PAMANTASAN NG LUNGSOD NG MAYNILA

(University of the City of Manila)

General Luna corner Muralla Street
Intramuros, Manila, Philippines

PLM BUSINESS SCHOOL

MODULE 1
THE RESEARCH PROBLEM

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN THE SUBJECT

BUSINESS RESEARCH CBM 0007-10

WRITTEN REPORT
Prepared By:
Briones, Clarice L.
Dela Cruz, Danese Anne
Dela Paz, Irish S.
Dulce, Irish P.
Fuentes, Erika Mae M.
Marquez, Bernadette B.
Ocampo, Trisha May V.
Villena, Jinky Ann L.

Submitted to:
Prof. Ragrciel G. Manalo

Business Research Adviser: Prof. Ragrciel Grafil Manalo FOR CLASSROOM AND READING PURPOSES ONLY
AND STRICTLY NOT FOR PUBLIC UPLOAD
 LEARNING OBJECTIVES:

The learners shall be able to:

• Define Problem
• Define Research Problem
• Identify and explain the elements of Research Problem
• Summarize the guidelines in in the establishing the Research Problem or Topic
• Enumerate the characteristics of the Title
• Define Variable, and explain the types of variables
• Illustrate the formulation of the statement of the problems
• Define Hypothesis-Enumerate and the forms of hypothesis
• Explain the Functions or Purpose of Hypothesis
• Enumerate the Importance of Hypothesis

TOPICS OUTLINE:

The Research Problem

A. Definition of Problem - Erika Mae M. Fuentes

B. Elements of Research Problems - Danese Anne Dela Cruz

C. Guidelines in the Selection of a Research Problem or Topic – Irish S. Dela Paz

and Erika Mae M. Fuentes

D. Title and Guidelines in Writing the Title – Clarice L. Briones

E. Definition of Variables - Trisha May V. Ocampo

F. Types of Variables - Irish P. Dulce

G. Statement of the Problem and Guidelines in Writing – Jinky Ann L. Villena

H. Hypothesis, Kinds, Guidelines, Purposes, Functions, and Its Importance - Trisha

May V. Ocampo and Clarice L. Briones

I. The Keywords: Its importance – Bernadette B. Marquez

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 A. DEFINITION OF THE PROBLEM - Erika Mae M. Fuentes

Definition

According to Dewey, a problem is:

(1) any significant, perplexing, and challenging situation, real or artificial, the
solution of which requires reflective thinking;
(2) or a perplexing situation after it has been translated into a question or series
of questions that help determine the direction of subsequent inquiry. (Good, p.
414)

Problem Distillation

• The process of refining the question or idea into a problem and making it
sufficiently specific so that it is amenable to investigation.
• This process should lead to the development of a “statement of the problem” that
is clear, concise, and definitive.

Techniques Involved in Defining a Problem

The techniques Involved in defining a Research Problem is a crucial part of a research

study and must in no case be accomplished hurriedly. However, in practice this a
frequently overlooked which causes a lot of problems later on. Hence, the research
problem should be defined in a systematic manner, giving due weightage to all relating
points. The technique for the purpose involves the undertaking of the following steps
generally one after the other:

a. Statement of the problem in a general way;

First of all the problem should be stated in a broad general way, keeping in view
either some practical concern or some scientific or intellectual interest. For this
purpose, the researcher must immerse himself thoroughly in the subject matter
concerning which he wishes to pose a problem.

b. Understanding the nature of the problem;

The next step in defining the problem is to understand its origin and nature
clearly. The best way of understanding the problem is to discuss it with those
who first raised it in order to find out how the problem originally came about and
with what objectives in view. If the researcher has stated the problem himself, he
should consider once again all those points that induced him to make a general
statement concerning the problem. For a better understanding of the nature of

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 the problem involved, he can enter into discussion with those who have a good
knowledge of the problem concerned or similar other problems. The researcher
should also keep in view the environment within which the problem is to be
studied and understood.

c. Surveying the available literature;

All available literature concerning the problem at hand must necessarily be
surveyed and examined before a definition of the research problem is given. This
means that the researcher must be well-conversant with relevant theories in the
field, reports and records as also all other relevant literature. He must devote
sufficient time in reviewing of research already undertaken on related problems.
This is done to find out what data and other materials, if any, are available for
operational purposes.

d. Developing the ideas through discussions; and

Discussion concerning a problem often produces useful information. Various new
ideas can be developed through such an exercise. Hence, a researcher must
discuss his problem with his colleagues and others who have enough experience
in the same area or in working on similar problems. People with rich experience
are in a position to enlighten the researcher on different aspects of his proposed
study and their advice and comments are usually invaluable to the researcher.

e. Rephrasing the research problem into a working proposition.

Finally, the researcher must sit to rephrase the research problem into a working
proposition. Once the nature of the problem has been clearly understood, the
environment (within which the problem has got to be studied) has been defined,
discussions over the problem have taken place and the available literature has
been surveyed and examined, rephrasing the problem into analytical or
operational terms is not a difficult task. Through rephrasing, the researcher puts
the research problem in as specific terms as possible so that it may become
operationally viable and may help in the development of working hypotheses.

B. ELEMENTS OF RESEARCH PROBLEMS – Danese Anne Dela Cruz

The word research problem implies that an investigation, inquiry, or study will occur or
that the topic is ripe for exploration. A problem must have specific characteristics before
it can be considered a research problem worthy of examination. These are the
elements:

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 1 Aim or purpose of the problem for investigation. This answers the question
“Why?” Why is there an investigation, inquiry or study? The purpose is to identify
the issue that is a concern and focus it in a way that allows it to be studied in a
systematic way. It defines the problem and proposes a way to research a
solution, or demonstrates why further information is needed in order for a solution
to become possible.)

2 The subject matter or topic to be investigated. This answers the question “What?”
What is to be investigated or studied?

For example: What would a rival company do if we decrease our prices by 25%?
What would sales be if prices were Rs. 89 ? Rs. 99 ? How would a rival firm's
action influence our sales and profits? The right question needs to be addressed
if research is to help decision makers. The decision maker can’t acquire all the
information, but it is often feasible to identify the factors that are critical to the
existing problem. These factors are then included in the problem definition.

3 The place or locale where the research is to be conducted. This answers the
question “Where?” Where is the study to be conducted? For instance the place
where will you conduct the study is in Manila

4 The period or time of the study during which the data are to be gathered. This
answers the question “When?” When is the study to be carried out? A time frame
is a period of time based on either subjects' study epochs or subjects' study
reference start and end dates. For instance Managers frequently run the risk of
making the correct decision at an incorrect time. It is essential that the decision
maker as well as the researcher determine the right time reference for-the
decision.

5 Population or universe from whom the data are to be collected. This answers the
question “Who?” or “From whom?” Who are the respondents? From whom are
the data to be gathered? It may include persons, groups of persons, business
establishments.

Aim or purpose, subject matter or issue, place or locale, period or time, and population
or universe are the parts of a research problem. Answer questions beginning with why,
what, where, when, and who or from whom. Example of a research problem: To
determine the status of teaching science in the high schools of Province A during the
school year 1989–1990.

• Aim or purpose: To determine the subject of (which aim is to determine the

status of teaching science in the high schools of Province A during the school
year 1989-1990.)

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 • Subject matter or topic: The teaching of science (the specific topic that the
researcher will study)
• Place or locale: In the high schools of Province A (the brief place where the
study will be conducted)
• Period or time: During the school year 1989-1990 (the time frame of the study)
• Population: The respondents are implied to be either the teachers or the pupils
of both. (the persons that are involved in the study)

In formulating the title of a research inquiry, the aim is usually omitted and sometimes
the population is not also included. In the above example the title is “The Teaching of
Science in the High Schools of Province A During the School Year 1989-1990.”

C. GUIDELINES IN THE SELECTION OF A RESEARCH PROBLEM OR TOPIC –

Irish S. Dela Paz and Erika Mae M. Fuentes

There are certain guidelines or criteria in the selection of research problem to make it
more interesting and the research work more enjoyable to the researcher as well as to
ensure the completion of the study. Among the guidelines or criteria are the
following which may also be considered as characteristics of research problems.

1. The research topic or problem must be chosen by the researcher himself. This
is to avoid blaming others or offering excuses for any obstacles encountered.

2. It must be within the interest of the researcher. This is to make sure that the
researcher will focus his full attention to the research work.

3. It must be within the specialization of the researcher. This will in some way make
the work easier for him because he is working on a familiar grounds. Besides this may
improve his specialization, skills, and competence in his profession.

4. It must be within the competence of the researcher to tackle. The researcher

must know the method of research and other research procedures applicable to his
problem and he must know how to apply them. He must have a workable understanding
of his study.

5. It must be within the ability of researcher. To finance, otherwise he must be able

to find funding for his research. Research involves not a small amount of expense and
the researcher must be able to foot the bills until his study is completed. There must a
budget which he must be able to shoulder.

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 [Link] and manageable, that is,

a. Data are available and accessible. The researcher must be sure that the
participants in his investigation possess the needed data and they are within his reach.
so, one must not choose a problem on which the location of the data are too far a way
or let’s just say foreign island.

b. The data must meet the standards of accuracy, objectively, and verifiability.
This is important. The data gathered must be accurate, objective and not biased, and
can be verified if there arises a need, otherwise, the result of the study will not be valid
and the generalizations formulated will be faulty.

c. Answers to the specific questions (sub problem) can be found. the data to be
collected must supply the necessary answer to the specific questions. Suppose the
question is “how qualified are the teacher’s handling public finance?” the data to be
gathered are the educational attainments and the field of specialization of the teachers
to be checked against the regulations of the school system. This way, the answer to the
question can be found.

d. The hypothesis formulated are testable, that is, they can be accepted or
rejected. Hypothesis are not proven, they are only determined as true of not. If the
findings from the data do not conform to the hypothesis, the latter are rejected. If the
findings conform to the hypothesis, the latter are accepted as true and valid.

e. Equipment and instruments for research are available and can give valid and
reliable results. The construction and validation of research instruments are fully
discussed in a later chapter.

7. It can be completed within a reasonable period of time unless it is a longitudinal

research which takes a long time for its completion. Although research is unhurried,
there must be a timetable for its completion. For graduate students engaged in social
and educational research, a research project for a master’s thesis must be completed
within three years from the time the academic work has been completed and for a
doctoral dissertation, five years. This is according to regulation.

8. It is significant, important, and relevant to the present time and situation,

timely and of current interest. This means that the research project mist be able to
make substantial impact upon situations and people it is intended for or addressed to. It
must be able to arouse the interest of the people concerned.

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 If the study is about financial problem, it must be able to draw attention of those
engaged in the habit and those assigned to avoid it.

9. The results are practical and implementable.

if the investigation is about lenders, are the recommendations for its eradication
applicable with the expected effectiveness?

10. It requires original, critical, and reflective thinking to solve it. To be able to
apply this
the research problem must be novel, new or original. The study is considered novel and
new if it has not yet been studied before and the data are gathered from new and
original sources. However the study may be a replication, that is, the study has already
been conducted but in another place, not in the place where it is intended to be studied
again. The purpose of the study replications is to determine if conditions in one place
are also true in other places so that generalizations of wider application can be
formulated.

11. It can be delimited to suit the resources of the researcher but big or large
enough to be able to give significant, valid, and reliable results and
generalizations. The area and populations may be reduced but only to such an extent
that the generalizations may be considered true and useful.

12. It must contribute to the national development goals for improvement of the
quality of human life. This is the ultimate aim of research to improve the quality of
human life. Research must improve or show how to improve unsatisfactory conditions.

13. It must contribute to the fund of human knowledge. All the facts and knowledge
that we have are mostly the products of research. Any study to be conducted must add
a new bit of knowledge to what we already have.

14. It must show or pave the way for the solution of the problem intended to be
solved. Usually, after an inquiry has been conducted, recommendations are made for
the solution of problems discovered which, if implemented, can solve the problems.

15. It must not undermine the moral and spiritual values of the people. It must not
advocate the promotion of antisocial values such as drug addiction, cruelty, hatred,
divisiveness, multiple sex mating, etc . As much as possible it must advocate the
promotion of divine values and those admirable human values such as love, peace,
goodwill, etc.

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 16. It must not advocate any change in the present order of things by means of
violence but by peaceful means. It must not advocate subversion, revolution, or the
like to wrest control of the government or change the form of government. If there is a
needed change, it must be made by any means but the means must be peaceful and
legitimate.

17. There must be a return of some kind to the researcher, either one or all of the
following, if the research report is completed:

a. Monetary, either increase of salary or publication of the results in which there is

some kind of royalty.

b. Advancement of position, promotion. Generally, after finishing a graduate course,

there is a promotion especially in the educational system. It is easier to get a promotion
with a graduate degree than without one.

c. Improve specialization, competence, and skill in professional work especially if

the research subject is related to the profession.

Example: Suppose a teacher makes a study of the school management practices of

school principals in a certain area. So when a teacher gets promoted to the
principalship, he already knows how to manage his own school because of what he has
learned from his study about the practices of the principals he has studied.

d. Enhanced prestige and reputation. Usually, it is a big honor, especially among

colleagues, on the part of one who completes a research project and be able to write a
thesis about his research project. This is because of the intellectual activity, effort-
making capacity, and big expenses involved in the work, and of course, because of a
higher degree earned.

e. Satisfaction of intellectual curiosity and interest, and being able to discover

truth. It is always our experience that after being able to solve a difficult intellectual
problem we are engulfed with so much elation and satisfaction that we forget all the
sacrifices and difficulties that we have gone through. This is also the feeling of those
who are able to finish their research projects and reports, the latter in the form of theses
or dissertations, especially after passing a very rigid oral defense.

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 18. There must be a consideration of the hazards involved, either physical, social,
or legal.

Physical. A man who went to the mountain to study a tribe, ignoring the physical
dangers from wild animals and from the tribesmen themselves. While this act is
admirable, the researcher must also consider his personal safety.

Social. This occurs when an inquiry happens to encroach upon socially approved and
established social values, norms of conduct, or ethical standards. The inquiry may draw
the ire of the populace and the researcher may receive some kind rebuke, censure,
criticism, or derision.

Legal. If an investigation may affect adversely the honor and integrity of certain people,
a libel suit may ensue. Of course, it does not matter much if the researcher can prove
his facts to be true and if he is a crusader. He will be admired for his boldness to
discover and tell the truth no matter who gets hurt. A study about graft and corruption in
the government is an example.

RESEARCH TOPICS TO BE AVOIDED:

Controversial topics
These subjects heavily rely on the writer's viewpoint, which can be prejudiced or biased.
Facts cannot support such topics.

Topics that are extremely technical

Researching subjects that demand in-depth study, technical expertise, and extensive
experience is a highly challenging undertaking for a novice.

Topics that are challenging to research

Lack of reading materials and outdated reading materials make it difficult to research a
topic.

Topics that are too broad

You won't be able to give a focused or in-depth study of the paper's subject matter if
your topics are too wide. To fix this, choose a more focused or limited topic.

Too Specific
These topics are so narrow and specialized that a thorough search or study is required
to learn more about them.

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 Vague Topics
These kind of subjects will make it difficult for you to concentrate on writing your paper
clearly. For instance, titles that begin with ambiguous words like many, many, some,
etc., as in "Some Extraordinary Characteristic of a Filipino" or "Several People's
Opinions on the RH Law," are imprecise enough to pique the reader's curiosity but not
enough to keep them interested.

The following subjects may be viewed as controversial, vague, broad, highly technical,
and difficult to investigate:

▪ Filipinos’ Admiration to President Rodrigo Duterte

▪ Labor Unions Before the Coming of Jesus Christ

▪ The Rise and Fall of All Kings and Queens

▪ Some Excessively Priced Imported Vehicles

▪ Spaceship Building

▪ The structure of a Nuclear Weapon

▪ Definition of Research

▪ The Extent of Filipinos’ Faith in God

D. TITLE AND GUIDELINES IN WRITING THE TITLE – Clarice L. Briones

Title. This summarizes the main idea of the research or the study. The title makes the
first impression to the reader because of the fact that this sets the mood on whether the
reader be interested on the study or not. In making a title, the writer should follow the
guidelines in the formulation of his title and its characteristics.

1. Generally, the title is formulated before the start of the research work. It may be
revised and refined if there is a need.
2. The title must contain the subject matter of the study, the locale of the study, the
population involved, and the period when the data is gathered or will be
gathered.

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 3. It must be broad enough to conclude all aspects of the subject matter or to be
studied. Hence, the title indicates what is expected to be found inside the thesis
report.
4. It must be brief and concise as possible.
5. Avoid using the terms “An Analysis of,” “A Study of’,” “An Investigation of,” and
the like. All these things are understand to have been done or to be done when a
research is conducted.
6. If the title contains more than one line, it must be written like an inverted pyramid,
all words in capital letters.

Example of a complete title:

THE EFFECTIVITY OF E-BANKING ON CUSTOMER’ SATISFACTION OF XYZ

BANK AS PERCEIVED BY THE MANAGEMENT AND CUSTOMER’S DURING
THE YEAR 2020 - 2021

The contents as required by Guideline No. 2 are:

a. Subject Matter: The effectivity of e-banking
b. Locale of the Study: XYZ Bank
c. Population Involved: The management and customers; and
d. Period of the study: 2020 - 2021

A brief and concise form of the title and a better one follows:

THE EFFECTIVITY OF E-BANKING ON CUSTOMER’S SATISFACTION OF

XYZ BANK

E. DEFINITION OF VARIABLES – Trisha May V. Ocampo

According to Calmorin, a variable is defined as a quantity susceptible to fluctuation or

change in value or magnitude under different conditions. Numerical values or categories
represent these quantities.

“Variable” is a term frequently used in research projects. It is pertinent to define and

identify the variables while designing quantitative research projects. A variable incites

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 more excitement in any research than constants. It is therefore critical for beginners in
research to have clarity about this term and the related concepts.

In layman’s terms, it is something that can change or have more than one value. ''A
variable, as the name implies, is 1” something that varies." It may be weight, height,
anxiety levels, income, body temperature, and so on. Each of these properties varies
from one person to another and also has different values along a continuum. It could be
demographic, physical, or social and include religion, income, occupation, temperature,
humidity, language, food, fashion, etc. Some variables can be quite concrete and clear,
such as gender, birth order, types of blood groups, etc., while others can be
considerably more abstract and vague.

Example: If gender is a variable, then male and female are the attributes.

It is pertinent for a researcher to know as how certain variables within a study are
related to each other. It is thus important to define the variables to facilitate accurate
explanation of the relationship between them. There is no limit to the number of
variables that can be measured, although the more variables, the more complex the
study and the more complex the statistical analysis. Moreover, the longer the list of
variables, the longer the time required for data collection.

Variables can be defined in terms of measurable factors through a process of

operationalization. It will convert difficult concepts into easily understandable concepts
which then can be measured, empirically. “It is essential to define the term as variables
so that they can be quantified and measured.

F. TYPES OF VARIABLES – Irish P. Dulce

1. Independent variables or treatment variables

• The variable that the experimenter changes or manipulates is called the

"independent variable." This variable is thought to have a direct effect on the
"dependent variable."
• The stimulus variable selected by the researcher to determine its association with
an observed phenomenon.

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 • Example: When a researcher wishes to determine the relationship between
academic rank and professors' research performance. He observes the
performance of a group of professors with high academic standing. Similarly, he
recruits another group of professors with low academic standing. Academic rank
is the independent variable in this instance because it is manipulated.

2. Dependent variables or response variables

• In an experiment, the variable that is being tested and measured is called the
dependent variable and is 'dependent' on the independent variable.
• A researcher wishes to determine the relationship between academic rank and
professors' research output. He observes the research performance of a group of
professors with high academic standing. In this instance, the dependent variable
is research output because it varies in response to changes in academic rank.
What is the impact of academic standing on research performance? What is the
impact of a low academic rank on research performance?

3. Control variables

• In a research study, anything that is kept the same or kept to a certain level
is called a "control variable."
• It is a variable that isn't important to the goals of the study, but it is controlled
anyway because it could affect the results.
• Variables can be controlled directly by keeping them the same throughout a
study, or indirectly by using randomization or statistical control.
• Control variables can help keep your research results from being affected by
mistakes like omitted variable bias.

4. Quantitative variables

A. Discrete or integer variables

• countable in a finite amount of time

• can only assume specific values that you cannot subdivide. Typically,
you count them, and the results are integers.

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 • Easily visualized on charts, graphs, histograms, etc
• Values: countable
B. Continuous or ratio variables
• can assume any numeric value and can be meaningfully split into

smaller parts. Consequently, they have valid fractional and decimal

values.
• have an infinite number of potential values between any two points.
Generally, you measure them using a scale.
• We usually show this kind of data with line graphs, trend lines,
percentages, averages, and other ways that go on and on and can be
broken up.
• Values: measurable/quantifiable

5. Qualitative or categorical variables

A. Nominal
• A nominal variable has responses that can be divided into two or more
distinct groups. For example, gender is a nominal variable whose answer can
be "male" or "female." The nominal variable is subdivided into these two
categories.
• A nominal variable is qualitative, meaning that numbers are used solely to
classify or name things. For example, the number on the back of a player's
jersey indicates his or her position.
• They are also numeration-savvy. However, these quantitative values are
unrelated to numbers. That is, they cannot be added, subtracted, multiplied, or
divided.
• Example of Nominal scales:

Variable Categories
Employment Status • Employed
• Unemployed
• Underemployed
Political Preferences • Democrat
• Republican

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 • Independent

Zip code • 1008

• 1745
• 8715

B. Ordinal

• type of measurement variable that accepts ordered or ranked values. It is the

second level of measurement, building on the first level, the nominal variable.
• They are based on nominal scales, in which objects are assigned numbers to
indicate their rank or order with respect to an attribute. In addition, the ordinal
variable scale lacks a standard ordering method.
• The difference between the ranks of two ordinal variables is also not equal. Most
of the time, categorical variables fall into one of two categories. In certain
instances, it is said to be between categorical and numerical variables.
• Example of Ordinal Scales:

Variable Ordinal Values

Income level • Lower-level income
• Middle-level income
• Upper-level income
Language ability • Beginner
• Intermediate
• Fluent
Level of agreement • Strongly disagree
• Disagree
• Neither agree nor disagree
• Agree
• Strongly agree

6. Intervening Variables

A hypothetical variable used to explain the causal relationships between other variables.
Intervening variables are hypothetical since they cannot be observed in an experiment.\

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 Limitation: Intervening variables are hypothetical constructs like personality, intelligence
or attitude. They can't be measured because they're not "real" variables. So, it is
impossible to quantify how much of the experimental results are due to the independent
variables and how much to each intervening variable.

Example: Poverty and Life Expectancy

Researchers may be interested in the correlation between poverty (the independent

variable) and longevity (the dependent variable).

G. STATEMENT OF THE PROBLEM AND GUIDELINES IN WRITING – Jinky Ann L.

Villena

Statement of the Problem

The problem statement should be concise and should indicate the major factors
(variables) of the research study. Also, there should be a general statement of the entire
problem, followed by the specific questions or sub-problems into which the general
problem is divided.

A problem statement differs depending on whether it is a practical, real-world issue, or

theoretical issue. Even so, all problem statements go through the same procedure.

Answer the following questions:

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 • What do we already know?
• What are the reasons for this circumstance?
• Is it answerable or possible to be solved or changed?
• What are the specific problems that the study aims to answer?

This is where you discuss the overall concerns or issues related to the introduced topic.
State the General or Main Problem in one paragraph in statement form. Also, state the
Specific Problems in an interrogative form. Specific Problems must be assigned in
numbers.

Guidelines in Writing

These are the guidelines for formulating the general problem as well as the specific sub-
problems or questions. The following guidelines are provided to assist the researcher in
the design of general as well as specific sub-problems or questions.

These are also the characteristics of specific questions:

1. Before doing the research, the overall statement of the problem and the sub-
problem questions should be developed. Sub-problems are referred to as the
specific question.
2. Each specific question must be clear. It must have only one meaning and it must
not have a dual interpretation.
3. Each specific question can be researched independently of the others.
4. Each question must be founded on well-known facts and phenomena.
Furthermore, data from such established facts are phenomena that must be
accessible in order to explore the specific subject.
5. The answer to each specific question can be read separately from the answers to
other specific questions.
6. Answers to specific questions must contribute to the overall growth of the study
problem or topic.
7. Summarizing the answers to all of the specific questions will result in a
comprehensive development of the entire study.

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 8. The number of specific questions should be sufficient to cover the development
of the entire research problem or study.

In general, there should be a general statement of the problem, followed by as many

sub-problems or particular questions as necessary.

Difference between Research Problem and Research Questions

A research study must have both a research problem and a research question.
Although some people mistakenly believe they are the same, they are not.

The key difference between a research problem and a research question is that a
research problem is an issue, challenge, or gap in knowledge that is being addressed in
research, whereas a research question is a statement in the form of a question
intending to study, learn, examine, and explore more about the research topic.

Mistakes to Avoid While Writing a Statement of the Problem

1. Make sure your problem statement is concise. Every sentence should emphasize
the value of your research.
2. Limit the scope of your problem statement. Be certain that the scope of your
problem statement is clear.
3. Avoid using unnecessary jargon or highly technical language. Employ formal
terms or sentences and avoid convoluted terminology.
4. Create a logical argument to persuade the reader. Your problem statement
should have an impression on the readers so that they are persuaded to read the
rest of your research paper.
5. Highlight the "why" of the problem.

Example Statement of the Problem:

The Impact of Profitability and Financial Performance on Improving Productive
Efficiency in Jordanian Industrial Companies

Problem of Study
Companies are concerned with solving the problems that are associated with increasing
the productive capacity efficiency of the industrial company through improving
profitability and financial performance. The process of increasing profitability and raising

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 the level of financial performance increases the efficiency and capabilities of the
production process in the present and future.

Research Questions
The study attempts to answer the following questions:
1. What is the effect of profitability on improving productive efficiency in Jordanian
industrial companies?
2. What is the effect of financial performance on improving productive efficiency in
Jordanian industrial companies?

H. HYPOTHESIS, KINDS, GUIDELINES, PURPOSES, FUNCTIONS, AND ITS

IMPORTANCE – Trisha May V. Ocampo and Clarice L. Briones

Definition of Hypothesis:

According to Calderon, a hypothesis is a tentative conclusion or answer to a

specific question raised at the beginning of the investigation. It is an educated guess
about the answer to a specific question.

It is also a statement of expectation or prediction that will be tested by

research. Before formulating your research hypothesis, read about the topic of interest
to you. From your reading, which may include articles, books and/or cases, you should
gain sufficient information about your topic that will enable you to narrow or limit it and
express it as a research question.

The research question flows from the topic that you are considering. The research
question, when stated as one sentence, is your Research Hypothesis. In some
disciplines, the hypothesis is called a “thesis statement.” Other words for
“hypothesized” are “posited,” “theorized” or “proposed”. Remember, your
hypothesis must REQUIRE two or more disciplines, one of which is law. This is
essential, since your paper is interdisciplinary and a demonstration of the
interdisciplinary process.
In your hypothesis, you are predicting the relationship between variables. Through the
disciplinary insights gained in the research process throughout the year, you “prove”
your hypothesis. This is a process of discovery to create greater understandings or
conclusions.

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 Forms of Hypothesis:

There are two forms of hypotheses based on Calderon’s book:

1. Operational form- is stated in the affirmative. It states that there is a difference

between two phenomena. Other term is Alternate Hypothesis, an affirmation of the
existence of phenomena and opposite of null hypo.

Represents: some observed effect

What is it? : It is what the reasearcher tries to prove
Acceptance: Changes in opinions or actions
Testing: Direct and explicit
Observations: Result of real effect

2. Null form- stated in negative, states that there is no difference between the two
phenomena. In other words null expresses equality between two phenomena.

Represents: no observed effect:

What is it? : It is what the researcher tries to disprove
Acceptance: No Changes in opinions or actions
Testing: Indirect and implicit
Observations: Result of chance

Guidelines in formulation of explicit hypothesis

The following are the guidelines for the formulation of explicit hypotheses:

1. In experimental investigations, hypothesis have to be explicit, they have to be

expressed. They have to be expressed also in comparative and correlational
studies.
2. In descriptive and historical investigations, hypothesis are seldom expressed if not
entirely absent. The sub problems or specific questions raised before the start of the
investigation and stated under the statement of the problem serve as the
hypotheses. (Good and Seates pp 220-221).
3. Hypotheses are usually stated in the null form because testing a null hypothesis is
easie than a hypothesis in the operational form. Testing a hypothesis means
gathering data to answer it.
4. Hypothesis are formulated from the specific questions upon which they are based.

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 Examples of Hypothesis -

1. Question: Is there any significant difference between the effectivity of the e-banking
on the perception of the management and customers?
Operational hypothesis: There is a significant difference between the
perceptions of the management and customers in concern of the effectivity of e-
banking.
Null Hypothesis: There is no significant difference between the perceptions of
the management and customers in concern of the effectivity of e-banking.

2. Question: Is there any significant difference between the effectivity of the e-banking
on the XYZ customer’ satisfaction as perceived by the management and
customers?
Operational hypothesis: There is a significant difference between the effectivity
of the e-banking on the XYZ customer’ satisfaction as perceived by the
management and customers.
Null Hypothesis: There is no significant difference between the effectivity of the
e-banking on the XYZ customer’ satisfaction as perceived by the management
and customers.

3. Question: Is there any significant relationship between the number of lost work
days experienced and the number of years of experience for the workers?
Operational hypothesis: There is a relationship between the number of lost
workdays and the number of years of experience.
Null Hypothesis: There is no relationship between the number of lost workdays
and the number of years of experience.

4. Question: Is there any significant relationship between buying stocks during down
market and earning higher returns.
Operational hypothesis: There is a relationship between buying of stocks
during down market and earning higher returns on it.
Null Hypothesis: There is no relationship between buying of stocks during down
market and earning higher returns on it.

Functions, Purpose and Importance of Hypothesis

Hypothesis (specific questions) perform important functions on research such as the

following:

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 1. They help the researcher in designing his study: what methods, research
instruments, sampling design, and statistical treatments to use, what data to
gather, etc.
2. They serve as basis for determining assumptions.
3. They serve as basis for determining the relevance of data
4. They serve as basis for the explanation or discussion about the data gathered.
5. They help or guide the researcher in consolidating his findings and in formulation
his conclusions. Generally, findings and conclusions are answers to the
hypothesis or specific questions raised at the start of the investigation.

I. THE KEYWORDS: ITS IMPORTANCE – Bernadette B. Marquez

Research Objectives

• Research objectives describe the objectives your research endeavor is aiming to

accomplish. They should direct each phase of the study procedure, including the
data collection, argument construction, and conclusion development. Although
your research objectives may change slightly as you go along, they should
always be in line with the actual research you do and the content of your article.

• Research Objectives are a specification of the ultimate reasons for carrying out
research in the first place. They help in developing a specific list of information
needs. Only when the researcher knows the problem that management wants to
solve can the researcher project be designed to provide pertinent information.

Characteristics of Research Problem

SMART research objectives

The acronym “SMART” is commonly used in relation to research objectives. It states
that your objectives should be:

• Specific: Make sure your objectives aren't too broad. In order to get results that
are helpful, your research must be precisely specified.

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 • Measurable: Understand the criteria you'll use to determine if your objectives
have been achieved.
• Achievable: Your objectives should be feasible, despite the fact that they may
be challenging. Check to see whether your topic has undergone relevant
research or if pertinent primary or secondary materials are available. Make sure
you have access to suitable research facilities as well (labs, library resources,
research databases, etc.).
• Relevant: Be certain that they directly address the research problem you want to
focus on and make a contribution to the state of research in your field.
• Time-based: Provide precise due dates for the goals to keep the project on
course.

The Research Problem and Objectives

In Research Problem there are five (5) factors to consider to determine that a problem is
researchable or not.

1. The problem exists in the locality or country but no known solution to the
problem.
2. The solution can be answered by using statistical methods and techniques.
3. There are probable solutions but they are not yet tested.
4. The occurrence of phenomena requires scientific investigation to arrive at a
precise solution.
5. Serious needs/ problems of the people where it demands research.

Sources of Research Problem

1. Specialization of the researcher.

2. Current and Past researches.
3. Recommendations from theses, dissertations, and research journals.
4. Original and creative ideas of the researcher based on the problems met in the
locality and country.

Identification of Research Problem

Identification of research problem is the first step in a scientific method for conducting
research. To initiate a research, there should be pre-occurred ideas that generated the
necessity for the research to be carried out. The ideas are developed while going
through literatures, discourses with experts and continuation of activities related to the

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 subject matter. These ideas develop into some specific topics that will be interesting or
rewarding if investigated. The topics generally called problems.

Some guidelines for selecting Problems

• The problem should be such in which the researcher may be deeply interested.
• The problem should be related with the chain of thinking. Stray problems can
mislead the whole research project.
• The problem selected should not necessarily be new one. It may be old problem
or one on which work has already been done i.e., verification of old problem may
be equally useful.
• The problem should be within manageable limits i.e. it should not be too
comprehensive.

Statement of Research Problem/Objectives

Research problem and research objectives have the same characteristics (SMART) but
they differ in form because the former is stated in interrogative or question form and the
latter, in declarative form.

Types of Objectives

A. Broad objective or general - State what is to be achieved by the study in

general terms.
• Usually only one per study
• Related to core problem and topic of the study
• Shows target population and place

Example: To determine the factors associated with increased number of diarrhea cases
among under fives in X village

B. Specific Objective – state the smaller actionable goals that lead to fulfilling the
general objective.
• Several in one study
• Use action verb

Example:
• To find out methods used for excreta disposal.
• To find out methods used for water treatment.
• To determine the feeding habits of the under fives

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 REFERENCES:

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AND STRICTLY NOT FOR PUBLIC UPLOAD
 H 0 The Alternative. Slideshare. Retrieved from
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Research Methods and Thesis Writing’ 2007 Ed. (n.d.). Google Books.
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