Chapter-1_Introduction _practical research 1.pptx

PRELIMINARIES,
CHAPTERS AND PARTS
OF RESEARCH PAPER

PRELIMINARIES
I. COVER PAGE
II. TITLE PAGE
III. APPROVAL SHEET
IV. ACKNOWLEDGEMENT
V. DEDICATION
VI. TABLE OF CONTENTS
VII. LIST OF FIGURES
VIII. LIST OF TABLES
IX. LIST OF APPENDICES
X. ABSTRACT

PARTS OF CHAPTER 1: INTRODUCTION
I. BACKGROUND OF THE STUDY
II. STATEMENT OF THE PROBLEM
III. RESEARCH HYPOTHESIS (EXPERIMENTAL DESIGN)
IV. SIGNIFICANCE OF THE STUDY
V. SCOPE AND DELIMITATION
VI. CONCEPTUAL/THEORETICAL FRAMEWORK
VII. DEFINITION OF TERMS

PARTS OF CHAPTER 2: REVIEW OF
RELATED LITERATURE

PARTS OF CHAPTER 3: METHODOLOGY
I. RESEARCH DESIGN
II. RESEARCH RESPONDENTS/SUBJECTS
III. RESEARCH LOCALE/ENVIRONMENT
IV. RESEARCH INSTRUMENT
V. DATA GATHERING PROCEDURE
VI. STATISTICAL TREATMENT

PARTS OF CHAPTER 3: METHODOLOGY
CHAPTER 4: RESULTS/FINDINGS AND DISCUSSION
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATION
REFERENCES
APPENDICES:
1. LETTER TO THE SCHOOL HEAD
2. LETTER TO THE BARRANGAY OR ORGANIZATION
3. RESEARCH SUBJECT INFORMED CONSENT
4. RESEARCH INSTRUMENT
5. TALLY SHEETS
6. DOCUMENTATION (PICTURES)

 The explanation of the context of study which involves the current data
or status of the problem, existing studies about it and its history that
paved way to the development of the research problem.
 Context means the situation or circumstances within which your
research topic was conceptualized
 Ideally, this part is written when you have already conducted a
literature review and has a good perception of the topic so you can
articulate the importance and validity of the research problem.
 It explicates the rationale why you, as a researcher is conducting the
study. You need to justify need to conduct the study by establishing the
research gap.

 A research gap is under or unexplored area of a topic that requires
further exploration. The gap can be in the form of other variables,
conditions, population, methodology or test subject.
 It requires extensive and exhaustive literature review regarding the
topic. You have to look for similar or related studies and examines the
gray areas. Reading through the Discussion, Conclusion and
Recommendation sections of the article or research will help you know
potential areas of study that need further attention.

Guidelines in writing a background
a. it should clearly state the reason for conducting the study
b. it should move from broad to specific
c. it should state the current condition of the research problem

Outline in writing a background
1. Discuss the topic in general. Start from a holistic or world perspective.
 What is the status of your research problem on a holistic, national or world
perspective?
 Ex: Reading skills and its importance
2. Insert a condition that is directly related to the topic and the focus of your study
 What is the condition that is directly related to the focus of your study?
 Ex: Poor reading skills
3. Identify factors contributing to the focus of our study
 What are the factors contributing to the focus of your study?
 Ex: Factors affecting poor reading skills in general

Outline in writing a background
4. State the current condition of the topic in your school or locale
 What is the current status of your research problem in your research
locale?
 Ex: School’s Reading result
5. State the reason why you chose to study the topic
 Why did you choose to study the research problem?

It has 2 parts:
a. General statement of the problem
b. Specific research questions
How to formulate general statement of the problem:
Example:
The purpose of this phenomenological study (type of study) is to describe
(verb) the experiences in modular learning (central focus of the study)
during this COVID 19 pandemic (when) among the grade 12 students in
Seguinon Stand Alone Senior High School (participants) to provide insights
on how to improve the learning modality. (purpose)

Guidelines in Formulating Research
Questions based on Quantitative Designs
1. Descriptive Research
 It focuses on observing and reporting factors or aspects of the research problem.
 How often/frequently, how many/much, what is/are, to what extent/degree, are used
in these questions
 Example: The use of social media among Senior High School Students.
Specific questions:
 What are the various social media platforms used by Senior High Students?
 How many hours students spend on social media per week?

2. Correlational Research
 The aim is to determine the relationships among two or mor variables in your research
problem
 It usually begins with the phrases “ Is there a significant relationship” or what is the
relationship between/among”
 Example: use of social media and level of digital literacy of students
Specific questions:
 What is the relationship between the type of social media used and the level of digital
literacy of students?
 Is there a significant relationship between the type of social media used and level of
digital literacy of students?

3. Ex Post Facto Research
 It identifies the causes of the phenomenon in the context of your research problem
 It is assumed that no control or manipulation of variable has been done in order to
cause the effect.
 It is understood that the caused of the problem already exists before you conducted
the study.
 Example: Study on Family background and digital literacy of students
 Is there a difference in the literacy level of students between their cultural and
educational family background?

4. Experimental and Quasi-Experimental Research
 It suggests that answers to these questions are brought about by manipulation or
control of a certain variable during the conduct of the study.
 These questions provide explanation to the causal relationship of variables.
 Example: Study on elementary student’s remedial sessions and academic
performance of students
 Is there significant difference in the posttest scores of the control group and the
experimental group?

Characteristics of Good Research Questions:
1. Feasible
 Consider the amount of time, energy, money, respondents, and even your current situation
 Is the research problem possible?
2. Clear
 Since your research questions are also considered as the main focus in the gathering and
analyzing data, it is therefore very important that these are stated clearly
3. Significant
 Ask if your research questions are relevant or important to ask.
 Will answering these questions provide an additional contribution to address the given
research problem? Are these questions really worth investigating?

Characteristics of Good Research Questions:
4. Clear
 Since your research questions are also considered as the main focus in the gathering
and analyzing data, it is therefore very important that these are stated clearly

III. RESEARCH HYPOTHESIS
 It is a tentative statement about the relationship between two or more variables. It is a
specific and testable prediction on what you expect to happen with the variable in your study.
 It proposes a possible relationship between the independent variable (what the researcher
changes) and the dependent variable (what the researcher measures)
 It is described as an “educated guess” of what possibly the result would be of your research,
which should be supported on existing theories and knowledge.
 The hypothesis states a tentative answer to your question that can be tested by further
investigation in which you can support or refute it through scientific research methods such as
data collection and statistical analysis.
 It is the primary idea of any inquiry that transform s the research questions into a prediction
and integrates components like variables, population and the relation between the variables

III. RESEARCH HYPOTHESIS
 Hypothesis formulation is used when conducting correlational, ex post facto, quasi-
experimental and true-experimental studies.
 As a researcher, you must determine whether your hypothesis is accepted or rejected
base on the findings and outcome of your research study.
 It is a preconceived idea, assumed to be true and is tested for its truth or falsity
 Significant difference is used to test whether there is difference between the means
(average) of two or more populations or variables
 Significant relationship is used to examine the association (statistical dependence)
between any two sets of variables.

Types of Research Hypothesis
1. Simple Hypothesis
 It is a prediction of the relationship between two variables, the independent and
dependent variables.
 It shows a connection between one independent variable and a single dependent
variable
Example:
 The higher the poverty rate in society (one independent), the higher the number
would be the out of school youth (one dependent variable)

2. Complex Hypothesis
 It reflects the relationship between the independent variable and dependent variable.
 It expresses a connection between two or more independent variables and two or
more dependent variables
Example:
 Eating more vegetables and fresh fruits (independent variables) leads to boost
immune system and enhance blood circulation and digestion (dependent variables).

3. Empirical Hypothesis
 It also called as the “working hypothesis” because it is presumed to explain certain facts and
relationships of phenomena.
 The name “working”, would mean that it can be changed or replaced anytime soon as it is no
longer supported or accepted based on the observation and experimentation being done.
 It is going through some trial and error and perhaps changing around those independent
variables.
Example:
 Plants watered everyday grow faster than plants watered once a week. (here, trial and error
are leading to a series of findings)

4. Logical Hypothesis
 It expresses explanation with limited evidence that can be verified logically. It reflects
a relationship of the variables which anchored based on logical phenomena.
 Sometimes, a logical hypothesis can be turned into an empirical hypothesis in which
you have to test your theories and postulates
Example:
 Tomato plants bear fruit faster in Earth than in Moon. (until we can test the soil and
plant grow in Moon’s ground, the evidence for this claim will be limited, and the
hypothesis will only remain logical)

5. Null Hypothesis
 The null hypothesis is denoted with symbol “Ho”. It exists when you consider that
there is no relationship between the independent and dependent variables or that
there is an insufficient amount of information to claim a scientific hypothesis.
Example:
 There is no significant change in my health whether I exercise every day or not

6. Alternative Hypothesis
 It is denoted with the symbol “Ha”
 It is an alternative statement expressed to be tested in order to generate the desired
output when the empirical or working hypothesis is not accepted.
 It is an attempt to disprove a null hypothesis, you tend to seek an alternative
hypothesis
Example:
 There is a significant change in my health whether I exercise every day or not

2 Classifications of Hypothesis
1. Directional Hypothesis
 The directional hypothesis relates the relationship between the variables and can also predict its
nature
 It illustrates the direct association of the impact of the independent variable with the dependent
variable, whether it is positively or negatively affected. The direction of the statement should be clear
and justified according to the findings of the study.
 Since the hypothesis is gearing to one specific direction it is investigated through a one-tailed test.
Example:
 Students who are eating nutritious food have higher grades than students not having a proper meal.
(this shows that there is an effect between the grades and nutritious food and the direction of effect is
clear that the students got a higher grade)

2 Classifications of Hypothesis
2. Non-Directional Hypothesis
 A non-directional hypothesis is used when the direction of the effect is not specifically determined
either positive or negative.
 It is statement the reflects the association of the independent variable to the dependent variable
without predicting the exact nature of the direction of the relationship, this relationship is not specified
as negative or positive.
 In this case, the hypothesis is investigated through a two-tailed test.
Example:
 There is a significant difference in the average grades between those students that have proper nutrition
meal and those that do not have proper meals. (This depicts that there is an effect between the average
grades and nutritious food, but it does not reflect the direction of the effect whether it is positively or
negatively affected.

Guidelines in Formulating Hypothesis.
1. Your independent variable and dependent variable must be included in your hypothesis
2. The relationship of your variables must be reflected in your hypothesis. Will your independent variable
affects your dependent variable?
3. Your hypothesis should be simple and specific as possible.
4. Your hypothesis should be concise and comprises clear and simple language. Make it short and simple
to be easily understood and avoid any misconceptions or misunderstanding.
5. Your hypothesis should be tested without violating ethical standards. It means that it could be
investigated and measured through scientific methods such as statistical analysis and data
interpretation.
6. Your hypothesis must be falsifiable. It means that your hypothesis can be proven wrong through
experiments or empirical data. There is no absolute answer to research questions, but there is a
possibility of validating the hypothesis to be true beyond a reasonable doubt.

IV. SIGNIFICANCE OF THE STUDY
 It pinpoints the beneficiaries of the study and how they will be benefited from the study
 It must start from the most to the least benefitted ones.
 Examples:
 To the students, this will provide them …
 To the school administrators, the result of this study may…
 To the teachers, the findings of this study may…
 To the parents, this study may..
 To the future researchers, this study will serve as a basis for related topics. A
continuation of this study may be done to fill in the gaps of this research that may…

 It sets the boundaries, coverage and parameters of the problem and narrows the
scope of the inquiry
What The topic and the variables to be
included
Why The general objectives
Where The specific locale
When The time frame
how Research design, instrument and
methodology

 You have to make sure you have certainty and reasons for drawing the inclusion and
exclusion of research variables.
 The scope specifies the coverage of your study such as variables, population or
participants and timeline
 Delimitation cites factors of your study that are not included or excluded or those you
will not deal in your study. You should state the reasons why you did not include the
variables.
 A clearly written scope and delimitation of the study will make it definitely easier to
answer questions which are related or not related to your study.

Components of Scope and Delimitation
1. Topic of the Study
 It answers the question “What”
 What are the variables to be included and excluded?
2. Objectives of the Study
 It answers the question “Why’’
 Why are you doing this study?
3. Time frame.
 It answers the question “Where”
 Locale of the study. Where are you going to gather your data?

Components of Scope and Delimitation
4. Characteristics of the Respondents
 It answers the question “Who”
 Who will be your respondents?
5. Method and Research Instruments
 It answers the question “How”
 How are going to collect the data?

Research Framework
 It serves as an outline or a blueprint that you can follow in doing your research
 It is presented in a flow chart, map, diagram or narrative form.
 When you use a diagram, it should include narrative to explain the details.
2 Types of Research Framework
1. Theoretical Framework
 It is commonly used for studies that anchor on time tested theories that related the findings of
the investigation to the underpinning relevant theory of knowledge
2. Conceptual framework
 It refers to the actual ideas, beliefs, and tentative theories that specifically support the study
 It is primarily a conception or model of what is out there that the researcher plans to study.

Similarities of the Theoretical and Conceptual Framework
1. Provide an over view of the research study
2. Anchor a theory that support the study
3. Guide in developing relevant research questions/objectives
4. Help justify assumptions/hypothesis
5. Aid in choosing appropriate methodology
6. Help in gathering and interpreting data
7. Guide in identifying possible threats to validity

Differences between the Theoretical and Conceptual Framework
Theoretical Framework Conceptual Framework
Scope  Broader
 Can be used in
different studies
 Narrower/Focused
 Directly related to a
specific study
Focus of Content  The particular theory
used already in the
field
 Set of related
concepts to a
specific study
Number of Theories  Presents one theory
at a time
 May synthesize one
or more theories
Time of Development  Already existing
before the conduct
of the study
 Develop while
planning and writing
a specific research

Guidelines in choosing and developing a Research Framework
Theoretical Framework:
1. Understand the variables included in your study as well as their relationship with one
another
2. Review the existing literature related to your research topic
3. Using the information that you have gathered from the literature, look for possible
theories that may potentially account for the expected results of your research topic
4. From these theories, select the one that is most relevant to you study and can provide
a blue print for your research.

Conceptual Framework:
1. Identify the key concepts in your study by referring to your research questions or
objectives
2. Search for existing theories that incorporate the same concept and look into their
relationship with one another
3. Using the existing theories as a guide, plot your conceptual framework using a
concept map.
4. In case that there are concepts not covered by the selected theories, incorporate
them into your framework. However, make sure that you are incorporating this
concept into your framework because it is necessary for your paper

Conceptual Framework:
5. After completing the initial draft of your conceptual framework, write a narrative
explanation of each concept and how each of them relates to one another. Again,
there should be a basis for the relationship between the concepts being incorporated.
6. Refer once again to your research questions. Check if the conceptual framework is
aligned with them.
7. Note that the process of creating a conceptual framework is developmental. This
means that it may still be refined or changed as you read more literature and look into
more theories.

Concept Map
 A concept map is a visual representation of information that helps show the relationship between
ideas.
 It begins with the main topic and then branch out into sub-topics, reflecting the connection of all
the elements in the study.
 It is composed of different figures such as lines, circles, boxes, and other marks or symbols which
represent the elements of your research.
 It can take the form of charts, graphic organizers, tables, flowcharts, Venn Diagrams, timelines.
 It arranges related ideas in a hierarchy. You start broad and the sub-topics will get more and more
specifics
 Concepts maps are very useful for researchers and readers who understand better visually. With
proper connection of lines and linking arrows to shapes and other symbols representing your
concepts about the research, the readers can visualize a comprehensive picture of your study.

Commonly Used Models
1. The Input-Process-Output Model (IPO)
 It is a conceptual paradigm which indicates the inputs, required process and the output
 This approach is seated on the premise of acquiring essential information by converting inputs
into outputs through the required processing steps in obtaining results
 It also referred to as a Functional Model that is used in action research where an intervention
or solution is necessary to solve the identified problem
 The Input is usually the independent variable of the study.
 The Process is the intervention or solution consist of instruments and analyses used to acquire
the result.
 The Output is the findings or outcome of the interventions being made to solve the identified
problem.

The Input-Process-Output Model (IPO)
Example:
INPUT PROCESS OUTPUT
Demographic Profile:
1. Age
2. Sex
3. Marital Status
Food Safety Profile:
1. Knowledge
2. Attitude
3. Skills
1. Profiling
2. Survey Questionnaire
3. Data Gathering
4. Data Analysis and
Interpretation
Proposed Intervention
Program

Commonly Used Models
2. Independent Variable-Dependent Variable Model (IV-DV)
This conceptual framework shows the independent and dependent variables of the
study. It is presumed that the more number of hours a student prepares the exam, the
higher would be the expected academic performance
Independent Variable Dependent Variable
Hours of Study Academic Performance

VII. DEFINITION OF TERMS
 It contains the list and the definition of key terms
 The terms are arranged alphabetically
 It could be operational definition or conceptual definition
1. Operational definition defines terms how they are used in the study
2. Conceptual definition defines terms based from books, dictionaries.
 It will clarify the purpose and direction of the study

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