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Identifying Inquiry and

Identifying Inquiry and

Stating the Problem

Stating the Problem

S e s s i o n 1 B :

S e s s i o n 1 B :

SHS Mass Training of Teachers, Practical Research

SHS Mass Training of Teachers, Practical Research

2

(2)

Standards and Competencies

Standards and Competencies

Content Standard:

Content Standard: The learner The learner

demonstrates understanding of:

demonstrates understanding of:

(1) the range of research topics

(1) the range of research topics

in area; (2) the value of research

in area; (2) the value of research

in area; and (3) the specicity

in area; and (3) the specicity

and feasiility of prolem

and feasiility of prolem

posed!

posed!

Performance Standard:

Performance Standard: The The

learner is ale to formulate

learner is ale to formulate

clearly the statement of the

clearly the statement of the

research prolem! research prolem! Learning Competencies Learning Competencies The learner" The learner" 1!

1! intintrodroduces a reuces a researsearch usefch useful in daily lul in daily life;ife; 2!

2! #r#riteites a res a reseasearcrch $tlh $tle;e; 3!

3! descrdescries aies ac%grc%ground oound of ref researsearch;ch; &!

&! statstates es resresearearch ch 'ues'ues$ons;$ons; !

! cites cites eneenets ants and ened eneciarciaries oies of stuf study;dy; !

! indiindicatecates scope as scope and delimnd delimita$ita$on of son of studytudy;; and

and *!

*! prepresentsents #ri+s #ri+en staten statemenement of the prt of the prolemolem!!

This slidesho# presenta$on #ill e made availale through the trainer,s #esite:

This slidesho# presenta$on #ill e made availale through the trainer,s #esite:

mathbychua.weebly.com mathbychua.weebly.com!! I d e n t i f y i n g I n q u i r y a n d S t a t i n g t h e I d e n t i f y i n g I n q u i r y a n d S t a t i n g t h e P r o b l e m P r o b l e m

(3)

Chapter I

Chapter I

INTRODUCTION

INTRODUCTION

Bac%ground of the Study

Bac%ground of the Study

Statement of the .rolem

Statement of the .rolem

Signicance of the Study

Signicance of the Study

Scope and -elimita$on

Scope and -elimita$on

Chapter

Chapter

Content

Content

(4)

Picturing the

Picturing the

Problem

Problem

/0TT T4566 /0TT T4566

7hat can e said of the follo#ing pictures8 7hat can e said of the follo#ing pictures8

7hat variales can #e determine from these pictures8 7hat variales can #e determine from these pictures8

(5)

 A

 A research topicresearch topic is the broadis the broad subject matter addressed by the subject matter addressed by the

study. study.

 A

 A research problemresearch problemis a generalis a general educational issue, concern, or educational issue, concern, or

controversy addressed in controversy addressed in research that narrows the topic. research that narrows the topic.

 A

 A purpose purposeis the major intent oris the major intent or objective of the study used to objective of the study used to

address the problem address the problem

 A

 A research questionresearch question

narrows the purpose narrows the purpose into specific questions into specific questions

that the researcher that the researcher would like answered would like answered or addressed in the or addressed in the

study. study.

(6)

Theories to e validated9 etended9 or

Theories to e validated9 etended9 or

modied

modied

ther studies9 par$cularly through research

ther studies9 par$cularly through research

recommenda$ons

recommenda$ons

<a$onal or interna$onal trends or situa$ons

<a$onal or interna$onal trends or situa$ons

to e descried or improved

to e descried or improved

5eal=life prolems9 issues9 eperiences9 or

5eal=life prolems9 issues9 eperiences9 or

situa$ons of S4S students

situa$ons of S4S students

7hat are good sources of researchale prolems8

7hat are good sources of researchale prolems8

!

!

2

2

"

"

See#ing

See#ing

a

a

Problem

Problem

(7)

/ research $tle must"

/ research $tle must"

>ists

>ists %ey

%ey variales

variales

e #ri+en in scien$c or technical style

e #ri+en in scien$c or technical style

e concise (no more than 12 #ords)

e concise (no more than 12 #ords)

and non=repe$$ve

and non=repe$$ve

re?ect S4S students, contet

re?ect S4S students, contet

not eplicitly provide reference to the

not eplicitly provide reference to the

research design

research design

7hat are the standards in #ri$ng the research $tle8

7hat are the standards in #ri$ng the research $tle8

$raming

$raming

the Title

the Title

(8)

The Research

The Research

Title

Title

75@S4.9 75@S4.9 ST/5T<A 5C S05T/04 ST/5T<A 5C S05T/04

 As a group

 As a group

, decide on a

, decide on a

researc

researc

ha!e topic !eading

ha!e topic !eading

to a

to a

"uan#ta#$e research suited to

"uan#ta#$e research suited to

the !e$e! of S%S students&

(9)

n #ri$ng this sec$on9 n #ri$ng this sec$on9 

 ntroduce and rie?y dene the variales under studyntroduce and rie?y dene the variales under study 

 cite the most important study or related literaturecite the most important study or related literature 

 e consistent #ith terms usede consistent #ith terms used 

 ensure that paragraphs summariDe unresolved issues9ensure that paragraphs summariDe unresolved issues9 con?ic$ng ndings9 social concerns9 or educa$onal9 con?ic$ng ndings9 social concerns9 or educa$onal9 na$onal9 or interna$onal issues!

na$onal9 or interna$onal issues! 

 #rite the last paragraph to highlight the research gap#rite the last paragraph to highlight the research gap

This is the descrip$on that leads the reader to

This is the descrip$on that leads the reader to

understanding the research 'ues$ons and appreciate

understanding the research 'ues$ons and appreciate

#hy they are as%ed!

#hy they are as%ed!

%ac#grou

%ac#grou

nd of the

nd of the

Study

Study

(10)

n #ri$ng this sec$on9 follo# the prescried format: n #ri$ng this sec$on9 follo# the prescried format:

EEThis study (or research) aims to…(make congruent with tle).”This study (or research) aims to…(make congruent with tle).”

<e# paragraph: <e# paragraph:

“Specifcally this research (or study) seeks to answer the “Specifcally this research (or study) seeks to answer the !ollowing "uesons#”

!ollowing "uesons#”

.hrase 'ues$ons #ith the data to e collected in mind! .hrase 'ues$ons #ith the data to e collected in mind! /ns#er the 'ues$ons and rephrase 'ues$on9 if your /ns#er the 'ues$ons and rephrase 'ues$on9 if your intended ans#er does not match the 'ues$on!

intended ans#er does not match the 'ues$on!

This sec$on contains the purpose statements

This sec$on contains the purpose statements

and the research 'ues$on(s)!

and the research 'ues$on(s)!

Statemen

Statemen

t of the

t of the

Problem

Problem

(11)

n #ri$ng this sec$on9 n #ri$ng this sec$on9 

 n paragraph form9 cite eneciaries (e!g!9 teachers9n paragraph form9 cite eneciaries (e!g!9 teachers9 teacher trainers9 educators;

teacher trainers9 educators; curriculum developers9curriculum developers9 tetoo% #riters; oFcials of school9 division9 region9 tetoo% #riters; oFcials of school9 division9 region9 central oFce; policy ma%ers) of results of study!

central oFce; policy ma%ers) of results of study! 

 or each eneciary group9 specically descrie ho# itor each eneciary group9 specically descrie ho# it #ill enet from the ndings!

#ill enet from the ndings! 

 <o need to cite students: understood to enet from<o need to cite students: understood to enet from research; not in a posi$on to implement

research; not in a posi$on to implement recommenda$ons

recommenda$ons

-etermines the audience #ho #ill enet from a

-etermines the audience #ho #ill enet from a

study of the prolem and eplains ho# eactly #ill

study of the prolem and eplains ho# eactly #ill

the results e signicant to them!

the results e signicant to them!

Signi&can

Signi&can

ce of the

ce of the

Study

Study

(12)

n #ri$ng this sec$on9 n #ri$ng this sec$on9 

 cite data collec$on (period and school year);cite data collec$on (period and school year); 

 iden$fy schools involved9 numer of classes9 theiriden$fy schools involved9 numer of classes9 their

gradeGyear level9 numer of par$cipants (or respondents9 gradeGyear level9 numer of par$cipants (or respondents9 suHects)9 and topics of lessons covered (if applicale)! suHects)9 and topics of lessons covered (if applicale)! 

 state inade'uate measures of variales9 loss or lac% ofstate inade'uate measures of variales9 loss or lac% of par$cipants9 small sample siDes9 errors in measurement9 par$cipants9 small sample siDes9 errors in measurement9 and other factors typically related to data collec$on and and other factors typically related to data collec$on and analysis!

analysis!

This presents the coverage of the research in terms of This presents the coverage of the research in terms of loca$on9 $me9 respondents9 etc!9 and the poten$al loca$on9 $me9 respondents9 etc!9 and the poten$al #ea%nesses or prolems #ith the study iden$ed #ea%nesses or prolems #ith the study iden$ed y the researcher!

y the researcher!

Scope

Scope

and

and

'elimitati

'elimitati

on

on

(13)

Introduction

Introduction

75@S4.

75@S4.9 04/.T69 04/.T65 <65 <6

Bac%ground of the Study

Bac%ground of the Study

Statement of the .rolem

Statement of the .rolem

Signicance of the Study

Signicance of the Study

Scope and -elimita$on

References

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