Name:

Governor Pack Road, Baguio City, Philippines 2600

Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: [email protected]; Website: www.uc-bcf.edu.ph

MODULE 2B – Practical
Subject Teacher:
Research 1 (STEM)

MOST ESSENTIAL LEARNING COMPETENCIES:

At the end of the lesson, you will be able to:
1. provides the justifications/reasons for conducting the research (CS_RS11-IIIce-3)
2. states research question (CS_RS11-IIIce-4)
3. indicates scope and delimitation of research (CS_RS11-IIIce-5)
4. cites benefits and beneficiaries of research (CS_RS11-IIIce-6); and
5. presents written statement of the problem (CS_RS11-IIIce-7)

THE INTRODUCTION

• The first chapter of the research paper is the Introduction. Its purpose is to introduce the problem
and clarify important variables, its delimitations, and its significance to the field of study. It has
the following parts:

1. Background of the Study

2. Statement of the Problem
3. Significance of the study; and
4. Scope and Delimitation

• The introduction is important in establishing the cognitive setting of the research. It has the
following elements:
✓ Rationalization of the need to research on the problem
✓ Clarification of the important terminologies for the reader to easily understand what the
research is about
✓ Establishment of the degree of seriousness of the problem which prompted the
researcher to look for solutions.

Background of the Study

The background of the study gives the readers important information about the research being
conducted. The following are its features:
1. It cites the reason why the researcher chooses to study a particular topic. The researcher writes
about his/her personal observations, difficulties, issues and other relevant experiences that led
him0her to conduct a study about the topic at hand. He/She may cite relevant studies that
might have caught his/her interest to pursue such study.
2. It describes the setting or the place where the research will take place. Different localities have
different needs to be addressed. Thus, it is important to note where the study will be conducted.
This gives special consideration to the needs of that particular locality.
3. It presents basis/bases that may support or negate the claims of the researcher. A researcher
may present relevant literatures related to the study he/she is conducting.
4. It gives justification for the need for the research study. The researcher may cite benefits and
other advantages that the research study might present after it has been done. The researcher
must establish the importance to conduct the research study.

Definition of Terms
• The definition of terms presents the key terms used in the study. These can already be integrated
in the background of the study. There are two possible ways on how a key term can be defined
– conceptually or operationally.

o Conceptual definition: explains the meaning of a particular term using the dictionary.
These are based on established concepts and ideas that has been already defined and
is commonly used and understood by readers.

o Operational definition: describes a term by how the researcher used it in his/her study.
 Name:
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: [email protected]; Website: www.uc-bcf.edu.ph

MODULE 2B – Practical
Subject Teacher:
Research 1 (STEM)

• The use of both types of definition is encouraged to make the meaning clear to the readers.
Usually, technical terms are defined using operational definitions to help the laymen understand
the terms easily.

Statement of the Problem

• The statement of the problem, also called the heart of a research study, is where the general
and specific problems or objectives are presented. The introductory statement in this section is
usually the general problem or goal based from the research title. This is followed be specific
problems or objectives that will be thoroughly studied in the course of the research. More often,
specific problems are stated in interrogative form, while research objectives are stated in
declarative form.
Writing a good qualitative general problem or central question
The following criteria should be considered:
a. It should be written in a single sentence.
b. It should include the purpose of the study.
c. It should include the central phenomenon.
d. It should use qualitative words.
e. It should identify the participants of the study.
f. It should specify the research site.

• The general problem is followed by an enumeration of the specific problems. These problems
are usually stated as questions that the researcher seek to answer. These must meet the
following criteria:
a. They must be in question form.
b. They must define the population and the samples of the study (respondents).
c. They must identify the variables being studied.
d. They usually ask how or what problems (for qualitative research).

Example:
Title of Research: Ultrasonic Obstacle Sensing Glass for the Blind
Authors: Anamong, A. G., Dacanay, T. J., Lamsen, P.Y., Mangisel, J. P., Maraneg, M., Navarrete, J.W.,
Oplas, I.K., Orodio, J., and Tamondong, J. (STEM 12-V Batch 2020)
Statement of the Problem:
The researchers created glasses for the blind that incorporates ultrasonic obstacle sensing
apparatus that will notify blind people that an obstacle is in front of them. The goal of this study is to
identify the experiences of the participants in the used of these glasses. Specifically, the researchers
aim to answer the following questions:
1. What are the positive effects that the blind persons experienced in using the device?
2. What are the possible hindrances that might affect the main function of the device?

TYPES OF RESEARCH QUESTIONS

In general, there are two types of questions formulated in research. These are:
1. Non-researchable questions: These are questions of value and are answerable by yes or no.
Examples:
a. Should all mothers breastfeed their babies?
b. Are family members helping their children in reviewing their lessons this time of pandemic?
c. Should the schools offering different majors in senior high schools require their students to have
a mandatory review before taking the national Assessment Exam?

2. Researchable questions: These are questions of opinion, perceptions, or policy that are raised
to accumulate data. formulating a clear, significant questions prepares the researcher for
subsequent decision-making on research design, data collection and data analysis.
Examples:
a. How do senior high school students respond to their Math teacher?
b. What are the study habits of STEM students in home-based learning or distance learning?
c. How do the Mangyans conserve the forest found in their ancestral lands?
 Name:
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Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
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MODULE 2B – Practical
Subject Teacher:
Research 1 (STEM)

Four types of research questions based on their purpose.

1. Factor-isolating questions. The purpose of these questions is to categorize or name factors and
situations.
Example: What is the profile of the residents using medicinal plants in terms of the following?
a. Age
b. Civil status
c. career

2. Factor-relating questions. These questions aim to establish relationship between the factors that
have been identified.
Example: What is the relationship between smoking and lung cancer?

3. Situation-relating questions. These questions aim to see the changes that might happen to one
variable when the other variable changes. These questions usually need experimentation in
order to get results.
Example: What is the effect of the changes in climate tot the behavior of animals living in the grass
field?

4. Situation-producing questions. These questions lead to promote explicit course of action or

condition under which a goal could be accomplished. These are commonly used in action
research.
Example: Based on the findings, what policies can be enhanced to enhance or improve effective
biodiversity and ecosystem regulation?

Remember the Qualitative research questions differ from quantitative research questions. This is
because:
1. Qualitative research questions often ask about lived experience, personal experience,
understanding, meaning, and stories. These keywords indicate that you will be using qualitative
methods.
2. Qualitative research questions may be more general and less specific. Instead of asking how
one concept causes another, we are asking about how people understand or feel about a
concept.
3. They may also contain only one variable, rather than asking about relationships between
multiple variables.

Example:
Quantitative Research Questions Qualitative Research Questions
How does witnessing domestic violence impact a How do people who witness domestic
child’s romantic relationships in adulthood? violence understand how it affects their
current relationships?
What is the relationship between sexual orientation What is the experience of identifying as
or gender identity and homelessness for late LGBTQ in the foster care system?
adolescents in foster care?
How does income inequality affect ambivalence What does racial ambivalence mean to
in high-density urban areas? residents of an urban neighborhood with high
income inequality?
How does race impact rates of mental health How do African-Americans experience
diagnosis for children in foster care? seeking help for mental health concerns?

• Qualitative research questions have one final feature that distinguishes them from quantitative
research questions. They can change over the course of a study.
• Qualitative research is a reflexive process, one in which the researcher adapts her approach based
on what participants say and do. The researcher must constantly evaluate whether their question
 Name:
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: [email protected]; Website: www.uc-bcf.edu.ph

MODULE 2B – Practical
Subject Teacher:
Research 1 (STEM)

is important and relevant to the participants. As the researcher gains information from participants,
it is normal for the focus of the inquiry to shift.

Significance of the Study

• The significance of the study explains how the study will be beneficial to the different stake-
holders of the society. It identifies the target beneficiaries or target users of the current study. It
should be clear to the beneficiaries the advantages and significance of the research results.
• The researcher must establish that the current study is beneficial in relation to solving a particular
problem or addressing a particular need, contributing additional knowledge to what already
exists; bridging the gap of knowledge or ideas; improving environmental, social, economic,
cultural, socio-political conditions and research methods; and supporting government’s thrusts.
• The significance of the study can be written deductively – from general to specific benefits of
the study, or inductively – from specific to general benefits.

Scope and Limitations

• The scope and limitation presents the following:
a. the variables or subjects of the study
b. the extent to which the research will cover
c. the possible factors or nuances that will be given focus on the course of the study
d. the possible challenges that the researcher might encounter; and
e. other things that might be related to the topic but are beyond the control of the
researcher.
• The scope and limitations section will be of help for the researcher in keeping things and
situations under his/her control. This will also support the researcher to be economical since
he/she will be guided on the things that is of concern of the research or not.

Covers the explanation as to

up to what extent the
Justification as to the limits or
researcher would want to
boundaries of the research.
explore or interpret in his/her
research.
LIMITATIONS OR
DELIMITATIONS SCOPE

Conditions beyond the

control of the researcher that
Conditions that the researcher
may cause restrictions and
purposely controlled. These
make the conclusions to be
are limits beyond the concern
generalizable only to the
of the study.
conditions set by the
researcher.

LIMITATIONS DELIMITATIONS
Setting the Scope of the Study
• The scope of the study is determined primarily by the selection of variables, as well as the
attributes that define and measure these variables.

Variable- refers to any characteristic that can have different values or traits that may vary across
research participants. Variables are measured, controlled, and manipulated by the researcher.
 Name:
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: [email protected]; Website: www.uc-bcf.edu.ph

MODULE 2B – Practical
Subject Teacher:
Research 1 (STEM)

- Based on the research problem, the researcher identifies the possible variables that will be
investigated to address the problem.
Examples: age, gender, height, and weight.
Kinds of Variables:
1. Continuous variable- variables that may have an infinite number of values and may vary widely
among the research participants. Examples include age and weight.
2. Discrete variables- variables that have specific limits to their value. Examples include income,
number of children, or years of employment.
3. Categorical variables- these cannot be expressed in numbers but are given in non-quantitative,
descriptive terms. Examples include civil status (single, married, widowed, separated) and
educational achievement (high school graduate, college graduate, post-graduate).

Attributes- important elements of a variable.

- Refers to the value assigned to a specific variable.
Example: if the researcher focuses on gender as a significant variable in the study, he or she then
identifies male and female as attributes of gender.

Possible Limitations in a research study:

1. Sample size: The research design and methodology will determine whether the research will
have a small or large sample size. The sample size will determine the quality of data and the
relationships that will be identified among the variables.
2. Lack of available and/or reliable data: Missing and unreliable data will limit the scope of analysis
and the ability of the researcher to determine meaningful trends and relationships among data.
3. Lack of prior studies: This will limit the effectiveness of the literature review and may limit the initial
understanding of the research problem, but can be a basis for identifying avenues for further
research.
4. Chosen data collection method: Limitations in the data collection instrument may affect the
quality of data collected.
5. Nature of information collected: relying on preexsting data may impose limits on the researcher
as he or she can no longer clarify certain data.
6. Access: the amount and quality of data will depend on the ability of the researcher to access
people, organizations, libraries and documents that can provide him or her the best available
data.
7. Time period: the length of time devoted to the study will affect almost all aspects of the
research.
8. Bias: this refers to a way of viewing a certain thing, issue or idea and may be influenced by the
researchers’ background; so the researcher should be aware of his or her personal biases and
how these affect the conduct of research.

References:
Anamong, A. G., Dacanay, T. J., Lamsen, P.Y., Mangisel, J. P., Maraneg, M., Navarrete, J.W., Oplas, I.K.,
Orodio, J., and Tamondong, J. (2020). Ultrasonic Obstacle Sensing Glass for the Blind.
(Unpublished research). University of the Cordillers Senior High School.

Clemente, R.F., Julaton, A. B., and Orleans, A. V. (2016). Research in Daily Life 1. Sibs Publishing House,
Inc. pp. 2-25

Cristobal, A. P. and De La Cruz-Cristobal, M. C. (2017). Practical Research for Senior High School 1. C &
E Publishing, Inc. pp. 2-37

DeCarlo, M. (2005). Scientific Inquiry in Social Work. 8.4 Qualitative research questions. Pressbooks.
https://scientificinquiryinsocialwork.pressbooks.com/chapter/8-4-qualitative-research-
questions/