CHAPTER 5

WRITING CHAPTER I

RES1
STEM/ABM STRANDS
 But
before
we do
 RECALL:

CHARACTERISTICS OF RESEARCH
Characteristics of Research

Systematic
Objective
Feasible
Evidence-based
Clear
 RECALL:

RESEARCH PARADIGM
 Research Paradigm

An effective research paradigm must

address these two important aspects:
1. Research foundations
2. Research methodology
 Research Foundations

Fundamental components such as:

Research problem
Purpose
Specific questions to be addressed
Conceptual framework to be applied
 Research Methodology

How the researcher will answer

the research questions in a credible manner.
Review of literature
Research approach and design
Data collection
Method of analysis
Conclusions
 THE BEGINNING

CHAPTER ONE
THE PROBLEM AND ITS SETTING
 What is included?

1. Introduction
2. Statement of the problem
3. Scope and delimitation
4. Significance of the study
In this lesson, you will:
1. Identify the essential
elements of the
introduction.
2. Evaluate an example
research introduction.
3. Formulate your
research introduction.

LESSON 5.1
THE INTRODUCTION
 Remember:

The researcher has to introduce the

different elements of the first chapter by
giving a brief description of each element,
so that the reader will know what to
expect from the chapter.
 Example:

This chapter presents the different essential elements: the

introduction, which contains the rationale (an explanation of the
reasons for the conduct of the research); the review of literature
and statistical foundation; the statements of the general and
specific problems; the scope and delimitation, which identify the
major variables, the sub-variables, and the indicators; the
significance of the study, which enumerates the beneficiaries of the
study and the corresponding benefits each will receive; and lastly,
the notations.
 WHY?

The introduction is important

because it establishes
the cognitive setting of the research.
 Elements:

Rationalization of the need to research on the problem

Clarification of the important terminologies for the
reader to easily understand what the research is about
Establishment of the degree of seriousness of the
problem which prompted the researcher to look for
solutions
 Ask yourself:

What is the rationale of the problem?

-- answered by sharing the reasons why the
researcher decided to look for solutions to the
problem. A rationale may include the narration of
personal experiences, a description of an article
read, a scene witnessed, a news heard, or a theory
that needs to be clarified.
 Example:

As a Grade 12 student, Arjohn David,

experienced some difficulties in performing well
because of various factors such as the attitude of his
teachers as well as their teaching methods, the
absence of laboratory facilities, and inadequacy of
books in the library. He is having difficulties in his
quizzes and class performance.
 Ask yourself:

What is the setting of the problem?

-- it forms part of the delimitation of the study.
It defines the geographic boundaries and certain
demographic characteristics of the research.
 Example:

Puting Capunitan High School is one of the

barrio schools in Orion, Bataan where most enrollees
are from disadvantaged families whose immediate
ancestors are either farmers or fisher folks. This
school is one of the schools with poorly performing
students in their division according to the
Department of Education.
 Ask yourself:

What is the basic literature foundation of the study?

-- this is different from the review of the related
theories, conceptual literature, and research
literature. This seeks to provide the researcher
clarity on the terms or variables used in the study.
This should be derived from different literature
sources. This is crucial in this part.
 Example:

As teaching is considered to be a complex activity (Medley, as

cited in Iqbal 1996), the scholars and researchers in the field of
education have since long been exploring into and analyzing the
teaching phenomenon. Teaching is an arrangement and manipulation
of situation in which a learner tries to overcome the learning problems.
Teaching is also a multidimensional set of activities intended to
facilitate learning (Torrington, et. al., 2003). However, it is universally
recognized that teachers instructional performance plays a key role in
students' learning and academic achievement (Panda and Mohanty,
2003).
 Ask yourself:

How serious is the chosen research problem?

-- identify the intensity and magnitude of the
problem and then describe the gravity of the
problem. Look for statistical of quantitative
evidence to assess the significance of the problem
at hand.
 Example:

Based on the DepEd Division Memo series 2012,

among the twelve schools with the most poorly
performing students, Puting Capunitan High School
ranked third.
 Ask yourself:

What is the general objective of the problem?

-- this is the general statement of the problem
or the major tasks of the researcher to discharge
and should also be the basis of the enumerated
statements of specific problems.
 Example:

With the abovementioned scenario and

situation, it is the main objective of the researcher to
determine the common reasons of the poor
performance of the students. Therefore, the research
findings on that objective become the basis of an
intervention program for school effectiveness.
 Ask yourself:

What is the overall purpose of the problem?

-- show full awareness of the your purpose. You
must fully understand the implication of the
resulting findings of the study.
 Example:

This is mainly for the purpose of testing the

students acquire the needed competencies before
graduation and enabling the school to perform better
in the Regional Achievement Examination.
In this lesson, you will:
1. Differentiate the
general problem from
the specific problems
of the research.
2. Compare the
different types of
research questions.
3. Formulate the
general problem of the LESSON 5.2
study and its specific THE STATEMENT OF THE PROBLEM
questions.
 THE STATEMENT
OF THE PROBLEM

THE OPENING PARAGRAPH OF THIS

SECTION CONTAINS THE GENERAL
PROBLEM OF THE STUDY.
 How do I write one?

In the book Principles of Qualitative

Research: Designing a Qualitative Study
(2014), Creswell and Clark provided the
following criteria in writing the purpose
statement:
 Criteria:

1. It should use single and not compound sentences.

2. It should clearly express the purpose of the study.
3. It should include the central phenomenon.
4. It should use qualitative words. (ex. explore, discover,
explain)
5. It should identify the participants in the study.
6. It should state the research site.
 An example general pattern:

The purpose of this (narrative, phenomenological,

grounded theory, ethnographic, case) is to (understand, describe,
develop, discover) the (central phenomenon of the study) for (the
participants) at (the site). At this stage in the research, the
(central phenomenon) will be generally defined as (a general
definition of the central concept).

-- From Creswell and Clark, 2014

 The overall objective of this phenomenological study
is to describe the intrapersonal and interpersonal
competencies of school principals, and their relationship to
the school effectiveness in the Division of Caloocan City for
the school year 2015-2016. The result is used as a basis for
an intervention program (Cristobal, 2016). Here,
intrapersonal is the school managers own self-concept and
personality while interpersonal is their communication and
expressions in dealing with subordinates.
THE SPECIFIC PROBLEMS

THE GENERAL PROBLEM IS FOLLOWED

BY AN ENUMERATION OF
SPECIFIC PROBLEMS
 CRITERIA:

1. They must be in question form.

2. They must define the population and the
respondents.
3. They must identify the variables being
studied.
 Two Types of Research Questions

1. Central questions most general questions

2. Sub-questions subdivide the central
question into specific topical questions and
are only limited in number.
-- Creswell and Clark, 2014
 CENTRAL QUESTION SCRIPT

What is the meaning of/What does it mean to (central

phenomenon)?
Examples:
What is the meaning of intrapersonal competencies?
What does it mean to differentiate the customs and
traditions of the Aetas to those of the locals?
 CENTRAL QUESTION SCRIPT

How would (participants) describe (central

phenomenon)?
Examples:
How would school managers describe intrapersonal
competencies?
How would the Aetas and the locals of Zambales
differentiate their customs and traditions?
 SUB-QUESTION SCRIPT

What (aspect) does (participant) engage in as a (central

phenomenon)?
Examples:
What level of self-concept does the school managers engage in as a
characteristic of intrapersonal competencies?
What nature of practices do the Aetas and locals of Zambales
engage in as a part of their customs and traditions?
RESEARCH QUESTIONS

TYPES
 TWO TYPES

1. Non-researchable questions questions of

value and answerable by yes or no.
2. Researchable questions questions of
opinions, perceptions or policies that are
raised to accumulate data.
 NON-RESEARCHABLE

Should all mothers breastfeed their babies?

Should high school teachers be watchful
over their Grade 12 students?
Do all head teachers have masters degree?
 RESEARCHABLE

What are the common preparations done by Grade

12 students during their first days in school?
How do senior high school students respond to their
Math teachers?
What are the study habits of students who are
poorly performing?
RESEARCHABLE QUESTIONS

CLASSIFICATION
 1. FACTOR-ISOLATING

These ask the question What is this?. These questions

are sometimes called factor-naming questions because
they isolate, categorize, describe, or name factors and
situations.
Example:
What is the profile of school principals in terms of age,
management experience, and civil status?
 2. FACTOR-RELATING

These ask the question What is happening here?. The

goal of these questions is to determine the relationship
among factors that have been identified.
Example:
How does the performance level of volleyball team of boys
differ to that of the girls?
 3. SITUATION-RELATING

These ask the question What will happen if?. The

goal of these questions is to yield hypotheses testing or
experimental study designs in which the researcher
manipulates the variable to see what will happen.
Example:
What are the effects of computer-assisted learning
methods of teaching to the interest of level of Grade 12
students to their history subject?
 4. SITUATION-PRODUCING

These ask the question How can I make it happen?. The goal of
these questions is to establish explicit goals for actions, develop
plans or prescriptions to achieve goals, and specify the
conditions under which these goals will be accomplished.
Example:
What faculty development activities can be sponsored by MCU to
improve the performance of graduating students in the UPCAT ?
In this lesson you will:
1. Specify the different
variables, sub-variables,
and indicators of the
study.

LESSON 5.3
THE SCOPE AND DELIMITATION
 SCOPE

VARIABLE & ATTRIBUTE

 TERMS:

The scope of the study is determined primarily by the

selection of variables that the research study will focus on.
A variable refers to any characteristic that can have different values or
traits that may vary across research participants. They can be measured,
controlled, and manipulated by the researcher.
An attribute is an important element of a variable. It refers to the value
assigned to a specific variable. The variable agreement may have the
following attributes strongly agree, agree, disagree, and strongly
disagree.
 VARIABLES

WHAT TO REMEMBER
CHARACTERISTICS OF VARIABLES

1. Dependence
2. Mutually Exclusive
3. Exhaustive
 1. DEPENDENCE

This refers to how the variable is considered

in a cause-and-effect relationship.
1. Independent variables are those characteristics that
are changed, manipulated, or selected by the
researcher.
2. Dependent variables are those that change because
of changes to independent variables.
 2. MUTUALLY EXCLUSIVE

This means that a participant or

respondent cannot possess two
attributes of a variable.
 3. EXHAUSTIVE

This means that the researcher should

consider all possible attributes of a certain
variable. The researcher must identify all
possible answers or reactions of the
participants to a survey question.
KINDS OF VARIABLES

1. Continuous
2. Discrete
3. Categorical
 1. CONTINUOUS VARIABLE

Variables that may have an infinite number

of values and may vary widely among the
research participants.
Example:
Age and weight
 2. DISCRETE VARIABLE

Variables that may have specific limits to

their values.
Example:
Income, number of children, years of
employment
 3. CATEGORICAL VARIABLE

Variables that cannot be expressed in

numbers but are given in non-quantitative
and descriptive terms.
Example:
Civil status, educational achievement
DELIMITATION OF THE STUDY

WHAT
WHY
 WHAT?

The delimitation of the study describes the

various limitations that arose during the design
and conduct of the study. These include the
characteristics of the research design and
methodology that affected or influenced the
findings of the study. They serve as constraints.
 DISTINCTION

The limitations of the study are defined primarily in

the scope of the study. While the scope of the study
defines the variables that are the focus of the
research, the delimitation of the study identifies the
other variables that were not considered for the
study, but are significant or may have had an impact
on the findings of the study.
 WHY?

The following limitations may arise from the research

design and methodology:
1. Sample size
2. Lack of available and/or reliable data
3. Lack of prior studies
4. Chosen data collection method
5. Nature of the information collected
 1. SAMPLE SIZE

The sample size will determine the quality

of data and the relationship that will be
identified among the variables.
2. LACK OF AVAILABLE AND/OR RELIABLE DATA

Missing and unreliable data will limit the

scope of analysis and the ability of the
researcher to determine meaningful
trends, patterns, and relationships among
the data.
 3. LACK OF PRIOR STUDIES

This will limit the effectiveness of the

literature review and may limit the
initial understanding of the research
problem.
4. CHOSEN DATA COLLECTION METHOD

Limitations in the data collection method

and instrument may affect the quality of
data collected. Unclear or vague questions
will result to unclear or erroneous answers
from the respondents.
5. NATURE OF THE INFO COLLECTED

Relying on preexisting data may impose

limits on the researcher as he/she can no
longer clarify certain data. Self-reported
data have the risk of being false and
cannot easily be verified.
 WHY

The characteristics of the researcher and the limits he/she

experiences in the conduct of the research will also give
rise to limitations.
1. Access
2. Time period
3. Bias
4. Language
In this lesson, you will:
1. Cite the potential
benefits of the study.

LESSON 5.4
SIGNIFICANCE OF THE STUDY
SIGNIFICANCE

TO/FOR WHOM
 WHY?

Research is a noble undertaking only

IF it makes significant contributions to
the community or the academic field
or discipline where the researcher is
affiliated with.
 WHAT?

1. This section should clearly discuss the

purpose that the research will serve to
society, the country, the government, the
institution or agency concerned, the
curriculum planners and developers, and
the research community.
 WHAT?

2. This section also describes the

contribution of the study to the existing
body of knowledge.
 WHAT?

3. This section also enumerates the

beneficiaries who will gain from the results of
the study. Specific mention is needed and
specific benefits must also be enumerated and
explained. The list should be made according
to the most to the least significance.
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THANK YOU!