INTRODUCTION INTRODUCTION

Introduces the reader to the topic addressed by the paper and why it is significant.
In the introduction, you are attempting to inform the reader about the rationale
behind the work, justifying why your work is an essential component of research
in the field.
The introduction starts with a broad basis and then narrows it down to your
particular field of study, explaining the rationale behind each step .
It works upon the principle of introducing the topic of the paper and setting it into
a broad context, gradually narrowing down to a research problem, thesis and
hypothesis.
The introduction may begin with any of the following : The introduction may begin with any of the following :
1. Brief Overview proides the readers background information of what is intended
to be written about.
!. Explanation of the writing purpose explains the reason for the choice of the
subject.
". Summary of the main iea ac#uaints the readers with central focus of the paper.
$. Stimulating Narrative a story may be used but only if is related to the topic and
that it proes a point .
The introduction does not hae a strict word limit, unlike the abstract, but it should
be as concise as possible.
The introduction gies an oerall reiew of the paper, but does address a few slightly
different issues from the abstract.
Tips in !riting Introu"tion Tips in !riting Introu"tion
%eep it &hort
'efine the (roblem
)rgani*ation
Statement of the #ro$lem Statement of the #ro$lem
+ problem statement describes the research problem and identifies potential causes
or solutions. + problem statement also coneys the reason the problem is important
and who is affected by the problem.
It is the main problem that the research is trying to sole. It follows the formulation
of the title and should be faithful to it. It specifically points the important #uestions
that the study needs to answer.
It also seres as the bases of the #uestionnaire.
%ow the #ro$lem Differs &rom Other #arts of Resear"h %ow the #ro$lem Differs &rom Other #arts of Resear"h
+ resear"h pro$lem is an educational issue or problem in the study.
+ resear"h topi" is the broad subject matter being addressed in a study.
' purpose is the major intent or objectie of the study.
Resear"h (uestions are those that the researcher would like answered or addressed
in the study.
O$)e"tives of the Stuy O$)e"tives of the Stuy
+ research objectie is a clear, concise, declaratie statement, which proides
direction to inestigate the ariables.
,enerally research objectie focus on the ways to measure the ariables , such as to
identify or describe them.
&ometime objecties are directed towards identifying the relationship or difference
between two ariables.
)bjectie should be closely related to the statement of the problem
Chara"teristi"s of Resear"h O$)e"tives Chara"teristi"s of Resear"h O$)e"tives
-esearch objecties is a concrete statement describing what the research is trying to
achiee. + well.worded objectie will be &/+-T.
)bjectie is a purpose that can be reasonably achieed within the expected time
frame 0 with the aailable resources.
)bjecties must always be set after haing formulated a good research #uestion .
+fter all, they are to explain the way in which such #uestion is going to be answered.
Types of Resear"h O$)e"tives Types of Resear"h O$)e"tives
*+ ,eneral O$)e"tive
,eneral objecties are broad goals to be achieed.
The general objecties of the study state what the researcher expects to achiee by
the study in general terms.
,eneral objecties are usually less in number.
-+ Spe"ifi" O$)e"tive
&pecific objecties are short term 0 narrow in focus.
,eneral objecties can broken into small logically connected parts to form specific
objecties.
,eneral objectie is met through accomplishing all the specific objectie.
The specific objecties are more in number 0 they systematically address arious
aspects of problem as defined under 1the statement of problem2 0 key factor that is
assumed to influence or causes the problem. They should specify what the
researcher will do in the study, where, 0 for what purpose.
Referen"es
http:33www.wikihow.com34rite.a.-esearch.Introduction /eriwether, 5ell 4. 1! 6asy &teps
to &uccessful -esearch (apers. 7incolnwood, I7: 5T8 (ublishing ,roup, 199:.
http:33web.presby.edu3writingcenter3guides3intro.html
http:33www.phccwritingcenter.org3;page<id=:>93?Introduction
6llison, 8arol. /c,raw.@illAs 8oncise ,uide to 4riting -esearch (apers . 5ew Bork:
/c,raw.@ill (rofessional, !C1C.
Esguerra. Bryan /+
Signifi"an"e of the Stuy
4hy conduct the study;
Bou hae to identify who will benefit from the research.
@ow they will benefitted
This should match the recommendations.
%ypothesis
+ research hypothesis is a statement of expectation or prediction that will be tested by
research.
Defore formulating your research hypothesis, read about the topic of interest to you.
Erom your reading, which may include articles, books and3or cases, you should gain sufficient
information about your topic that will enable you to narrow or limit it and express it as a
research #uestion. The research #uestion flows from the topic that you are considering. The
research #uestion, when stated as one sentence, is your -esearch @ypothesis.
Eollowing are some hints for the formulation of your hypothesis:
1. De sure to read on the topic to familiari*e yourself with it before making a final decision.
Bou need to make certain that the topic is researchable in an interdisciplinary sense.
!. +s noted, a research hypothesis is more than just a topic. It has two elements FariablesG that
are in relation to each other. Bour hypothesis is what you propose to HproeI by your research.
+s a result of your research, you will arrie at a conclusion, a theory, or understanding that
will be useful or applicable beyond the research itself.
". +oid judgmental words in your hypothesis.
$. Bour hypothesis must inole an issue or #uestion that cannot be answered exclusiely
by the discipline of law.
J. De sure that each term in your hypothesis is clearly understood and definedK do not deal in
generalities or assume that the reader knows the meaning of a technical term
Bou must obtain the professorAs approal of your hypothesis, as well as any
modifications to your hypothesis, before proceeding with any work on the topic.
Bour will be expressing your hypothesis in " ways:
L +s a one.sentence hypothesis
L +s a research #uestion
L +s a title for your paper
Two types of %ypothesis
*+ Null %ypothesis
+ null hypothesis always predicts the absence of a relationship between two ariables.
It refers to a general statement or default position that there is no relationship between
two measured phenomena.
Eor example:
There is no relationship between education and income.
-+ 'lternative hypothesis
The alternatie hypothesis is what we are attempting to demonstrate in an indirect way
by the use of hypothesis test
The alternatie hypothesis states an actual expectation, such as, H@igher leels of
education increase the likelihood of earning a higher income.I
Time an pla"e of the stuy
Timeframe of your study
The place where the analysis of data will be done.
S"ope an 0imitation
The scope is mainly the coerage of your study and the delimitation is the limitation of your
study or topic.
It should include the following:
+ brief statement of the general purpose of the study.
The subject matter and topics studied and discussed.
The locale of the study, where the data were gathered or the entity to which the data
belong.
The population or unierse from which the respondents were selected.
The period of the study. This is the time, either months or years, during which the
data were gathered.
Theoreti"al &ramewor1
The theoretical framework is the structure that can hold or support a theory of a research work.
It presents the theory which explains why the problem under study exists.
Thus, the theoretical framework is but a theory that seres as a basis for conducting research.
Eormulating a Theoretical Eramework:
+uthoritatie theories must be presented.
Identify the important concepts.
+lways mention the theory that be utili*ed.
2araan. 2ary 'nne C+
Con"eptual &ramewor1
+ conceptual framework is an analytical tool with seeral ariations and contexts. It is
used to make conceptual distinctions and organi*e ideas. &trong conceptual frameworks
capture something real and do this in a way that is easy to remember and apply.
It is a theoretical structure of assumptions, principles,
and rules that holds together the ideas comprising a broad concept.
The conceptual framework presents the relationship between the specific concepts
that may be studied. The concepts used at this leel should be defined from the concepts used
in the theoretical framework. They should be more concrete.
Erameworks hae also been used to explain confict theory and the balance
necessary to reach what amounts to resolution. They define a conceptual framework as 3the
way ieas are organi4e to a"hieve a resear"h pro)e"t5s purpose+6
Definition of Terms
1. 'efine rigorously the meaning of the terms used in the statement of the problem and
in the hypotheses.
!. 'efinitions should be clear and precise to call up the same core of meaning to all
competent researchers in the field.
". Terms are conceptually and operationally defined for better understanding of the
readers.
,umapa". 7iarra #+
Review of Relate 0iterature
The statement of the research problem and the literature reiew are mutually supportie.
The statement of the research problem clearly defines the subject area to be treated. The
literature reiew demonstrates that the research problem has receied prior attention, and
shows that further research is needed to resole the problem. Mames D. Eisher states, HTo
be E&&ECTI/E, a literature reiew must be C0E'R. CO%ERENT. and
#ERSU'SI/E analysis of the current state of the literature.I These materials are
classified as
1. 0egal Bases+ This is to determine the releance of the study to the goernment2s
thrust. The major sources of related legal bases are laws and department directies
such as, circulars, orders, memoranda, etc. These laws and department directies
sere as legal basis for the paradigm of the study. In presenting the related legal
bases, the inestigator has to arrange the chronologically from recent to past and the
releance of each legal basis is explained. 5o explanation of the legal basis releant
to the present study is unscientific.
Example8
Republic Act No. 7164 known as the Philippine Nursing Act of 1991 efines
professional nursing as the perfor!ance for a fee" salar#" or other rewar or
co!pensation$ towar the pro!otion of health" an alle%iation of suffering through
utili&ation of nursing process. (LEGAL BASIS).
'he foregoing professional nursing efinition e(plicitl# e(presse that nurses practice
their profession for a fee or salar# co!!ensurate with their work in orer to satisf# their
nees an wants to cope with the fast changing worl. )n other wors" the perfor!ance
of a particular *ob affects nurses+ %alues especiall# if nurses !eet the proble!s relate to
their *ob in the hospital" hence" pro!otion of health ser%ices cannot be attaine.
(EXPLANATION OF THE LEGAL BASIS)
!. Relate 0iterature. It is a section in a research paper, thesis dissertation, and
research project in which the sources are taken from books, journals, maga*ines,
noels, poetry, etc that contains facts, laws, theories and other documented
obserations. This is in a chronological order from recent to past when presented. It
is unscientific if related literature are presented and of no explanation at the
releance to the present study.
Example8
/urray2s F199NG article on nurse executies2 leadership roles stated that chief nursing
officers F85)G leae their position due to lack of power conflict with chief executie
officer F86)G, and inade#uate nursing personnel. 9Relate literature $y Bru"e #+
2urray+ *::;+ 3Nurse Exe"utives5 0eaership Roles+6 <ournal of Nursing
'ministration+ -;=>?8@;+ =<une *::;?A+
The article of /urray has bearing to the present study because staff nurses2 performance
would be affected if the middle managers or chief nursing officers hae conflict with the
chief executie officer or top manager and with problems met related to their job, for
instance, inade#uate nursing personnel. =EB#0'N'TION O& T%E RE0'TED
0ITER'TURE?
". Relate Stuies refers to theses, dissertation and research studied substantially
characteri*ed by the presence of the following part: research problems, hypotheses,
objecties, related literature, methodology, findings, conclusions and
recommendations and bibliography. F7ocal if printed in the (hilippines and Eoreign
if in the foreign landG. (ublished and unpublished research studies are sources of
materials that included in this section. This studies are segregated into foreign and
local studies. This is also arranged chronological order from recent to past. 6ach
related study has explanation on the releance of the present study, otherwise, it is
unscientific.
Example of 0OC'0 STUDC8
In 1999, &ultan in her study on perceied sources of stress among staff nurses at a tertiary
hospital in Oue*on 8ity, found out that lack of administratie support and no rewards
were perceied by staff nurses as the most stressingP =Relate lo"al stuy $y /ilma
Sultan+ *:::+ 3#er"eive Sour"es of Stress 'mong Staff Nurses at Tertiary %ospital
in Due4on City+6 2' Thesis in Nursing+ Central #hilippine University. Iloilo City.
#hilippines+?
&ultan2s study has bearing to the present study because lack of administratie support, no
rewards, and no opportunities for career deelopment are among the job.related problems
met by staff nurses in priate and goernment hospitals in Iloilo 8ity which block their
way to perform effectiely and efficiently. =EB#0'N'TION O& T%E RE0'TED
STUDC?
Calapati, Mary Ann
N.
Importance, Purpose and Functions of Related Literature and
Studies
+ surey of reiew and related literature and studies is ery important because it seres as
the foundation of the proposed study. -elated literature and studies sere as a guide for the
researcher in pursuing his research enture. -eiewed literature and studies help or guide the
researcher in the following ways:
1. They help or guide the researcher in searching
for or selecting a better research problem or
topic. Dy reiewing related materials, a replication of a similar problem may be
found better than the problem already chosen. -eplication is the study of research
problem already conducted but in another place.
!. They help the investigator understand his topic
for research better. -eiewing related literature and studies may
clarify ague points about his problem
". They ensure that there will be no duplication of
other studies. There is duplication if an inestigation already made is
conducted again in the same locale using the same respondents. This is aoided if a
surey of related literature and studies be made first.
$. They help and guide the researcher in locating
more sources of related information. This is because the
bibliography of a study already conducted indicate reference about similar studies.
J. They help and guide the researcher in making
his research designs especially in
a. The formulation of specific #uestions to be researched on.
b. The formulation of assumptions and hypothesis if there is any
c. The formulation of conceptual framework
d. The selection and application to the methods of research
e. The selection and application of sampling techni#ues
f. The selection and or preparation and alidation of research instruments for
gathering dataK
g. The selection and application of statistical procedures
h. The analysis, organi*ation, presentation and interpretation of data
i. The making of the summary of implications for the study
j. The formulation of the summary of findings, conclusions and
recommendations
>. They help and guide the researcher in making
comparisons between fndings with the fndings
of other researchers on similar studies with the end
iew of formulating generali*ations or principles which are the contributions of the
study to the fund of knowledge.
D
ayondon, Gizelle L.
uidelines in Citin! related literature and studies
A. Characteristics of the materials cited
1. The materials must $e as re"ent as possi$le+ This is important because of the rapid
social. (olitical, scientific, and technological changes. 'iscoeries in historical and
archaeological research hae also change some historical facts. -esearchers in
education an psychology are also making great strides.
!. 2aterials must $e as o$)e"tive an un$iase as possi$le. &ome materials are
extremely one sided, either politically or religiously biased. These should be aoided
". 2aterials must $e relevant to the stuy+ )nly materials that hae some similarity
to or being on the problem researched on, should be cited.
$. Surveye materials must have $een $ase upon genuinely original an true
fa"ts or ata to ma1e them vali an relia$le+ There are cases where fictitious
data are supplied just to complete a research report.
J. 2aterials must not $e too few $ut not too many+ They must be sufficient enough
o gie the researcher insights into his problem or to indicate the nature of the present
inestigation. The number may also depend upon the aailability of related
materials. )rdinarily fifteen to twenty.fie may do for a master2s thesis and from
twenty and aboe for a doctoral dissertation, 'epending upon their aailability and
depth and length of discussion. Eor undergraduate theses about ten may do.
". Sources of Related Literature and Studies# The sources of related
literature and studies may include the following.
1. Dooks, encyclopedias, almanacs and other similar references
!. +rticles published in professional journals, maga*ines, periodicals, newspapers and
other publications.
". /anuscripts, monographs, memoirs, speeches, letters and diaries.
$. Qnpublished theses and dissertations.
J. The 8onstitution and laws and statutes of the land.
>. Dulletins, circulars and other emanating from goernment offices and departments,
especially from the office of the president of the (hilippines and 'ep6d.
:. -ecords of schools, public and priate, especially reports and other actiities.
N. -eports from seminars, educational or otherwise.
9. )fficial reports of all kinds, educational, social, economic, scientific, technological,
political, etc. from the goernment and other entities.
C. $here to Locate the sources of Related Literature and
Studies
1. 7ibraries, either goernment, school or priate libraries
!. ,oernment and priate offices
". 5ational library
$. The library of 'ep6d
The last two are especially rich depositories of related materials particularly
unpublished master2s theses and doctoral dissertations.
%. $ays of Citin! Related Literature and Studies8 The following are
the ways of citing related literature and studies.
1. By author or writer. In this method the ideas, facts or principles, although they hae
the same meaning, are explained or discussed separately and cited in the footnote
with their respectie authors or writers
6xamples: +ccording to 6nri#ue*, praise helps much in learning etc..
1
/agla#ue found out that praise is an important factor in learning etcP
!
1
(edro 6nri#ue*, The 'ynamics of Teaching and 7earning. /anila: 8anlaon
(ublishing 8ompany, Inc.,19N1, (1C!
!
Muan /agla#ue, HEactors affecting 8hildren2s 7earning in (ag.asa 'istrict,I
FQnpublished /aster2s Thesis, &an ,regorio 8ollege, &an ,regorio 8ity, 19N$G
!. By topic. In this case, if different authors or writers hae the same opinion about the
same topic, the topics is discussed ans cited under the names of the authors or
writers. This is a summary of their opinions. This is to aoid separate and long
discussions of the same topic.
6xample: It has been found out that praise is an important aid in the learning of
children
". Chroo!o"ica!. -elated materials may also be cited chronologically, that is,
according to the year they were written. /aterials which were written earlier should
be cited first before those which were written later. This can be done especially
when citation is by author or writer. If citation is by topic, chronological citation can
be done in the footnote.
Aclera, Sharmaine
N.
&. $hat to Cite
It should be emphasi*ed that only the major findings, ideas, generali*ations, principles,
or conclusions in related materials releant to the problem under inestigation should be
discussed in this chapter. ,enerally, such findings, ideas, generali*ations, principles, or
conclusions are summari*ed, paraphrased or synthesi*ed.
F. 'uotin! a Material
+ material may be #uoted if the idea coneyed is so perfectly stated or it is controersial
and it is too long. It is written single spaced with wider margins at the left and right side of the
paper but without any #uotation marks.
6xample: &uppose the following is a #uotation: &aid 6nri#ue*
(raise is an important factor in children2s learning. It encourages them to
study their lessons harder. (raise, howeer, should be gien ery appropriately.
. (usti)cation of the Study
It should be made clear that there is no duplication of other studies. The present
in#uiry may only be a replication of another study. It should be stressed also that inspite of
similar studies, the present study is still necessary to find out if the findings of studies in other
places are also true in the local of the present study. There may also be a need to continue with
the present inestigation to affirm or negate the findings of other in#uiries abou the same
research problem or topic so that generali*ations or principles may be formulated. These
generali*ations and principles would be the contributions of the present inestigation together
with other studies to fund of knowledge. This is one of the more important purposes of
researchK the contribution that it can gie to the fund of knowledge.
Bala. 2ary ,ra"e D+