CHAPTER 1-The Problem and Its Background

CHAPTER 1
The Problem, The Problem and Its

Background, or Background of the
Study
 Introduction  Background of the Study
 Statement of the Problem  Statement of the Problem
 Research Questions  Research Questions
 Research Hypothesis  Research Hypothesis
 Scope and Delimitation  Significance of the Study
 Significance of the Study  Scope and Delimitation
ESSENTIAL ELEMENTS
discusses why there is a need to study the
problem
clarifies the important terminologies for the
reader to easily understand what the research
is about
establishes the degree of seriousness of the
problem which has prompted the researcher
to look for solutions
INTRODUCTION
 What is the rationale of the research problem?
 What is the setting of the research problem?
 What is the basic literature foundation of the study?
 How serious is the chosen research problem?
What is the general objective of the research
problem?
 What is the overall purpose of the research
problem?
QUESTIONS TO CONSIDER IN FORMULATING THE
INTRODUCTION
 share with the beneficiaries the reasons
why the researcher has decided to look
for solutions to the problem
 a narration of the researcher’s
experience that has driven him/her to
conduct the study is commonly used
WHAT IS THE RATIONALE OF THE RESEARCH PROBLEM?

 Include one’s personal experience
An article read
 a scene witnessed
News heard or read
A theory that needs to be clarified
 describe the existing and
prevailing problem situation based
on his/her experience
EXAMPLES
 forms part of the delimitation of the problem
 defines the geographic boundaries of the study
and implies certain demographic characteristics
 describes to the reader the place where the
research is conducted since the setting has a
significant bearing on the variables being studied
 focus on the peculiarity or uniqueness of the
setting to make the reader more interested in
reading the paper
WHAT IS THE SETTING OF THE RESEARCH PROBLEM?

 If the setting is a school, discuss
the vision-mission
 special clientele
 unique mode of transportation
EXAMPLES
 Different from RRL in chapter 2
 defines or clarifies the terms or variables used in
the study.
 Terms and variables must be clear to the
researcher so that he/she can make his/her
reader understand them as well.
 assists the researcher in determining the
boundaries of the study
WHAT IS THE BASIC LITERATURE FOUNDATION OF THE
STUDY?
The researcher must see the intensity and
magnitude of the problem.
 Afterwards, the researcher may take action on
the problem.
 The researcher looks for statistical or quantitative
evidence to assess the weight of the problem.
HOW SERIOUS IS THE CHOSEN RESEARCH PROBLEM?

 derived from the general statement of the
problem and should be the basis of the
enumerated statement of the specific problems
WHAT IS THE GENERAL OBJECTIVE OF THE RESEARCH

PROBLEM?
 The researcher should be totally aware of the
purpose of the research problem.
 The researcher must know how the research
findings will help his/her classmates or fellow
students.
WHAT IS THE OVERALL PURPOSE OF THE RESEARCH

PROBLEM?
ESSENTIAL ELEMENTS
introduces important facets that establish
the general context where the study
revolves
may include the description of the
subjects of the study or the history
involving the research
BACKGROUND OF THE STUDY

 The current state of the field
The current and conventional practices in
addressing the issue
 The research gap
The contribution of the present study in
addressing the research gap
BACKGROUND OF THE STUDY
 explain that the general field in which
your current study is situated remains to
be a significant area of research up to the
present
point out that it continues to interest
many researchers and practitioners
THE CURRENT STATE OF THE FIELD

 Discuss the current practices being used
by researchers, practitioners, or authorities
within the particular field of study that you
are investigating.
 Make Sure to explain the merits of these
practices and their contribution to your
field.
THE CURRENT AND CONVENTIONAL
PRACTICES IN ADDRESSING THE ISSUE
Explain that there are aspects under the topic
which may not have been addressed by current
practices and conventions in your field of study.
 Practices that have failed to provide conclusive
findings in investigating your chosen topic
 Very few studies that have explored the area of
your current research.
 The gap identified remains relevant and has not
been addressed yet.
THE RESEARCH GAP

Discuss how your own study will help fill in
the gap you have identified. Filling the
gap may be the form of a new
methodology or approach, or the
development of a new perspective or
theory.
CONTRIBUTION OF THE PRESENT STUDY

IN ADDRESSING THE RESEARCH GAP
 Brief historical perspective – para 1
 Present situation with supporting facts and
figures – para 2
 what is supposed to be desired – para 3
 Spell out the gap – para 4
 What is not existing
 Why your study is worthy of doing
 This prompted/This inspired the researchers
to…
INTRODUCTION
ESSENTIAL ELEMENTS
 Refers to the particular issue which the
researcher will address in the his/her study as
well as the specific area of concern of the
research
States what is to be investigated, identifies the
variables, add discusses their relationships
Itis difficult to conduct any research unless a
clear problem is initially stated.
STATEMENT OF THE PROBLEM

1. Main tasks
 they satisfy the question, ‘what to do” with the major
variables such as to associate, to relate, to asses, to
measure, to determine, etc.
2. Main or major variables
3. Participants
 subjects or respondents
4. The specific setting
5. Coverage date of the conduct of the study
6. For developmental research, the intended outputs
such as an intervention program, module, policies,
among others
IMPORTANT ELEMENTS IN THE STATEMENT OF THE PROBLEM
Stating the problem helps the researcher
clarify various essential elements of research
such as the:
major variables
 general and specific objectives
 appropriate methodology
STATEMENT OF THE PROBLEM

ESSENTIAL ELEMENTS
 help define the research
problem of your study
 indicate specific concerns
related to your research
problem that your study also
intends to answer
RESEARCH QUESTIONS
 Two (2) types
 Non-researchable questions
 Researchable questions
RESEARCH QUESTIONS
 questions of value
 answerable by “yes” or “no”
NON-RESEARCHABLE QUESTIONS
1. Will the students from a broken family prove their worth
in the community?
2. Should all mothers breastfeed their babies?
3. Should master teachers be watchful over their new
students?
4. Should senior high school students taking Accountancy
be good in Mathematics?
5. Do all high school teachers have Master’s degree?
6. Are parents and other family members helping senior
high school students pass the needed requirements?
NON-RESEARCHABLE QUESTIONS
 questions of value, opinions or policy
raised to gather data
 formulating clear and significant questions
prepares the researcher for subsequent
decision-making over research design,
data collection, and data analysis
 uses words such as who, what, where,
when, why, and how
RESEARCHABLE QUESTIONS
 Two (2) types
 general research questions
 specific research questions
RESEARCH QUESTIONS
derived from the main problem
of the study
must contain words related to
quantitative research, such as
effects or relationship
GENERAL RESEARCH QUESTIONS

 anchored on the general research question
they are helpful in developing tools for
collecting data, gathering related
references, organizing your paper, and
drawing valid conclusions from findings
included are the significant variables in the
study and the subject being analyzed
SPECIFIC RESEARCH QUESTIONS

The focus of descriptive quantitative research is to

observe and report on the measurable aspects of a
phenomenon.
Specific research questions in this kind can begin with

phrases such as how often, how frequently, how many,
how much, what is/are, to what extent, what proportion,
and what percentage
SPECIFIC RESEARCH QUESTIONS FOR

DESCRIPTIVE RESEARCH
For example, in a study involving a group of

employees’ usage of Facebook, the following can be
used as specific research questions:
 How often do employees use Facebook in one week?
 How many hours do employees spend on Facebook per
week?
 What proportion of Filipino male and female employees
uses Facebook?

DESCRIPTIVE RESEARCH
Correlational research is interested in finding out the
relationships among two or more variables. It only
establishes mere association and not causal
relationships
 Research questions for correlational studies usually
begin with “Is there a relationship…?” or “What is the
relationship…?”

CORRELATIONAL RESEARCH
Ina study about the length of preparation for
examinations and the score obtranined by test-takers,
the following can be utilized as specific research
questions:
 What is the relationship between the length of the review
and examination scores?
 Is there a relationship between the IQ of a test-taker and
his/her performance in review sessions?
 Is there a relationship between the performance of a
test-taker in a previous examination and the length of the
review he/she takes for a new one?
CORRELATIONAL RESEARCH
Ex post facto studies attempt to discover the cause/s of
a phenomenon. This cause has already occurred or
taken effect on the subject even before the conduct of
the study, or has not been introduced in the study itself.
The causal relationship, however, is not as strong as the
one established in quasi-experimental and
experimental studies.

EX POST FACTO RESEARCH
The presumed cause that exists even before the study is
undertaken must be incorporated in the questions. This
characteristic must also be observed when the
questions are comparative in nature. The questions
must not suggest that an experiment is to be conducted
in the study. They must not imply that the manipulation
of a variable during the study will cause certain
conditions to occur.

 For
instance, in an ex post facto study involving digital literacy
and the type of information technology education that students
obtain, the following can be used as specific research questions:
 Are the information technology education students and
vocational education students digitally literate?
 Using the four components of digital literacy, what can be
identified as the strengths and weaknesses of information
technology education students and vocational education
students?
 Is there a difference between the digital literacy scores of
information technology education students and vocational
education students?

Specific research questions in an experimental
and quasi-experimental studies suggest a
stronger causal relationship among variables in
the study. In particular, this causal relationship is
linked to the manipulation of a certain variable
during the study itself.
SPECIFIC RESEARCH QUESTIONS FOR EXPRIMENTAL

AND QUASI-EXPERIMENTAL RESEARCH
Preferably, the first two questions for both
experimental and quasi-experimental should be
quantitative in nature. The next question, on the
other hand, should have a qualitative element to
provide meaning to the numbers or statistical
data that will be analyzed. This is one way of
using the mixed method in conducting research
in general, or combining elements of qualitative
and quantitative research in the analysis of data.
The following are examples of research questions for
experimental and quasi-experimental studies on
tutorial sessions and academic performance:
 Is there a significant posttest gain on students’
academic performance?
 Is there a difference between the posttest gains of the
control group and treatment group?
 How do students rate their experiences in one-on-one
tutorial sessions?

 Factor-Isolating Questions
( What is this?)
 They are sometimes called factor naming
questions.
 They isolate, categorize, describe, or name
factors and situations.
OTHER TYPES OF RESEARCH QUESTION

1. What is the profile of school managers in terms:
1.1 age;
1.2 management experience;
a. educational attainment;
b. management training
c. home atmosphere;
d. home management styles;
e. hobbies;
f. health conditions;
g. involvement in civic and cultural organizations;
h. work values
i. human virtues; and
j. level of religiosity?
FACTOR-ISOLATING QUESTIONS
2. What is the level of description of the study
habits of senior high school students in terms
of:
2.1 review time;
2.2 place of review; and
2.3 techniques in studying?
3. What is the level of school effectiveness in terms
of:
3.1 teacher’s performance
3.2 school performance
a. drop-out rate,
b. completion rate,
c. survival rate
d. achievement rate, and
e. awards received by students?
4. What is the extent of transformational leadership
behaviors of secondary school principals as
perceived by:
4.1 principal-respondents
4.2 school directors/supervisors
4.3 teachers; and
4.4 PTA officers
(cited in Barameda, 2000)
5. How are the following laboratory-related factors
be described in terms of:
5.1 adequacy, usability and availability of equipment;
5.2 facilities; and
5.3 laboratory manual?
(cited in Estrella, 2000)
 Factor-Relating Questions
( What is happening here?)
 goal is to determine the relationship among
factors that have been identified
 used for non-experimental type of research

1. How does the study habits influence the achievement
level of the Grade 11 students in their major subjects?
2. What is the significant association between the nature
and economic status of the family and the social
status of the junior students?
3. What relationships are observed between and among
the following variables:
a. intrapersonal competency;
b. interpersonal competency; and
c. school effectiveness?
FACTOR-RELATING QUESTIONS
4. What relationship of the level of performance of the
college instructors to the OJT performance of the HRM
students of the Tacloban School of Business?
5. What is the significant difference in the assessment of
the college coordinator’s competencies in the
curriculum delivery as assessed by the Level III and IV
students, college instructors, and academic
coordinators in four selected colleges in the City of
Manila?
FACTOR-RELATING QUESTIONS
 Situation-Relating Questions
( What will happen if…?)
 yield hypothesis or experimental study designs
in which the researcher manipulates the
variables to see what will happen

1. What are the effects of the traditional methods of teaching on the
level of performance of the ABM students?
2. How does the management procedures applied by the store
managers affect the level of customer satisfaction as
experienced by selected regular clients of Jollibee stores in the
Province of Leyte?
3. What is the difference between the degree of assistance
extended by the male and female high school students in the
foundation day celebration of Dr. Cristobal Academy?
4. How significantly different is the performance of the morning call
center agents to that of the evening call center agents?
5. What is the most effective food supplements to be given to
increase the productivity of tilapia farming.
SITUATION-RELATING QUESTIONS
Situation-Producing

Questions
(How can I make it happen?)
establish explicit goals for actions, develop
plans or prescriptions to achieve goals, and
specify the conditions under which these goals
will b accomplished

1. Based on the findings, what human relation intervention
program can be adopted to enhance or improve school
effectiveness?
2. How can counseling services be organized to promote
family bonding among parents and elementary school
pupils?
3. What policy is to be formulated to manage the effective
involvement of high school students in social media?
4. What part of the curriculum should be enhanced or
improved to prepare the senior high school students in
social media?
5. What faculty development activities could be developed
based on the results of the study? (Landar, 2008)
SITUATION-PRODUCING QUESTIONS
ESSENTIAL ELEMENTS
Intelligence Quotient and Academic Performance of MSU Tourism
Students
Statement of the Problem
This study aimed to determine the academic performance and
intelligence quotient of MSU tourism students.
Specifically, the study sought to answer the following questions:
1. What is the level of academic performance of MSU Tourism
Students when taken as an entire group and classified
according to (a) residence, (b) sibling rank, (e) high school of
origin, (d) annual family income, and ( e) year level?
2. What is their intelligence quotient as a group and when
classified according to (a) residence, (b) sibling rank, (e) high
school of origin, (d) annual family income, and ( e) year level?
Students
Statement of the Problem
This study aimed to determine the academic performance and
intelligence quotient of MSU tourism students.
Specifically, the study sought to answer the following questions:
3. Are there significant differences in the academic performance of
tourism students when classified according to (a) residence, (b) sibling
rank, (e) high school of origin, (d) annual family income, and ( e) year
level?
4. Are there significant differences in the intelligence quotient of tourism
students when classified according to (a) residence, (b) sibling rank, (e)
high school of origin, (d) annual family income, and ( e) year level?
5. Is there a significant relationship between their academic
performance and intelligence quotient?
ESSENTIAL ELEMENTS
You are to work with your group. The task is to solve a crime
scene.
14 clues will be provided. You can organize the evidence in
various ways, until your group develops a tentative
hypothesis. Do not discourage minority opinions. Commit
yourselves by writing down this hypothesis.
Sequence:
 1st pick – 5 clues
 2nd pick – 3 clues
 After a few minutes, collaborate with other teams.
 3rd pick – 3 clues
 Again, collaborate with other teams.
 4th – 3 clues
 Consensus of the class regarding the “final hypothesis”.
Hypothesis is a word that researchers
use for “an idea that you can test.”
A hypothesis is a kind of prediction.
When someone makes a hypothesis, he
or she uses clues to make a guess about
something.
HYPOTHESIS
A hypothesis is a statement that defines the
testable relationship that the researcher expects to
see from examining the variables in a particular
research study.
 predict what will happen in the research study
 Hypothesis formulation is employed when
conducting correlational, ex post facto, quasi-
experimental, and experimental studies
HYPOTHESIS
 two (2) types of hypotheses
1. null hypothesis (H0)
there is no relationship between
variables
2. alternative hypothesis (HA) or (H1)
 there is a relationship between
variables
HYPOTHESIS
 A hypothesis can also state a direction
 The direction of the hypothesis points out if the
variables have a negative or positive relationship with
each other.
The increase or decrease of the value of a variable
has a relationship with the increase or decrease of
another.
HYPOTHESIS
1. directional hypothesis
 Hypothesis explicitly suggests either a positive or negative
relationship between the variables
 one-tailed test – if the hypothesis is according to one specific
direction
2. non-directional hypothesis there is a relationship between
variables
 does not specify a particular direction
 merely states that there is a relationship between two
variables
 two-tailed test – not specified as negative or positive
HYPOTHESIS
Students
Null Hypothesis:
1. There is no significant difference in the academic performance
of tourism students of MSU when classified according to (a)
residence, (b) sibling rank, (e) high school of origin, (d) annual
family income, and ( e) year level.
2. There is no significant difference in their intelligence quotient
when classified according to (a) residence, (b) sibling rank,
(e) high school of origin, (d) annual family income, and ( e)
year level.
3. There is no significant relationship between their academic
performance and intelligence quotient of MSU Tourism Students.
 Identify the independent and dependent
variables in your study, as they need to be stated
in your hypothesis.
 Your hypothesis must be falsifiable – can be
proven wrong through experiments or empirical
data.
 Your hypothesis must show a relationship between
your variables. Will your independent variable
increase, improve, or decrease with the
dependent variable?
GUIDELINES IN FORMULATING HYPOTHESIS





SIGNIFICANCE OF THE STUDY




USEFUL PHRASES IN CRAFTING SIGNIFICANCE OF THE

STUDY
ESSENTIAL ELEMENTS
 SCOPE
 The scope of the study is determined by the major
variables of the study
 DELIMITATION
 The delimitation of the study is determined by the
sub-variables of the study and their characteristics,
attributes, or indicators.
 Pertains to the boundaries of the study with respect to
the major variable/s, and is further classified by the
sub-variables
SCOPE AND DELIMITATION

It is the duty of the researcher to clearly
distinguish the delimitations of the study.
The delimitation must also be further defined
by its indicators.
 INDICATORS are concepts or ideas that the researcher
has gather4ed from reading various literatures
regarding the major variables and sub-variables. The
researcher can express the indicators by a phrase or a
sentence (declarative or interrogative).

Example: Level of Behavior of freshmen
students
 SCOPE (major variables)
 Level of Behavior
 DELIMITATION (sub-variables)
 facial expression during recitation
 communication skills
 body gestures
 discipline
 attitude towards classmates
Example: Level of Behavior of freshmen
students
 INDICATORS ( using scales or empirical observations)
 For Facial Expression
1. The student smile when answering the questions
2. The students manifest confidence in their facial
expressions
3. Mannerisms are noted in the faces of the students
4. Different expressions are noted from the students
5. Students seem to look surprised when asked about some
concepts
 describes the parameters to which the study is set
sets boundaries of the research study in terms of certain

aspects
reasons for the inclusion and exclusion of some variables

must be written

 COMPONENTS
 topic of the study
objectives of the study and the issues that it will
address
 time frame in which the study will be conducted
the locale, area or setting where the study will be
conducted
 characteristics of the participants in the study (age,
sex, education, economic status, civil status, and other
traits)
 response formats used in the study ( if applicable)
Helpful phrases in formulating the scope and
delimitation
 This study covers…
 This study focuses on…
 The coverage of this study…
 This study is limited to …
 This study does not cover…

ESSENTIAL ELEMENTS
 Theoretical Framework  Theoretical Framework
Research Hypothesis  Research Hypothesis
 Definition of Terms  Definition of Terms
Significance of the Study  Scope and Delimitation
 important terms used in the study must be
defined clearly
 some terms appear in the research title,
statement of the problem, theoretical
paradigm, and in the scope and delimitation of
the study
 certain terms may refer to the respondents,
subjects and the variables and sub-variables
DEFINITION OF TERMS
2 types of definitions in research
 conceptual definition
 a term is defined using books and dictionaries
 operational definition
 a term is defined based on how it is used in the
study
 The terms must be arranged alphabetically.

DEFINITION OF TERMS
 Theoretical Framework  Theoretical Framework
Research Hypothesis  Research Hypothesis
 Definition of Terms  Definition of Terms
Significance of the Study  Scope and Delimitation
 Framework
 similar to a skeleton
the basic structure or frame of reference which
is designed to support or enclose something
(Merriam-Webster, n.d.)
concepts and theories serve as the building
blocks ( or the skeleton) for the foundation or
bases of the study
FRAMEWORK
PARADIGM
Theoretical
RESEARCH
framework
Conceptual
framework
FRAMEWORK
PARADIGM
Theoretical
RESEARCH
These two frameworks
framework function like a map or
travel plan that will
help you in your
research endeavor.
Conceptual
framework
FRAMEWORK
Theory
Greek word theoria which means vision
 a conceptual idea that is used to describe,
explain, predict, or understand a certain
phenomenon
 describes the relationship/s among variables for
purposes of explaining a current state or predicting
future events
 primarily concerned with determining cause-
effect relationships
 a good theory expands vision and guides thinking,
professional practice, and research
THEORETICAL FRAMEWORK
 a general frame of reference used for observation,
defining concepts, developing research i, and
interpreting and generalizing findings
May be formulated from an existing theory/ies
serves as the foundation of the study
 the paradigm that is originally used by the theorist
can be fully adopted in the present study
 can also be adapted since the researcher can
add or subtract variables from the original
framework provided that the whole theory is
utilized
In formulating a theoretical framework, relevant
theories must be provided.
 The researcher cites and discusses related theories
that serve as the foundation of the variables and
their relationships to make the study mores
scientific and understandable especially to the
readers.
 the researcher mentions the theories along with
the names of the authors, titles of their theories,
theoretical principles and their explanations
 Last part, relate how this theory is related or
applicable to the present study.
refers to a system of ideas, beliefs,
assumptions, and theories that inform, support,
and cater specifically to your study
largely based on theories or parts of a theory
combined with other parts of another theory
intellectual synthesis of the various readings of
the researcher
CONCEPTUAL FRAMEWORK
Theoretical Framework Conceptual
Framework
Scope Broader in scope as it More focused in scope
can be used in as it directly relates to
different studies a specific study
Focus of the Content A particular theory A set of related
concepts that will be
specifically used in the
study
Number of Theories Contains only one May combine different
theory in one theories into one
framework cohesive framework
Time of Development Already existing prior to Developed while
the conduct of the planning and writing a
study specific research
 Paradigm – a pattern, model, or set forma which
contains particular elements (Merriam-Webster,
2006)
 A visual representation of the entire thesis
The result of a clear understanding of the
conceptual or theoretical framework is a
diagrammatic presentation of the study called the
paradigm.
 A title is needed to encapsulate the whole
paradigm
RESEARCH PARADIGM
Barrot, J.S. 2017. Practical research 2 for senior
high school. Quezon City, Philippines: C&E
Publishing, Inc.
Cristobal Jr, A.P. & Cristobal, M.C.D.(2017).
Practical research 2 for senior high school.
Quezon City, Philippines: C&E Publishing, Inc.
REFERENCES

CHAPTER 1-The Problem and Its Background

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CHAPTER 1-The Problem and Its Background

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CHAPTER 1

The Problem, The Problem and Its

WHAT IS THE RATIONALE OF THE RESEARCH PROBLEM?

WHAT IS THE SETTING OF THE RESEARCH PROBLEM?

HOW SERIOUS IS THE CHOSEN RESEARCH PROBLEM?

WHAT IS THE GENERAL OBJECTIVE OF THE RESEARCH

WHAT IS THE OVERALL PURPOSE OF THE RESEARCH

BACKGROUND OF THE STUDY

THE CURRENT STATE OF THE FIELD

THE RESEARCH GAP

CONTRIBUTION OF THE PRESENT STUDY

STATEMENT OF THE PROBLEM

STATEMENT OF THE PROBLEM

GENERAL RESEARCH QUESTIONS

SPECIFIC RESEARCH QUESTIONS

SPECIFIC RESEARCH QUESTIONS FOR

SPECIFIC RESEARCH QUESTIONS FOR

SPECIFIC RESEARCH QUESTIONS FOR

SPECIFIC RESEARCH QUESTIONS FOR

SPECIFIC RESEARCH QUESTIONS FOR

SPECIFIC RESEARCH QUESTIONS FOR

SPECIFIC RESEARCH QUESTIONS FOR EXPRIMENTAL

SPECIFIC RESEARCH QUESTIONS FOR EXPRIMENTAL

OTHER TYPES OF RESEARCH QUESTION

OTHER TYPES OF RESEARCH QUESTION

OTHER TYPES OF RESEARCH QUESTION

OTHER TYPES OF RESEARCH QUESTION

SIGNIFICANCE OF THE STUDY

USEFUL PHRASES IN CRAFTING SIGNIFICANCE OF THE

SCOPE AND DELIMITATION

SCOPE AND DELIMITATION

SCOPE AND DELIMITATION

SCOPE AND DELIMITATION

 The terms must be arranged alphabetically.

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