STATEMENT OF THE PROBLEM

PRACTICAL
RESEARCH 1
Teacher Lovely's Class
 ACTIVITY 1
"NO TO MIXED
SIGNALS: FINDING
THE ONE!"
Instructions:
1. The teacher will select a representative from the
male and female group.
2. The students will identify the following
statements whether it is a research title, target
outcome, or research problem.
3. The teacher will flash the statement; and
4. The student who will be the first one to execute
what is being asked, will be the one to answer the
given statement.
Identify and explain the impact of Poor
study habits. Suggest effective ones
 TARGET Identify and explain the impact of Poor
OUTCOME
study habits. Suggest effective ones
How Poor Study Habits affect the 11 STEM
Students’ Academic Perfomance
RESEARCH How Poor Study Habits affect the 11 STEM
TITLE
Students’ Academic Perfomance
Students’ low academic performance in
the New Normal
RESEARCH Students’ low academic performance in
PROBLEM
the New Normal
Expound on proper cooking hygiene.
Enhance awareness
 TARGET Expound on proper cooking hygiene.
OUTCOME
Enhance awareness
Food Safety and security
RESEARCH Food Safety and security
PROBLEM
Effects of Cooking Hygiene Awareness in
Promoting Food Safety and Security
among TESDA Food and Beverages
Students
RESEARCH Effects of Cooking Hygiene Awareness in
TITLE
Promoting Food Safety and Security
among TESDA Food and Beverages
Students
 Processing
• What questions:
are your signals in identifying the research
problem?
• How can you bring your research problem into focus?
• Is knowing how to write the Statement of the Problem
a major green flag of a Researcher? Why or Why not?
 Content standards
The learner demonstrates understanding of
the range of research topics in the area of
inquiry, the value of research in the area of
interest and the specificity and feasibility of
the problem posed.
 PERFORMANCE
The learnerstandards
is able to formulate clearly the
statement of research problem.
 ESSENTIAL
QUESTION/S
How are effective Statement of the Problem
written?
learning objectives:
Tip:
Use

• Identify research problems; links

to go
to a
• Differentiate the general problem from
differ
ent

the specific problems of the research;

page
inside
your
• Compare the non-researchable
prese
ntatio
and
researcheable questions; and n.

How:
• Formulate the general problem of the
Highli
ght

study and its specific questions. text,

click
on
the
link
symb
ol on
the
toolb
ar,
STATEMENT
OF THE
PROBLEM
• A well – defined problem
PARTS OF THE SOP
General problem
pertains to the opening paragraph which is
in declarative form that gives specific
details on other essential elements like the
purpose, major variables, participants,
setting, and time coverage of the study
 Guidelines
• Clearly state the main goal/s of the
researcher.
• Present the major variable/s related to
the phenomenon to be investigated.
• Identify the participants of the study.
• State the research setting as well as the
time period of the study.
• Indicate the intended output of the study
such as an intervention program, module,
policies, etc
 GENERAL PROBLEM
script
The purpose of this (narrative, phenomenological,
grounded theory, ethnographic, case) is to
(understand, describe, develop, discover) the
(central phenomenon of the study) for (the
participants) at (the site). At this stage in the
research, the (central phenomenon) will be
generally defined as (a general definition of the
central concept)
ACTIVITY 2
"K.O LOR ME!"
Instructions:
• Each group will form a circle quietly.
• Each group will determine the essential elements of SOTP by
writing it down on its respective colored paper. (5 mins)
RED - Main Goal
ORANGE- Major Variables
YELLOW- Participants
GREEN - Setting/Locale
BLUE- Time/Period
VIOLET- Intended Output
3. Each group will tape the colored paper on the manila paper to
complete the Statement of the Problem.
4. Representative from each group will the post their on the board.
 Main GOAL Major Variables
Participants

This study aims to determine the effects of peer

tutoring in improving the reading influency of
Grade 11 HUMSS students of University of La
Salette during the school year 2021-2022.

Setting TIME/PERIOD intended

 Main GOAL Major Variables
Participants

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
2020-2022. The result of the study was used as a
basis for proposing a learning content presentation
strategy in language teaching.

Setting TIME/PERIOD intended

 Main GOAL Major Variables
Participants

The objective of this grounded theory study is to

discover the general study habits of the Senior
high school students of the University of La
Salette, School year 2022-2023.

Setting TIME/PERIOD intended

 Main GOAL Major Variables
Participants

The overall objective of this phenomenological

study is to describe the intrapersonal and
interpersonal competencies of school principals,
and its relationship to the school effectiveness in
the Division of Bataan for the school year 2001-
2002. The result used as a basis for an
intervention program.

Setting TIME/PERIOD intended

 Main GOAL Major Variables
Participants

The purpose of this phenomenological study is to

understand the challenges and coping
mechanisms of Grade 7 students in Printed
Modular Distance Learning Modality at University
of La Salette, City of Santiago, Division of Isabela.

Setting TIME/PERIOD intended

 Processing
• Basedquestions:
on the activity, How can we bring our
research problem into focus?
• Can we formulate an statement of the problem
without one or two elements? If yes, Why? If no,
why not?
 Specific
problems
also known as the “Research
Questions”. Often address an issue
or a problem which, through analysis
and interpretation of data are
answered in the study’s conclusion.
 Specific
problems
• Central Questions. These are the
most general question that can
be asked.
• Sub-questions. These questions
divide the central question into
more specific topical questions
and are only limited in number.
 Guidelines
• They must be in question form
• They must define the population and
the samples of the study
(respondents)
• They must identify the variables being
studied.
• They must be a researchable
question, that is, it should begin with
words such as "what" and "how."
ACTIVITY 2.5
"KEEP OR KILL!"
Instructions:
1. The teacher will present questions
on the Screen
2. All of the students say “Keep” if the
Research question is acceptable, “Kill”
if it is unacceptable.
HOW WOULD YOU COPE WITH THE CHALLENGES OF
BEING A SENIOR HIGH SCHOOL STUDENT?
ARE THE PARTICIPANTS GOOD AT HIDING THEIR
EMOTIONS?
WHAT DIFFICULTIES HAVE YOU ENCOUNTERED WHEN
DEALING WITH CLASSMATES?
WHAT IS THE DEGREE OF SATISFACTION OF THE PARENTS
OF SENIOR HIGH SCHOOL STUDENTS?
CAN YOU TEACH ME HOW TO LOVE?
 Processing
• What questions:
is the difference between General
Problem and Specific problem?
• How does Researchable and Non-researchable
question differs?
• What is the purpose of dividing statement of
the problem into a central question and a sub-
question?
 TYPES OF
QUESTIONS
• Non-researchable questions. Questions
of value and are answerable by yes or
no.
a. Should all mothers breastfeed their babies?
b. Should high school teachers be watchful over their
grade 7 students?
c. Do all head teachers have a master's degree?
Are family members helping their children in
reviewing their lessons?
 TYPES OF
QUESTIONS
2. Researchable questions. Questions of
opinions, perceptions, or policy that are
raised to accumulate data.
a. What are the common preparations done by Grade 7
students during their first days in school?
b. How do senior high school students responds to their
Math Teacher?
c. What are the study habits of students who are poorly
performing?
d. What is the relationship of the attitudes of the
adviser to the classroom behavior of Grade 9 students?
 classification of research
questions
According to Dickoff et.al (As cited in Wilson, 1989)

Factor- • Ask the question "what is this?"

• sometimes called factor-naming questions because they
isolating
isolate, categorize, describe. name factors and situations.
questions • Commonly used in the Demographic Profile of the
respondents.

Factor-relating • Ask the question "what is happening here?"

questions • Commonly used to determine the relationship among
factors that have been Identified.
 classification of research
questions
According to Dickoff et.al (As cited in Wilson, 1989)

Situation-relating • Ask the question "What will happen if...?"

• Usually yields hypotheses testing or experimental
questions study

Situation- • Ask the questions "How can I make it happen?"

• Establish goals, and specify the conditions under
Producing which these goals will be accomplished.
questions
ACTIVITY 3
"RAISE YOUR
GREEN FLAG!"
Instructions:

• Based on the given proposed research

study, the students will formulate
research questions for the problem below
on a whole sheet of paper.
FORMULATE
YOUR SOTP!
INSTRUCTION:
• Each group will form a
circle.
• Then, based on their
research topic, the
group will complete the
statement of the
problem by identifying
all necessary elements
in the given template.
 “A Quest
among the
Guest-
speakers!”
 “A Quest among the Guest-
speakers!”
1. The “Encoder” of each group will pick a door.
2. Then, Each door contains a question to be answered by
the “Speaker”.
3. All members of the group may help in formulating the
answer.
4. Each group must deliver their answer within a minute. If
the answer is correct, the group will receive five (5) points. If
not, they will receive three (3) points.
5. The guest-speaker will raise the flag for completing the
quest.