ST. JOSEPH’S INSTITUTE, INC.

PRACTICAL RESEARCH 1
Candon City, Ilocos Sur GRADE 11
School Year 2021 – 2022 HANDOUT # 3 (Q4)

IDENTIFYING THE INQUIRY AND STATING THE PROBLEM

I. QUALITATIVE RESEARCH TITLE

Procedure in Writing a Qualitative Research Title

1. Identify the main ideas behind the research topic and how these are related to one another.
2. Completing the sentence “My study is about …” can also aid researchers in thinking of a research title asks to capture the
essence of the research in one sentence.

Example: Connection between these variable to gather data

“My study is about how do school bullies behave in attacking a victim.” about the behaviour of bullies to victims
“My study is about how do school bullies express their interpersonal relations with their teachers and parents.”

3. Mention several features of research such as its purpose, approach, and methods.
4. Descriptive and comprehensive but concise – create the research title as brief as possible to avoid unnecessary phrase, such:

- An Investigation…
- A Study …
- An Analysis …
- An Evaluation …
- An Approach …

5. Develop a single title or a two-part title, written in caps and lower case (CLC) with bold typeface set in an inverted pyramid
structure.
Content words- act independently
and contains message, nouns,
Example: pronouns, verbs, adjectives,
a. SINGLE TITLE adverbs. For title, the first letter
School Coercers Strike Again – How to Pull Away should be capitalize
From a Bully
Function words- conjunction,
prepositions, they function in
Phenomenology on Aggressive Behavior of Computer Gamers the way that they are use to
connect.
b. DOUBLE TITLE Creative Direct
David Conquers Goliath: Documentary Narratives of Kara David
in Solving Social Problems of Urban Communities

Policing the Lying Patient: Surveillance and Self-Regulation

in Consultations with Adolescent Diabetics

NOTES:
- In writing a two-part title, the first part is a snappy phrase intended to catch attention while the second part describes the
actual study.
- It can also give readers an idea of the context, temporal scope, main theory, approach, or methodology of the research.
Natural set-up or inputs
a. Additional Context – “Lessons from Running an Enterprise: Case Studies of Four Filipino-Chinese Families”
b. Temporal Scope – “A Comparison: Human Rights under the Corazon Aquino and
Benigno Aquino III Administrations” referring in time, topics during the subjects
c. Main Approach – “The Feminist Approach: Therapy of Battered Wives”
d. Methodology – “An Ethnography: Understanding a Child’s Perception of Divorce
overview, how the study is essential/existence of the topic in local national and
II. BACKGROUND OF THE STUDY international
➢ It describes the problem situation by considering the global, national, and local scenario, discussed in a deductive approach
(macro to micro; general to specific; global to local). start in global perspective and generalization
➢ It justifies the existence of the problem situation by citing causal analysis, facts, figures, and authoritative sources which will add
substance to the discussion.
➢ It also includes an analysis of the local scenario/ environment scanning relative to the perceived problem. existence in local
➢ It ends with a clinching statement. purpose of the study

Parts of Deficiencies Model

1. The Research Topic
• The first sentence of the study has two purposes: (1) get the interest of the readers and (2) state the research topic.
• It is suggested to have a “hook” to entice readers to keep on reading.
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 ST. JOSEPH’S INSTITUTE, INC. PRACTICAL RESEARCH 1
Candon City, Ilocos Sur GRADE 11
School Year 2021 – 2022 HANDOUT # 3 (Q4)
• From the first sentence, explain the incident that brings the need to study a research topic.
• Frame the research topic at the onset by answering the following questions:
- Why is this study needed?
- What brought about the need to undertake the study?

2. Studies that have tackled the problem

• Discuss existing research about the topic.
• Summarize or introduce some relevant studies and present their key ideas and findings.
• Briefly discuss what the common understanding about the topic is.
• Try to see similar findings about the topic or unique perspectives and show the key findings of the work done on the
topic.
• Presenting these existing literatures in the beginning situates the proposed study in the broader literature on the topic
and shows how the research contributes to it.

3. Deficiencies in the previous studies possible researchers that may have missed/ why your research is different
• Identify the deficiencies such as…
- areas that are overlooked by other researchers;
- perspectives of underrepresented groups;
- methodological shortcomings; and,
- potential implications of the study.
• Show that what the researcher is proposing is either new or an innovation over the previous studies. This is possible
by showing a different aspect of the issue, reinforcing it, extending existing findings, and examining if these still hold
true in different contexts or group of people.
• These deficiencies are enlisted in the Suggestions for Future Research.

III. PROBLEM AREA

A. The Problem Area

➢ It pertains to the broad substantive topic the research is concerned with (Mason, 2002).
➢ It establishes the intent of the entire research study.
➢ It encapsulates the central phenomenon being investigated in the study, the target participants, and the research site.
➢ Its is written in a clear, specific, and informative paragraph that captures the intent of the researcher.
➢ It is written in either declarative or interrogative statement

Characteristics of Good Problem Area

1. Feasibility – an adequate number of subjects to be interviewed and at the same time an adequate technical expertise
on any scope of a topic that is interesting and manageable.
2. Novelty – the newness of topic, either to confirm or refute previous findings or to extend a new finding to previous
studies.
3. Ethics – the assurance of giving due respect to the participants of the research in making sure they only experience
minimal harm, and without intruding into their privacy.
4. Relevance – the significant contribution of the investigation to scientific knowledge, and in the development of some
policies and action intended for future research directions.

Tips for Writing the Problem Area

1. Utilize cues or keywords such as “purpose,” “intent,” or “objective” to direct the attention of the readers to the problem
area. If the researcher is at proposal writing stage, use the present tense or the future tense. After conducting the
research, researcher must change the verb to past tense.

Example: “The purpose of this study is…”

2. Try to focus on a single idea or concept. Capture what the researcher wants to investigate in a sentence.

Example: “The purpose of this study is to understand school bullies’ behavior in attacking a victim.”

3. Use action words like “understand,” “explore,” “develop,” and “discover.”

4. Briefly mention the qualitative approach which the researcher intends to use in the study.
5. State the participants of the study. Mention if it is an individual, a group of people, or an organization.
6. Point out where the research will take place. Determine if the research site is a specific location, city, organization,
school, church, others.
7. Describe the scope of the study concisely – specific gender or race, a certain group of people, or a certain location.

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 ST. JOSEPH’S INSTITUTE, INC. PRACTICAL RESEARCH 1
Candon City, Ilocos Sur GRADE 11
School Year 2021 – 2022 HANDOUT # 3 (Q4)
Here is an aid in writing a problem area by Creswell (2014) in a declarative statement

“The purpose of this __________________ (research approach) study is to ________________ (understand? explore?
develop? discover? …) the _________________ (central phenomenon being studied) for __________________ (the
participants) at ___________________ (research site).

Here is an aid in writing a central research question by Creswell (2009) in interrogative statement
________________(How or what) is the __________________ (“story for” for narrative research; “meaning of” the
phenomenon for phenomenology; “theory that explains the process of” for grounded theory; “cultural-sharing pattern” for
ethnography; “issue” in the “case” for case study) of _________________ (central phenomenon) for __________________
(participants) at _________________ (research site)?

B. The Research Question what data gathering to use

➢ It serves as guide in research.
➢ It is the focus of the inquiry, for it is the basis for the data gathering instruments and the queries that is needed to be
addressed all throughout the research.
➢ Central Question: It is the general question that deals with the key phenomenon or issue being studied.
➢ Sub-questions: They are related to the central question; they focus the inquiry and breakdown the main question into
manageable parts.
➢ Research questions are open-ended questions.

Role of Research Questions

1. They organize the project and give it direction and coherence.
2. They delimit the project, showing its boundaries.
3. They keep the researcher focused.
4. They provide a framework when researcher writes his research.
5. They point to the methods and data that will be needed.

Characteristics of Research Question

1. Research question should be evocative.
2. Research question should be relevant.
3. Research question should be clear.
4. Research question should be researchable.
5. Research question should be iterative.

Guide in Developing Research Question

1. Focus on a single phenomenon or concept
- Start the investigation with one concept in mind. Try to address only one key issue.

2. Use exploratory verbs as nondirectional rather than directional words open ended question
- Use words such as affect, influence, impact, determine, cause, relate, report, describe, discover, understand, and
explore.
3. Specify the participants of the study and the research site in questions.

Good Examples Bad Examples

How do selected junior high school students in Sebsta School Why are students not interested in Mathematics?
describe their study habits in learning Mathematics?

• The question clearly defines the research participants • The question is too broad. It does not define the research
(junior high school students) and research site (Sebsta population it wants to focus on (“students” are too general).
School). It also clarifies its topic (study habits in learning
Mathematics).

What are the existing government programs that address violence What can we do to reduce violence against women?
against women in Barangay Sta. Cecilia in Iloilo?

• The question focuses on a particular aspect of the issue • The question is too broad. It will be hard to concretely
(government programs for preventing violence against answer it.
women and children). It also concentrates on a particular
research site (Barangay Sta. Cecilia, Iloilo City).
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 ST. JOSEPH’S INSTITUTE, INC. PRACTICAL RESEARCH 1
Candon City, Ilocos Sur GRADE 11
School Year 2021 – 2022 HANDOUT # 3 (Q4)
What factors do Roma Private School consider when accepting Why does Roma Private School discriminate against students
students? from low-income families by not accepting them?

• The question is open enough and leaves room for • The question clearly shows a bias against the school. Try to
discovery (use of the words ‘factors’). It also focuses on be neutral when phrasing the research question.
particular school, which makes the study feasible to do
(Roma Private School).

C. The Assumption
➢ It is the tentative answer to the research question.
➢ It is a statement the researcher presumes to be true and will no longer be proven statistically.
➢ It is formulated for each descriptive research question.
➢ The result of the study should confirm or negate it.
➢ Often, it is not explicitly expressed but left implicit, that is, it is unwritten.

Example:
1. Specific Question: How qualified are the teachers handling science?
Implicit (Unwritten) Assumption: There are certain qualifications that one should posses before he can teach
science.

2. Specific Question: How adequate are the facilities that a should acquire before it can offer science as a subject?
Implicit Assumption: There are certain required facilities that a school should acquire before it can offer science as
a subject.

3. Specific Question: How effective are the methods used in the teaching science?
Implicit Assumption: There are certain methods that are effective in the teaching of science.
does not justify anything, it is just tentative answer for the research
Guidelines in The Use of Basic Assumption question.
1. You cannot assume the value of your study. Such argument should have been made under the section, significance
of the study.
2. You cannot assume the reliability of the instruments you propose to use in your research. Such a rationale and
defense should be done under methodology.
3. You cannot assume the validity of basic data. Validity is established under methodology.
4. You cannot assume that your population is typical. This point is to be made under methodology.
5. An assumption is not tested, neither is it defended nor argued.

IV. SCOPE AND LIMITATIONS OF THE STUDY

➢ Scope of research – it is the coverage, the part of the research that was exactly done and where the information that was used
specifically came from.
➢ Limitations of the study – it determines the bounds of the research when enough information has been gathered from a scope
of the study.
➢ In simple terms, it discusses the parameter of the study.
➢ It is also known as Delimitations of the Study

Steps/Elements in Discussing the Scope and Limitation of the Study

1. Focus – the subject matter coverage
2. Locus – the place or location of the study
3. Modus – mode or manner of data gathering.

Key Phrases in Writing Scope and Limitation

- “The coverage of this study …”
- “The researcher limited this research to …”
- “The study covers the … “
- The study does not cover the …”
- This study is focused on …”
- “This study is limited to …”

V. SIGNIFICANCE OF THE STUDY

➢ It requires the researcher to describe the implication of his study of several audiences to assert its importance and potential
benefits to be gained from reading and using the study.
➢ It indicates the impact of findings of the study.
➢ In this section, researcher thinks of an audience of the research clearly state how will they benefit from or make use of the study.

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 ST. JOSEPH’S INSTITUTE, INC. PRACTICAL RESEARCH 1
Candon City, Ilocos Sur GRADE 11
School Year 2021 – 2022 HANDOUT # 3 (Q4)
Content of the Significance of the Study
• Who may possibly profit from the research?
• What crucial information can researcher bring? can help to the audience
• What knowledge might they be interested in that they could get from the research? knowledge get by the audience
• What possible impact can the research have on the existing body of knowledge about the topic? impact to existing
• What practical implications does the research have? information and its
• Will the research bring forth recommendations to policy and decision-making? improvements
• Will the research have impact on practice?

Phrases in Expressing Significance of the Study future tense

- “Researchers may find the findings useful as …”
- “This study will encourage them to…”
- “It will also serve as basis in the study of …”
- “This study will contribute to…”
- “This study will provide…”
- “This study can help boost the…”
- “Through this study, students will become aware of…”
- “The results of this study will provide some insights and information on how they…”

REFERENCES:
Calderon, J.F. & Gonzales, E.C. (1993). Assumption. Methods of research and thesis writing. National Bookstore.

Clamor – Torneo, H. S. & Torneo, A. R. (2017). Choosing and introducing a research topic. An introduction to qualitative research:
Practical research 1. Sibs Publishing House, Inc

Henson, R. M., & Soriano, R. F. (2016). Identifying the qualitative inquiry – The problem. Practical research 1: Qualitative research -
World Of Reality Dissections. Mutya Publishing House, Inc.

Mendoza, D. J., & Melegrito, M.L.F. (2017). Identifying the inquiry and stating the problem. Applied research: An introduction to qualitative
research, methods, and report writing. Phoenix Publishing House, Inc.

Qualitative Variable: Definition and Examples. (2020). Statistics How To. www.statisticshowto.com/qualitative-variable/

Saint Louis College. (2019). Manual in Thesis and Dissertation Writing (2019 ed.)