Research Problem

(1)

RESEAR

CH

PROBLE

M

AURE

AURELIO Q. BALIN JRLIO Q. BALIN JR., ELLA MAE., ELLA MAE

P.ROSARIO and

KRISTINE JOY CIPRIANO

KRISTINE JOY CIPRIANO B

B y y

(2)

INTRODUCTION INTRODUCTION

•

• A research problem is a questionA research problem is a question

that researcher wants to answer

or a problem that a researcher

wants to solve.

•

• Selection of research problemSelection of research problem

depends on several factors such

as researcher’s knowledge, skills,

interest, expertise, motivation 

creativity with respect to the

sub!ect of inquiry. "t is believed

(3)

1.1 Defnitin ! Re"ea#$%

P#&'e(

•

• A problem is any signi#cant, perplexingA problem is any signi#cant, perplexing

and challenging situation, real or arti#cial, and challenging situation, real or arti#cial, the solution of which requires re$ective the solution of which requires re$ective thinking% a perplexing situation after it has thinking% a perplexing situation after it has been translated into a question after it been translated into a question after it has been translated into a question or has been translated into a question or series of questions that help determine series of questions that help determine the direction of subsequent inquiry. &he the direction of subsequent inquiry. &he foregoing de#nitions are according to foregoing de#nitions are according to 'ewey. ()ood, p.*+*

(4)

1.1 Defnitin ! Re"ea#$% 1.1 Defnitin ! Re"ea#$% P#&'e(

P#&'e(

•

According to -erlinger, A

problem is an interrogative

sentence or statement that

asks what relation exists

between

two

or

more

between

two

or

more

variable/. &he answer to

question will provide what

(5)

1.1 Defnitin ! Re"ea#$% P#&'e(

•

• 0.S. 1oodworth de#nes problem0.S. 1oodworth de#nes problem

as a situation for which we have as a situation for which we have no ready  successful response no ready  successful response

by instinct or by previous

acquired habit. 1e must #nd out acquired habit. 1e must #nd out what to do/, i.e. the solution can what to do/, i.e. the solution can be found out only after an be found out only after an investigation.

(6)

1.1 Defnitin ! Re"ea#$% P#&'e(

•

"n other words, a research

problem is an area of

concern where there is a

gap in the knowledge base

needed

for

professional

needed

for

professional

practices./

(7)

1.) S*#$e" ! Re"ea#$%

P#&'e(

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1.) S*#$e" ! Re"ea#$%

P#&'e(

P#&'e( A.

A. 2ersonal 2ersonal 3xperiences3xperiences B.

B. 2ractical 3xperiences2ractical 3xperiences 5.

5. 5ritical 5ritical Appraisal Appraisal of of literatureliterature '. 2revious 3xperience

'. 2revious 3xperience 3. 3xisting theories

3. 3xisting theories 6

6. S. Social ocial issuissueses ). Brainstorming ). Brainstorming 7. "ntuition 7. "ntuition ". 6olklores ". 6olklores

8. 3xposure to #eld situations 8. 3xposure to #eld situations

-. 5onsultation with experts -. 5onsultation with experts

(9)

1.+ Q*a'itie" ! A d 1.+ Q*a'itie" ! A d Re"ea#$% P#&'e( Re"ea#$% P#&'e( +. Signi#cance to profession +. Signi#cance to profession 9. :riginal 9. :riginal ;. 6easible ;. 6easible A.

A. & &imeime

B.

B. 5ost5ost

5.

5. 3quipment  supplies3quipment  supplies

'.

(10)

1.+ Q*a'itie" ! A d 1.+ Q*a'itie" ! A d Re"ea#$% P#&'e( Re"ea#$% P#&'e( • •

*. Solvable<researchable

• •

=. 5urrent

• •

>. "nteresting

(11)

1.- *ide'ine" in #itin/ t%e 1.- *ide'ine" in #itin/ t%e Tit'e

Tit'e +.

+. )enerally, )enerally, the the title title isis

formulated before the start of

the research work. "t may be

revised and re#ned later if

there is a need.

9.

9. &he &he title title must must contain contain thethe

sub!ect matter of the study, the

locale of the study, the

population involved, and the

(12)

Tit'e

;."t must be broad enough to ;."t must be broad enough to include all aspects of the sub!ect include all aspects of the sub!ect matter studied or to be studied. matter studied or to be studied. 7ence, the title indicates what is 7ence, the title indicates what is expected to be found inside the expected to be found inside the thesis report.

thesis report. *.

*."t must be as brief and concise as"t must be as brief and concise as possible.

(13)

Tit'e

=.Avoid using the terms An

Analysis of,/ A Study of,/ An

"nvestigation of,/ and the like. All

these things are understood to

have been done or to be done

when a research is conducted.

>."f the title contains more than

one line, it must be written like an

inverted pyramid, all words in

(14)

E0a('e ! a $('ete tit'e2 E0a('e ! a $('ete tit'e2

(15)

&he contents as requir

&he contents as required by )uidelineed by )uideline

letter B are?

a. Sub!ect matter? &he teaching of

science%

b. @ocale of the study? 7igh schools of

2rovince A%

c. 2o

c. 2opulation involved? &he pulation involved? &he sciencescience

teachers and students% and

d. 2eriod of the study? School year

+C+D

(16)

A &#ie! and $n$i"e !#( ! t%e

tit'e and a &ette# ne !''3"2

(17)

•

• "t will be noted that the population, the"t will be noted that the population, the

science teachers and students as well as science teachers and students as well as the period of the study, +C+D, are the period of the study, +C+D, are omitted when writing the second form but omitted when writing the second form but they have to be mentioned in the scope they have to be mentioned in the scope and delimitation of the study. "t will be and delimitation of the study. "t will be noted also that the title, though brief and noted also that the title, though brief and simpli#ed, is broad enough to include all simpli#ed, is broad enough to include all possible aspects

(18)

). STATEMENT O4 THE PROBLEM

&52 K#i"tine J5

&52 K#i"tine J5 •

• A A prproblem oblem statement statement is is thethe

description of an issue currently

existing which needs to be

addressed. "t provides the context for

the research study and generates the

questions which the research aims to

answer

answer. . &he &he statemestatement nt of of thethe

problem

problem is is the the focal focal point point ofof

any research.

(19)

).1 *ide'ine"

).1 *ide'ine" in 4in 4#(*'atin/ t%e#(*'atin/ t%e

ene#a' and Se$if$ P#&'e(

•

• +. &he general statement of the+. &he general statement of the

problem and the speci#c sub problem and the speci#c sub problems or questions should be problems or questions should be formulated #rst before conducting formulated #rst before conducting the research.

the research.

•

• 9. "t is customary to state speci#c9. "t is customary to state speci#c

problems in the interrogative problems in the interrogative form.

(20)

).1 *ide'ine"

;. 3ach speci#c question must

be clear and

unequivocal.

*. 3ach speci#c question is

researchable apart from the

=. 3ach speci#c question must

be based upon known facts

and phenomena.

(21)

).1 *ide'ine"

=. 3ach speci#c question must be

based upon known facts and

phenomena.

>. Answers to each speci#c

question can be interpreted apart

from the answers to other speci#c

questions.

E. Answers to speci#c question

must contribute to the

(22)

).1 *ide'ine"

. Summing up the answers to all . Summing up the answers to all speci#c questions will give a speci#c questions will give a

complete development of the

en

entire tire ststududyy..

. &he number of speci#c questions . &he number of speci#c questions should be enough to cover the should be enough to cover the development of the whole research development of the whole research problem or study.

(23)

).1 *ide'ine"

+D. )enerally, there should

be a general statement of the

problem and then this should

be broken up into as many

sub problems or speci#c

questions are necessary.

(24)

).) *ide'ine" in t%e U"e !

Ba"i$ A""*(tin"

An assumption is a selfC

evident truth which is based

upon a known fact or

phenomenon.

(25)

+.Fou cannot assume the value of your

study. Such an argument should have

been made under the section,

signi#cance of the study.

9.Fou cannot assume the reliability of

the instrument you propose to use in

your research. Such a rationale and

defense should be made under

methodology.

(26)

;.

F

o

ou

u

c

ca

an

nn

no

ot

t

a

as

ss

su

um

me

e

t

th

he

e

validity of basic data. Galidity is

establ

established

ished

under

under method

method

ology

.

*.

F

o

ou

u

c

ca

an

nn

no

ot

t

a

ass

ssu

um

me

e

t

th

ha

at

t

your population is typical. &his

point

is

to

made

under

point

is

to

made

under

methodology.

(27)

Ba"i$ A""*(tin" Ba"i$ A""*(tin"

=

.

A

n

a

s

u

m

p

t

i

o

n

i

s

n

o

t

tested,

neither

is

it

tested,

neither

is

it

defended nor

(28)

).+

).+ H5t%e"H5t%e"i" i" and and 44#(" #(" !!

H5t%e"e" H5t%e"e"

A hypothesis is a tentative

conclusion or answer to a

speci#c question raised at the

beginning of the investigation.

"t is an educated guess about

the answer to a speci#c

question.

(29)

4

4#(" ! #(" ! H5t%e"e"H5t%e"e" •

•

&her

e

ar

e

two

form

s

of

hypotheses?

+.

:perational form and

9.

(30)

4

4#(" ! #(" ! H5t%e"e"H5t%e"e" &he

&he operational operational form form is is stated stated inin

the aIrmative while the null form

is stated in the

is stated in the negative.negative.

&he

&he operational operational form form states states thatthat

there is a diJerence between two

phenomena while the null form

states that there is no diJerence

between two phenomena.

(31)

).- U"e" and 4*n$tin" ! a

H5t%e"i"

+

+.. &&hheey y hheellp tp thhe e rreesseeaarrcchheer r iinn designing his study? what methods, designing his study? what methods,

research instruments, sampling

design and statistical treatment to design and statistical treatment to use, what data to gather and so on. use, what data to gather and so on. 9

9.. &&hheey y sseerrvve e aas s bbaassees s ffoorr determining assumptions.

(32)

).- U"e" and

).- U"e" and 44*n$tin" ! *n$tin" ! aa H5t%e"i"

H5t%e"i"

;

.

&

h

e

y

s

e

r

v

e

a

s

b

a

s

e

s

f

o

r

determining the relevance of

data.

*

.

&

h

e

y

s

e

r

v

e

a

s

b

a

s

e

s

f

o

r

the explanation or discussion

about the data

(33)

).- U"e" and

).- U"e" and 44*n$tin" ! *n$tin" ! aa H5t%e"i"

H5t%e"i"

=

.

&

h

e

y

h

e

l

p

o

r

g

u

i

d

e

t

h

e

researcher in consolidating his

#ndings and in formulating his

conclusions.

)enerally,

conclusions.

)enerally,

#ndings and conclusions are

answers to the hypothesis or

speci#c questions raised at the

start of the investigation.

(34)

).6 *ide'ine" in t%e ).6 *ide'ine" in t%e 4#(*'atin ! H5t%e"i" 4#(*'atin ! H5t%e"i"

+. "n experimental investigations,

hypothesis have to be explicit,

they have

they have to be expressed.

to be expressed.

9. "n descriptive and historical

investigations, hypothesis are

seldom expressed if not entirely

absent.

(35)

).6 *ide'ine" in t%e

4#(*'atin ! H5t%e"i"

;. 7ypotheses are usually stated

in the null form because testing a

null hypothesis is easier than a

hypothesis in the operational form.

*. 7ypotheses are formulated from

the speci#c questions upon which

they are based.

(36)

E0a('e2 E0a('e2

Kuestion? "s there any signi#cant diJerence

between the eJectiveness of the inductive

method and that of the deductive method in

the teaching of scienceL

:perational 7ypothesis? &here is a

signi#cant diJerence between the

eJectiveness of the inductive method and

that of the deductive method in the teaching

of science.

Hull 7ypothesis? &here is no signi#cant

diJerence between the eJectiveness of the

inductive method and that of the deductive

(37)

+. SINI4I

+. SINI4ICANCE O4 CANCE O4 THE STUDTHE STUDY Y

A

discussion

of

the

A

discussion

of

the

signi#cance of a study typically

includes an explanation of the

workMs

signi#cance,

its

workMs

signi#cance,

its

potential

bene#ts

and

its

potential

bene#ts

and

its

overall

impact.

&he

overall

impact.

&he

signi#cance of a study, often

called the Nrationale,N attempts

(38)

+. SINI4ICANCE O4 THE +. SINI4ICANCE O4 THE STUDY

STUDY

&he

&he rationale rationale often often explains explains whichwhich

speci#c groups of people can bene#t

from the research. "t typically indicates

how the speci#c pro!ect #ts within the

developing body of knowledge. "f the

research pro!ect is part of a larger

investigation, the rationale explains

the overall importance of that larger

pro!

(39)

+. SINI4ICANCE O4 THE +. SINI4ICANCE O4 THE STUDY STUDY

0esearchers attempting to

describe the signi#cance of

a study should consider why

their work is important and

what its impli

(40)

-. SCOPE AND DELIMITATION

O4 THE STUDY

Scope and delimitation of study are

two elements of a research paper that

inform the reader what information is

included in the research and explain

why the author chose that

information

information.. Although Although scope scope andand

delimitation explain the way a study is

limited, this information adds

credibility to research.

(41)

-. SCOPE AND DELIMITATION O4 THE STUDY

&he

&he scope scope of of study study is is a a section section of of aa

research paper that explains what

information or sub!ect is being

analyOed. 6or example, the scope of a

historical research paper includes a

scope section that explains what time

period the writer is analyOing. Since it

is impossible to study every aspect of

every sub!ect, the scope of study tells

the reader which aspects of a sub!ect

the writer has chosen to analyOe. Post

research is limited in scope by sample

(42)

-. SCOPE AND DELIMITATION

O4 THE STUDY

&he

&he delimitatdelimitation ion of of study study is is thethe

explanation of the scope of study.

&his

&his section section allows allows the the writer writer toto

explain why certain aspects of a

sub!ect were chosen and why

others were excluded. "t is also

common for a writer to explain the

chosen research method in this

section and explain why certain

(43)

6. DE4INITION O4 TERMS 6. DE4INITION O4 TERMS

'e#nition of &erms is a

very

brief

section

very

brief

section

consisting of a series of

de#nitions of the key

terms or concepts found

in the proposal.

(44)

Since some words like

NrecreationN or NleisureN may have

various meanings, it is important

to clarify to the reader the way

they are used in the proposal.

Qnfamiliar or technical words may

also require an exact de#nition.

(45)

'e#nition of &erms is usually an annex

to a work (book, research paper,

pamphlet, etc. either at the beginning

or more likely near the end with a list

of acronyms, !argon, credits, etc.

A glossary is another word that may

describe 'e#nition of &erms. A list of

words found in the paper, book, or

work that may need a further

explanation to understand what that

(46)

:ften time scholars will fully

understand the words used

and donMt need a de#nition

immediately

in

the

work.

immediately

in

the

work.

7owever, there are times that

clari#cation is required and a

section called N'e#nition of

&

(47)

Pedical

personnel

use

Pedical

personnel

use

medical

!argon

but

a

medical

!argon

but

a

layperson may not know what

the term means, and can

easily

look

it

up

for

easily

look

it

up

for

clari#cation in the N'e#nition

of &ermsN.

(48)

&7A

&’S

A@@

(49)

Research Problem

RESEAR

RESEAR

CH

CH

PROBLE

PROBLE

M

M

1.1 Defnitin ! Re"ea#$%

1.1 Defnitin ! Re"ea#$%

P#&'e(

P#&'e(

According to -erlinger, A

According to -erlinger, A

problem is an interrogative

problem is an interrogative

sentence or statement that

sentence or statement that

asks what relation exists

asks what relation exists

between

two

or

more

between

two

or

more

variable/. &he answer to

variable/. &he answer to

question will provide what

"n other words, a research

"n other words, a research

problem is an area of

problem is an area of

concern where there is a

concern where there is a

gap in the knowledge base

gap in the knowledge base

needed

for

professional

needed

for

professional

practices./

*. Solvable<researchable

*. Solvable<researchable

=. 5urrent

=. 5urrent

>. "nteresting

>. "nteresting

;. 3ach speci#c question must

;. 3ach speci#c question must

be clear and

be clear and

unequivocal.

unequivocal.

*. 3ach speci#c question is

*. 3ach speci#c question is

researchable apart from the

researchable apart from the

other questions.

other questions.

=. 3ach speci#c question must

=. 3ach speci#c question must

be based upon known facts

be based upon known facts

and phenomena.

+D. )enerally, there should

+D. )enerally, there should

be a general statement of the

be a general statement of the

problem and then this should

problem and then this should

be broken up into as many

be broken up into as many

sub problems or speci#c

sub problems or speci#c