Senior High School

NOT

Practical Research 2
Quarter 1 - Module 2
Identifying the Inquiry and Stating the Problem

Department of Education ● Republic of the Philippines

What This Module is About
There are so many things we wanted to know about this world and beyond. Our
continuous quest for knowledge, answers, and explanation of people, things, events, and so
on seems incomprehensible until we are engaged in research. In doing research, it is
important to identify the specificity and feasibility of a chosen research problem. Without doing
so, the goal of doing research will be implausible.

This module focuses on identifying the problem for research inquiry. At the end of this
learning module learners are expected to formulate their research problem in the area of their
interest.

The following are the lessons contained in this module:

Lesson 1 – Designing Research Topic

Lesson 2 – Research Title
Lesson 3 – Background of Research
Lesson 4 – Research Questions
Lesson 5 – Scope and Delimitation of the Study
Lesson 6 – Presenting the Statement of the Problem

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How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time to read the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge of the subject matter at hand,
meant specifically to gauge prior related
Knowledge
This part connects the previous lesson with
What’s In that
of the current one.

What’s New An introduction to the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied to real-life concerns and situations.

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 What I Know

Directions: Read and analyze the statements below. Write the letter of the correct answer in
your activity notebook.

1. Which of the following is NOT an essential characteristic of a researchable question?

A. The question is answerable by some sort of data that can be collected.
B. Answering the question provides a positive outcome to society.
C. The question is comprehensive.
D. The question is interesting.

2. Which of the following is the most reliable source of research topic idea?
A. Review of literature C. Folklores
B. Wikipedia D. Blogs

3. Which of the following questions is most suitable for quantitative research?

A. Will the colors of the wall affect children’s preference and engagement during
playtime?
B. Is there a relationship between soil components and the shape of seeds?
C. Do online materials enhance the performance of students?
D. What are the features of herbal plants in the province?

4. Which of the following best describes the development process for a research question?
A. A broad topic is trimmed down to make it more interesting.
B. The research topic must be refined first before doing preliminary research.
C. As a specific question can be broadened to make a study more significant.
D. Preliminary research helps trim down a broad topic to a more manageable
question.

5. Which of the following statements is characteristic of a good research title?

A. A short but accurate description of the content of the study.
B. Use abbreviations to shorten the number of characters.
C. All beginning letters of each word is capitalized.
D. It indicates all variables in the study.

6. Which of the following is the most common form of the research title?
A. Interrogative C. Question form
B. Declarative D. Phrase

7. It refers to an issue that has not been fully addressed by previous studies.
A. Research problem C. Research question
B. Research topic D. Research gap

8. It is a part of the research that expresses the context of the problem that will support the
validity and rationale of the study.
A. Research title C. Background of the study
B. Research topic D. Research problem

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9. Which if the following statements are NOT true about the background of research?
A. It elaborates on the findings or information from the literature cited.
B. It explains how the research question was derived.
C. It justifies the need to conduct the study.
D. It establishes the research gap.

10. A good research question is:

A. Feasible, clear, significant, and includes a hypothesis
B. Feasible, clear, significant, and ethical
C. Clear, significant, and ethical
D. Feasible, clear, and ethical

11. Quantitative research problem dealt more with

A. precision and general explanation of phenomena
B. description and explanation of situations
C. trends and patterns of the chosen group
D. precision and specificity of the problem

12. Which of the following research questions is an example of correlational research?

A. Is there a difference in the height of Mung Bean in setup A from setup B after
various treatments?
B. What are the various learning modalities offered in Gusa Elementary School for SY
2020-21?
C. Is the pre-online tutorial effective in preparing preschool for distance learning?
D. What is the relationship between time spent on texting and spelling ability?

13. Which of the following qualifies as a good quantitative research question?

A. How would the parents respond to the current educational challenge?
B. Is blended learning more effective than face to face learning?
C. Does a social medium lead to more social awareness?
D. Are the teachers well-motivated?

14. A research question becomes significant when

A. no harm is possible to be inflicted to participants
B. it contributes to a bigger body of knowledge
C. when it does not take undue resources
D. it uses the simplest words for readers

15. It is part of the research study that states what is included and not in the research study.
A. Statement of the Problem
B. Significance of the Study
C. Background of the Study
D. Scope and Delimitation

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 Lesson

1 Designing Research Topic

What’s In

You have learned from Module 1 that quantitative research is very useful in all fields
of study because of its objectivity and fast data collection and analysis. The different kinds of
research designs (descriptive, correlational, ex-post-facto, quasi-experimental, and
experimental) offer a viable and numerous options for any type of inquiry. The field of studies
where you can apply quantitative research is practically countless. In this lesson, you will
expand your understanding of the characteristics and different applications of quantitative
research and be able to design a study useful in daily life.

What I Need to Know

The first and foremost step in the research is selecting and properly defining a research
problem. Before starting a laborious journey of finding the unknown, you need to know first
what it is that you want to find out, where and how you are going to find the answers to your
questions, and what specific qualities are you looking for. For instance, you want to find a
specific kind of fish in the ocean; however, the ocean is so vast that it is almost impossible for
you to achieve that goal of finding the fish without equipping yourself with the right tools and
information about it. You may need to know first its behavior and living conditions before you
can precisely pinpoint the perfect spot to find the fish. Thus, baseline information is needed
for a successful quest.

That fish analogy can be applied to finding a research topic. A well-defined research
topic is essential for successful research. When the topic is not well-defined, it becomes
unmanageable and may result in some drawbacks during data collection and analysis that
could compromise the strength of your study.

Hence, choosing a topic must undergo proper and thorough planning and design. The
four basic steps in designing a research topic are the following: (1) choose a broad topic, (2)
do preliminary research, (3) define the problem, and (5) refine the question. Guided with these
steps, a student researcher can certainly jumpstart a quantitative research project.

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 What’s New

Activity 1: Topics that interest me!

Directions: Take time to identify the things that matter most to you by filling out the following
information: ( Have another sheet of paper for your answers).

1. My chosen SHS track is: ____________________________________.

2. The top three things that I excel doing are ________________,

________________ and ______________________

3. The top five (5) things that make me happy are ____________ , ___________,
____________, ________________, and ___________________.

4. The three things that I find interesting are _____________, ______________ and
________________.

Activity 2: Tell me about your problems!

Directions: Make an online or offline survey at your community, family, and friends to
determine common issues or problems. List all the problems raised and identify
the most common ones. Record your data in your activity notebook.

What Is It

Steps in Developing Research Topic

Despite the advancement in knowledge and technology, there is still a lot to discover
in this world. There is still an ocean of things that we are yet to explore. It can be a difficult
situation that we want to improve or eliminate, a better understanding of the unfamiliar,
information gaps we wish to fill, or theories that we want to validate. What limits our choice of
a topic are our capacity, understanding, resources, and skill.

Most researchers will agree that choosing a good topic is a challenging and tedious
task. Because a research topic serves as the groundwork for any succeeding actions, it must
be defined appropriately at the beginning of the research work. Otherwise, it may result in
unanticipated complexities to the researcher.

Developing a research problem can be done in four (4) steps:

1. Choose a broad topic

2. Do a preliminary research
3. Define the problem
4. Refine the question

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 As a student researcher, let us go through these steps to guide us in choosing a
quantitative research topic related to our chosen field.

1. CHOOSE A BROAD TOPIC. The first step is quite simple. As a Senior High School
student, these tips will surely guide you in selecting a broad topic for quantitative research:

A. Choose an interesting topic.

Research is a very challenging task that demands your time and persistence. Your
motivation to find the answer to the problem should keep you going, thus building momentum
along the way. Therefore, your research topic must be something that you are passionate
about. Review your answers in activity 1, and it might lead you to the right path. After all,
nothing is more satisfying than accomplishing something that matters to you.

B. Select a significant topic.

A topic that is worth researching must be able to answer or solve problems in the
community. No one will take an interest in your topic if it is obsolete and does not address any
real problem. To be proactive and to take part in solving problems with socio-economic
relevance gives a sense of accomplishment. You do not even have to look far, just take a look
at your household, neighborhood, school, group of friends or local community for a common
problem or difficulty. Activity 2 will help you identify some main points that can serve as a basis
for choosing your research study.

C. Choose a topic relevant to your field.

One of the goals of this course is for you to be able to produce a quantitative research
study that is aligned to your chosen track. An SHS student under ABM must choose a topic
related to business and management while students taking HUMSS may consider choosing a
topic about politics, culture, and arts. Choosing a topic that you can relate will certainly make
your research project less challenging.

In the event, that the three tips above do not shed some light on your minds, do not
despair; other sources of ideas like the ones below may be available for you.

i. Department of Science and Technology (DOST) Harmonized National R & D Agenda

for 2017-2022. Early in 2017, DOST, together with researchers from the health,
agriculture, industry, and academe, released research priorities for 2017 to 2022 that
are relevant for the economic growth of the country. Visit this link https://bit.ly/3hHTf2Y
for a list of suggested studies.

ii. Review of Literature. Some researchers reveal that reading previous studies fueled
their minds with tons of research topics. Reviewing the literature lets them know what
has been studied, what is not yet done, and what other researchers suggest working
on. Journals, periodicals, and peer-reviewed articles are a good read.

iii. Field experts. Gather up some guts to approach anyone you know that are experts on
the field of your choice because they may give valuable inputs or may currently be
working on a study where you can collaborate. Your instructor may also give you some
advice, especially on the possible obstacles, resource limitations, and expanse of the
study.

iv. Brainstorming. Do not underestimate the ideas from classmates, friends, and family
members. You may be overwhelmed at first by the outpouring of ideas, just build a list,
then cross off any topic unrelated to your field or not so interesting to you. Of course,
you must take precautionary measures in doing this by observing physical distancing.
You can use any social media platform to do this.

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2. DO A PRELIMINARY RESEARCH. The second step is much more time-consuming.
Once you have chosen a broad topic, you need to have a better understanding of it by
reading some more articles, journals, and related research studies. Find out how other
researchers gathered their data, what research instruments were used, how the data
were analyzed, and what important findings they shared. Take note of every relevant
research study for future reference. If you started the topic search (first step) by doing a
literature review, the second step is just a continuation of what you started. A much
deeper discussion of the literature review will be done in module 3.

3. DEFINE THE PROBLEM. After getting enough information, you may be able to list some
questions or problems that you want to research. At this stage, you should be able to
narrow down a broad topic into feasible and manageable research questions. A broad
topic can be narrowed down by limiting the population, place, period, or a certain
characteristic. However, be very mindful that your problem may not be too narrow that it
becomes very simple and does not need to collect unique data or does not generate new
information. A very narrow research question can be developed by doing a comparative
study or expanding the scope of the study.

4. REFINE THE QUESTION. This step lets you evaluate the questions formulated. What
specific questions should you ask? How should you gather your data sufficient to answer
the questions? Are the questions too narrow, or does it need to be trimmed down? While
evaluating the research question, consider the requirements of the course. How much
time are you given to finish the research? What resources do you need and are they
available? You will learn more about research questions in lesson 4.

What’s More

Let’s go online

Directions: Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/3fPFQUK
https://bit.ly/2NqVYzW
https://bit.ly/2NqmVUw

What I Have Learned

Directions: Answer briefly the questions below.

1. Why is it important to choose a relevant, significant, and interesting research topic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 2. How does background/preliminary research help in defining a research topic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What is your understanding of refining the research question?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What I Can Do

Directions: Choose one broad topic related to your track that interests you. Do preliminary
research on this topic. Take note of at least five related studies with its
corresponding author/s, then list three (3) quantitative research questions related
to the topic. Follow the format below. Write your answers in a separate sheet of
paper/activity notebook.

Broad Topic: _____________________________________________________________

References:
1. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication:____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________

2. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication:____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________

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 3. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication:____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________

4. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication:____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________

5. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication:____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________

Question 1: _______________________________________________________________

Question 2: _______________________________________________________________

Question 3: _______________________________________________________________

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 Lesson

2 Research Title

What’s In

At this point, you may already have an interesting and relevant quantitative research
topic that is related to your chosen track. The next step is for you to have a suitable and
captivating title for the research study in mind. How is it done? Is writing a research title similar
to writing a title for movies, songs, or poems, or is there a guideline for it. Read through this
lesson, and you will know how to make a good title for your quantitative research study.

What I Need to Know

The old saying “never judge a book by its cover” applies to research studies no matter
how much we say otherwise. When the title is poorly constructed that it does not accurately
describe the objective of your research, it can discredit the value of the entire research, let
alone the implication of your research findings. It is, therefore, important that you make your
research title accurate yet captivating. After all, the research title is the first thing your
professor, fellow researchers, journal editors, or reviewers get to see first. Once it captures
the attention of the readers, they will be enticed to read the entire work and learn something
from your research. Learning how to make your research title create a good impression is
essential.

What’s New

True or False
Directions: In your activity notebook, write TRUE if the statement is correct and FALSE if it is
incorrect.

_____________1. Inserting humor on the research title makes it more interesting to the
reader.
_____________2. Abbreviations are a must to make the research title shorter.
_____________3. Proper punctuation and correct grammar must be observed in writing the
title.
_____________4. All types of quantitative research design must include the independent and
dependent variables in the title.
_____________5. Jargons make a research title more sophisticated.
_____________6. Only the first letter of nouns and pronouns are capitalized.

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_____________7. To minimize the number of characters in the title, only use the chemical
formula than generic names.
_____________8. Use declarative format in writing the research title.
_____________9. To make it more specific, the year must be included in the title.
_____________10. Using obsolete terms do not matter in writing the title.

What Is It

Basic Guidelines in Make Research Title

A research study title is a very first thing a reader comes across when searching for
scientific literature. It is a concise description of the content of the research study containing
the fewest possible words, yet adequate to describe the contents of the paper for a simple
reason that we do not want to mislead the readers. After conceptualizing a most probable
research topic, drafting the title early in the research process helps in keeping your focus on
the subject. The following are the basic guidelines in making a research study title:

1. Use an accurate description of the subject and scope of the study instead of using
general terms.
2. Do not use abbreviations except for commonly known ones like DNA and ICT.
3. Do not include words like “The study of,” “analysis of,” “an investigation of” or
similar construction as these would only lengthen the title.
4. Include the main dependent and independent variables.
5. Be mindful of the proper use of grammar and punctuation.
6. Capitalize all nouns, pronouns, verbs, adjectives, adverbs as well as the first letter
of the first and last words.
7. State in a declarative form, although you may also see titles in question form from
time to time.
8. The year the study has been conducted should not be indicated unless it is a
historical study.
9. Use current terminology.
10. Depending on the institutional requirements, 5 to15 words are sufficient to describe
the research study.
11. Use the common name instead of chemical formula (e.g., NH4)
12. Write and italicize the full scientific names.
13. Must reflect the tone of the paper. An academic research paper has a title that is
not casual, or informal or does not contain humor.

The following steps can guide you in writing your research title:

1. Determine what it is that you wish to accomplish or know from your study. Write one
to two sentences to state the main objectives of your research project.
2. Include important keywords and variables. Revise the sentences into one complete
sentence that includes important keywords and variables of the study.
3. Shorten the title by eliminating unnecessary words. You may also shrink a phrase into
a simpler phrase or a single word. In doing this, make sure that the main thought of
the research study is retained.
4. Correct grammar and punctuation errors if there is any.
5. Observe proper formatting. The format may vary according to the requirements of the
course or school. Please seek guidance from your professor.

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 What’s More

Directions: Evaluate the following erroneous research title and justify what makes it wrong.

Example: Phytochemical analysis and antioxidant activity of S. trifasciata leaves

Answer: The scientific name was abbreviated and not italicized.

1. An investigation of the effects of electronics uses on Interpersonal relationships in

adults.
Answer: ________________________________________________________

2. Effects of Coconut Oil and Beeswax Edible coating.

Answer: ________________________________________________________

3. The Effects of Arts-Integrated Instruction on Arithmetic Skills of Students for S.Y.

2018-2019.
Answer: _________________________________________________________

4. Antibacterial effects of C2H5OH extract of Carica papaya leaves.

Answer: _________________________________________________________

5. Managing a business during a global pandemic.

Answer: _________________________________________________________

What I Have Learned

Directions: Answer briefly what is asked.

1. A researcher is discouraged from putting too many words in the research title. Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. A bad title discredits good research. Why?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What are the components of a good research title?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 What I Can Do

Directions: This activity is a continuation of what you have done in Lesson 1 of this module.
You are to construct a good research title for each of the quantitative research
questions made on page 6. Follow the format below. Have a separate sheet of
activity paper.

Research question 1: _______________________________________________________

_________________________________________________________________________
Proposed title A: ___________________________________________________________
_________________________________________________________________________
Proposed title B: ___________________________________________________________
_________________________________________________________________________
Proposed title C: ___________________________________________________________
_________________________________________________________________________

Research question 2: _______________________________________________________

_________________________________________________________________________
Proposed title A: ___________________________________________________________
_________________________________________________________________________
Proposed title B: ___________________________________________________________
_________________________________________________________________________
Proposed title C: ___________________________________________________________
_________________________________________________________________________

Research question 3: _______________________________________________________

_________________________________________________________________________
Proposed title A: ___________________________________________________________
_________________________________________________________________________
Proposed title B: ___________________________________________________________
_________________________________________________________________________
Proposed title C: ___________________________________________________________
_________________________________________________________________________

Additional Activity

Directions: After you submit your Research Title, once it is corrected following the guidelines
given, you may start incorporating your Research Title to your research
manuscript.

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 Lesson

3 Background of Research

What’s In

Reading a well-written research title gives the reader an insight into what the research
study is all about. Although it captures the main point of the study, it does not sufficiently
explain all the details of the study. Hence the reader opts to read on for better understanding.

When introducing your study to the readers, you must bridge the gap from what is
known to what is unknown. Establishing the importance of finding the answer to the question
makes the reader feel the need to answer such a question. Thus, it makes the research project
more meaningful and valuable.

What I Need to Know

Choosing a sound research topic entails a considerable amount of time, focus, and
preliminary research. Before a topic was finalized, you may have read and evaluated the
question many times and even consulted professionals or instructors to ensure its validity and
feasibility. How you relay to the reader the implication of the research problem formulated is
what constitutes the background of the study section of your paper. At the end of this lesson,
you should be able to describe the background of the research and will learn what salient
information should be included in the background of the study segment of your paper.

What’s New

Expand Your Vocabulary!

Directions: Read through the text of this lesson and look for an underlined word that has the
same meaning as the word in the list below. Write the word/answer in your activity
notebook.

1. Uncharted - _______________
2. Motivation - _______________
3. Background - ______________
4. Extensive - _________________
5. Communicate - ______________
6. Conceive - ________________
7. Remarkable - ________________
8. Inclusive - ______________
9. Understanding - _______________
10. Valid - __________________
 11

What Is It

Background of the Study

The background of the study is the part of your paper where you inform the reader of
the context of the study. When we say context, it 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 is also in this part of the paper
where you justify the need to conduct a research study about the topic selected by establishing
the research gap.

A research gap is an 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. To identify research gaps, an exhaustive literature review
regarding the topic is required. You may have to look for similar or related studies employing
quantitative, qualitative, or mixed-methods from legitimate sources and examine the gray
areas. Reading through the Discussion, Conclusion, or the Recommendations sections of the
articles will help you know potential areas of study that need further attention. Identifying
research gaps sometimes would even make researchers modify their research problem as
they get noteworthy ideas from fellow researchers.

While both the Background of the Study and the Review of Related Literature involves
reading past related studies, they differ in some aspects. The former is at the introductory part
of the paper to relay the importance of your research study; the latter is more comprehensive
and thoroughly discuss the studies mentioned in the background of research. Moreover, the
background of the study will answer the following questions:
1. What is already known about the topic?
2. What is not known about the topic?
3. Why do you need to address those gaps?
4. What is the rationale for your study?

While answering these questions, keep in mind that the studies you include in this part of
the paper are laid down as part of the introduction and should not be discussed in great detail.
The depth and length of the background information largely depend on how much information
you think the reader needs to know to have a full grasp of the topic being discussed.

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 What’s More

Directions: Organize the reviewed related literature about the research problem previously
selected (see page 6) by completing the table below. Write your answers on a
separate sheet of paper/activity notebook.

Author/s & Topic Sample Data Major Recommendation

Yr Collection Findings
Method

What I Have Learned

Directions: As you have learned from this lesson, answer each question comprehensively in
your activity notebook.

1. What is the relevance of the Background of the Study in your research paper?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Compare and contrast Background of the Study and Literature Review.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What important components should be included in the Background of the Study?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 What I Can Do

Directions: Let’s expand the research topic and title you did in the activities from lessons 1
and 2 by composing a one to two-page Background of the Study. Print it on a
short bond paper in the format below:

Font: Arial, size 11

Spacing: double
Margin: Normal: 1” all sides

Name: _________________________ Section: ___________________ Date: ___________

Research topic:___________________________________________________________
Research title:____________________________________________________________

Background of the Study

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________.

Additional Activity

Directions: After you submit your Background of the Study, once it is corrected following the
guidelines given, you may start incorporating your Background of the Study to your research
manuscript.

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 Lesson

4 Research Questions

What’s In

In previous lessons of Module 3, you were taught how to design interesting research
and something that you are passionate about. You have learned that research problems are
actually within your environment or area of interest. You are given various activities to learn
how to come up with interesting and useful research problems. Identification of the research
problems and research questions will be furthered explained in this lesson.

You have also learned how to craft qualitative research problems and questions when
you took Practical Research 1 In this lesson, quantitative research problems and types of
quantitative research questions will be elaborated.

What I Need to Know

Nature of Quantitative Research Problem

Once a person encountered uncertainty, being inquisitive, you will find ways for
answers or solution. Ignited by interest, curiosity, or need you will find yourself pondering about
the current problem you are facing. When you are thinking and behaving this way, you are
then confronted by a problem that can be a source of a research problem.

A research problem is simple as a problem you would like to research. Quantitative

Research Problem dealt more with the precision and specificity of the problem. Furthermore,
the quantitative research problem describes the trends and patterns of a phenomenon.

When you have identified your quantitative research problem, you can now state it and
make sure to establish its place in your study. In your written paper, this can be found as
Statement of the Problem, where it formally introduces the problem that you want to
investigate or address. Then you will start specifying what you want to answer in your study.

Research Problem and Research Questions

The research questions help to clarify and specify the research problem. Research
questions are also considered as sub-problems of your research problem. These questions
are informative. It specifies the method of collecting and analyzing data and the type of data
to be collected since you are exploring a quantitative research problem.

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 What’s New

Activity 1: That’s a Good Question

Directions: Here are some samples of research questions. Rank them on a scale of 1 to 10
(1= lowest, 10 = highest) based on its feasibility and clarity as a quantitative
research question. Then provide a brief explanation of your rating on a separate
sheet of paper.

Your
Quantitative Research Question Explanation
Rating
1. How many Grade-7 students are
enrolled in blended learning this
School Year?

2. Is modular learning or online learning

more effective in Language or
Science subjects?

3. Is there a significant relationship in

the number of households and
COVID-19 confirmed cases in a
Barangay?

What Is It

Characteristics of Good Research Questions

Once you have already enumerated your research questions for your study, you must
consider its quality to answer and explain your research problem. The following are good
characteristics of research questions, as described by Fraenkel and Wallen (2020).

Feasible. Consider the amount of time, energy, money, respondents, and even your
current situation as a student-researcher. Is the research problem possible? Will, it does not
spend an unreasonable amount? Consider these examples: “How do parents feel about the
blended learning modality for elementary learners?” and “How would giving each learner their
laptop to be used in this blended learning modality affect their performance tasks?” The first
example is a more feasible research question. Considering the resources, it is more possible
to gather the data needed to answer the question.

Clear. The clarity of how the questions stated to lead to an agreement of the meaning
of the readers of your study. Since your research questions are also considered as the main
focus in the gathering and analyzing of the data, it is therefore very important that these are
stated clearly.

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? In other words, are the research questions worth investigating?
16
 At this point, you do not just consider the time and money that you will spend, but more
importantly, the value of what you are trying to investigate. So aside from the reason that your
chosen research problem is within your interest, you should also provide a sound justification
of your choice as a researcher.

Ethical. Always consider the welfare of people, animals, or who so ever involved in
your study. Look into ways of answering the research questions without inflicting physical and
psychological harm to persons involved.

Formulating Research Questions

Research questions can be generally classified into two: general and specific. The
general question of the study is derived from the research problem while the specific questions
are anchored on the general research problem.

For example:

This study aims to determine the relationship between the types of learning delivery
mode and students’ learning styles. Furthermore, it seeks to answer the following research
questions: (1) What are the different learning delivery modes of the school? (2) What the
various learning styles of the students? (3) Is there a significant relationship between the
different learning delivery modes of the school and the learning styles of its students?

Notice that a general problem was presented first. Then it was followed by the specific
questions considered as research questions of the study.

In stating quantitative research questions, you should also consider the design of your
quantitative research. Quantitative research designs will be elaborated in Module 4. To write
your research question, here’s a quick guide of research questions for descriptive research,
correlational research, Ex Post Facto research, Experimental, and Quasi-experimental
research.

Research Questions for Descriptive Research focuses on observing and reporting

factors or aspects of the research problem. Phrases such as how often/frequently, how
many/much, what is/are, to what extent/degree and the likes are used in these questions. For
example, you study the use of social media among Senior High School Students, you can ask
the following questions:

What are the various social media platforms used by Senior High Students?

How many hours do students spend on social media per week?

Research Questions for Correlational Research aim to determine the relationships

between two or more variables in your research problem. Correlational research questions
usually begin with the phrases “Is there a significant relationship” or “What is the relationship
between/among”. In the study of the use of social media and the level of digital literacy of
students following questions can be asked:

What is the relationship between the length of hours spent on social media and the
level of digital literacy of students?

Is there a significant relationship between the type of social media users and the level
of digital literacy of students?

17
 Research Questions for Ex Post Facto Research attempt to identify the causes of
the phenomenon in the context of your research problem. It is also assumed that no control
or manipulation of variables has been done to cause the effect. It is understood that the cause
of the problem already exists before you conducted your study. For example, ex post facto
study on family background and digital literacy of students, the following questions can be
asked:

Is there a difference in the literacy level of students between their cultural and
educational family background?

Research Questions for Experimental and Quasi-experimental Research

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 explain the causal
relationship between variables. The following research questions can be asked on studies on
elementary student’s remedial sessions and academic performance of students:

Is there a significant difference in the posttest scores of the control group and the
experimental group?

What’s More

Activity 2: The Very Good Questions

Directions: Using the same examples in your Activity 1, rank them on the scale of 1 to 10 (1=
lowest, 10 = highest) based on the given parameters in writing a good research
question. If you find that the questions are not so good, then rewrite the questions
on the last column of the table. If you think it is already good, then write your
justification also. Have this activity photocopied or recorded in your activity
notebook.

Quantitative Research Your Rating Revised Question/

Question Feasible Clear Significant Ethical Justification
1. How many Grade-7
students are enrolled in
blended learning this
School Year?

2. Is modular learning or
online learning more
effective in Language
or Science subjects?

3. Is there a significant
relationship in the
number of households
and COVID-19
confirmed cases in a
Barangay?

18
Activity 2: Write the Questions

Directions: Write one general research question and two specific research questions for the
given research problem below. Write your answer in your activity notebook.

Research Problem General Question Specific Questions

The Relationship
between Media
Exposure and Health
Anxiety

Organization’s
Leadership Practices
and Employee’s Job
Satisfaction

Effects of Parenting
Style and Children
Study Habits

Activity 3: Let’s go Online

Go to the link below and practice what you’ve learned from this lesson:

https://bit.ly/2zxLYS5
https://bit.ly/2M2lfzC

19
 What I Have Learned

Directions: As you have learned from this lesson, answer each question comprehensively
in your activity notebook.

1. What did I know about the research question?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. I have learned that good questions are

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. This time, I have learned that when stating quantitative research questions

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 20

What I Can Do

State your Research Questions

Directions: Perform the following task. Referring to your background of the study and research
problem, list your research questions. When formulating these questions, consider
the design of your quantitative research. Write your answer in your activity
notebook.

1. ___________________________________________________________________

___________________________________________________________________

2. ___________________________________________________________________

___________________________________________________________________

3. ___________________________________________________________________

___________________________________________________________________

4. ___________________________________________________________________

___________________________________________________________________

5. ___________________________________________________________________

___________________________________________________________________

Additional Activity

Direction: After you submit your research questions, once it is corrected following the
guidelines given, you may start incorporating your research questions to your
research manuscript.

21
 Lesson
Scope and Delimitation
5 of the Study

What’s In

In Module 1, Lesson 3 you were taught how to identify and differentiate various
research variables and its uses. Identifying your research variables is very important since it
will set the parameters of your study. Carefully selecting your research variables also helps
you to determine what will be investigated. As a result, it will be easier for you to set the scope
and delimitation of the study. This lesson focuses on how you are going to indicate the scope
and delimitation of your study.

.
What I Need to Know

Activity 1. Find and Form the Meaning

Directions: Find five synonyms of “scope” and “delimitation”. Then, analyze and connect the
gathered words to form the meaning of “Scope and Delimitation of the Study. Write
your answer in your activity notebook.

Synonyms Formed Meaning

1.

2.

Scope 3.

4.

5.

1.

2.

Delimitation 3.

4.

5.

22
 What’s New

Activity 2. It’s the Scope and Limitation

Directions: Read the sample scope and limitation and identify the boundaries of the study by
writing the corresponding components on the table below. Record your answers
in your activity notebook.

Sample Scope and Delimitation of the Study

The main objective of this study is to provide information about students’ knowledge and
perception of genetically modified foods and their family health practices. The study also
includes the student’s personal information and the occupation of their parents and siblings.
This study is limited to the 120 Grade 12 Male and Female enrolled in the First Semester,
the School Year 2019-2020 of Gusa Regional Science High School – X. Each of the
respondents is given a questionnaire to answer. The students selected came from six
different sections to prevent subjective perceptions.

Components of the Scope and Delimitation

✓ The topic of the study

✓ Objective of the study or problems to be

addressed

✓ Time frame in which the study will be

conducted

✓ The locale or area where the study will

be conducted

✓ Characteristics of the participants of the

study

✓ Other parameters

23
 What Is It

Scope and Delimitation

In doing a research study, we make sure that we have certainty and reasons for
drawing the inclusion and exclusion of research variables. We do not write for the sake of
writing the parts of the research paper; such as setting the scope and delimitation of your
study. It is important because it draws the boundary of your study. Without doing so, research
procedures and results will not be coherent to the goal of your study.

The scope specifies the coverage of your study such as variables, population or
participant, and timeline. Delimitation cites factors of your study that are not included or
excluded or those you will not deal with in your study.

In this section of your research paper, you may also state the reasons why you did not
include the variables. A written scope and delimitation of the study will make it easier to answer
questions that are related or not related to your study.

Components of Scope and Delimitation

In writing the scope and delimitation of your study, you are also asking the basic profile
questions of your research. The following are the components of the scope and delimitation
of the study but not limited to:

Topic of the Study. What are the variables to be included and excluded?

Objectives or Problems to be Addressed. Why are you doing this study?

Time Frame. When are you going to conduct this study?

Locale of the Study. Where are you going to gather your data?

Characteristics of the Respondents. Who will be your respondents?

Method and Research Instruments. How are going to collect the data?

Difference between Delimitation and Limitation of the Study

The delimitation of the study describes the various limitations that arose during the
design and conduct of the study. Along the way of conducting your study, you will encounter
limitations that you have not drawn before you start – these are the delimitations of the
study. Most of the delimitations arose from the applicability or usefulness of the findings of
the study to the current problem.

Variables not included in your study are also determined by the delimitation of your
study. While on the other hand, the limitation of the study is those variables included in your
study. Hence, the limitation of the study is the identified scope of the study.

24
 What’s More

Activity 3. Reshape the Scope and Delimitation

Directions: Read the following scope and delimitation about research on sickness prevention.
Try to improve its structure and coverage. You can add some details in revising
this research section. Use another sheet of paper.

Sample

The current focus on the relationship between the socio-demographic background

of the family and their health practices. Only 60 Grade 11 students were considered in this
study as respondents. The research lasted for two months.

Your revised version

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Activity 4. Let’s go online.

Practice what you have learned from this lesson. Visit the following:

https://bit.ly/2ZF6tXK
https://bit.ly/3el7Ui4

25
 What I Have Learned

Directions: As you have learned from this lesson, answer each question comprehensively
in your activity notebook.

1. What I know about the scope and delimitation of the study?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. I have learned that when indicating the scope and delimitation of the study
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What I Can Do

Indicate your Scope and Delimitation of the Study

Directions: Perform the following task. Specify the scope and delimitation of your study why
answering the basic contents of this research section is important. Write your
answer in your activity notebook.

1. What are the variables to be included and excluded?

___________________________________________________________________

___________________________________________________________________

2. Why are you doing this study?

___________________________________________________________________

26
 3. When are you going to conduct this study?

___________________________________________________________________

___________________________________________________________________

4. Where are you going to gather your data?

___________________________________________________________________

___________________________________________________________________

5. Who will be your respondents?

___________________________________________________________________

___________________________________________________________________

Additional Activity:

Direction: After you submit you have specified your scope and delimitation, once it is corrected
following the guidelines given, you may start writing a paragraph format of this and
incorporate it in your research manuscript.

27
 Lesson Presenting Statement
6 of the Problem

What Is It

Getting this far means you have already completed the first part of the research paper.
The next step is to present your Statement of the Problem. The following topics were already
discussed and practiced so it is time to present your output for this Module.

Research Title
Background of the Research
Research Questions
Scope and Delimitation of the Study
Significance of the Study or Beneficiaries (if applicable)

What’s More

Activity 1. Personal Work Evaluation

Direction: Rate your paper using the rubric below. For improvement, rate your output as
honestly as you can. Use the following scale in evaluating your paper.

5 – Very Good, 4 – Good, 3 – Fair, 2 – Poor, 1 – Needs Improvement

Self-
Indicator
Rating
1. Title Formulation
Variables, goal, respondents are clearly stated
2. Background of the Study
Rationale, basic literature background, the gravity of the
chosen problem are established
3. Statement of the Problem
The general problem, research questions are correctly
stated
4. Scope and Delimitation
Indicators to be included and excluded are mentioned
5. Significance of the Study
Benefits and beneficiaries are discussed completely
Total Rating

28
Activity 3. Reflection (Write in your activity notebook).

1. What is your highest and lowest rating? What are your reasons for giving yourself
such ratings?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Overall, do you think you are ready for the presentation of your research paper?
Explain your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Activity 2. Let’s go online

Visit the following links to further enhance your written problem and to improve your
preparation for presentation.

https://bit.ly/2TFhfcy

https://bit.ly/2Aat7fW

What I Have Learned

1. What the new learnings you have gained from this module in terms of skills, content,
and attitude in identifying and stating the research problem?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How will you improve your research writing skills in quantitative research?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
29
 What I Can Do

Direction: Get ready for the presentation of your written statement of the problem. The rubrics
below will serve as a guide on how you will be rated by your teacher. The 4C
(content, coherence, creativity, communication) technique will be used so that you
can easily remember.

Rubrics for Written Statement of the Problem

5 4 3 2 1
Content (35%)
▪ The title is concise and understandable.
▪ The Problem is relevant and well-
explained.
▪ A research gap was established.
▪ The scope and delimitation of the study are
clearly stated and explained.
▪ Overall content is comprehensive.
Coherence (25%)
▪ Cohesive devices are effectively used.
▪ Organization of ideas is smoothly
presented.
Creativity (25%)
▪ Writer’s voice is showcased.
▪ Paper uses a variety of sentence
structures.
▪ Uses appropriate language.
Communication (15%)
▪ Sentences are well structured
▪ Grammatical conventions are observed.
▪ Correct spelling and proper research
format are followed.
Legend: 5 – to a very great extent, 4 – to a great extent,
3 – to some extent, 2 – to a little extent, 2 – not at all

30
Summary
• Steps in developing a research topic;(1) Choose a broad topic, (2) Do preliminary
research, (3) Define the problem, and (4) Refine the question
• The background of the study states the situation or circumstances within which your
research topic was conceptualized.
• Research Problem is the focus of the investigation.
• Characteristics of good research questions are feasible, clear, significant, and ethical.
• The scope specifies the coverage of your study such as variables, population or
participant, and timeline. Delimitation cites factors of your study that are not included or
excluded or those you will not deal with in your study.
 Assessment: (Post-Test)

Directions: Read and analyze the statements below. Encircle the letter of the correct
answer.

1. Which of the following is NOT an essential characteristic of a researchable question?

A. The question is answerable by some sort of data that can be collected.
B. Answering the question provides a positive outcome to society.
C. The question is comprehensive.
D. The question is interesting.

2. Which of the following questions is most suitable for quantitative research?

A. Will the colors of the wall affect children’s preference and engagement during
playtime?
B. Is there a relationship between soil components and the shape of seeds?
C. Do online materials enhance the performance of students?
D. What are the features of herbal plants in the province?

3. If you are going to look for a topic idea for your research study, what is the most reliable
source you are going to consider?
A. Review of literature C. Wikipedia
B. Folklores D. Blogs

4. Which of the following best describes the development process for a research question?
A. To focus your literature review, the research topic must be refined first before doing
preliminary research.
B. Preliminary research helps trim down a broad topic to a more manageable question.

C. A specific question can be broadened to make the study more significant.

D. A broad topic is trimmed down to make it more interesting.

5. What refers to an issue that has not been fully addressed by previous studies?
A. Research problem C. Research question
B. Research topic D. Research gap

6. Which of the following statements is a characteristic of a good research title?

A. Short but accurate description of the content of the study.
B. Use abbreviations to shorten the number of characters.
C. All beginning letters of each word is capitalized.
D. Indicates all variables in the study.

7. Which of the following is the most common form of the research title?
A. Interrogative C. Question form
B. Phrase D. Declarative

32
8. What part of the research expresses the context of the problem that will support the
validity and rationale of the study?
A. Research title C. Background of the study
B. Research topic D. Research problem

9. Which of the following characteristics describes a good research question?

A. Feasible, clear, significant, and includes a hypothesis
B. Feasible, clear, significant, and ethical
C. Clear, significant, and ethical
D. Feasible, clear, and ethical

10. Which if the following statements are NOT true about the background of research?
A. It elaborates on the findings or information from the literature cited.
B. It explains how the research question was derived.
C. It justifies the need to conduct the study.
D. It establishes the research gap.

11. What part of the research study states rationale of the problem and basic literature
background?
A Statement of the Problem
B. Significance of the Study
C. Background of the Study
D. Scope and Delimitation

12. Quantitative research problem dealt more with

A. description and general explanation of phenomena
B. description and explanation of situations
C. precision and specificity of the problem
D. trends and patterns of the chosen group

13. “What are the various learning modalities offered in Gusa Elementary School for SY
2020-21?” This is an example of a research question of what type of quantitative
research?
A. Quasi-experimental research C. Correlational Research
B. Descriptive Research D. Ex post facto

14. “What is the relationship between time spent in texting and spelling ability? This is an
example of a research question of what type of quantitative research?
A. Correlational Research C. Experimental research
B. Descriptive Research D. Ex post facto

15. “Is there a difference in the scores of group A from group B after the special tutorial
program? This is an example of a research question of what type of quantitative
research?
A. Correlational Research C. Experimental research
B. Descriptive Research D. Ex post facto

33
Key to Answers

34
References

Braceros, Esther L. Practical Research 2. Sampaloc, Manila: Rex Bookstore, Inc., 2016.

Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C &
E Publishing, Inc., 2017.

Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E Publishing, 2018.

Fraenkel, Jack R., and Wallen, Norman E. How to Design and Evaluate Research in
Education. Asia: Mc-Graw Hill Companies, Inc., 2006.

Fraenkel, Jack R., and Wallen, Norman E. 2020. "Chapter 2 Multiple Choice Quiz." McGraw-
Hill Global Education Holdings, LLC. Accessed June 1, 2020. https://bit.ly/2zxLYS5

Fraenkel, Jack R., and Wallen, Norman E. 2020. "Chapter 2 True or False Quiz." McGraw-Hill
Global Education Holdings, LLC. Accessed June 1, 2020. https://bit.ly/2M2lfzC

Fraenkel, Jack R., and Wallen, Norman E. 2020. "Chapter 24 Preparing Research Proposal
and Reports." McGraw-Hill Global Education Holdings, LLC. Accessed June 1, 2020.
https://bit.ly/2TFhfcy

I Hope. 2020. "Statement of the Problem." YouTube. Accessed June 2, 2020.

https://bit.ly/3emud6T

I Hope. 2020. "Scope and Delimitation of the Study." YouTube. Accessed June 1, 2020.
https://bit.ly/3el7Ui4

RCampus, Reasonz System, Inc. 2020. “Rubrics for Research Proposal and Presentation.”
Accessed June 1, 2020. https://bit.ly/2Aat7fW

Verbo, Ryan Jay. 2020. “Practical Research 2 – Choosing Research Topic.” LRMDS.
Accessed June 1, 2020. https://bit.ly/2ZF6tXK

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