OBJECTIVES:

• Design a research project related to daily life.

• Write a research title.
• Formulate a clear statement of the problem.
• Cite the significance of the research.
• Write the scope and delimitation of the research.
GENERAL PROBLEM:
The study aims to explore the student’s images and
views on chemistry.
SPECIFIC PROBLEMS:
1. What are the students’ images on chemistry based on their
drawings?
2. What are the students’ views on chemistry
3. What learning theories are embedded on these images.
GUIDELINES:
1. The general problem provides the
overall picture and direction of the
research usually stated in narrative
form.
GUIDELINES:
2. The specific problems give the details
of the research.
GUIDELINES:
3. A set of specific problems are needed
to be formulated.
GUIDELINES:
4. Reading a lot of research articles in
journals, books, magazines, and other
reading materials can help you
formulate good research problems.
GUIDELINES IN WRITING
RESEARCH TITLE:
1. The research title sums up the
variables being studied in the
research.
GUIDELINES IN WRITING
RESEARCH TITLE:

2. Usually, the general problem is

reflected in the research title.
GUIDELINES IN WRITING
RESEARCH TITLE:

3. Avoid titles that are too long.

WORKING TITLE:

Students’ Images and Views on

Chemistry: It’s Implication to
Education
READ AND ANSWER:
The study aims to investigate the extent of addiction of most
teenagers to online games.
Specifically, the study seeks to answer the following questions:
1. What are the causes of the addiction of most teenagers to online
games?
2. What are the reasons of their addiction to online games?
3. What are the possible effects of online game addiction?
GUIDE QUESTIONS:
1.What is the topic of research?
2.Based on the statement of the problem,
what do you think is the research title?
GUIDELINES IN WRITING
SIGNIFICANCE OF THE STUDY

1. The results of your study

should benefit certain groups
of people.
GUIDELINES IN WRITING
SIGNIFICANCE OF THE STUDY

2. Write the significance of the

study in paragraph form.
GUIDELINES IN WRITING
SIGNIFICANCE OF THE STUDY

3. Limit the number of

paragraphs depending on the
number of beneficiaries.
EXAMPLE:
The outcomes of this study are the students’ images and
general views of students toward chemistry and learning
chemistry which can serve as a diagnostic tool before
instruction begins and may also serve as an assessment tool
after a topic been discussed to facilitate the learning process
in the classroom.
EXAMPLE:
The students’ images on chemistry described in their
drawings and their views’ of general profile are of
educational value because insights into the students’ images
will direct teachers to think of appropriate teaching strategies
to effectively address students’ problem in understanding
specific concepts.
EXAMPLE:
Lastly, curriculum developers, researchers, and classroom
teachers could creatively develop appropriate methods of
discussing a particular concept among students to
demonstrate or acquire a deep and holistic approach in
managing their learning process in chemistry.
GUIDELINES IN WRITING SCOPE AND
DELIMITATION OF THE STUDY

1. Use only two to three paragraphs.

GUIDELINES IN WRITING SCOPE AND
DELIMITATION OF THE STUDY

2. Write only the range of topics

being studied.
GUIDELINES IN WRITING SCOPE AND
DELIMITATION OF THE STUDY

3. You may include the time frame,

sample size, and the limitation of
the methods to be employed.
EXAMPLE:
The study is focused and limited only on the students’ images
about chemistry depicted on their drawings and further
validated based on their responses on the open-ended
questions, while the students’ profiles on their views on
chemistry and learning chemistry were categorized based on
the survey instrument.
EXAMPLE:
The research instruments were only administered once and no
achievement test were given to the respondents. The
achievement in chemistry of the respondents based on the
final grade in S-CHM 11 (General Chemistry 1) taken during
the first semester, S.Y. 2008-2009.
EXAMPLE:
Only four groups of students were used as respondents of the
study. They were all second year college students taking up
Bachelor of Secondary Education majors in Biology,
Chemistry, General Science, and Physics.