Guidelines in Writing Chapter 1

I. Introduction

The introduction is important in establishing the cognitive setting of the research.

It has the following elements:

1. Rationalization of the need to research on the problem.

2. Clarification of the important terminologies for the reader to easily understand

what the research is about.

3. Establishment of the degree of seriousness of the problem which prompted the

researcher to look for solutions.

Guidelines in the Formulation of Introduction

1. Rationale - A narration of your experience as the researcher that led you to

conduct the study. This may include personal experience, an article read, a scene
witnessed, news heard, a theory that needs to be clarified, etc. This should emphasize
your interest on the topic. It can start from the global perspective to a more personal one.

2. Literature foundation - What are the terms or variables or concepts that need to
be defined, clarified, or described to you and to your reader? This is different from the
literature review.

3. Seriousness of the problem - Determine the significance of your chosen

problem. Research contextual evidence of its “gravity”. Provide the details and its
reference/s below.

4. General objective as the researcher - What is the general objective or the overall
purpose of the study? This is the general statement of the problem – basis of the
enumerated statements of specific problems.

5. General purpose - After the problem has been solved or the research is
conducted, who will be the main beneficiaries of the research? What direct benefits will
they receive from it? This is understanding the implications of the resulting findings of the
study.

II. Statement of the Problem

It has two categories namely: the general problem and specific problems. Usually,
one general problem and three specific problems which derived from the general problem.

Guidelines in the Formulation of Research Problem (General Problem) and

Research question (Specific Problem)

1. Formulate a research problem that is researchable; meaning, open to empirical

investigation.

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2. See to it that you state your quantitative research problem concisely.

3. Construct a research problem that mirrors the importance of carrying out the research
for finding answers or solutions to a problem.

4. Have your research problem focus on a general understanding of your research topic.

5. Let your research problem state the variables and their relationships with one another.

6. Construct an introductory statement to present your research problem which is the

general problem of your research. Express it in declarative manner.

7. State your research questions not in the form of yes-or-no questions, but in informative
questions.

8. Research questions are called specific problem/questions. Hence, it is in interrogative

or question form.

Sample Research Problems (General Problems) and Research questions (Specific

Problems)

Example 1:

Title of research:

Percentage of Manila Private Universities Considering the Use of Grammar Textbooks as

the Most Effective Way to Help College Students Attain Communicative Competence

Research Problem (General Problem)

The main objective of this study is to find out the percentage of Manila private universities
considering the use of grammar textbooks as the most effective way to help college
students attain communicative competence. (declarative form)

Research Questions (Specific problems)

1. What components of the grammar textbook work for communicative-competence

development?

2. How many Manila private universities require the use of grammar textbooks?

3. To what extent do Manila private universities find grammar textbooks effective in

helping college students attain communicative competence? (interrogative form)

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Example 2:

Title of research:

A Phenomenological Study of the Levels of Pain Experienced by Children Aged 3-5 Years
Undergoing and Intravenous Injection in the Presence of Their Mothers

Research Problem (General Problem)

The purpose of this phenomenological study is to describe the levels of pain experienced
by children 3-5 years undergoing intravenous injection in the presence of their mothers.

Research Questions (Specific problems)

1. How do the children describe their levels of pain while undergoing intravenous injection
in the presence of their mother?

2. How does the presence of the mother ease the pain experienced by their children aged
3-5 years undergoing intravenous injection?

Example 3:

Title of research:

The Perceptions of Students and Professors in the Educational Processes of Merged

Classes in Mathematics

Research Problem (General Problem)

The main purpose of this study is to investigate the perceptions of students and
professors in the educational processes of merged classes in mathematics of Philippine
Normal University.

Research Questions (Specific problems)

1. What are the perceptions of students and professors in the educational processes of
merged classes in mathematics?

2. What are the perceptions of students and professors in the educational processes
concerning:

2.1. Classroom Management

2.2. Quality of Instruction

2.3. Classroom Climate

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Example 4:

Title of research:

Effectiveness of Blended E-Learning Approach in a Flipped Classroom Environment

Research Problem (General Problem)

The main problem of the study is to determine the effectiveness of blended e-learning
approach in a flipped classroom environment.

Research Questions (Specific problems)

1. Does blended e-learning approach in a flipped classroom environment affect students’

trigonometry achievement?

2. Is the trigonometry achievement of students who have undergone a flipped approach

significantly different to students who undergo the traditional approach?

3. How effective is blended e-learning approach in a flipped classroom environment for

high performing students? Moderate to Low performing students?

Sample Research Questions (Specific Problems)

Unclear: Why are social networking sites harmful?

Clear: How are online users experiencing or addressing privacy issues on such
networking sites as twitter and facebook.

Unfocused: What is the effect of global warming on the environment?

Focused: How is glacial melting affecting the penguins in the Arctic Circle?

Too simple: How are doctors addressing diabetes in the Phillippines?

Appropriately complex: What are the common traits of those suffering from diabetes in
the Philippines, and how these commonalities be used to aid the medical community in
prevention of the disease?

Unspecific: Why are students not interested in Mathematics?

Specific: How do selected junior high school students in Sebsta School describe their
study habits in learning Mathematics?

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IV. Hypothesis

A hypothesis is a tentative explanation or an answer to a question about variables,

their relationships, and other facts involve in your research. A research always ends up
with a result. However, you are free to hypothesize; meaning, to infer, propose, or guess
about factual things related to your research. It has to be tested through analytical
investigation to prove how true or false it is. (Creswell 2014; Russel 2013)

The Formulation of the Hypothesis has two types namely: the null hypothesis and
affirmative hypothesis. A null hypothesis symbolized by Ho, which states the absence of
relationship between the independent and independent variables. Hence, there is no
significant difference between the results of two conditions being tested. The opposite of
null hypothesis is the alternative hypothesis which symbolized by Ha. It states the
relationship between the independent and independent variables and the fact that the first
affect the second one (Morgan 2014; Thomas 2013). It shows that there is a significant
difference between the results of the two conditions being tested. It is recommended to
use null hypothesis in your research project.

Guidelines in the Formulation of the Hypothesis

1. Express your hypothesis in a declarative manner.

2. Establish a logical relationship between the hypothesis and the research problem.

3. Avoid wordiness by using clear, exact, or specific language.

Sample Null Hypothesis

Example 1:
Refer to research questions, example 4:
Hypothesis
1. There is no significant difference between the effects of blended e-learning approach
in a flipped classroom environment on the students’ trigonometry achievement.

2. Students who have undergone a flipped approach and traditional approach do not differ
significantly on their trigonometry achievement.

3. There is no significant difference between the effects of blended e-learning approach

in a flipped classroom environment on high performing and moderate to low performing
students.

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Example 2: There is no significant relationship between the intelligence quotient and the
economic status of Grade 10 students of public schools.
Example 3: Exposure to classical music has no effect on IQ score.
Example 4: People exposed to sensitivity training are no more tolerant than those not
exposed to sensitivity training.

Note: The number of your null hypothesis does not have to be equal to the number
of objectives and problems. You may just have a general hypothesis that predicts the
result of your general problem.

V. Significance of the Study

Research has only one main objective and that is the upliftment of the quality of
life. Thus, before you continue conducting your research, you have to be convinced that
this study would lead to the ultimate goal of improving people’s lives, not just to comply
with a requirement.

Guidelines in the Formulation of Significance of the Study

1. Identify the groups who would eventually benefit from your study, starting from the most
direct beneficiaries to the ones who would indirectly benefitted by it.
2. Discuss the specific benefits that they would get from it: that is by discussing how the
study would help in solving existing problems of these identified groups leading towards
an upliftment of their situation.
3. The specific benefits must be enumerated and that the beneficiaries must be listed.

Sample Significance of the Study

Example 1:
Title:
Effectiveness of Blended E-Learning Approach in a Flipped Classroom Environment

Significance of the Study:

Primarily, the study is significant because it aims to evaluate blended e-learning
approach in a flipped classroom environment. The findings of this study could be used in
the following:

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1. Teachers: Blended learning is a new trend in educational methods; however, it is not
extensively being used in the present Philippine educational system. Thus the developed
module could be the spring board for teachers to start using blended learning.
2. Researchers: Various researchers aim to make a model on how blended learning
should be done; conversely, few scholarly researches had been done to evaluate its
effectivity. The paper could provide additional information on the effects of blended
learning in actual classroom use, especially in the Philippine setting.

Example 2:
Title:
Effectiveness of the On-Going Scholarship Program of the Municipality of Castillejos
Significance of the Study:
This study evaluated the effectiveness of the on-going scholarship program of the
municipality of Castillejos with the hope that findings would prove useful to the following:
The policemakers may review the existing Scholarship Ordinance and consider
certain amendments which are necessary for the improvement of the Scholarship
Program.
The implementers may consider the findings of this study in strengthening the
implementation of the program.
The scholars were given an opportunity to raise their sentiments regarding the
program and further benefit in the improved implementation of the program.
Public Officials in general may find that evaluation of public programs is
necessary in public administration.

Example 3:
Significance of the Study:
Specifically this study would be beneficial to the students, Mathematics teachers,
and the future researchers for the reason stated herein:
Students. Through the use of Algebrator, they will be encourage to appreciate the
fast integration of technology in learning Mathematics through better ways such as
Algebrator. The study will encourage the students to seek explanation, aiding further
learning. And in the long run, the students will develop independence and self-confidence
in learning Mathematics with or without the help of the teacher.

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 Teachers. This study will provide them a new knowledge in using alternative
technique in teaching Mathematics at the same time will introduce them a wonderful tool
to easily create Math lessons because of its template-based Algebra problem generation.
The teachers would later realize the gap between the ways of learning before unto this
time when it comes to Mathematics. Moreover, the result of the study will encourage the
teachers to use the manipulative, such as Algebrator, when discussing lessons especially
those which include topics from Pre-Algebra to the Advanced Algebra. In addition, the
study is not only beneficial to Mathematics teacher but to all teachers who are teaching
various subjects. Teachers who do not have a strong foundation in Mathematics
especially in Algebra can be guided by this study on how to face Mathematics with more
confidence through the use of technology via Algebrator in learning Mathematics’ basics
concepts.
Future Researchers. This may serve as an inspiration for the development of other
meaningful researches about manipulative software used in teaching Mathematics. This
may function as guide for further research on the same topic but on a wider range in terms
of Mathematics subject area and population of respondents. At the same time this study
can serve as a basis and reference in the same area of teaching and learning.

Example 4:
Title:
21st Century e-Learning Module Assessment Tool
Significance of the Study:
A learning module that integrates innovative learning approaches namely blended,
flipped, and personalized learning is believed to provide valuable experience in
developing the 21st century skills of students. Specifically, the assessment of existing
Mathematics learning modules and the development of a prototype 21st century e-
learning module are significant to the following stakeholders.
Teachers: 21st century teaching styles are new trends in educational methods;
hence, it is beneficial to teachers to have prototype 21st century e-learning module that
integrates these teaching styles. The developed learning module could be used as
standards for teachers in preparing learning modules.
Students: The 21st century skills are the new competencies essential in today’s
working environment. The assessment procedure in the study could be used to assess
quality of instruction regarding compliance of learning modules to the 21st century skills.
Assessment of learning modules is the first step in improving the quality of instruction;
hence, student could experience integration of 21st century skills in their school activities.
Measurement and Evaluation Experts: The developed assessment tool could be
used as an instrument by experts in their study with regard to measurement and

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evaluation of teaching practices for the 21st century. Furthermore, experts can use the
developed assessment tool to evaluate a learning module that implements 21st century
teaching skills.
Curriculum Developers: The recent K-12 curriculum places great emphasis on
incorporating 21st century skill in instruction. The 21st century skills are included as one
of the foundations in the curriculum’s framework. Since the study aims to produce a
learning module that evaluates incorporation of the 21st century teaching styles,
curriculum developers may consider the standards of the prototype module in preparing
activities in the curriculum.
Teacher Education: The assessment procedure developed in this study shows
promise in rating the quality of lesson plans or modules done by pre-service teachers.
Also, the assessment tool could provide concrete standards for 21st century teaching
styles, which could be useful for teacher education institutions in ensuring quality of
students’ output. The developed prototype module could also be used as benchmark for
pre-service teachers in writing learning plans.
Educational Policy: The study presents results of existing mathematics learning
modules. Although results are limited to a number of learning modules, the process could
be repeated for a more conclusive number of samples. Results from future assessments
of learning plans or modules could provide basis for educational policies such as teacher
trainings or performance- based incentives. Also, the assessment tool could provide
standards that could help in making policies for quality assurance on instruction.
Researchers: Various educational researchers aim to make a model on how to
address various weaknesses of traditional approach, thus new learning approaches
(blended, flipped, personalized, mobile) are developed. A number of literature show ideal
guidelines on how these approaches should be implemented; conversely, few scholarly
researches have been done to produce and validate actual instructional materials that
would integrate these learning styles. The paper could provide a methodology in
validating learning modules and instructional materials for future studies. The method
used in assessing existing learning modules could be included in future researches.

VI. Scope and Delimitation

To make your research more feasible, it has to have parameters. This section is a
short section where you clarify what your study covers based on your research topic, the
possible limitations of the study, and how your study is constrained by particular factors.
Guidelines in the Formulation of Scope and Delimitations
1. The scope of the study defines the variables that are the focus of the research.
2. The delimitation of the study identifies other variables that were not considered for the
study.

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3. The limitations that are identified are only those that are significant or may have had
an impact on the findings of the study.
The following may be the possible limitations that may arise in the conduct of the
research: Sample size, lack of available or reliable data, lack of prior studies, access, time
period, language, etc.
Make a draft of this section to guide you in planning your research. However, after
conducting your research, go back to this section and review it. Determine which portions
are still relevant. You may also consider revising it to include the unforeseen limitations
that you encountered during the research process. Declaring these manages the
expectations of your readers on your research.
You may use the following key phrases such as:
• “The study minimized the…”

• “The study is focused more on…”

• “The study is limited to…”

• “The coverage of this study…”

• “The researcher limited this study to…”

• “The study covers the…”

Sample Scope and Delimitations

Example 1:
Title of Research:
21st Century e-Learning Module Assessment Tool
Scope and Delimitations:
There are several limitations to this study that are worthy of consideration. These
limitations are discussed in detail in this section.
Explicitness of the 21st Century Learning Module: The study focused on assessing
modules designed for the 21st century. Adding to this purpose is to construct a prototype
module that addresses the standards set by the assessment tool. The assessed modules
were aligned to competencies of K-12 mathematics curriculum for grades 7 to 10. The
completion of the study resulted to an assessment tool for 21st century e-learning module
and a prototype 21st century e-learning module.
Sampling Constraints: The participants in this study consisted of three groups: (1)
experts for assessment tool development, (2) experts for existing module assessment,

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and (3) experts for learning module content validation. They were selected and pre-
determined to have adequate to high level of skill and knowledge with regard to
mathematics teaching and/or educational technology. They, as experts, were asked to
evaluate and comment on the assessment tool and prototype module, and other
processes concerned with the development of the assessment tool and prototype module.
Scope of Assessment: The study is limited in assessing learning modules and
does not include actual implementation of the module, since its purpose is to develop an
assessment procedure that could be done before the implementation of a learning
module. Also, the blended approach being assessed in this paper is limited to the
combination of traditional and e-learning. The existing learning modules assessed, and
prototype e-learning module developed in the study are limited to mathematics modules.

Example 2:
Title of Research:
The Perceptions of Students and Professors in the Educational Processes of Merged
Classes in Mathematics
Scope and Delimitations:
This study was conducted at Philippine Normal University Manila during the
second semester of school year 2011-2012. The study involved students from
mathematics courses and professors from the mathematics department.
The study was delimitated to students from selected sections of Bachelor of
Science Mathematics for teachers (BSMT) and Bachelor of Secondary Education
Mathematics (BSE Mathematics). Sections that underwent merged classes in
mathematics subjects for school year 2011-2012 are selected as respondents of the
study. Professors taken as respondents were from the mathematics department who only
handled merged classes of mathematics subjects for school year 2011-2012.
The study was limited in getting the respondents’ perception about merged
classes. Perceptions taken were restricted in determining classroom outcomes. The study
focused on factors from educational processes and no other factors in determining
classroom outcomes. Three factors were considered in evaluating educational
processes, classroom management, quality of instruction, and classroom climate.

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Example 3:
Title of Research:
Understanding of Students on Linear Equations through Analysis of Self-Made Questions
Scope and Delimitations:
The study is a qualitative context analysis which did not aim to get a general
perception of students in terms of understanding linear equations. The study is focused
more on the depth of analysis than the quantity of respondent, thus limiting the data to
twenty self-made questions. Only self-made questions made by sophomore students are
part of the study’s data. The study focuses on the understanding of students in a particular
lesson; linear equations. Purposes and other considerations in analyzing the questions
are limited to what the twenty questions have to offer.

VII. Definition of Terms

Important terms in the study should be defined in order to avoid confusion. Your
definition should be brief and clear as possible. The Definition of Terms has two types:
Conceptual definitions and the Operational definitions. If you will base your definition from
dictionary or any authority, it is conceptual. If you define it as you use it in your study, it is
operational (how to "put it into operation").
Defining key terms clearly focuses the direction of study. Once you identify what
you want to study, identify the key terms and its definitions, and decide on how it will be
operationalized, the research process becomes easier. You will know what literature you
need to review and where to locate them, where and how you will get your data, and how
you will analyze it, interpret results, and conclude your study. Defining key terms at the
beginning will save you time, energy and material and financial resources.

Sample Definition of Terms

Example 1:
Numerous terminologies are used in this study to present particular meanings. To
avoid misunderstanding and to clarify any confusion, operational definitions are provided.

Class Merging is the approach of combining two or more sections in one class.

Classroom Outcomes are the products in acquiring new or modifying existing

knowledge, behaviors, skills, values, or preferences (Millan.1997). In this research, the
term is used to describe students’ performance and teachers’ teaching style concerning
educational processes.

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 Educational processes are different procedures used to acquire new or modify
existing knowledge, behaviors, skills, values, or preferences (Millan.1997). In this
research, the term is used as general term for classroom management, instruction, and
classroom climate.

Classroom management refers to all the teacher’s thoughts, plans, and actions to
create an orderly learning environment (Kauchak, Eggen. 2003). In this research, the term
is used to describe how the teachers mange the class.

Instruction is the system of processing information of students given different

devices of instruction in which the teacher is the mediator (Ericksen. 1987). In this
research, the term is used to describe how the teachers teach the class.

Classroom climate is the emotional and academic tone in classrooms (Kauchak,

Eggen. 2003). In this research, the term is used to describe how the classroom is
arranged and focused for learning.

Example 2:

To avoid misunderstanding and to clarify any confusion, conceptual and

operational definitions are provided.

• Flipped Learning - an educational technique that consists of two parts: interactive group
learning activities inside the classroom, and direct computer-based individual instruction
outside the classroom (Bishop & Verleger, 2013). This is the learning approach to be used
in the module.

• Blended Learning – refers to the combination of educational approaches, technologies,

and methodologies (Sharma, 2010). In the study, it is the combination of traditional and
e-learning approach which is the framework of a flipped classroom. The effectiveness of
this approach is the aim of this study.

• 21st century skills - refers to the set of skills that students require to be successful in the
21st century (Schgrader & Lawless, 2011). In this study, skills consist of (1) Learning and
Innovation Skills; (2) Information, Media and Technology Skills; and, (3) Life & Career
Skills. These skills will be the basis of evaluation to determine the effectiveness of blended
learning.

• E-Learning Approach - the use of electronic educational technology in teaching and

learning. In this study, it refers to non-face-to-face learning using online technology.

• Traditional Learning – refers to long-established customs found in schools that society

traditionally uses. In this study, the term refers to face-to-face lecture method of
instruction.

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 Example 3:

21st century skills - refers to the set of skills that students must have to be
successful in the 21st century (Schgrader & Lawless, 2011). In this study, skills consist
of (1) Learning and Innovation Skills; (2) Information, Media and Technology Skills; and,
(3) Life and Career Skills. These skills are the basis of evaluation to determine the
effectiveness of blended learning.

Asynchronous Activities – The term refers to sessions that were conducted through
Learning Management Systems, which provided email functions, discussion boards,
course materials, and chat rooms (Kou et al., 2014). In this study, the term refers to
activities done outside the classroom.

Blended Learning – refers to the combination of educational approaches,

technologies, and methodologies (Sharma, 2010). In the study, it is the learning approach
that combines traditional and e-learning approaches.

Flipped Learning – an educational technique that consists of two parts: interactive

group learning activities inside the classroom, and direct computer-based individual
instruction outside the classroom (Bishop &Verleger, 2013). In this study, it is the
approach that interchanges the traditional in-class and out-of-class activities.

Learning Management System (LMS) – In this study, the term refers to a software
application or Web-based technology used to plan, implement, and assess a specific
learning process.

Learning Module – In this study, the term refers to the document that includes the
overall plans for the teaching-learning process consisting of learning objectives, learning
plan flow, and assessments.

Personalized Learning –refers to the approach that focuses on providing content

and activities that are designed to suit the specific needs of the students (O’Donnell,
2015). In this study, it is the approach that provides various learning experiences that best
suit an individual student’s needs.

References:
Baraceros, E. L. (2016). Practical Research 2. Quezon City: Rex Book Store, Inc.
Chico, A.M., Matira, M. D. (2016). Practical Research 2. Manila City: St. Augustine Publications, Inc.
Cristobal, A. P., Cristobal, M. C. (2017). Practical Research 1. Quezon City: C & E Pub. Inc.
Torneo, H. C., Torneo, A. R. (2017). Practical Research 2. Quezon City: Sibs Publishing House, Inc.
Angeles, A. J., et al. (2015). “The Perceptions of Students and Professors in the Educational Processes of
Merged Classes in Mathematics”. PNU.
Calamlam, J. M. M. (2015). “Effectiveness of Blended E-Learning Approach in a Flipped Classroom
Environment”. DLSZ.

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