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Identifying The Inquiry Stating The Problem

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22 views29 pages

Identifying The Inquiry Stating The Problem

Uploaded by

wentoday07
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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BASIC GUIDELINES IN MAKING

A 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.Use an accurate description of the subject and scope of the study
instead of using general terms.
3.Do not use abbreviations except for commonly known ones like
DNA and ICT.
4. Do not include words like “The study of,” “analysis of,”
“an investigation of” or similar construction as these would
only lengthen the title.
5. Include important keywords and variables. Revise the
sentences into one complete sentence that includes
important keywords and variables of the study.
6. Include the main dependent and independent variables.
7. Be mindful of the proper use of grammar and
punctuation.
8. Capitalize all nouns, pronouns, verbs, adjectives,
adverbs as well as the first letter of the first and last
words.
9. State in a declarative form, although you may also
see titles in question form from time to time.
10. The year the study has been conducted should not
be indicated unless it is a historical study.
11. Use current terminology.
12. 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.
13. Depending on the institutional requirements, 5
to15 words are sufficient to describe the research
study.
14. Use the common name instead of chemical
formula (e.g., NH4)
15. Write and italicize the full scientific names.
16. Must reflect the tone of the paper. An academic research
paper has title which is not casual, or informal, or does not
contain humor.
17. Correct grammar and punctuation errors if there is any.
18. Observe proper formatting. The format may vary
according to the requirements of the course or school.
Please seek guidance from your professor.
EXERCISE
The Effects of Computer-Assisted Instruction on the writing
Skills of Third Year High School Students of Holy Name
University, School Year 2008-2009.
A Study on Maternal Role Identity of Primiparas of the
Municipality of Corella, Year 2004-2005
A Study on the Evaluation of the Implementation of Dynamic
Learning Program in the First District of the Division of
Bohol
IDENTIFYING THE
INQUIRY & STATING
THE PROBLEM
SOURCES OF INTEREST
DAILY LIFE EXPERIENCES
Ex: Fishermen could have developed the most
effective way to grow fish because they are exposed to
these things.
ACADEMIC READING
Can stimulate one’s interest to explore a particular
topic.
SOURCES OF INTEREST
PERSONAL HOBBIES
Ex. Survey the views of people about a certain issue
because they enjoy doing so
ATTENTION-CATCHING SITUATION
Researchers can formulate questions as to how this
thing became possible, how that thing is able to do
those, etc.
STEPS IN WRITING A RESEARCH
QUESTION
1. Specify your specific concern or issue.
2. Decide what you want to know about
the specific concern or issue
3.Turn what you want to know and the
specific concern into a questions
STEPS IN WRITING A RESEARCH
QUESTION
4. Ensure that the question in
answerable
5. Check to make sure the question is
not too broad or too narrow
CHARACTERISTICS OF A GOOD
QUESTION

1.They must be in question form


2.It must define the population and
the sample of the study, the
respondents.
CHARACTERISTICS OF A GOOD
QUESTION

3. It must identify the variables being studied


4. A good question is relevant.
5. It is framed in a clear, easily
understandable language to avoid ambiguity.
CHARACTERISTICS OF A GOOD
QUESTION

6. It is usually short and single-dimensional.


7. It must be empirically testable
8. It is purposeful and stimulates thinking.
9. It is guiding but not leading.
TWO TYPES OF QUESTIONS
1. NON-RESEARCHABLE QUESTIONS
• Are questions of value
• Questions that are answerable by YES or NO
Examples
1. Should all mothers breastfeed their babies?
2. Should college instructors be watchful over their freshman
students?
3. Should the colleges offering accountancy majors mandate their
graduates to have a review before taking the licensure
examinations?
2. RESEARCHABLE QUESTIONS
• Are questions of value, opinions, or policy raised to accumulate
data
• Formulating a clear, significant question prepared the researcher
for subsequent decision-making over research design, data
collection, and data analysis
• The basic form of a research questions involves the use of
questions words:
5 wives and 1 husband
TYPES OF RESEARCH
QUESTIONS
(DICKOFF ET AL., AS
CITED IN WILSON, 1990)
1. FACTOR-ISOLATING QUESTIONS
(“WHAT IS THIS?”)

•Sometimes called factor-naming


questions
•They isolate, categorize, describe, or
name factors and situations
EXAMPLES:
A. What is the profile of school
managers in terms of: B. What is the level of school
1. age; effectiveness in terms of:

2. management experience; 1. teacher’s performance;

3. management training; 2. school performance;

4. home atmosphere; 2.1. drop-out rate

5. educational attainment 2.2. completion rate

6. home atmosphere; 2.3. survival rate

7. hobbies; 2.4. achievement rate, and

8. health condition? 2.5. awards received by students?


2. FACTOR-RELATING QUESTIONS
(“WHAT IS HAPPENING HERE?”)

•Their goal is to determine the


relationship among factors that have
been identified
•Aim to establish relationship
EXAMPLES:
A. What relationships and interrelationships are
observed between and among the following
variables?
1.intrapersonal competency;
2. interpersonal competency; and
3. school effectiveness?
EXAMPLES:
B. What are the factors that affect school
effectiveness?

C. What relationship exists between variable A and


variable B?
3. SITUATION-RELATING QUESTIONS
(“WHAT WILL HAPPEN IF…?”)

• Usually yield hypotheses testing or


experimental study designs in which the
researchers manipulated the variables to see
what will happen
EXAMPLES:
1. What are the effects of the traditional methods of teaching to
the level of performance of tourism students?
2. How do the management procedures applied by the head
waiters affect the level of customer satisfaction as experienced by
selected regular clients of Jollibee stores in Pampanga?
3. How significantly different is the performance of the morning
call center agents to that of the evening call center agents?
4. SITUATION-PRODUCING QUESTIONS (“HOW
CAN I MAKE IT HAPPEN?”)

• These questions establish explicit goals for


actions, develop plan or prescriptions to
achieve goals , and specify the conditions
under which these goals will be accomplished.
EXAMPLES:
1. Based on the findings, what human relation intervention can be
adopted to enhance or improve school effectiveness.
2. How can catering services be organized to promote job
satisfaction?
3. What policy is to be formulated to manage the personnel in
government agencies effectively?
4. What part of the curriculum should be enhanced or improved?
EXERCISE
IDENTIFY WHETHER THE FOLLOWING QUESTIONS
ARE GOOD RESEARCH QUESTIONS OR BAD
RESEARCH QUESTIONS

1. In what ways does owning a pet improve quality of life for


older people?
2. How does restricting cellphone use in school affect student
social interaction?
3. Does owning a pet improve quality of life for older people?
EXERCISE
IDENTIFY WHETHER THE FOLLOWING QUESTIONS
ARE GOOD RESEARCH QUESTIONS OR BAD
RESEARCH QUESTIONS

4. Are illicit drugs bad for kids?


5. Which effective education strategies prevent drug
choice in teens?
6. Which national park is the best?

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