How to Write Chapter I

THE PROBLEM AND ITS SETTING

Content:
● Introduction
● Statement of the Problem
● Hypothesis/Assumptions
● Significance of the Study
● Scope and Delimitations of Study
● Conceptual Framework
● Theoretical Framework
● Definition of Terms

● Introduction
This is not a title of a chapter. It is actually a paragraph sidehead, which begins Chapter 1.
Statement in this chapter should not only signify the importance of the topic but should also an
impact on the reader.
Guidelines in Writing the Introduction
It may be imposed of three paragraphs enabling the readers to see at a glance the entire
contents of the research work.
1. The intention of the first paragraph is to provide the readers a mental warm-up, thus
giving them information and readiness as to what the research is all about. It should
introduce the study and justify the problem.
2. The second paragraph carries the bulk of the introduction. The statement of the problem
can best be used as frame of reference to write this paragraph. It is simply telling the
readers the scope and coverage of the study. This will help revolve around mentioning
the purpose of the study, which is to determine the existing or not existing between the
independent and dependent variables.
3. The third or last paragraph is sort of closing portion that is intriguing and challenging
the readers to become interested in knowing the results of the study. It is one or two
sentences to link between the introduction and the statement of the problem.
4. This part is a 2-3 page discussion.

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● Statement of the Problem
This is one of the most important parts of research report. This is the focus of the study and
all questions stated should be categorically answered
Guidelines in Writing the Statement of the Problems
1. The problems should be stated both in general and in specific terms. The general statement
of the problem is usually a reiteration of the title of the study
2. The problem is always in an interrogatory form, hence, it must ask a question and sub-
problems must follow the main problem which are the key points for investigations in the
research.
3. The problem should be stated in the infinitive to (action words in research) such as
examine, analyze, determine, measure, assess, evaluate, recommend, find out, among
others; setting 4-5 research objectives is ideal for research problem.
4. Specific questions should be stated using the following guide question words: “How”,
Will”, “What”, “Is there….”

Example:
This study was conducted to investigate all aspects of the Teaching of Science in the High
Schools of the Province of Abra during the School year 2002-2003 as perceived by the Science
Teachers.
Specifically, the study attempted to answer the following questions:
1. How do the respondents’ profile de described in terms of:
1.1. educational qualifications,
1.2. field of specialization,
1.3. kind of examination taken,
1.4. number of years in teaching science,
1.5. in-service trainings/programs attended,
1.6. reading materials read and subscribed to, and
1.7. membership of related organizations/associations.

2. How effective are the methods and strategies used by the respondents in teaching
science?
3. How adequate are the instructional and non-instructional facilities for the teaching of
science?
4. How adequate are the forms of supervisory assistance extended to the respondents
relative to the teaching of science?
5. What problems are being encountered by the respondents?
6. What suggestions are offered by the respondents to improve the teaching science?

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● Assumptions/Hypothesis
Assumptions
An assumption is a self-evident truth which is based upon a known fact or phenomenon.
Oftentimes, especially in descriptive and historical researches, assumptions are not
explicitly expressed but left implicit, that is, they are unwritten. Generally, every specific questions
is implicitly based upon an assumption. If there is no assumption, expressed or implicit, there can
be no specific question.
Examples:
1. Specific question: How qualified are the teachers handling science?

Implicit (unwritten) assumption: there are certain qualifications that one should
possess before he can teach science.

2. Specific questions: How adequate are the facilities that a school should acquire
before it can offer science as a subject.

Implicit assumption: there are certain required facilities that a school acquire
before it can offer science as a subject.

3. Specific question: How effective are the methods used in the teaching of
science?

Implicit assumption: There are certain methods that are effective in the teaching
of science?

Guidelines in the use of basic assumptions

1. You cannot assume the value of your study. Such an 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 made under methodology.
3. You cannot assume the validity of basic study. 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 stated, neither is it defended nor argued.

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Hypotheses
A hypotheses is a tentative conclusion or answer to a specific question raised at the
beginning of the investigation. It is an educated guess about answer to a specific question.
Forms of hypotheses
1. Operational form - is stated in the affirmative form
- states that there is no difference between the two phenomena
2. Null form - stated in the negative form
- expresses equality between two phenomena.
Note that, there is no commonly used from the two hypotheses.

Guidelines in the formulation of explicit hypotheses

1. in experimental investigations, hypotheses have to be explicit, they to be expressed. They
have to be expressed also in comparative and correlational studies.
2. In descriptive and historical investigations, hypotheses are seldom expressed if not entirely
absent. The subproblems or specific questions raised before the start of investigation and
stated under the statement of the problem serve as the hypotheses. With this fact, it is
logical to presume that all studies in research have hypotheses and for that matter all theses
and dissertations have their own respective hypotheses. Consequently, no research is
conducted without any hypotheses at all.
3. Hypotheses are usually stated in the null form because testing a null hypotheses is easier
than a hypotheses in the operational form. Testing hypotheses simply means gathering data
to answer it.
4. Hypotheses are formulated from the specific questions upon they are based.
Examples:
1. Question: Is there any significant difference between the perceptions of the teachers
and those of the students concerning the different aspects in the teaching of science?

Operational hypotheses: there is a significant difference between the perception of the

teachers and those of the students concerning the different aspects in the teaching of
science.

Null hypotheses: there is no significant difference between the perception of the

teachers and those of the students concerning the different aspects in the teaching of
science.

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 2. Question: Is there any significant difference between the effectiveness of the inductive
method and that of the deductive method in the teaching of science?

Operational hypotheses: there is a significant difference between the effectiveness of

the inductive method and that of the deductive method in the teaching of science.

Null hypotheses: there is no significant difference between the effectiveness of the

inductive method and that of the deductive method in the teaching of science.

Note that the purpose, functions and importance of writing a hypotheses are the following:
 they help the researcher in designing the study like what methods, research instruments,
sampling design, and statistical treatment to used in analyzing data and what data to be
gathered and etc.
 they serve as basis for determining assumptions.

 they serve as basis for determining the relevance of data.

 they serve for the explanation or discussion about the data gathered.
 they help or guide the researcher in consolidating his findings and in formulating his
conclusions. Generally, findings and conclusions are answers to the hypotheses or specific
questions raised at the start of the investigation.

● Importance or Significance of the Study

Guidance in explaining the importance of the study. The importance of the whole study
must contain explanations or discussions of any or all of the following:
1. The rationale, timeless, and/or relevance of the study – to existing conditions must be
explained or discussed.
Example:
A survey test in science reveals that the performance of the students in the high schools
of province A is poor. (From this, you must be pointed out that) this is a strong reason why
an investigation of the teaching of science in the said high schools is necessary. Also, the
study very timely and relevant because today, it is science and technology that are making
some nations very highly industrialized and progressive. So, if science is properly studied
and taught and then applied, it can also make the country highly industrialized and
progressive.

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 2. Possible solutions to existing problems or improvement to unsatisfactory conditions.
- The poor performance of the students in the high schools of province A in a
survey test in science should be explained as a problem and unsatisfactory condition.
So if the inquiry is made, the possible causes of the poor performance of the students
in the science survey test may be discovered so that remedial measures may be
instituted to solve the problem or the unsatisfactory condition.

3. Who are to be benefitted and how they are going to be benefitted.

- It must be shown who are the individuals, groups, or communities who may
be placed in a more advantageous position on account of the study. In the inquiry
conducted in about the teaching of Science, some weaknesses of the instructional
program may be discovered.

Example:
This study will benefit the administrators of the high school in province A because
they can make the findings of the study as a basis for formulating their supervisory plans
for the ensuing year.

4. Possible contribution to the fund of knowledge

- Pointed out the possible contribution of your study
Example:
If in the study it is found out that the inductive method is very effective in the
teaching of science, it should be pointed out that this can be a contribution of the study to
the fund of knowledge.

5. Possible implications
- It should be discussed here that the implications include the possible causes
of the problems discovered, the possible effects of the problems, and the remedial
measures to solve the problems. Implications also include the good points of a system
which ought to be continued or to be improved if possible.

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● Scope and Delimitations of the Study
Guidelines in writing the scope and delimitations should include the following:
1. A brief statement of the general purpose of the study.
2. The subject matter and topics studied and discussed.
3. The locale of the study, where the data were gathered or the entity to which the data
belong.
4. The population or universe from which the respondents were selected. This must be
large enough to make generalizations significant.
5. The period of the study. This is the time, either months or years, during which the data
were gathered.
Example:
this investigation was conducted to determine the status of the teaching of science in the
high schools of province A as perceived by the teachers and students in science class during
year 1989-1990. The aspects looked into were the qualifications of teachers, their methods
and strategies, facilities, forms of supervisory assistance, problems, and proposed solutions
to problems.

Subject matter : The teaching of science

Topics (aspects) studied : Qualification of teachers, their methods and strategies, facilities,
forms of supervisory assistance, problems and proposed solutions
to the problems.
Population or universe : Teachers and Students
Locale of the study : High schools of province A
Period of the study : School year 1989-1990.

● Conceptual Framework
A conceptual framework represents the researcher’s synthesis of the literature on how to
explain a phenomenon. It maps out the actions required in the course of the study, given his
previous knowledge of other researchers’ point of view and his observations on the subject of
research.

In other words, the conceptual framework is the researcher’s understanding of how the
particular variables in his study connect. Thus, it identifies the variables required in the research
investigation. It is the researcher’s “map” in pursuing the investigation.

As McGaghie et al. (2001) put it: The conceptual framework “sets the stage” to present the
particular research question that drives the investigation being reported based on the problem

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statement. The problem statement of a thesis gives the context and the issues that caused the
researcher to conduct the study.

The conceptual framework lies within a much broader framework called a theoretical
framework. The latter draws support from time-tested theories that embody many researchers’
findings on why and how a particular phenomenon occurs.

https://simplyeducate.me/2015/01/05/conceptual-framework-guide/

Example:

● Definition of Terms
Guidelines in defining terms:
1. Only terms, words or phrases which have special or unique meanings in the study are
defined. For instance, the term non-teaching facilities may be used in the study of teaching
of science. Non-teaching facilities may be defined as facilities needed by the students and
teachers but are not used to explain the lesson nor make instructions clearer. Examples are
toilets or comfort rooms, electric fans, rest rooms or lounges, and the like. They may also
be called non-instructional facilities.
2. Terms should be defined operationally, that is, how they are used in the study. For instance,
a study is made about early marriage. What is meant by early marriage? To make the
meaning clearer, early marriage may be defined as one in which the contracting parties are
both below eighteen years of age.
3. The researcher may develop his own definition from the characteristics of the term defined.
Thus, a house of light materials may be defined as one with bamboo or small wooden posts;
nipa, buri or nipa walls; split bamboo floor, and cogon or nipa roof. This is also an
operational definition.

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 4. Definition may be taken from encyclopedias, books, magazines and news paper articles,
dictionaries, and other publications but the researcher must acknowledge his sources.
Definitions taken from published materials are called conceptual or theoretical definitions.
5. Definition should be as brief, clear, and unequivocal as possible.
6. Acronyms should always be spelled out fully specially if it is not commonly known or if it
is used for the first time.

Sources:
1. Calderon, et. al, Methods of Research and Thesis Writing. National Bookstore (1993).
2. Zulueta, et. al, Methods of Research Thesis Writing and Applied Statistics. National
Bookstore (2003).
3. Faltado III, et.al, Quantitative Research. Lorimar Publishing (2016).
4. John W. Creswell. Research Design. SAGE Publications, Inc. (2009).
5. https://simplyeducate.me/2015/01/05/conceptual-framework-guide/