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TITLEOFYOURPROPOSAL

PREPAREDBY: YOUANDYOURTHESISPARTNER.

(NOTTOEXCEED4 PAGES, DOUBLESPACED. INCLUDESBIBLIO)

INTRODUCTIONThis section introduces, of course, as well as explains the rationale of the study.

You know what to include here

It would do well for you to bring in what you have learned from the research

literature in this section.

Remember, you also have to impress your audience with the efforts you took to

search for relevant materials and to CRITICALLY ANALYZE those you say are related.

RESEARCHPROBLEM(QUESTIONS)

GENERALOBJECTIVE: This links with the conceptual framework, remember?

SPECIFICOBJECTIVES:

FRAMEWORKOFTHESTUDY

If presenting a model, whether conceptual or operational, you complete the sentence:

The model shows ...................

PROPOSEDMETHODOLOGYFORACCOMPLISHINGTHERESEARCH(REALLYJUST

DESIGNANDMETHODS)

In line with the objectives, the study will employ .... (e.g., a combination of

quantitative and qualitative research methods, i.e., content and textual analyses, survey

using structured questionnaires, observations, intensive interviews, and focus group

discussions.)

The following tables present methodological details to be used for the proposedstudy. Specifications regarding concepts/variables, indicators/measures (as relevant), and

appropriate quantitative or qualitative research methods are organized for each of the

specific objectives listed above.

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For Example:TABLE1. CONCEPTS, INDICATORS, ANDRESEARCHMETHODSFOROBJECTIVE1

TABLE2. CONCEPTS, INDICATORS, ANDRESEARCHMETHODSFOROBJECTIVE2

TABLE3. VARIABLES, MEASURES, ANDRESEARCHMETHODSFOROBJECTIVE3

Objective 1:Ascertain how ESTUDYANTIPIDproduction values manifest intended conceptsand lessons regarding financial literacy.

CONCEPT INDICATORS

RESEARCH

METHODSFinancial conceptsembedded in lessons

Explicitness of financial literacy conceptsContent/textualanalysis

How productionvalues are employedto deliver concepts

Appropriateness and understandability of financialconcepts

Objective 2: Discover/document actual use and reception of ESTUDYANTIPIDin beneficiaryschools.

CONCEPT INDICATORSRESEARCHMETHODS

Teacher utilization

!Teacher-initiated activities in class Observation

(supplemented byfocus interviews)

Actual in-class implementation procedures andprocesses

Student reception

!Attentiveness during watching!Other class behaviors during ESTUDYANTIPID

lessons.Observation

!Salience of topics/issues raised in ESTUDYANTIPIDlessons

!Expressions of relevance of ESTUDYANTIPIDlessons

FGD(supplemented byobservation)

Objective 3: Define changes in knowledge, skills, practices or behaviors of teachersresulting from integration of the Estudyantipid series for classroom instruction.

VARIABLE MEASURESRESEARCHMETHODS

Knowledgechange

Awareness oracknowledgement ofthe importance offinancial literacy

Rating of importance (e.g., freedomfrom poverty, need to be careful withmoney)

Survey(supplementedby focusinterviews)

Understandingoffinancial literacyprinciples andpractices

Knowledge scores on financial literacyprinciples and practices (see below forexamples)

Changes inteaching

practices

Classpreparationand in-class

utilization

Use of learning modules

Focus

interviews(supplementedby observation)

Integration of financial literacy principlesand practices in other subjects taught

Implementation of in- and out-of-classroom activities to engagestudents

Financialliteracybehaviors

Financial literacyskills and behaviors

Practice of desirable financialresponsibility

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TABLE4. VARIABLES, MEASURES, ANDRESEARCHMETHODSFOROBJECTIVE4

Objective 4: Determine learning outcomes of the learning series on students awareness,knowledge, predispositions, and behaviors.

VARIABLE MEASURESRESEARCHMETHODS

Learnin

goutcomes

Awareness oracknowledgementof the importance offinancial literacy

Rating of importance (e.g., freedom frompoverty, need to be careful with money)

Survey(supplementedby FGD)

Understandingof

financial literacyprinciples andpractices

Test scores onfinancialliteracyprinciples andpractices, e.g.:

Difference between needs andwants

Survey

(supplementedby FGD andobservation)

Career and financial planning(e.g., setting long-term/futuregoals orpangarapandspecifying short-termobjectives as steps towardslong-term goals)

Growing and managing money

(e.g., the importance of earlysavings; banking andinvesting, including knowingdifferent types of bankaccounts, opening anaccount, making a deposit,understanding interest;entrepreneurship, setting upa business; good spendinghabits

Inflation, cost of money, etc.

Predispositiontowards andconfidencetopractice desirablefinancialresponsibility

Attitudinalscores/Self-rating ofconfidence:

!practicing self-discipline inshopping/purchasing:postponing purchase ofwants

Survey(supplementedby FGD)

educating family members andfriends about need forfinancial literacy

observing financial planning asfamily affair

ability to invest/open bankaccount

becoming an entrepreneur.

Financial literacyskills and behaviors

!expressing career choice

Survey(supplementedby observationand FGD)

budgeting and tracking expenses Survey(supplementedby FGD)saving/having a bank account

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