Chapter 1: Introduction of the Study
Qualitative Research
Deciding on a Research Topic
Besides choosing a topic based on your interest,
consider the interests and needs of other people,
your community, and society as a whole (traffic
congestion, drug addiction, and dismal public
service).
Consider a topic that is familiar to you, but that you
would like to investigate; or something that you
know nothing about, but interested in learning more
about.
Choose a topic within your level of experience and
expertise.
Consider the elements of time, location, and money
Deciding on a Research Topic
The next step is for you to compile a preliminary
bibliography to help you narrow down your topic to
make it more manageable.
Parts of Chapter 1
Background of the Study
Statement of the Problem
Scope and Delimitations of the Study
Significance of the Study
Definition of Terms
Introduction
Discusses four (4) relevant ideas:
TOPIC or subject matter: define and elaborate using
methods of paragraph development like
classification and giving examples
IMPORTANCE of the topic: cite the role that the
topic plays in your life and the benefits you derive
from it
REASONS for choosing the topic: emphasize what
motivated you to choose the topic
PURPOSE of the study: discusses the objective of the
study
Statement of the Problem
• There should be a general statement of the
whole problem followed by the specific
questions or sub problems into which the
general problem is broken up.
• Types of questions:
1. Researchable – questions of value,
opinions, or policy raised to gather
data. Who, what, where, when, and
how.
2. Non-researchable – questions of
value. They are answered by yes or
no.
3. Factor-Isolating Questions – What is
this?
What is the level of school effectiveness in
terms of teacher’s performance?
• Factor – Relating Questions – What is
happening here?
How does the study habits influence the
achievement level of the Grade 11 students in their
major subject?
• Situation-Relating Questions – What
will happen if...?
What are the effects of the traditional methods of
teaching on the level of the performance of the ABM
students.
• Situation – Producing Questions –
How can I make it happen?
Based on the findings, what human relation
intervention program can be adopted to enhance or
improve school effectiveness?
Significance of the study
The rationale, timeliness and/or relevance of the
study. The rationale, timeliness and/or relevance of
the study to existing conditions must be explained
or discussed.
Possible solutions to existing problems or
improvement to unsatisfactory conditions.
Who are to be benefited and how they are going to
be benefited. It must be shown who are the
individuals, groups, or communities who may be
placed in a more advantageous position on account
of the study.
Possible contribution to the fund of knowledge.
Possible implications. It should be discussed here
that the implications include the possible causes of
the problems discovered, the possible effects of the
problems, and the remedial measures to solve the
problems.
From the theory. This is called deductive hypothesis.
Assumptions or Hypothesis
Research hypothesis is usually developed from
experience, literature or theory, or combination of
these. This is the expected relationship between
variables.
Null hypothesis is the one that states NO
relationship between variables. The function is to let
the research test the hypothesis statistically.

Definition of Terms Review of Related Literature

Only terms, words, or phrases which have special or Initial stage – explore materials on topics for
unique meanings in the study are defined. research
Terms should be defined operationally, that is how Second stage – explore relevant materials on your
they are used in the study. chosen topic for research
The researcher may develop his own definition from Purpose of RRL
the characteristics of the term defined.
Definitions may be taken from encyclopedias,
books, magazines and newspaper articles,
dictionaries, and other publications but the
researcher must acknowledge his sources.
Definitions should a\be brief, clear, and unequivocal
as possible.
Acronyms should always be spelled out fully

Assumptions and Hypothesis

Historical and descriptive investigations do not need
explicit hypotheses and assumptions. Only
experimental studies need expressly written
assumptions and hypotheses.
Assumptions- a belief that forms one of the bases
for the research. This belief is not to be tested or
supported with empirical data. Very often belief is Limiratios of RRL
not stated in a research proposal.
The likelihood of identifying, securing, and
Hypothesis is a tentative answer to a research reviewing publications that may have little or no
question, it can be derived from the value to the subject area.
observation before the research is conducted. This
Researchers have the tendency to fit useless
is called inductive hypothesis.
information to the review of related literature.
 Finding contemporary information
Rule of thumb: sources should be less than ten years
old unless the topic involves the humanities, history
or social sciences.
Assessing the Literature
Scholarly Publications
Peer reviewed publication or information that has
gone through a blind review process in which a
panel of subject-experts review the material and
then combine the collective reviewer responses to
either confirm or deny the claims made within the
publication.
Popular Press
The term popular press refers to material written for
the general public. This is opposed to scholarly
material written for an academic or research
audience, or trade material written for an industry
audience. Most popular press materials are
newspaper and magazine articles.
Preparing RRL
Evaluate and Assess
Some useful questions:
INTRODUCTION
It should define the general topic and
provide the reader with a perspective from which
the literature was reviewed.
The researcher should point out common
themes found within the body of work that was
reviewed.
Establish the researcher’s perspective by explaining
the criteria used in analyzing and comparing the
literature.
THE BODY
Researchers can group the outlines in
whatever way is most productive to telling their
story or getting their point across.
Categories or subheadings can be developed
according to controversy, method or position.
CONCLUSION
Like all other sections of the thesis, the
review of related literature requires a conclusion.
Here the researcher must summarize the
contributions of each study reviewed and its
relevance to the researcher’s study.
What are the counter-arguments to the authors’
points?
INTRODUCTION
It should define the general topic and
provide the reader with a perspective from which
the literature was reviewed.
The researcher should point out common themes
found within the body of work that was reviewed.
Establish the researcher’s perspective by explaining
the criteria used in analyzing and comparing the
literature.
THE BODY
Researchers can group the outlines in
whatever way is most productive to telling their
story or getting their point across.
Categories or subheadings can be developed
according to controversy, method or position.
CONCLUSION
Like all other sections of the thesis, the review of
related literature requires a conclusion. Here the
researcher must summarize the contributions of
each study reviewed and its relevance to the
researcher’s study.
Problem
A common problem in writing RRL is that it can turn
onto a boring list of ideas in paragraph form.
Make subheads (not too many), transitional phrases
and unifying ideas to make information flow
smoothly.
Spice your writing with a variety. Keep your paper
alive!
Author A found out • Author B found out
Replace found out with:
– Demonstrates – presented evidence for –
Supported – Observed –
Reported – Examined – Concluded
In writing RRL…
• Use headings arranged in logical order to
indicate main points
• Avoid too long introduction to your main
topic.
• Include information that are directly related
and relevant to your topic.
• A maximum of half-page (double-space)
must constitute one paragraph
• Do not copy the exact information from your
source. No more than 10% of the entire
paper is allowed for direct quotation.
• Give due credit to the real source of your
data. Cite the authors at the end of the
sentence. Paraphrase using your own words
and style the data gathered.
Writing the Review of Literature
The True Scholar
Build up on previously accepted or
established knowledge
It is only right that they acknowledge such
knowledge
A diligent researcher that acknowledges the
foundations of the study is an ethical reader
and a true scholar.
The Plagiarist
The exact opposite of the true scholar
A plagiarist is one who commits plagiarism, the act
of using another person’s words, ideas, and words
as if it is one’s own.
In the academe, it is an immoral and criminal act.
Students can get a FAILING GRADE in a paper or in
an entire course, or worse, suspended and expelled
from the school.
Plagiarism Outside Academic Walls
Department of Justice, Philippines, Advisory
Opinion No. 02 (Series of 2013), Advisory on
Plagiarism, 18 September 2012
An act of plagiarism presupposes deliberate intent
This implies that unintentional plagiarism or as
“honest mistakes,” may not be considered as
plagiarism at all
Plagiarism
Today, it is fairly easy to commit plagiarism
because of the “copy-and-paste” culture that has
emerged from our use of digital information.
It has become a bad practice, whether with malice
or because of sheer ignorance.
“Ignorantia juris non excusat”
"Ignorance of law excuses no one”
Citation
True scholar: properly cites sources of
information
Citation, the systematic way of acknowledging one’s
source of knowledge following standards
Internet, while a great source of information,
has also built in mechanisms to detect plagiarism
Taking notes and documenting sources properly:
Proper note-taking will help you capture the
essence of the information in your material for
review.
Note taking avoids the temptation of plagiarism
GUIDE:
Identify the main idea of the material
Choose the relevant ideas
Develop a system of note taking that works for you
Put your own ideas and insights and bullets
Put the information in your own words
Use verbatim sparingly
Record the author’s bibliographic information
Techniques to Note Taking
Summary
The purpose is to give a condensed and
objective account of the main ideas and features of
a text (VanderMey, 2007)
Consists of one to three paragraphs or reducing the
text to 50%
A direct quotation can be used
Do not forget to include the name of the author, the
title of the text, and the place of publication.
According to … or, As (author) explains…
A summary is a short form of a research paper in a
nutshell. On the other hand a precis is a short form
of an essay or a chapter in a book or an act in a play.

Summary is a short-clear-high pointer

Precis is a little detailed out version of summary

Paraphrase
Restatement of a text without any attempt at
reducing the original material
No direct quotation
More detailed compared to a summary
Write for clarity but don’t change the meaning

The Review Process

In documenting, it is important to summarize the
researches and studies done by stating the purpose
of the study, its objectives, the essential findings,
and the conclusion that has been reached.

The review of literature is the foundation of your

study. Thus, summary must be comprehensive,
tight, and informative.

SUMMARY:
According to Gilson, a true scholar doesn’t
consist quantity of knowledge he possesses but in
the way he possesses it.

PRECIS:
How intellectual life becomes integrated in a
person’s moral life

PARAPHRASE:
It is the way he possesses it not how much
quantity of knowledge he possesses. This is what a
true scholar is.

VERBATIM:
“A true scholar doesn’t consist quantity of
knowledge he possesses but in the way he possesses
it.”