Revista RIAF ISSN: 2953-6693 Vol. – 4 No. 1, enero 2026
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Articles
Nayalis Nápoles Neyra
Colegio Universitario de Yahualica
Guanajuato, México
nnapolesn2@gmail.com
ORCID https://orcid.org/0000-0001-7218-9867
Aleyda Neyra Colares
Universidad de Oriente, Cuba
aleida.neyra@uo.edu.cu
ORCID http://orcid.org/0000-0001-8201-1560
Adnery Lozada Ortiz
Universidad de Oriente, Cuba
adnerylozada@gmail.com
ORCID http://orcid.org/0000-0002-5639-1253
Abstract: This manual provides a structured guide
for writing undergraduate theses, covering
everything from topic selection to the final
document presentation. Its purpose is to create a
manual containing practical examples for writing
undergraduate theses, based on the institutional
protocol of the Yahualica University College. The
introduction emphasizes the importance of
following an organized process, while the body of
the manual details key elements such as the
theoretical and methodological frameworks and
the analysis of results, adaptable to qualitative,
quantitative, or mixed-methods approaches.
The methodology section focuses on research designs and
data collection techniques (surveys, interviews,
observation), supported by practical examples and up-to-
date references. The conclusions underscore the manual's
relevance in standardizing the quality of theses, preventing
common errors, and optimizing researchers' time. It also
includes evaluation rubrics and templates to ensure
coherence and originality. This resource is essential for
students seeking solid and applicable academic
contributions in their disciplines.
Keywords: Bachelor's thesis, Manual, Research skills
RIAF. Revista Internacional de Actividad Física
Universidad de Guayaquil, Ecuador
Periodicidad: Semestral
Vol. 4, núm. 1, 2026
revista.riaf@ug.edu.ec
Recepción: 8 de agosto de 2025
Aprobación: 7 de noviembre de 2025
URL: https://revistas.ug.edu.ec/index.php/riaf
DOI: https://doi.org/10.53591/n3vzvz32
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Undergraduate thesis manual: techniques and skills for achieving success
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Introduction
Writing an undergraduate thesis is a rigorous process that demands attention to methodological,
formal, and academic aspects to guarantee its quality and contribution to knowledge (Hernández
Sampieri et al., 2018). However, students face recurring challenges, such as selecting viable topics,
delimiting research problems, and applying adequate methodologies, which can lead to delays or
unsatisfactory results (Creswell and Creswell, 2018). This article addresses these difficulties,
focusing on the importance of having a structured guide that directs each stage of the research process,
from problem formulation to the final presentation.
The central problem lies in the lack of clarity about the academic and methodological criteria that
must be followed when developing a thesis. According to the United Nations Educational, Scientific
and Cultural Organization [UNESCO] (2023), 60% of students in higher education experience
uncertainty when defining their object of study or justifying its relevance. This situation is aggravated
in contexts with limited access to bibliographic resources or specialized advising (National Institute
of Statistics and Geography [INEGI], 2023). Furthermore, previous studies such as that of Mishra
and Koehler (2006) highlight that, without a solid theoretical foundation and a coherent
methodological framework, research lacks scientific or practical impact.
The relevance of this work lies in its triple contribution: academically, it synthesizes international
standards (American Psychological Association [APA], 2020) adapted to local contexts; practically,
it proposes strategies to overcome common obstacles; and socially, it promotes research with the
potential to solve current problems, such as the digital divide or educational inclusion (Organization
for Economic Cooperation and Development [OECD], 2022). Following Strauss and Corbin (2002),
the need to link methodological rigor with originality is emphasized, avoiding redundancies in the
existing literature.
In the following sections, these topics will be developed, starting with the theoretical foundation
and culminating with recommendations for the oral defense. This article will not only serve as a guide
for students but also as input for institutions interested in strengthening their research protocols.
The objective of this article is to analyze the key elements for developing a manual containing
practical examples for writing the undergraduate thesis, taking as a reference the institutional protocol
of the Yahualica University College, which provides specific guidelines for each section of the work.
It focuses on three fundamental aspects: (1) topic selection and problem statement, (2) construction
of the theoretical and methodological framework, and (3) presentation of results and conclusions.
Through examples and quotes from recognized authors, it seeks to offer a practical tool that reduces
ambiguity and optimizes the time of novice researchers.
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since teachers who teach research subjects were
specifically selected..
Results
The results of the diagnosis applied to the
teachers of the Yahualica University College
who teach research subjects revealed three main
problems:
• Lack of specific methodological
training
68% of the surveyed teachers (n=45) report
deficiencies in their specialized training for
teaching research methodologies, which
coincides with what was indicated by
Hernández Sampieri et al. (2018) regarding the
need for teacher preparation in this area.
Participants highlighted difficulties in
explaining concepts such as "theoretical
framework" (72% of cases) and
"methodological designs" (65%), generating
confusion among students.
• Academic and administrative
overload
82% of teachers reported dedicating less than 5
hours per week to preparing their research
classes due to multiple institutional
responsibilities. As one interviewee stated: "We
must attend committees, tutorials, and
bureaucratic processes that limit the time to
update our materials" (Teacher 7). This
situation agrees with the findings of the OECD
(2022) on teacher burnout in higher education.
• Lack of adequate teaching resources
It was identified that:
75% do not have updated manuals (last 5 years)
63% use exclusively PowerPoint presentations
Only 28% incorporate local case studies
These results reflect what was stated by
Creswell (2018) about the importance of
contextualized materials for teaching research.
Materials and methods
This study was developed under a mixed
methodological approach (Creswell and
Creswell, 2018; Hernández Sampieri et al.,
2018), to address the stated problem with rigor
and depth. The process was structured in three
main phases: (1) theoretical review and
diagnosis, (2) fieldwork and data collection, and
(3) analysis and interpretation of results. A
systematic review of academic literature,
institutional regulations, and previous studies
related to the topic was carried out, using
databases such as Scopus, SciELO, and
university repositories. This allowed for the
identification of knowledge gaps and the
foundation of the theoretical framework.
Data collection instruments adapted to the
study context were applied. 20 semi-structured
interviews were conducted with experts in
digital education and focus groups with
students, whose responses were transcribed and
analyzed using thematic coding with the
support of NVivo software, following the
principles of grounded theory (Strauss and
Corbin, 2002).
Consequently, the adopted methodology
allowed the problem to be addressed from
multiple perspectives, ensuring internal and
external validity, while the active participation
of educational actors guaranteed the social and
academic relevance of the study
Participantes y contexto
150 teachers were included as participants,
from the Yahualica University College, an
institution located in San Francisco del Rincón,
Guanajuato, Mexico. The fieldwork considered
variables such as teaching experience, level of
technological training, and socioeconomic
conditions of the students. Using intentional
non-probabilistic sampling (or convenience
sampling),
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Improvement Proposal
As a solution, it is proposed: To implement a
Manual for Thesis Writing, with the objective
of providing teachers and students with
strategies to make research viable and provide
them with resources on the main concepts for
research.
Structure and Content of the Manual for
the Elaboration of Undergraduate Theses
The Manual for the Elaboration of the
Undergraduate Thesis is designed as a
comprehensive guide that directs students in
each stage of the research process, from topic
selection to the final document presentation. Its
systematic and detailed structure guarantees
methodological coherence and compliance with
academic standards. Below, its organization
and key contents are described:
1. Foundation and General Structure
The manual begins with a justification of the
importance of the thesis as a rigorous work that
contributes to academic, social, or professional
knowledge. It highlights the need to attend to
methodological, formal, and evaluative aspects.
The structure is divided into preliminary
sections (cover page, abstract, table of
contents), central chapters (theoretical
framework, methodological framework,
analysis of results) and final elements
(conclusions, references, appendices). Each
part serves a specific function: the introduction
presents the problem and objectives; the
theoretical framework collects background and
conceptual bases; the methodological
framework details the design and techniques;
and the analysis of results interprets the
findings.
2. Topic Selection and Problem Statement
The manual dedicates an essential section to
topic selection, emphasizing criteria such as
personal interest, academic relevance
(feasibility, and originality. It guides the student
to delimit the scientific problem through
research questions and theoretical-practical
justification. It includes concrete examples that
illustrate the correlation between problematic
situation, object of study, and field of action,
facilitating clarity in project formulation.
3. Development of the Central Chapters
Theoretical Framework: Requires a review
of specialized literature, organized into
background, theoretical bases, and conceptual
framework. It is recommended to cite key
authors and contrast approaches to identify
gaps.
Methodological Framework: Describes the
paradigm (positivist, interpretative, mixed),
type of study (exploratory, descriptive,
experimental), population/sample, and methods
(qualitative, quantitative, or mixed). Includes
comparative tables for choosing appropriate
designs.
Analysis of Results: Proposes presenting
data with visual tools (tables, graphs) and
linking them with the objectives. Emphasizes
critical discussion of findings and limitations.
4. Formal and Presentation Aspects
The manual specifies detailed technical
standards: paper format (letter size), typography
(Times New Roman 12 or Arial 11), margins
(2.5 cm), spacing (1.5 between lines) and
pagination. Furthermore, it indicates binding
requirements (navy blue color, gold letters) and
digital delivery (PDF). The length per section is
also regulated: introduction (5-7 pages),
theoretical framework (30-35), methodology
(20-25), results (25-30) and conclusions (1-3),
totaling 80-100 pages.
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5. Evaluation Instruments and
Appendices
It incorporates a rubric to evaluate the thesis,
with criteria such as structure, academic
content, originality, and oral defense, assigning
scores from 1 to 4. The appendices allow for the
inclusion of complementary material (data
collection instruments, ethical documents)
without saturating the body of the text. Correct
citation (APA or other styles) is emphasized to
avoid plagiarism
6. Conclusions and Contributions
The manual concludes by highlighting its
usefulness for standardizing processes,
guaranteeing quality, and reducing common
errors. Its disciplinary focus makes it adaptable,
through examples and practical advice that
make it an accessible tool. The referenced
bibliography supports its academic rigor.
In summary, this manual combines precise
instructions, theoretical foundation, and
practical resources to facilitate the elaboration
of a coherent, viable, and academically solid
thesis, aligned with the institutional
requirements of the Yahualica University
College.
Discussion
This study allowed for the identification of
the main problems faced by teachers of the
Yahualica University College in teaching
research methodologies, highlighting three
critical aspects: the lack of specialized training,
the academic-administrative overload, and the
lack of updated teaching resources. These
findings coincide with those reported by authors
such as Hernández Sampieri et al. (2018) and
the OECD (2022), who point out that, without
continuous training and adequate working
conditions, the quality of research teaching is
compromised. The results revealed that 68% of
teachers lack specific training in methodology,
which generates difficulties in explaining key
concepts to students, while 82% face time
limitations due to administrative tasks. These
conditions hinder the development of research
competencies in students and reflect the need to
implement institutional strategies that prioritize
teacher updating and the optimization of
workloads.
The proposal of a Manual for Thesis Writing
emerges as a viable solution to address these
problems, by offering teachers and students a
structured guide that facilitates the research
process. This manual would not only provide
updated and contextualized teaching resources,
such as local case studies and protocols for
tutorials, but would also serve as a training tool
for teachers, thus reducing the identified
training gap. As Creswell (2018) and Mishra
and Koehler (2006) maintain, the availability of
pedagogical materials adapted to the real needs
of the educational context is fundamental for
improving learning outcomes.
Furthermore, the standardization of
methodological and formal criteria, in line with
international standards such as APA (2020),
would ensure the academic quality of theses.
However, it is essential to complement this
manual with institutional policies that alleviate
the administrative burden on teachers, allowing
them to dedicate more time to preparing their
classes and tutoring student research.
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Conclusion
In conclusion, this study evidences the
urgency of strengthening teaching capabilities
in research methodology through practical tools
and institutional support. The implementation
of the manual, together with support strategies
and periodic review of its contents, could
signify a significant advance in the quality of
undergraduate theses produced at the Yahualica
University College. Future research could
evaluate the impact of this intervention and
expand the sample to include part-time
teachers, who also face particular challenges in
teaching research.
Bibliographic References:
American Psychological Association. (2020).
Publication manual of the American
Psychological Association (7th ed.).
https://doi.org/10.1037/0000165-000
Creswell, J. W., y Creswell, J. D. (2018).
Research design: Qualitative,
quantitative, and mixed methods
approaches (5th ed.). SAGE
Publications.
Hernández Sampieri, R., Fernández Collado,
C., & Baptista Lucio, P. (2018).
Metodología de la investigación (7ª ed.).
McGraw-Hill.
Mishra, P., y Koehler, M. J. (2006).
Technological pedagogical content
knowledge: A framework for teacher
knowledge. Teachers College Record,
108(6), 1017-1054.
https://doi.org/10.1111/j.1467-
9620.2006.00684.x
INEGI. (2023). Estadísticas a propósito del día
mundial de la educación. Instituto
Nacional de Estadística y
Geografía. https://www.inegi.org.mx
OCDE. (2022). Education at a glance 2022:
OECD indicators. OECD
Publishing. https://doi.org/10.1787/6909687
3-en
Strauss, A., y Corbin, J. (2002). Bases de la
investigación cualitativa: Técnicas y
procedimientos para desarrollar la teoría
fundamentada. Universidad de
Antioquia.
Kerlinger, F. N., y Lee, H. B. (2000). Foundations
of behavioral research (4th ed.). Harcourt
College Publishers.
Maxwell, J. A. (2013). Qualitative research
design: An interactive approach (3rd ed.).
SAGE.
Patton, M. Q. (2015). Qualitative research &
evaluation methods (4th ed.). SAGE.
Saldaña, J. (2021). The coding manual for
qualitative researchers (4th ed.). SAGE.
Tashakkori, A., y Teddlie, C. (2021). SAGE
handbook of mixed methods in social &
behavioral research (3rd ed.). SAGE.
Zabalza, M. A. (2012). El trabajo académico
como investigación. Narcea Ediciones.
Flick, U. (2022). Introducción a la investigación
cualitativa (5ª ed.). Ediciones Morata.
Declaration of conflicts of interest
The authors of this manual declare that they
have no financial, academic, or personal
conflicts of interest that could influence the
results or interpretations presented in this work.
The development of this methodological guide
responds exclusively to academic objectives
and educational improvement for the Yahualica
University College. None of the authors have
received external funding, economic benefits,
Revista RIAF ISSN: 2953-6693 Vol. – 4 No. 1, enero 2026
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nor maintain institutional or personal links
with entities that could compromise the
integrity of this manual. The contents expressed
here are based on scientific evidence and
documented pedagogical experiences, without
commercial biases or particular interests. It is
also confirmed that there are no collaborative
relationships with publishers, technological
platforms, or other organizations mentioned in
the text that could generate any conflict.
Declaration of author participation:
In the elaboration of this manual, each
author has contributed significantly from their
area of specialization. Dr. Nayalis Nápoles
Neyra, an expert in Physical Culture Sciences,
led the methodological design and general
structuring of the manual, contributing her
experience in qualitative research and academic
processes. Mtra. Aleyda Neyra Colares, a
specialist in Education Sciences, developed the
contents related to the teaching of research
methodologies and the pedagogical adaptation
of the materials. For her part, Dr. Adnery
Lozada Ortiz, with her extensive trajectory in
educational research, contributed to the
theoretical foundation, critical analysis of
results, and validation of the proposed
instruments. All authors actively participated in
the bibliographic review, content writing,
discussion of findings, and approval of the final
version of the manuscript, thus guaranteeing
the academic integrity and methodological
coherence of the work.