International Journal of Research Studies in Education
Special Luminary Issue
2025
Volume 14 Issue 5
Available Online: 20 February 2025
Author/s:
Daga, Marife N.*
Leyte Normal University – Tacloban City, Philippines (marifen.daga@lnu.edu.ph)
Vivero, Perlita M.
Leyte Normal University – Tacloban City, Philippines (pearl_67@lnu.edu.ph)
Abstract:
Utilizing trend analysis of prevailing institutional data of Doctor of Education in Educational Administration (EdD EdAd) students enrolled in dissertation writing, this study has sought the doctorate students’ dissertation writing trends in terms of enrolment status, enrolment gaps, transition from passing the comprehensive examination to Dissertation Writing 1; transition from Dissertation Writing 1 to Dissertation Writing 2; and based on the emerging trends, the other goal was to identify areas needing assistance, intervention or academic support. As to enrolment trend, findings revealed notable gaps, with 39% of students approaching the maximum duration permitted for their graduate studies. In terms of transitioning to dissertation writing, more than 50% have smoothly transitioned from their success in the comprehensive examinations to Dissertation Writing 1 but were found stagnating while writing their dissertation proposals. Some were found to have transitioned smoothly from Dissertation Writing 1 to Dissertation Writing 2 without a trace of enrolment gap in the entire scholastic journey but notably, a cluster of students have stopped for five consecutive terms in Dissertation Writing 2. The shaped scenario by the trend analysis has mainly pinned the phenomenon of stagnation which may lead to implications on institutional policy redirection in terms of dissertation writing and academic support in general. The findings of the study, particularly the dissertation writing trends are intended for utilization in the second phase which is on determining the realities behind dissertation writing stagnation and eventually propose an intervention scheme as a form of academic support.
Keywords: dissertation writing, exploration, doctoral education, trend analysis, academic support
DOI: https://doi.org/10.5861/ijrse.2025.25861
Cite this article:
Daga, M. N., & Vivero, P. M. (2025). Exploring dissertation writing trends in doctoral education: Identifying gaps for academic support. International Journal of Research Studies in Education, 14(5), 177-182. https://doi.org/10.5861/ijrse.2025.25861
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