Practical Research 1

Quarter 1 – Module 7:
The Statement of the Problem
Practical Research 1 – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 7: The Statement of the Problem
First Edition, 2020

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Published by the Department of Education

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Writer: Karl Angelo R. Tabernero

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Practical Research 1
Quarter 1 – Module 7:
The Statement of the Problem
Introductory Message
For the facilitator:

Welcome to the Practical Research 1 – Grade 11 Alternative Delivery Mode

(ADM) Module on The Statement of the Problem!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Practical Research 1 – Grade 11 Alternative Delivery Mode

(ADM) Module on The Statement of the Problem!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it

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 What I Need to Know

This module is designed and written to help you in stating research questions
related to the problem that you would like to investigate.

At the end of the module, you are expected to:

1. state research questions (CS_RS11-IIIc-e-4).

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 What I Know

Rearrange the jumbled letters given on each item to get the correct answer.
Write your answer on the space provided.

There are two types of problem in research. These are:

1. ____________________ (lraenge)

2. ____________________ (icpesfci)

In giving details on the problem to be investigated, the following should be

presented:

3. ____________________ (sopeurp)

4. ____________________ (skat)

5. ____________________ (avlebair)

6. ____________________ (ciitrappnta)

7. ____________________ (ttesgni)

8. ____________________ (teda)

9. ____________________ (utptou)

The following are the distinct forms in writing two different types of problem:

10. ___________________ (cdealartiev)

11. ___________________ (niteroragtvei)

In writing a problem, a question can be classified as:

12. ___________________ (erseraachleb)

13. ___________________ (nno-belersearcah)

A qualitative research problem is commonly asked using the following

question words:

14. ____________________ (twah)

15. ____________________ (hwo)

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 Lesson
The Statement of the
1 Problem
For every problem, there would be an answer. And for every answer, there
could be a question. A problem without a clear question in mind is like you are
seeking for an answer in a directionless manner. Hence, as a student-researcher,
you must remember that establishing research questions may guide you in your
quest to address some academic issues. Remember that these questions may serve
as your compass as if you were navigating at sea in order to reach the target
destination.

Now that you have already had enough reasons and justifications to pursue a
study so as to address a problem which you perceived from your environment, this
is a time for you to concretize your study by crafting your problem through specifying
research questions. Hence, in this part of the module, you will be supplemented with
additional knowledge on how to state your research problem and questions.

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 What’s In

Identify what part of research introduction is asked from Column A by

selecting the correct term from Column B. Write your answer on the space provided.

Column A Column B

_____ 1. This refers to the major task of the researcher. a. rationale of the study

_____ 2. This includes related theories, conceptual and b. seriousness of the

research literature problem

_____ 3. This presents the reason why the researcher c. literature foundation
decides to look for solutions to the problem. of the study

_____ 4. This defines the geographic boundaries of the d. general objective of

research the problem

_____ 5. This identifies the intensity of the problem. e. setting of the problem

Notes to the Teacher

This module prepares the students to their qualitative research
undertaking. Here, they will learn how to write research problem
and its corresponding research questions.

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 What’s New

If Anthony is planning to repair his house, what do you think should be the
necessary tools he will be needing?
Encircle the tools that represent your answer.

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 What is It

Similar with a house which requires appropriate tools in order to be repaired,

a research problem also demands appropriate research questions in order to be
answered.

As a starting student-researcher, you must recognize that one of the keys to

a successful research study is by concretizing the problem through carefully crafting
its research questions. Hence, your understanding towards the do’s and don’ts in
writing a research problem and its corresponding questions should be considered.

In this module, you will explore the kinds as well as the elements of research
problem and research questions which later help you come up with a concrete
statement of the problem paralleled to the study that you are planning to conduct.

Statement of the Problem

After the researcher has clearly presented the rationale of the problem, the
formulation of the targeted and well-defined problem must be followed. This well-
defined problem is commonly pertained to the “Statement of the Problem.” Stating
clearly the problem can make the vagueness of the study be clarified. Further, this
section allows the researcher to present other essential elements of research
undertaking such as the major variables, objectives, and appropriate methodology.

Writing the Problem Statement in a Qualitative Research

In formulating problem statement in a research paper, there are two types of

problems which should be considered. These are the general problem and the specific
problems.

General problem pertains to the opening paragraph that gives specific details
on other essential elements which are the purpose, major variables, participants,
setting, and time coverage of the study. The said elements serve as a guide in order
to properly formulate the general problem. Cristobal and Cristobal (2017) from their
book Practical Research 1 for Senior High School presented guidelines in the writing
of the general problem. These are as follows:

1. The general problem should clearly state the main task/s of the researcher.
2. The general problem should present the major variable/s related to the
phenomenon to be investigated.
3. The general problem should identify the participants of the study.

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4. The general problem should state the research setting as well as the time period
of the study.
5. The general problem may indicate the intended output of the study such as an
intervention program, module, policies, etc.

An example of a general problem is presented below.

This study aims to determine the functions of emojis in an online

communication. The study was conducted among the different strands of grade
11 students in the senior high school department of Lamao National High School
during the school year 2019-2020. The result of the study was used as a basis for
proposing a learning content presentation strategy in language teaching.

to determine - main task

functions, emojis, online communication - major variables
grade 11 students - participants
Lamao National High School - setting
school year 2019-2020 - time period
learning content presentation strategy - intended output

After formulating the general problem of a study, enumeration of its specific

problems should follow. Unlike the general problem which is stated in a declarative
form, the specific problems are stated as questions. These formulated questions,
moreover, should all be anchored on the general problem. With this, the researcher
will be guided on how he/she will seek an answer to the problem.

In addition, the researcher must also know that a specific question to be

formulated must be a researchable question, that is, it should begin with words such
as “what” and “how.” In this case, the researcher may be able to solicit responses
which can ensure detailed data necessary to the study. Non-researchable questions,
as in, those which are answerable by “yes” or “no” should be avoided.

Examples of non-researchable and researchable questions are presented below.

Non-Researchable Questions:

1. Do the participants use social media platforms for their communication

purposes?
2. Are the participants using emojis in their online communication?
3. Can the participants understand the meaning of emojis used in conversations?
4. Will the emojis be used for a language content learning presentation strategy?

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Researchable Questions:

1. What are the most frequently used emojis by the participants in the corpus?
2. What are the pragmatic functions of emojis in the corpus?
3. How do multiple emojis affect the meaning of the discourse?
4. What learning content presentation strategy can be proposed based on the results
of the study?

Now that you have already known the considerations in stating a research
problem, it is no doubt that you may begin to concretize your study by specifying
your general problem and its corresponding specific problems/questions.

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 What’s More

Name the elements of a general problem presented below. Write your answer
on the space provided.

This study aims to describe the academic challenges faced by senior high
school working students in the second district of Bataan. The result of the study
will serve as a basis for proposing and designing effective learning intervention
program.

1. main task : _________________________

2. major variable : _________________________

3. participants : _________________________

4. setting : _________________________

5. intended output : _________________________

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 What I Have Learned

Summarize your thoughts using the home graphic organizer below.

Topic: _______________________________

Specific learning: Specific learning:

Specific learning: Specific learning:

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 What I Can Do

State four (4) researchable specific questions based on the general problem
presented below. Note that your answers will be graded according to the rubric
provided on the next page.

This study aims to describe the academic challenges faced by senior high
school working students in the second district of Bataan. The result of the study
will serve as a basis for proposing and designing effective learning intervention
program.

Specific question no. 1: ___________________________________________________________

Specific question no. 2: ___________________________________________________________

Specific question no. 3: ___________________________________________________________

Specific question no. 4: ___________________________________________________________

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Scoring system Description
5 points All the questions are in parallel with the general problem.

4 points Three questions are in parallel with the general problem.

3 points Only two questions are in parallel with the general

problem.
2 points Only one question is in parallel with the general problem.

1 point No question is in parallel with the general problem.

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 Assessment

A. Write True if the given statement is correct. Otherwise, write False instead on the
space provided before each number.

__________ 1. The general problem of a study indicates what phenomenon will be

investigated.

__________ 2. The main task presented in the general problem can also imply the
purpose of the researcher.

__________ 3. Stating a general problem requires of identifying the participants of the

study.

__________ 4. Specific problems are stated in declarative form.

__________ 5. Questions begin with “what” or “how” are non-researchable type.

__________ 6. In formulating researchable specific problems, these should be

answerable by yes or no.

__________ 7. The set of questions to be formulated by the researcher are considered

the general problem of the study.

__________ 8. Specific problems are derived from the general problem.

__________ 9. Research variable stated in the general problem may exceed to one.

__________ 10. Intended output which is mentioned in the general problem of the
study also refers to a result-based suggestion such as program, policy,
and the like.

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B. Write R if the given question is a researchable type. If it is a non-researchable
type, write N instead on the space provided.

_________ 11. Should all students use social media platforms for learning purposes?

_________ 12. Is playing mobile game helping students to think critically?

_________ 13. How do senior high school students respond to online learning?

_________ 14. Do all students have internet access at home?

_________ 15. What are the common preparations done by senior high school
students towards the new normal type of schooling?

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 Additional Activities

State your own research problem based on the field of your interest.

General Problem:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________

Specific Problems:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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Additional Assessment: What I Can Do:
Activities:
1. True Answer may vary.
Answer may 2. True
vary. 3. True
4. False
5. False
6. False
7. False
8. True
9. True
10.True
11.N
12.N
13.R
14.N
15.R
What’s More: What’s New: What’s In: What I Know:
1. to describe 1. hammer 1. d 1. general
2. academic 2. nail 2. c 2. specific
challenges 3. saw 3. a 3. purpose
3. senior high 4. e 4. task
school 5. b 5. variable
students
6. participan
4. second
t
district of
Bataan 7. setting
5. learning 8. date
interventio 9. output
n program 10.declarative
11.interrogati
ve
12.researcha
ble
13.non-
researcha
ble
14.what
15.how
Answer Key
References
Cristobal, Amadeo P., and Cristobal, Maura D. Practical Research 1 for Senior High
School. Quezon City: C&E Publishing, Inc., 2017.

Tabernero, Karl Angelo R. “Emojiology: A Study of Functions of Emojis in the Virtual

Community.” MA thesis, Bataan Peninsula State University, 2020.

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]