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The Scope and Delimitation of The Study, Hypothesis and The Significance of The Study

This document discusses the key components of developing the scope, delimitation, and significance of a study. It defines concepts like scope, delimitation, variables, constructs, and indicators. The scope identifies the major variables, while the delimitation sets boundaries around sub-variables. Two examples are provided to illustrate how the scope and delimitation can be applied to specific studies. The document also discusses research hypotheses, distinguishing the null and alternative hypotheses. Finally, it addresses the importance of clearly outlining the significance of a study by identifying benefits and beneficiaries.

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Nikkaa XOX
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2K views26 pages

The Scope and Delimitation of The Study, Hypothesis and The Significance of The Study

This document discusses the key components of developing the scope, delimitation, and significance of a study. It defines concepts like scope, delimitation, variables, constructs, and indicators. The scope identifies the major variables, while the delimitation sets boundaries around sub-variables. Two examples are provided to illustrate how the scope and delimitation can be applied to specific studies. The document also discusses research hypotheses, distinguishing the null and alternative hypotheses. Finally, it addresses the importance of clearly outlining the significance of a study by identifying benefits and beneficiaries.

Uploaded by

Nikkaa XOX
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

THE SCOPE AND

D E L I M I TAT I O N O F T H E
S T U D Y, H Y P O T H E S I S
AND THE SIGNIFICANCE
OF THE STUDY
P R E PA R E D B Y M S . E R I K A Z A N D R A D . L A R O T
Scope and Delimitation of the
Study
 sets boundaries and
parameters of the problem
inquiry and narrows down the
scope of the inquiry.
• Concept
– generally accepted VOCABULARY:
collection of 1. Concept
characteristics associated 2. Variable
with objects, events, or
3. Construct
people
– Examples: age, height,
weight, color, texture, etc.
• Variable
– any factor or property that a VOCABULARY:
researcher measures, controls 1. Concept
and/or manipulates
2. Variable
– when concepts can be
assigned with values, they can 3. Construct
be manipulated as variables,
so that their relationship can
be examined
• Construct
– a combination of a set of related
concepts VOCABULARY:
– an abstract concept that cannot 1. Concept
be directly measured and
observed 2. Variable
– Examples: level of performance, 3. Construct
nature of environment,
communication skills, educational
attainment, intelligence, anxiety,
etc.
Scope
- identifies what topic the researcher
intends to cover
- major variables

Example: level of behavior of


freshman students
Delimitation
- boundaries of the study with respect
to the major variable/s
- sub-variables

Example: facial expressions during


recitation, communication skills, body
gestures, discipline, attitudes towards
classmates, etc.
Indicator
- concepts or ideas the
researcher has gathered
from reading various
literatures
Indicators

For facial expressions; (4 – very visible, 3 – visible, 2


– invisible, 1 – very invisible)

a. The students smile when answering the questions


b. The students manifest confidence in their facial
expressions
c. Mannerisms are noted in the faces of the students
d. Different expressions are noted from the students
e. Students seem to look surprised when asked about
some concepts
Components of the Scope and
Delimitation

 Scope - major variable/s


 Delimitation – sub-variable/s
 Time frame
 Locale of the Study
Example #1:
This study focused on three major variables:
conduct of clinical supervision; common responses
to the classroom observation, and the level of
performance.
The conduct of clinical supervision concentrated
in the areas of diversity of learners; content and
pedagogy; and planning, assessing and reporting
learner’s outcomes. The content and pedagogy as a
sub-variable was sub-divided into teacher behavior
in actual teaching and learner’s behavior in the
classroom.
The common responses of the elementary
teachers with respect to the classroom
observation was assessed before, during,
and after the conduct of the said activity.
Lastly, the level of performance was
determined through the result of the
competency-based performance appraisal
system for teachers.
The fourteen elementary schools in the
District of Limay were the schools where the
study was conducted. These elementary
schools were the Alangan ES, Arsenal ES,
Bacong ES, Bliss ES, Carbon ES, Duale ES,
Gabaldon ES, Kinaragan ES, Kitang ES,
Lamao ES, Bo. Lus ES, Peas ES, and St.
Francis ES. The principals and Grade – VI
teachers of the abovementioned schools served
as the respondents of the study.
This study utilized important documents
and the competency-based performance
appraisal system for teachers during the
AY 2012-2013.
Example #2:
This study focused on the financial literacy,
profile, and work performance of public elementary
school teachers in the First Congressional District of
Bataan, School Year 2012-2013.

Financial literacy level of teachers was limited


only to financial knowledge, attitudes, and behaviors.
Teacher’s profile was delimited to gender, age,
educational attainment, civil status, and income.
The work performance of teachers was analyzed
and included in this study through the Competency-
Based Performance Appraisal System (CB-PAST).
Instructional competence; school, home,
community linkages; personal; and social growth;
and professional characteristics were the
components and performance standards of the CB-
PAST that were included in the study.
The study was limited to seven (7) districts in the
province of Bataan namely, Abucay, Dinalupihan East,
Dinalupihan West, Hermosa, Moring, Orani, and Samal.
There was an exclusion of non-complete elementary schools
due to problems such as accessibility of transportation.
Teachers teaching in the Pre-elementary schools under the
Provincial School Board and Local School Board and those
who were teaching as substitutes and did not have permanent
items were not included. Teachers teaching in private
institutions were not included in this study because most of
these schools did not have the CB-PAST to rate the
performance of their teachers.
RESEARCH HYPOTHESIS
- statement that defines the testable
relationship you expect to see from
examining the variables in your research.
- two types: the null hypothesis and the
alternative hypothesis
NULL HYPOTHESIS (H 0 )
- states that there is no relationship between
variables
- in experimental type of research, the
independent variable has no effect on the
dependent variable
EXAMPLES:
Null hypothesis (H0)
- Group study will not improve the academic
performance of high school students.
- Group study will not affect the academic
performance of high school students.
ALTERNATIVE HYPOTHESIS (H A )
- states that there is a relationship between
variables
- in experimental type of research, the
independent variable has an effect on the
dependent variable
EXAMPLES:
Alternative hypothesis (HA)
- Group study will improve the academic
performance of high school students.
- Group study will affect the academic
performance of high school students.
GUIDELINES IN FORMULATING THE HYPOTHESIS:

1. Identify the independent and dependent


variables.
2. Hypothesis must be falsifiable.
3. Hypothesis must show relationship
between variables.
SIGNIFICANCE OF THE STUDY
- a written statement that explains why your
research is needed
- a justification of the importance of your work
and impact it has on your research field, it’s
contribution to new knowledge and how others
will benefit from it.
SIGNIFICANCE OF THE STUDY
1. Identify the 3. specific
benefits and 4. Arranged according
beneficiaries to the degree of
2. Most benefited to significance
the least benefited
THANK YOU
FOR
LISTENING 
P R E PA R E D B Y M S . E R I K A Z A N D R A D . L A R O T

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