Research Problem
Short Description
research problem...
Description
RESEAR CH PROBLE M B y
AURELIO AURE LIO Q. BALIN JR., JR ., ELLA MAE P.ROSARIO and KRISTINE JOY CIPRIANO
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INTRODUCTION A research problem is a question that researcher wants to answer or a problem that a researcher wants to solve. Selection 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
1.1 Defnitin ! Re"ea#$% P#&'e( •
A problem is any signi#cant, perplexing and challenging situation, real or arti#cial, the solution of which requires re$ective thinking% a perplexing situation after it has been translated into a question after it has been translated into a question or series of questions that help determine the direction of subsequent inquiry. &he foregoing de#nitions are according to 'ewey. ()ood, p.*+*
1.1 Defnitin ! Re"ea#$% P#&'e( •
According to -erlinger, A problem is an interrogative sentence or statement that asks what relation exists between two or more variable/. &he answer to question will provide what
1.1 Defnitin ! Re"ea#$% P#&'e( •
0.S. 1oodworth de#nes problem as a situation for which we have no ready successful response by instinct or by previous acquired habit. 1e must #nd out what to do/, i.e. the solution can be found out only after an investigation.
1.1 Defnitin ! Re"ea#$% P#&'e(
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"n other words, a research problem is an area of concern where there is a gap in the knowledge base needed for professional practices./
1.) S*#$e" ! Re"ea#$% P#&'e(
1.) S*#$e" ! Re"ea#$% P#&'e( A. 2ersonal 3xperiences B. 2ractical 3xperiences 5. 5ritical Appraisal of literature '. 2revious 3xperience 3. 3xisting theories 6. Social S ocial issu issues es ). Brainstorming 7. "ntuition ". 6olklores 8. 3xposure to #eld situations -. 5onsultation with experts
1.+ Q*a'itie" ! A d Re"ea#$% P#&'e( +. Signi#cance to profession 9. :riginal ;. 6easible A. &ime A. & ime B. 5ost 5. 3quipment supplies
'. Administ Administrative rative support
1.+ Q*a'itie" ! A d Re"ea#$% P#&'e( •
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*. Solvable. "nteresting
1.- *ide'ine" in #itin/ t%e Tit'e +. )enerally, the title is formulated before the start of the research work. "t may be revised and re#ned later if there is a need. 9. &he title must contain the sub!ect matter of the study, the locale of the study, the population involved, and the
1.- *ide'ine" in #itin/ t%e Tit'e ;."t must be broad enough to include all aspects of the sub!ect matter studied or to be studied. 7ence, the title indicates what is expected to be found inside the thesis report. *."t *. "t must be as brief and concise as possible.
1.- *ide'ine" in #itin/ t%e 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
E0a('e ! a $('ete tit'e2
&he contents as required required by )uideline letter B are? a. Sub!ect matter? &he teaching of science% b. @ocale of the study? 7igh schools of 2rovince A% c. 2opulation 2opulation involved? &he science teachers and students% and d. 2eriod of the study? School year +C+D
A &#ie! and $n$i"e !#( ! t%e tit'e and a &ette# ne !''3"2
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"t will be noted that the population, the science teachers and students as well as the period of the study, +C+D, are omitted when writing the second form but they have to be mentioned in the scope and delimitation of the study. "t will be noted also that the title, though brief and simpli#ed, is broad enough to include all possible aspects of the sub!ect sub!ec t matter. matter.
). STATEMENT O4 THE PROBLEM &52 K#i"tine J5 •
A pr problem oblem statement is the 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 stateme statement nt of the problem is the focal point of any research.
).1 *ide'ine" in 4#(*'atin/ 4#(*'atin/ t%e ene#a' and Se$if$ P#&'e( •
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+. &he general statement of the problem and the speci#c sub problems or questions should be formulated #rst before conducting the research. 9. "t is customary to state speci#c problems in the interrogative form.
).1 *ide'ine" in 4#(*'atin/ 4#(*'atin/ t%e ene#a' and Se$if$ P#&'e(
;. 3ach speci#c question must be clear and unequivocal. *. 3ach speci#c question is researchable apart from the other questions. =. 3ach speci#c question must be based upon known facts and phenomena.
).1 *ide'ine" in 4#(*'atin/ 4#(*'atin/ t%e ene#a' and Se$if$ P#&'e(
=. 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
).1 *ide'ine" in 4#(*'atin/ 4#(*'atin/ t%e ene#a' and Se$if$ P#&'e(
. Summing up the answers to all speci#c questions will give a complete development of the entire en tire st stud udy y. . &he number of speci#c questions should be enough to cover the development of the whole research problem or study.
).1 *ide'ine" in 4#(*'atin/ 4#(*'atin/ t%e ene#a' and Se$if$ P#&'e(
+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.
).) *ide'ine" in t%e U"e ! Ba"i$ A""*(tin"
An assumption is a selfC evident truth which is based upon a known fact or phenomenon.
).) *ide'ine" in t%e U"e ! Ba"i$ A""*(tin" +.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.
).) *ide'ine" in t%e U"e ! Ba"i$ A""*(tin"
;. Fou cannot assume the validity of basic data. Galidity is established establ ished under method methodology ology.. *. Fou cannot ass ssu ume that your population is typical. &his point is to made under methodology.
).) *ide'ine" in t%e U"e ! Ba"i$ A""*(tin"
=. An assumption is not tested, neither is it defended nor ar argued. gued.
).+ H5t%e" H5t%e"i" i" and 4#(" ! H5t%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.
4#(" ! H5t%e"e"
&here ar &here are e two form forms s hypotheses? +.:perational +. :perational form and 9.Hull 9. Hull form. •
of
4#(" ! H5t%e"e" &he operational form is stated in the aIrmative while the null form is stated in the negative. &he operational form states that there is a diJerence between two phenomena while the null form states that there is no diJerence between two phenomena.
).- U"e" and 4*n$tin" ! a H5t%e"i"
+. &hey help th the researcher in designing his study? what methods, research instruments, sampling design and statistical treatment to use, what data to gather and so on. 9. &hey serve as bases for determining assumptions.
).- U"e" and 4*n$tin" ! a H5t%e"i"
;. &hey serve as bases for determining the relevance of data. *. &hey serve as bases for the explanation or discussion about the data gathered.
).- U"e" and 4*n$tin" ! a H5t%e"i"
=. &hey help or guide the researcher in consolidating his #ndings and in formulating his conclusions. )enerally, #ndings and conclusions are answers to the hypothesis or speci#c questions raised at the start of the investigation.
).6 *ide'ine" in t%e 4#(*'atin ! H5t%e"i"
+. "n experimental investigations, hypothesis have to be explicit, they have to be expressed. 9. "n descriptive and historical investigations, hypothesis are seldom expressed if not entirely absent.
).6 *ide'ine" in t%e 4#(*'atin ! H5t%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.
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
+. SINI4ICANCE SINI4I CANCE O4 THE STUDY STUDY
A discussion of the signi#cance of a study typically includes an explanation of the workMs signi#cance, its potential bene#ts and its overall impact. &he signi#cance of a study, often called the Nrationale,N attempts
+. SINI4ICANCE O4 THE STUDY &he rationale often explains which 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!ect pro! ect as well.
+. SINI4ICANCE O4 THE STUDY
0esearchers attempting to describe the signi#cance of a study should consider why their work is important and what its implications implications are.
-. 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. Although scope and delimitation explain the way a study is limited, this information adds credibility to research.
-. SCOPE AND DELIMITATION O4 THE STUDY
&he scope of study is a section of a 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
-. SCOPE AND DELIMITATION O4 THE STUDY
&he delimitat delimitation ion of study is the explanation of the scope of study. &his section allows the writer to 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
6. DE4INITION O4 TERMS
'e#nition of &erms is a very brief section consisting of a series of de#nitions of the key terms or concepts found in the proposal.
6. DE4INITION O4 TERMS
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.
6. DE4INITION O4 TERMS '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
6. DE4INITION O4 TERMS
:ften time scholars will fully understand the words used and donMt need a de#nition immediately in the work. 7owever, there are times that clari#cation is required and a section called N'e#nition of &erm & ermsN sN is bene#cial and of often ten
6. DE4INITION O4 TERMS
Pedical personnel use medical !argon but a layperson may not know what the term means, and can easily look it up for clari#cation in the N'e#nition of &ermsN.
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