non thesis master's in education philippines

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"We are committed in providing our students the best education possible –from their first day in school to the day they start their careers. It’s actually a task we’ve been doing since its inception in 1948"

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Master of Education

PROGRAM DETAILS

The Master of Education (M.Ed.) is a non-thesis  graduate program  offered on trimestral basis . It is designed for:

• Bachelor of Elementary Education (BEEd) or Bachelor of Secondary Education (BSEd) graduates;
• school administrators with bachelor’s degree; and 
• current or prospective faculty members who wish to increase their professional preparation through further studies in areas relevant to teacher education.

Classes are held every Saturday at the UP Cebu Professional Schools, SRP campus.

Specialization

The Master of Education (M. Ed.) program offers seven (7) major options or fields of specializations, among them are:

¤ English as a Second Language (ESL)

¤ Mathematics

¤ Social Studies

¤ Chemistry

The  M. Ed. Program  is designed to align with the K to 12 Curriculum’s content, to integrate the use of ICT in pedagogy and intercultural competence in the context of nationalism and internationalization. The Program utilizes ICT as a tool that facilitates learning and promotes education more suited to the technologically modern times.

As a field of study, the focus is on ICT and its impact on education, particularly how it changes the landscape of education to promote development.

Study Options

The M.Ed. program is scheduled on a trimestral scheme and is normally completed in two (2) years or six (6) trimesters.

Either of the two (2) study options may be availed by students:

a.)  Plan A

– 34-40 units

–  Four (4) units in research (Special Problem)

– No comprehensive examination

b.)  Plan B

– 36-40 units

– No Special Problem

– Comprehensive examination required

FOR 2023 ADMISSION REQUIREMENTS, PLEASE ACCESS THIS LINK: https://css.upcebu.edu.ph/master-of-education-m-ed-admission/

Master of Arts in Education

The National Teachers College is a private institution that offers graduate level degrees in education for educators and school managers.

Master of Arts in Education (MAEd)

The National Teachers College is a private institution that offers graduate level degrees in education for educators and school managers. The  Master of Arts in Education (MAEd)  program is designed to meet the specific needs of the educators through specialization in the following areas (click the specialization to learn more):

• Basic Education 
• Early Childhood Education
• Educational Management
• Library & Information Science
• Mathematics
• Physical Education
• Science Education
• Social Science Education
• Special Education
• Technology and Home Management

Graduate School of Teacher Education Officials

Dean – School of Teacher Education (SOTE) Dr. Ferdinand B. Pitagan

Program Head for Graduate School of Teacher Education Prof. Dagame O. Bohol

The National Teachers College is one of the country’s pioneers in higher education training. Our graduate programs will help you reach your highest potential as we emphasize research and leadership and school management. Through our School of Teacher Education, you will be better equipped to take your career to the next level and contribute further to educational institutions in and out of the Philippines. Fill out an application form today to get started

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• Graduate School

Graduate Programs

• Mission and Vision
• Graduate School Faculty

ADNU offers graduate programs in Education, Business Administration, Public Administration, Psychology, Accountancy, Mathematics, Nursing, Language and Literature, and Information Technology Education. The specific degree programs are listed below:

DOCTOR OF PHILOSOPHY IN EDUCATION major in Educational Psychology

DOCTOR OF PHILOSOPHY IN EDUCATION Major in Educational Psychology.pdf (364 downloads)

DOCTOR OF PHILOSOPHY IN LANGUAGE AND LITERACY DEVELOPMENT

DOCTOR OF PHILOSOPHY in LANGUAGE AND LITERACY DEVELOPMENT.pdf (263 downloads)

DOCTOR OF BUSINESS ADMINISTRATION

DOCTOR OF BUSINESS ADMINISTRATION PROGRAM.pdf (305 downloads)

MASTER IN BUSINESS ADMINISTRATION

MASTER IN BUSINESS ADMINISTRATION.pdf (552 downloads)

MASTER IN PUBLIC ADMINISTRATION

MASTER IN PUBLIC ADMINISTRATION.pdf (362 downloads)

MASTER OF SCIENCE IN ACCOUNTANCY

MASTER OF SCIENCE IN ACCOUNTANCY.pdf (246 downloads)

MASTER OF ARTS IN PSYCHOLOGY major in Counseling Psychology

MASTER OF ARTS IN PSYCHOLOGY major in Counseling Psychology.pdf (411 downloads)

MASTER OF ARTS IN PHILOSOPHY

MASTER OF ARTS IN PHILOSOPHY.pdf (186 downloads)

MASTER OF ARTS IN NURSING

MASTER OF ARTS IN NURSING.pdf (147 downloads)

MASTER IN NURSING (non-thesis track)

MASTER IN NURSING.pdf (179 downloads)

MASTER OF ARTS IN EDUCATION major in Curriculum and Instruction

MASTER OF ARTS IN EDUCATION MAJOR IN CURRICULUM AND INSTRUCTION.pdf (204 downloads)

MASTER IN EDUCATION major in Curriculum and Instruction – Early Childhood Education (non-thesis track)

MASTER IN EDUCATION major in Curriculum and Instruction (Early Childhood Education).pdf (184 downloads)

MASTER IN EDUCATION major in Curriculum and Instruction – Early Childhood Education  

MASTER IN EDUCATION major in Curriculum and Instruction - Early Childhood Education (thesis).pdf (131 downloads)

MASTER OF ARTS IN EDUCATION major in English Language Teaching

MASTER OF ARTS IN EDUCATION MAJOR IN ENGLISH LANGUAGE TEACHING.pdf (221 downloads)

MASTER OF ARTS IN EDUCATION major in Environmental Science (Biology Track)

MASTER OF ARTS IN EDUCATION MAJOR IN ENVIRONMENTAL SCIENCE (Biology Track).pdf (190 downloads)

MASTER OF ARTS IN EDUCATION major in Environmental Science (No Track)

MASTER OF ARTS IN EDUCATION MAJOR IN ENVIRONMENTAL SCIENCE (No Track).pdf (144 downloads)

MASTER OF ARTS IN EDUCATION major in Filipino

MASTER OF ARTS IN EDUCATION MAJOR IN FILIPINO.pdf (93 downloads)

MASTER OF ARTS IN EDUCATION major in Guidance and Counseling (thesis track)

Master of Arts in Education major in Guidance and Counseling Thesis Program.pdf (125 downloads)

MASTER OF ARTS IN EDUCATION major in Guidance and Counseling (non-thesis track)

Master of Arts in Education major in Guidance and Counseling Non-Thesis Track.pdf (161 downloads)

MASTER OF ARTS IN EDUCATION major in Religious Education

MASTER OF ARTS IN EDUCATION MAJOR IN RELIGIOUS EDUCATION.pdf (88 downloads)

MASTER OF ARTS IN EDUCATION major in Sports and Physical Education (thesis track)

MASTER OF ARTS IN EDUCATION MAJOR IN SPORTS AND PHYSICAL EDUCATION (Thesis Track).pdf (107 downloads)

MASTER OF ARTS IN EDUCATION major in Sports and Physical Education (non-thesis track)

MASTER OF ARTS IN EDUCATION MAJOR IN SPORTS AND PHYSICAL EDUCATION (Non-Thesis Track).pdf (93 downloads)

MASTER OF ARTS IN EDUCATION major in Social Studies

MASTER OF ARTS IN EDUCATION MAJOR IN SOCIAL STUDIES.pdf (167 downloads)

MASTER OF ARTS IN EDUCATION major in Teaching Mathematics

MASTER OF ARTS IN EDUCATION MAJOR IN TEACHING MATHEMATICS.pdf (146 downloads)

MASTER IN LANGUAGE AND LITERATURE (non-thesis track)

MASTER IN LANGUAGE AND LITERATURE.pdf (263 downloads)

MASTER IN MATHEMATICS 

MASTER IN MATHEMATICS.pdf (225 downloads)

MASTER OF SCIENCE IN COMPUTER SCIENCE (non-thesis track)*

MASTER OF SCIENCE IN INFORMATION TECHNOLOGY (non-thesis track)*

MASTER OF COMPUTER GRAPHICS AND ANIMATION (non-thesis track)**

These graduate programs continually benefit from the strong faculty development program of the university. Among others, this program provided for advanced studies of its faculty members in other top performing schools in the country like the University of the Philippines, Ateneo de Manila University and the De La Salle University – Manila in preparation for their eventual teaching assignments in the Graduate School.

In the nationwide evaluation of graduate programs in Business Administration, Public Administration and Education in the Philippines commissioned by the Commission on Higher Education (CHED) in 2003-2004, the graduate programs of ADNU were classified in the “Very Good” category. This category is the highest ever achieved by graduate programs in Region V.

It is worth noting that based on evaluation report of educational credentials submitted by an ADNU graduate school student conducted by Josef Silny and Associates, Inc., International Education Consultants, earned units in Education and related courses at the ADNU Graduate School are equivalent to those “earned at a regionally accredited institution of higher education in the United States.”

*For Inquiries:   (054) 881- 41- 31 local 2030

(054) 881- 23 – 68 local 2169*

(054) 881- 23 – 68 local 2047**

NU-Manila: Master of Arts in Education, Major in Filipino

Courses and Descriptions

T he Master of Arts in Education, major in Filipino is designed to improve the expertise of teachers and supervisors in the field. It enhances teachers’ pedagogical knowledge and skills in teaching Filipino through creative and innovative instructional program and materials. It enhances the content knowledge of students in Filipino as well as the research skills for the improvement of teaching learning process. The program aims to produce specialists in Filipino who are imbued with moral and spiritual values, and a strong sense of responsibility.

Length and Nature of the Program

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Schools offering Teacher Education courses in the Philippines

Results (375), nueva vizcaya state university.

• State University, Bayombong, Nueva Vizcaya
• Apply to this School via Edukasyon.ph
•  MA in Education
•  Master of Education
•  MS in Teaching
•  MS in Teaching major in Mathematics

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 studied  ,  graduated 

Southwestern University

• Private University, Cebu City, Cebu
•  MA in Teaching major in Science
•  MA in Teaching

Notre Dame of Dadiangas University

• Private University, General Santos City, South Cotabato

La Consolacion College - Manila

• Private College, Manila, Metro Manila

Central Luzon State University

• State University, Science City of Munoz, Nueva Ecija
•  MS in Education
•  MS in Guidance and Counseling
•  MS in Chemistry Education
•  MS in Biology Education
•  MS in Education major in Educational Management
•  MS in Education major in Mathematics
•  MS in Education major in Home Economics
•   Master's ₱ 7,000-13,000 per year
•  Center of Excellence in Teacher Education

University of the East Ramon Magsaysay

• Private University, Quezon City, Metro Manila
•  Masters in Health Science Education
•   Master's ₱ 38,000-50,000 per year

University of Saint Louis

• Private University, Tuguegarao City, Cagayan

Divine Word College of Bangued

• Private College, Bangued, Abra

Lyceum of the Philippines University

• Private University, Manila, Metro Manila
•   Master's ₱ 29,000-50,000 per year

Romblon State University

• State University, Odiongan, Romblon
•  Master in Educational Management

St. Ferdinand College

• Private College, Ilagan, Isabela
•  MA in Educational Management

Visayas State University

• State University, Baybay City, Leyte
•  MS in Home Economics
•  MS in Language Teaching
•   Master's ₱ 6,600-7,800 per year

Aklan State University - Makato Campus

• State University, Makato, Aklan
•   Master's ₱ 6,600-9,600 per year

University of Cagayan Valley

Ramon magsaysay technological university - iba.

• State University, Iba, Zambales
•   Master's ₱ 7,900-15,000 per year

Saint Dominic Savio College

• Private College, Caloocan City, Metro Manila

World Citi Colleges - Nueva Ecija Campus

• Private College, Guimba, Nueva Ecija
•   Master's ₱ 32,000 per year

Cebu Technological University - Carmen Campus

• State University, Carmen, Cebu
•   Master's ₱ 5,600-16,500 per year

Olivarez College Tagaytay

• Private College, Tagaytay City, Cavite

Don Mariano Marcos Memorial State University - North

• State University, Bacnotan, La Union
•  MS in Technology and Livelihood Education

Gordon College

• State College, Olongapo City, Zambales
•   Master's ₱ 6,000-11,000 per year

La Carlota City College

• Private College, La Carlota City, Negros Occidental
•  MA in Elementary Education

De La Salle University

•  MA in Counseling (Thesis & Non-Thesis)
•  MA in English Language Education (Thesis)

Cebu Institute of Technology University

•   Master's ₱ 19,500-34,000 per year

University of Bohol

• Private University, Tagbilaran City, Bohol
•  MA in Guidance and Counseling
•   Master's ₱ 13,500-24,000 per year

Cor Jesu College

• Private College, Digos City, Davao del Sur
•   Master's ₱ 14,500-26,000 per year

Aurora State College of Technology

• State College, Baler, Aurora
•  Master of Management major in Educational Management
•   Master's ₱ 8,200-14,000 per year

Samar State University

• State University, Catbalogan City, Samar
•  Master in Technician Education
•   Master's ₱ 6,600-8,100 per year

Central Philippines State University - Main Campus

• State University, Kabankalan City, Negros Occidental
•   Master's ₱ 15,500-32,000 per year

Xavier University

• Private University, Cagayan de Oro, Misamis Oriental
•  Master in English Language and Literature
•  MA in Health Professions Education

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Flexible Modular Master’s Degree Programs

The UE Graduate School is offering Flexible Modular Master’s Degree Programs for executives, businessmen, and professionals who wish to pursue a graduate degree but are unable to do so because of their busy schedules and/or distant location. The degree programs that run on flexible modular mode are Master In Business Administration (non-thesis), Master in Accountancy (non-thesis), Master in Information Technology (capstone), Ladderized Master in Public Administration (non-thesis), Master in Construction Management (non-thesis), and Master of Education (non-thesis). Each subject can be completed in 6 weeks with three online sessions per week. Online classes are held after office hours or during weekends. A group of at least 15 enrolled students are needed to start a Flexible Modular Master’s Degree Program. 

The tuition fee for courses delivered via blended type of learning shall have a premium of 50% over that of the tuition for regular classes. This added tuition will be used to compensate the professor for the extra time spent in developing the course materials and uploading them, checking course requirements submitted online, communicating with students online, et cetera.

• Curricular Offerings
• Doctor of Philosophy in Multidisciplinary Metropolitan Studies (PhD MMS)
• Master in Education (MEd) Physical Education
• Master in Education (MEd) English
• Master in Business Administration Tourism and Hospitality Management Non-Thesis
• Master in Business Administration Thesis
• Master in Business Administration Non-Thesis
• Master of Science in Construction Management Thesis
• Master in Construction Management Executive Non-Thesis
• Master of Science in Accountancy Thesis
• Master in Information Technology (MIT)
• Master in Accountancy Non-Thesis
• Master of Arts in Education (MAEd) English as Second Language
• Ladderized Master in Public Administration (MPA, non-thesis) with Graduate Diploma (GD)
• Master of Arts in Education (MAEd) Educational Administration and Leadership
• Doctor of Business Administration (DBA)
• Doctor of Education (EdD) Educational Administration and Leadership
• Doctor of Information Technology (DIT)

Related Page

• Application Procedure for Local Students
• Application Procedure for International Students
• Flexible Modular Programs
• History of Graduate School
• Administration and Staff
• Research Colloquium
• Mission and Vision

CONTACT DETAILS

UE Graduate School

Dr. ALBERTO T. PAALA JR. Dean

Dr. MADELEINE M. CO College Secretary

7th floor, POD-CIT Bldg. University of the East-Manila

UE Graduate School Dean’s Office ✆ Trunk Line: (632) 8-735-5471 loc 358, 374 & 360 ✆ Direct Line: (632) 8-735-8533

✉ General UE Graduate School email address: [email protected]

For Chinese students: Chinese Students Service Center Mr. Jack Zeng ✉ Email: [email protected] [email protected] ✆ Contact: 00639174871073

Philippine Chinese Student Service Center [email protected] +6391783000058 +639188664835 (632) 7-587-3048

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4 Schools That Offer Online Master’s Degree Courses in the Philippines

Jun 05, 2020

By : Kimberly Manalang

Enter a college or university, earn a degree, find a job, or start your own business —this is the path that most people expect us to take. But life is not a one-way road and we can take our own twists and turns if we want and need to. Some might have to get a job first before graduating from college. Some might not finish college at all but still, find a way in life. Others might want to go back to studying while fulfilling the duties that their job requires.

Going back to school to pursue a master’s degree has its own pros and cons. Being a master’s degree holder can give you more in-depth knowledge of your chosen field and increase your chances of getting a better and higher-paying job. At the same time, it can also be challenging because it gives additional responsibility for managing your finances and time. 

What if you can actually study your lessons anytime and anywhere without having to sit in the classroom for hours? Well, thanks to the wonders of technology, it is possible to earn your master’s degree through online education ! With a stable internet connection and a comfortable place to study, you can just access your lectures online and move at your own pace. This is helpful for those who want to pursue a postgraduate degree while working as employees. whether in the Philippines or abroad. The best part is it requires fewer expenses for transportation and less time needed for traveling to campus! 

Which among these 4 local schools offering an Online Master’s Degree is perfect for you?

Dreaming of being a master’s degree holder? Here are some schools that offer online master’s degree programs in the Philippines.

AMA University Online Education

AMA University Online Education is the first full online education program in the Philippines. Through this program, anyone who wishes to get a postgraduate degree such as employed individuals, working students, OFWs, international students, and people with disabilities can study in the comforts of their home. In this program, learning materials such as supplementary videos, course modules, presentations, and exams can be accessed on their website with just a few clicks. Students can also participate in real-time online classes through the Virtual Classroom. Advance notice is given for these sessions, but in case you can’t attend a real-time session, you can still access the recordings through your account! 

AMAOEd offers the following programs: Master in Business Administration (Non-Thesis), Master of Arts in Computer Education, Master in Business Administration, Master in Public Administration, and Master in Information Technology. Some of these courses take only three semesters with 14 weeks in each semester, while some may take up to six to seven semesters. Once you’ve completed the course, you can now receive your master’s degree diploma and accreditation just like other graduates from AMA University!

Mapúa Digital Academics

Looking to take your engineering knowledge a step higher? Mapúa University welcomes students who aspire to get a master’s degree online through Mapúa Digital Academics. Their master’s degree programs are open to anyone from across the globe and learning materials can be accessed anytime, anywhere. Students can study at their own pace, giving them the freedom to study at a time that doesn’t come in conflict with other commitments. Talk about balancing work, life, and graduate education! Like other traditional programs offered by Mapúa, online programs follow a quarter system, so online students can possibly finish a program in less than two years (six quarters). 

Mapúa Digital Academics offers Master of Engineering programs which culminate in practicum courses. These programs include Computer Engineering, Electrical Engineering, Electronics Engineering, and Industrial Engineering. 

Master of Science programs, on the other hand, culminating in a master’s thesis. These programs include Computer Engineering, Electrical Engineering, Electronics Engineering, and Mechanical Engineering.

Philippine Women’s University Distance Learning Program

To all aspiring teachers who want to further develop their knowledge in the field of education, this is for you. The Philippine Women’s University’s Distance Learning Program offers two master’s degree programs, specifically Master of Arts in Education major in Educational Management and Master of Arts in Education major in Early Childhood Education. After a day’s worth of work, working students need not go to the campus to attend physical classes multiple times a week. Whether it be at home, in a café, or any place that’s convenient for them, getting that master’s degree can be less challenging than usual.

Just take note that the University requires at least three face-to-face sessions for students who live in the Philippines, in compliance with the guidelines given by the Philippine Commission on Higher Education (CHED). Face-to-face sessions for those residing abroad can be arranged on a case-to-case basis.

Polytechnic University of the Philippines Open University System

The Polytechnic University of the Philippines Open University System (PUP OUS) is another option for students who want to pursue a master’s degree outside the traditional classroom setup. Under its Institute for Open and Distance Education, students can choose whether to study independently, with guidance from a teacher or tutor who checks and grades their work or study online through which they can communicate with their teacher and other classmates in an online classroom.

Programs offered by the PUP OUS are Master of Science in Construction Management, Master in Communication, Master in Education Management, Master in Information Technology, and Master in Public Administration.

With the help of these online master’s degree Philippines, it is possible to pursue your dreams without having to worry about time, distance, and other constraints. We hope to see more schools that offer this type of learning set up so a lot more people can expand and develop their knowledge without quitting their job! 

Need more help in finding the right online masteral degree in Philippines and the right school for you? Register now on Edukasyon.ph and check out our list of schools and programs that might just be what you are looking for! 

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Take care of your mental health

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Values Education

The UA&P-School of Education and Human Development has established values education as its niche—mainly through the delivery of the Master of Arts in Education, major in Values Education. SED wishes to optimize this leverage and contribute to improving the values system of Philippine Education.

The program aims at equipping school heads and master teachers with the knowledge and skills that would enable them to guide their respective schools on how to integrate values in their field, at the same time promote a culture that is congruent to these values.  By managing their schools by values, the school heads and master teachers will make their students see that values are not mere theories or ideals, but are realities lived by the school. Only through this seamless integration of values that students will truly learn and appreciate the importance of values as they experience them in the school, the home, and the community.

This major is for school personnel who are involved in teaching and guidance and counseling, and who would like to integrate values in their teaching practice.

Program Delivery

The program leads to a degree of Master of Arts in Education, major in Values Education (MAE-VE) for thesis track, and Master in Education, major in Values Education for non-thesis track. Participants can complete the program in 2 years without having to give up or be released in their jobs. They must earn 39 units (33 units of coursework and 6 units of action research or thesis writing) to be eligible for graduation.

Curriculum and Schedule

Applicants shall pay the admission processing fee (PhP 2000) at the UA&P Accounting Office and shall submit the following documents:

• Accomplished  Application Form
• Two  Recommendation Forms
• Official Transcript of Records
• Two 1.5 x 1.5′ and two 1 x1′ ID pictures
• Letter of application addressed to the Program Director
• Essay on the purpose of study
• Certificate of Employment (COE) (for those employed by a school)

All applicants are required to take the Graduate Level Test administered by the Center for Educational Measurement (CEM) in Makati City and undergo an interview in person.

Scholarships will be awarded to qualified applicants.

For more information, you may download the MA in Education brochure  here .

School of Education and Human Development 7th Floor, APEC Communications Building University of Asia and the Pacific Ortigas Center, Pasig City

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Thesis vs Non-Thesis

• Jun, Thu, 2023

Why a Thesis Program

Particularly when entering a research-intensive discipline. Completing a thesis demonstrates to prospective colleges and employers that you have the necessary skills for researching and writing long-form reports. Students who submitted a thesis during their master’s program will fare better with admissions committees. Individuals who want to work in an area that appreciates syntax and grammar frequently improve their writing skills by completing a thesis. Students who write theses can submit their final output to a variety of academic journals, boosting their chances of publication. Thesis broaden students’ understanding of their abilities and deepen their ability to carry out an argument. and improve their ability to make connections between ideas.

Why a Non-thesis Program

Because they do not necessitate a substantial textual product. Non-thesis master’s degrees typically take less time to finish. In terms of structure, it frequently resembles a bachelor’s program. allowing learners to complete classes and take tests without a huge quantity of research or writing. Students who succeed in project-based coursework might continue to develop their skills in this area rather than focusing on skills they will not utilize (for example, research). Because they are not spending hundreds of hours researching/writing, learners can work more closely and often with instructors on real-world tasks. Allows students to attend more classes and obtain hands-on experience to compensate for the time they would have spent researching and writing a thesis.

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

• Master in Counseling (Non-Thesis Program)
• Br. Andrew Gonzalez FSC College of Education
• BAGCED Graduate Degree Programs

Master in Counseling

(non-thesis program, ntmaclg).

The Master in Counseling Program (non-thesis) is designed for practitioners of counseling in various settings or for those who wish to get into the practice but are without the professional training for it.  It offers specializations in school and community counseling.

PROGRAM LEARNING OUTCOMES (PLOs)

Graduates of Master in Counseling (Non-thesis program) are expected to possess the following Lasallian attributes, namely:

LO1: Critical and Creative Thinker

• Demonstrates knowledge of the philosophies, theories, practices, techniques, and tools for individual and group counseling. (Areas: Counseling Intervention; Career Counseling and Development)
• Articulate a philosophical/theoretical framework for counseling. (Areas: Counseling Intervention; Career Counseling and Development)
• Develop assessment/appraisal instruments relevant to guidance and counseling interventions. (Area: Psychological assessment)
• Demonstrate knowledge and skills relevant to the selection, administration, and interpretation of psychological assessment data. (Area: Psychological Assessment)
• Demonstrate knowledge of the different psychological assessment tools and techniques necessary to enhance client career decision-making and lifestyle planning. ( Area: Career Counseling and Development )
• Demonstrate a comprehensive knowledge and understanding of the theories, principles, and models of organizing, administering, and managing guidance and counseling programs. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge of and application of the theories, models, and skills in program development, implementation, and evaluation relevant to guidance and counseling programs. (Area: Group Process and Program Development)
• Demonstrate knowledge of relevant career trends, occupational outlook, and career development information. (Career Counseling and Development)
• Access scientific knowledge bases continuously and apply those appropriately. (Area: Scientific Foundation and Research)

LO2: Effective Communicator

• Demonstrate knowledge and skills in the proper writing and communication of counseling- and assessment-related reports. (Areas: Psychological Assessment; Counseling Interventions; Career Counseling and Development)
• Demonstrate knowledge and skills in the proper writing and communication of guidance and counseling programs. ( Areas: Organization, Administration, and Management of Guidance Programs; Group Process and Program Development )
• Contribute to knowledge, broadly defined (e.g., publication/presentation, dissemination of information about practice to researchers, contributing to a practice database, participating in peer supervision, contributing to communities and psychoeducational settings; ( Area: Scientific Foundation and Research ).

LO3: Reflective Lifelong Learner

• Assess the effectiveness of one’s own counseling intervention. (Area: Counseling Intervention)
• Critically evaluate the appropriateness of psychological assessment tools to local context and client characteristics. (Area: Psychological assessment)
• Promote multicultural awareness, cultural sensitivity, and appreciation of cultural diversity. (Area: Organization, Administration, and Management of Guidance Programs)
• Critically evaluate the appropriateness of the different approaches to group process, program development, and career counseling and development. (Area: Group Process and Program Development; Career Counseling and Development)
• Demonstrate the ability to be culturally sensitive in interpersonal and group skills and interventions that facilitate counseling effectiveness and client outcomes. (Areas: Counseling Intervention; Group process and Program Development)
• Critically evaluate one’s own interventions and outcomes. (Area: Scientific Foundation and Research)
• Show appreciation for science as a dynamic and continuous process by continually updating and evaluating one’s knowledge and skills. (Area: Scientific Foundation and Research)

LO4: Service-Driven Citizen

• Demonstrate facilitating and counseling skills relevant to and appropriate for individual and group counseling. (Area: Counseling Intervention)
• Establish effective counselor-client relationships that facilitate client change and well-being. (Area: Counseling Intervention)
• Demonstrate ability to design, implement, and evaluate need-based, developmental, and structured guidance and counseling programs, that provide preventive, remedial, and crisis interventions for clients across settings and developmental phases. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge of and skills relevant for effective management of program resources and components, as well as, personnel supervision and evaluation. (Area: Organization, Administration, and Management of Guidance Programs)
• Systematically deliver group interventions using contemporary theories of group process, functioning, and counseling. (Area: Group Process and Program Development)
• Utilize appropriate assessment and evaluation tools to define client needs, identify program content, and measure program effectiveness. (Area: Group Process and Program Development)
• Demonstrate facilitating and counseling skills relevant to and appropriate for individual and group interventions in career counseling and development. (Area: Career Counseling and Development)
• Demonstrate culturally sensitive interpersonal and group skills that facilitate counseling effectiveness and career development outcomes. (Area: Career Counseling and Development)
• Demonstrate knowledge in developing interventions for either community or school setting (Area: Counseling Intervention)

LO5: Innovator and Constant Seeker of Improvement

• Formulate appropriate modifications for counseling interventions. (Area: Counseling Intervention)
• Provide empirical evidence to support the effectiveness of guidance and counseling programs. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge and skills in organizing, analyzing, and utilizing assessment data for evaluating and improving programs and group-based interventions. (Area: Group Process and Program Development)
• Demonstrate knowledge of and apply scientific concepts that influence practice, including the internal and external validity inherent in cultural/social diversity. (Area: Scientific Foundation and Research)
• Subject one’s work to the scientific scrutiny of colleagues, stakeholders, and the public. (Area: Scientific Foundation and Research)

ADMISSION REQUIREMENTS

• A Bachelor’s degree with 15 units of required subjects in psychology (i.e., 3 units each of general psychology, developmental psychology, social psychology, theories of personality, and abnormal psychology);
• A college grade-point average equivalent to 2.5 or 85%;
• Passing the admissions test administered by the ITEO;
• An interview with the department chairperson;
• For non-English speaking applicants, enrollment in an English language course at the Center for English Language Learning (CELL) prior the first trimester of the program.

An additional six (6) units of Advanced Technical Reading and Writing 1&2 will be required for applicants with a low score in the essay part of the entrance examination.

COURSE REQUIREMENTS

Written comprehensive examination.

The WCE is the final check on the student’s competency in both pedagogy and his/her major field. Hence, the student takes the WCE in two tranches: the first part is on pedagogical knowledge and the second part is on the content knowledge.

Oral Comprehensive Examination (capstone project evaluation)

The student presents and defends his/her research work to a panel. The research, or the capstone project for the program, is done during enrollment in the Graduate Seminar course. A manuscript of the completed work must be submitted to the panel members prior to defense.

PROGRAM CURRICULUM

Core courses (6 units).

CPS545M   Foundations of Guidance and Counseling (3 units) This course provides an overview of the concepts, principles and practices of guidance and counseling.  It provides a study of the rationale for the elements of the guidance and counseling processes in both school and community setting.

CPS675M   Human Development and Multicultural Awareness (3 units) This course highlights the intricate relationship between culture and human development.  It provides an overview of the developmental stages of men and women from early childhood to late adulthood.  The aim of the course is to increase the awareness and appreciation of students on the important contribution of cultural factors in directing the course of human development.

MAJOR COURSES (10 units)

CLG550M   Theories and Techniques in Counseling (3 units) This course is a discussion of the meaning and dynamics of the counseling process, covering general principles as well as various selected theories.  It is also designed to familiarize the student, through laboratory training, with the use of basic and advance counseling skills and techniques, applied with multicultural and ethical sensitivity.

CPS560M   Assessment Tools with Laboratory Training (4 units) This course provides students with an overview of different assessment tools, including standardized tests and alternate and authentic techniques, which are used for counseling.  It equips prospective test-users with skills to select, administer, score, interpret and evaluate these measures.

CPS595M   Development and Management of Counseling Services (3 units) This course covers two areas of counselor competency:  program development and the management of guidance and counseling services.  The course provides students with opportunities to learn and apply the principle of planning, designing, implementing and evaluating psychoeducational programs.  The course also focuses on the (1) organization and management of guidance and counseling services in the elementary, secondary, and tertiary levels; (2) responsiveness of the programs to contemporary social issues and client needs, and (3) the expanding roles of counselors in the school and community settings.

CLG593M  Group Process (3 units) The course deals with the theoretical and experiential understanding of group, purpose, development, dynamics and group counseling methods and skills and other group approaches.  Students will be exposed to various group activities/exercises to learn how to become effective members and facilitators of groups in different settings.

CLG601M   Career Counseling and Development (3 units) This course allows the students to examine the different career development theories and their use in understanding the individual’s personal and career needs across work settings.

COGNATE COURSES (6 units)

For school counseling.

CLG695M   Current Trends in School Counseling (3 units)  The course discusses the current trends and contemporary issues in school counseling.

CLG543M   Consultation with Individuals and Groups (3 units)

This course trains counseling students on basic skills in consultation with individuals and groups in schools, industry and the community.  This shall be done through exploration of the theoretical concepts in consultation, experiential learning, and actual field practice.

for Community Counseling

CPS600M   Counseling Special Populations (3 units) This course covers the counseling approaches and interventions that could be utilized when working with individuals and groups from traditionally underserved populations.  In counseling, such populations have traditionally included minorities, the elderly, the poor, homosexuals, and other groups that have encountered barriers in obtaining appropriate treatment.  Students will be given an opportunity to survey recent literature on how counseling has been used in serving special populations.

CPS621M   Trauma Counseling (3 units) This course examines the history, scope, and impact of human trauma, how human beings adapt to traumatic experience in different contexts.  The course also explores treatment, intervention, adaptation, resiliency, and recovery as applied in varied community, school, and other counseling settings.

ELECTIVE COURSES (to be offered upon request)

CPS612M   Marital & Family Counseling (3 units) This masteral subject is an introduction to selected theories and approaches to couple and family counseling.  Multicultural contexts, especially Filipino socio-cultural value systems, will be considered.

CPS662M   Creative Therapy (3 units) This course deals with theories and concepts of various creative therapies and their applications in particular settings.

CPS670M   Studies on Philippine Culture and Personality (3 units) A course which examines the role of Philippine social institutions and Filipino personality in counseling.

CLG695M   Current Trends in School Counseling (3 units) 

PRACTICUM (3 units)

CLG925M   Practicum (3 units) A course designed for actual field experience and practice, closely guided and supervised on the following areas:  application of assessment tools, counseling techniques and skills in different settings/practicum sites, and other pertinent counselor functions/services.

Align practicum placement with specialization

COMPREHENSIVE EXAMINATIONS (0 units)

NTMC-CW   Written Comprehensive Examination

NTMC-OCE   Oral Comprehensive Examination (capstone project evaluation)

PREREQUISITE COURSES

CLG200M   Psychological Foundations 1 (3 units) (Personality, Abnormal Psychology, Developmental Psychology and Social Psychology)

This three-unit course is designed to provide students with a brief overview on the psychological foundation courses that includes Personality, Abnormal Psychology, Development Psychology and Social Psychology. Personality emphasizes on the application of their contributions to understanding normal behavior and personality in contrast to psychopathology.  Abnormal Psychology covers various theoretical perspectives on maladaptive behavior and the major diagnostic and treatment issues for a variety of categories of abnormal behavior according to the Diagnostic and Statistical Manual of Mental Disorders. Human development focuses on current research and theory on the biological, linguistic, social and emotional dimensions of development and the factors that affect the progress of development. Social psychology with emphasizes on how individuals form social cognition

CLG500M   Statistics (3 units) This course focuses on the fundamental principles and techniques of descriptive and inferential statistics as applied in counseling and education. The definition, data requirements and interpretation of statistical analysis are covered in the course. Each statistical analysis is performed through the process of hypothesis testing. Part of the course is training the students in performing statistical analyses using statistical software. Possible research problems in the different fields of counseling psychology and education are posed and data are gathered and analyzed statistically. The statistical analyses in the course are useful as a tool in conducting research.

ENG501M   Advanced Technical Reading and Writing 1 (3 units)  The first part of an intensive English academic reading and writing course focuses on the review of basic reading and writing skills and their application in the preparation of short academic papers such as definitions and descriptions, and non-prose forms. It emphasizes the mastery of active reading strategies, the effective use of rhetorical and organizational features of academic writing and proper documentation.

ENG502M   Advanced Technical Reading and Writing 2 (3 units ) The second part of an intensive English academic reading and writing course, focuses on the writing of data commentary and the various parts of a research report, with emphasis on the different rhetorical moves and the linguistic features that realize these moves. The course continues to emphasize the observance of integrity in writing and research.