learn, Enhance, Achieve Program (LEAP) which has been made by the researchers and has been validated by three experts. The participants of the study was composed of nineteen (19) randomly selected adolescents of selected from Bacoor, Cavite. Pre-test and post-test was supported by True experimental research design method and the Learn Enhance Achieve Program (LEAP) was improved by 6 modules developed by the researchers to calibrate the effect of high self-acceptance and to lower the rejection sensitivity level of the participants in the study. To ensure the data gathered, the researchers used statistical tools such as: Frequency Distribution, Aritmetic mean, Kolmogorov- Smirnov test, Dependent t-test and Independent sample t-test, Welch’s T-test, and Analysis of covariance (ANCOVA). There is no significant difference in the mean scores of the two groups. The control and experimental group do not differ in initial rejection sensitivity levels however the mean score obtained from experimental group (M = 84.00) is statistically higher than the mean score obtained from the control group (M = 70.00) in terms of self-acceptance thus, null hypothesis is rejected. There is no significant difference between the pre-test and post-test mean scores of the participants from control and experimental group in terms of rejection sensitivity and self acceptance. There is a significant difference in the mean scores of the two groups. The rejection sensitivity post-test mean score obtained from experimental group (M = 7.83) is statistically less than the rejection sensitivity post test mean score obtained from the control group (M = 10.80). From these results it can be deduced that the program has a positive effect on the level of rejection sensitivity of the participants. In terms of self-acceptance, after controlling for the pre-test score, there is a highly significant difference in the self-acceptance post-test mean score between the experimental and control groups. To determine the significant differences of the variances, analysis of variance and Welch F-test were used. Among the hypotheses, hypothesis one and four were rejected while hypotheses two and three were accepted.

Related Papers

Abby Sapitanan

The study was conducted to determine the level of Rejection Sensitivity and Self-Acceptance of Selected Adolescents of Selected Churches from Bacoor, Cavite. The study focused on reducing the level of Rejection Sensitivity and enhancing the level of Self-Acceptance utilizing Learn, Enhance, Achieve Program (LEAP) which has been made by the researchers and has been validated by three experts. The participants of the study was composed of nineteen (19) randomly selected adolescents of selected from Bacoor, Cavite. Pre-test and post-test was supported by True experimental research design method and the Learn Enhance Achieve Program (LEAP) was improved by 6 modules developed by the researchers to calibrate the effect of high self-acceptance and to lower the rejection sensitivity level of the participants in the study. To ensure the data gathered, the researchers used statistical tools such as: Frequency Distribution, Aritmetic mean, Kolmogorov- Smirnov test, Dependent t-test and Independent sample t-test, Welch’s T-test, and Analysis of covariance (ANCOVA). There is no significant difference in the mean scores of the two groups. The control and experimental group do not differ in initial rejection sensitivity levels however the mean score obtained from experimental group (M = 84.00) is statistically higher than the mean score obtained from the control group (M = 70.00) in terms of self-acceptance thus, null hypothesis is rejected. There is no significant difference between the pre-test and post-test mean scores of the participants from control and experimental group in terms of rejection sensitivity and self acceptance. There is a significant difference in the mean scores of the two groups. The rejection sensitivity post-test mean score obtained from experimental group (M = 7.83) is statistically less than the rejection sensitivity post test mean score obtained from the control group (M = 10.80). From these results it can be deduced that the program has a positive effect on the level of rejection sensitivity of the participants. In terms of self-acceptance, after controlling for the pre-test score, there is a highly significant difference in the self-acceptance post-test mean score between the experimental and control groups. To determine the significant differences of the variances, analysis of variance and Welch F-test were used. Among the hypotheses, hypothesis one and four were rejected while hypotheses two and three were accepted.

Justine Cunanan

The purpose of the study was to determine if the funny videos can affect the level of stress of the college students in Cavite State University Imus, Campus. The study used Pre-test post-test control design as experimental design. The respondents were 60 random college students separated in two groups which are the control and the experimental group. Perceive Stress Scale was used to determine the initial level of stress of the participants, the questionnaire were distributed and retrieved. In a span of three of weeks the experimental were give a treatment, whilst the control was given none. The data were encoded, treated and analyzed by the researchers. The result shows that there is a significance difference on the group that was given the treatment indicating that the funny video had its affect to the level of stress of the respondents.

Gerrieca Adiong , Toni Grace Angeles

The study in general aimed to know the relationship in emotional intelligence, adversity quotient and work performance among selected mental health service providers. This study is a quantitative research which involved collecting data from a total of 130 participants from various institutions of mental health service providers in their work setting. The participants were asked to complete the Scale of the Assessing Emotion Scale (AES), Adversity Quotient Profile® (AQP®) and Role-Based Performanc Scale (RBPS). The scales were used to determine the level of emotional intelligence, adversity quotient® and work performance of the respondents. Together with the test provided, the respondents were also asked to answer a short demographic profile sheet that also contains the informed consent form. The sampling technique used in this particular study was non-probability sampling where the samples were gathered in a process that does not give all the individuals in the population equal chances of being selected. Specifically, the study utilized purposive sampling and quota sampling in this study. Also, the researchers used descriptive and correlational research design. It is a descriptive study because the characteristics of the respondents such as demographic profile in terms of age, sex at birth, civil status, level of emotional intelligence, level of adversity quotient® and level of work performance were described. This study also aimed to determine the relationship among variables. Quantitative method of research was used in the study and several statistics were employed in the treatment of data gathered such as percentage, weighted men and Spearman’s Rank Correlation Coefficient. It was found that the overall emotional intelligence of mental health service providers were high while their overall adversity quotient were at low level. It was also found out that majority of the respondents were rated ‘good’ in their overall work performance evaluation based on their own, peer or supervisor rating. The findings of the study were as follows: There was no significant relationship between emotional intelligence and overall adversity quotient® among selected mental health service providers. The null hypothesis is accepted. However, there is a significant relationship between adversity quotient® and work performance among selected mental health service providers. The null hypothesis is rejected. Lastly, there is a significant relationship between emotional intelligence and work performance among selected mental health service providers. The null hypothesis is rejected.

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Hi Im Sarah Jane Tupaz . this is the account of my brother.

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The study was conducted from April 2019 to May 2019 in the vicinity of selected sites of Tapa King and Shakeys Stores. To determine the insights in internal auditing of Shakeys and Tapa King employees. Specifically, the study aimed to: 1. Identify the employees in the study area and determine their socio-demographic profile; 2. Identify the perceive problems of employees in internal auditing; 3. Determine the perception of employees on internal auditing; 4. Identify how internal auditing contributes and affects the performance of the employees and the organization as a whole; 5. Recommend process improvement towards employees and organization towards their respective functions and objectives. Descriptive researched was used in the study. Ocular, field visits, interviews, socio-demographic profile of the participants, analysis of the correlations of the survey conducted were done to get the pertinent data. The research results revealed that there is a significant influence of the perception and insights of every employee towards the role, functions and how internal auditing works in the organization. Thus improvement towards the perception of employees in the organizaation towards internal auditing can be enhanced thru proper communication and not entailing the fault finder or corporate police image that most internal auditor’s fail to observe during the course of audit.

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Graduate Research Hub

• Preparing my thesis
• Incorporating your published work in your thesis
• Examples of thesis and chapter formats when including publications

The following examples are acceptable ways of formatting your thesis and chapters when including one or more publications.

Essential requirements

All theses with publications must have the following:

• Declaration
• Preface – noting collaborations, and contributions to authorship
• Acknowledgements
• Table of contents
• List of tables, figures & illustrations
• Main text/chapters
• Bibliography or list of references

Main text examples

• Chapter 1: Introduction
• Chapter 2: Literature review
• Chapter 3: Methods
• Chapter 4: Paper 1 & general discussion
• Chapter 5: Paper 2
• Chapter 6: Regular thesis chapter – results
• Chapter 7 : Regular thesis chapter/general discussion tying in published and unpublished work
• Chapter 8: Conclusion
• Appendices - May include CD, DVD or other material, also reviews & methods papers
• Chapter 2: Methods
• Chapter 3: Paper 1
• Chapter 4: Regular thesis chapter
• Chapter 6: Regular thesis chapter, final preliminary study
• Chapter 7: General discussion
• Chapter 5: Regular thesis chapter
• Chapter 6: Regular thesis chapter
• Chapter 7: Regular thesis chapter, final preliminary study
• Chapter 8: General discussion
• Chapter 4: Paper 2 - e.g. data paper, including meta analyses
• Chapter 5: Paper 3
• Chapter 6: Paper 4
• Chapter 7: Paper 5
• Chapter 3: Major paper
• Chapter 4: Normal thesis chapter, final preliminary study
• Chapter 5: General discussion

Chapter examples

• Introduction – including specific aims and hypotheses
• Introduction – including specific aims, hypotheses
• Methods – results (including validation, preliminary) not included in the paper
• Results (including validation, preliminary) not included in paper
• Discussion – expansion of paper discussion, further method development
• Resources for candidates
• Orientation and induction
• Mapping my degree
• Principles for infrastructure support
• Peer activities
• Change my commencement date
• Meeting expectations
• Working with my supervisors
• Responsible Research & Research Integrity
• Guidelines for external supervisors
• Pre-confirmation
• Confirmation
• At risk of unsatisfactory progress
• Unsatisfactory progress
• Add or drop coursework subjects
• Apply for leave
• Return from leave
• Apply for Study Away
• Return from Study Away
• Change my study rate
• Check my candidature status
• Change my current supervisors
• Request an evidence of enrolment or evidence of qualification statement
• Change my project details
• Change department
• Transfer to another graduate research degree
• Late submission
• Withdraw from my research degree
• Check the status of a request
• Re-enrolment
• Advice on requesting changes
• Extension of candidature
• Lapse candidature
• How to cancel a form in my.unimelb
• Resolving issues
• Taking leave
• About Study Away
• Finishing on time
• Accepting an offer for a joint PhD online
• Tenured Study Spaces (TSS) Usage Guidelines
• Tenured Study Spaces Procedures
• Research skills
• Academic writing and communication skills
• Building professional and academic networks
• Research internships
• Commercialising my research
• Supplementary PhD Programs
• Writing my thesis
• Thesis with creative works
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• Graduate researchers and digital assistance tools
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• Melbourne Research Experience Survey
• Quality Indicators for Learning and Teaching (QILT)
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What’s Included: The Dissertation Template

If you’re preparing to write your dissertation, thesis or research project, our free dissertation template is the perfect starting point. In the template, we cover every section step by step, with clear, straightforward explanations and examples .

The template’s structure is based on the tried and trusted best-practice format for formal academic research projects such as dissertations and theses. The template structure reflects the overall research process, ensuring your dissertation or thesis will have a smooth, logical flow from chapter to chapter.

The dissertation template covers the following core sections:

• The title page/cover page
• Abstract (sometimes also called the executive summary)
• Table of contents
• List of figures /list of tables
• Chapter 1: Introduction  (also available: in-depth introduction template )
• Chapter 2: Literature review  (also available: in-depth LR template )
• Chapter 3: Methodology (also available: in-depth methodology template )
• Chapter 4: Research findings /results (also available: results template )
• Chapter 5: Discussion /analysis of findings (also available: discussion template )
• Chapter 6: Conclusion (also available: in-depth conclusion template )
• Reference list

Each section is explained in plain, straightforward language , followed by an overview of the key elements that you need to cover within each section. We’ve also included practical examples to help you understand exactly what’s required in each section.

The cleanly-formatted Google Doc can be downloaded as a fully editable MS Word Document (DOCX format), so you can use it as-is or convert it to LaTeX.

FAQs: Dissertation Template

What format is the template (doc, pdf, ppt, etc.).

The dissertation template is provided as a Google Doc. You can download it in MS Word format or make a copy to your Google Drive. You’re also welcome to convert it to whatever format works best for you, such as LaTeX or PDF.

What types of dissertations/theses can this template be used for?

The template follows the standard best-practice structure for formal academic research projects such as dissertations or theses, so it is suitable for the vast majority of degrees, particularly those within the sciences.

Some universities may have some additional requirements, but these are typically minor, with the core structure remaining the same. Therefore, it’s always a good idea to double-check your university’s requirements before you finalise your structure.

Will this work for a research paper?

A research paper follows a similar format, but there are a few differences. You can find our research paper template here .

Is this template for an undergrad, Masters or PhD-level thesis?

This template can be used for a dissertation, thesis or research project at any level of study. It may be slight overkill for an undergraduate-level study, but it certainly won’t be missing anything.

How long should my dissertation/thesis be?

This depends entirely on your university’s specific requirements, so it’s best to check with them. As a general ballpark, Masters-level projects are usually 15,000 – 20,000 words in length, while Doctoral-level projects are often in excess of 60,000 words.

What about the research proposal?

If you’re still working on your research proposal, we’ve got a template for that here .

We’ve also got loads of proposal-related guides and videos over on the Grad Coach blog .

How do I write a literature review?

We have a wealth of free resources on the Grad Coach Blog that unpack how to write a literature review from scratch. You can check out the literature review section of the blog here.

How do I create a research methodology?

We have a wealth of free resources on the Grad Coach Blog that unpack research methodology, both qualitative and quantitative. You can check out the methodology section of the blog here.

Can I share this dissertation template with my friends/colleagues?

Yes, you’re welcome to share this template. If you want to post about it on your blog or social media, all we ask is that you reference this page as your source.

Can Grad Coach help me with my dissertation/thesis?

Within the template, you’ll find plain-language explanations of each section, which should give you a fair amount of guidance. However, you’re also welcome to consider our dissertation and thesis coaching services .