CHAPTER I The Problem and Its Setting

Introduction Statement of the Problem Theoretical/Conceptual Framework Assumptions and Hypotheses Significance of the Study Operational Definition of Terms

Introduction
Presentation of the problem. Example: There is no other period in the world history when science has been making its greatest impact upon humankind than it is today. (Prolong the discussion citing the multifarious and wonderful benefits that science is giving to humanity today. Later in connection with science, the topic for inquiry may be presented as the teaching of science in the high schools of province A. as perceived by the science teachers and students

 The existence of an unsatisfactory condition, a felt problem that needs a solution. Example: The teaching of science in the high schools of Province A has been observed to be weak as shown by the results of the survey tests given to the students recently. The causes must be found so that remedial measures may be instituted. (The discussion may be prolonged further).

 Rationale of the Study The reason or reasons why it is necessary to conduct the study must be discussed. Example: One of the thrusts of the Department of Education and of the government for that matter is to strengthen the teaching of science. It is necessary to conduct this inquiry to find out how to strengthen the instruction of science in the province. (This may be prolonged).

 Historical Background of the Problem Example: Since the sending into space by Russia of the first satellite that orbited the earth, educational systems all over the world including that of the Philippines have been trying hard to improve their science curricula and instruction. (This can be explained further).

 A desire to have a deeper and clearer understanding of a situation, circumstance, or phenomenon. If the teaching of science in the high schools of Province A is the topic, the researcher must explain his earnest desire to have a deeper and clearer understanding of the situation so that he will be in a better position to initiate remedial measures.

 A desire to find a better way of doing something or of improving a product.

The researcher must also explain his desire to find a better way of teaching science in the high schools of Province A to improve the outcome of instruction.

 A desire to discover something. In connection with the teaching of science in the high schools of Province A, the researcher may have the desire to discover what is wrong with the instruction and a desire to discover better ways of teaching the subject. He may discuss his desire to discover such things.

 Geographical Conditions of the Study Locale. This is necessary in anthropological and economic studies. If the subject of investigation is rice production, then the terrain, soil, climate, rainfall, etc. of the study locale have to be described.

 A link between the introduction and the statement of the problem. A sentence or two should show the link between the introduction and the conducting of the researcher. Example: The researcher got very much interested in determining the status of teaching science in the high schools of Province A and so he conducted this research.

STATEMENT OF THE PROBLEM

The general statement of the problem and the specific sub problems or questions should be formulated first before conducting the research. It is customary to state specific sub problems in the interrogative form. Hence, sub problems are called specific questions. Each specific question must be clear and unequivocal, that is, it has only one meaning. It must not have dual meanings.

 Each specific question is researchable apart from the other questions, that is, answers to each specific question can be found even without considering the other questions. Each specific question must be based upon known facts and phenomena. Answers to each specific question can be interpreted apart from the answers to other specific questions. Answers to each specific question must contribute to the development of the whole research problem or topic. Summing up the answers to all the specific questions will give a complete development of the entire study.

 The number of specific questions should be enough to cover the development of the whole research problem or study. There should be a general statement of the problem and then this should be broken up into as many sub problems or specific questions as necessary.

Example: This study was conducted to investigate all aspects of the teaching of science in the high schools of Province A during the school year 2005-2006 as perceived by the science teachers and students. Specifically, the study attempted to answer the following questions: 1. How qualified are the teachers handling science in the high schools of Province A? 2. How effective are the methods and strategies used by the teachers in teaching science? 3. How adequate are the instructional as well as the non-instructional facilities for the teaching of science? 4. How adequate are the forms of supervisory assistance extended to the teachers relative to the teaching of science? 5. Is there any significant difference between the perceptions of the teachers and those of the students concerning the different aspects in the teaching of science? 6. What problems are being encountered by the teachers of science? 7. What suggestions are offered by the teachers and students to improve the teaching of science? 8. What are the implications of the findings to the teaching of science?

ASSUMPTIONS
A self evident truth which is based upon a known fact or phenomenon. Every specific question is based upon an assumption. If there is no assumption, expressed or implicit, there can be no specific question.

Example:
There is no significant difference on the perception of students and teachers in the teaching of science in province A. There is no significant relationship between grades in mathematics and english

GUIDELINES IN EXPLAINING THE IMPORTANCE OF THE STUDY

It must contain explanations or discussions of all of the ff: The rationale, timeliness, and/or relevance of the study Possible solutions to existing problems or improvement to unsatisfactory conditions. Who are to be benefited and how they are going to be benefited. Possible contribution to the fund of knowledge Possible implications.

DEFINITIONS OF TERMS
Only terms , words, or phrases which have special or unique meanings in the study are defined. Terms should be defined operationally, that is, how they are used in the study. The researcher may develop his own definition from the characteristics of the term defined Definitions may be taken from encyclopedias, books, magazines and newspaper articles, dictionaries, and other publications but the researcher must acknowledge his sources. Definitions should be brief, clear, and unequivocal as possible. Acronyms should always be spelled out fully especially if it is not commonly known or if it used for the first time.

SCOPE AND DELIMITATIONS OF THE STUDY

A 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 universe from which the respondents were selected. The period of the study.

EXAMPLE
This investigation was conducted to determine the status of the teaching of science in the high schools of Province A as perceived by the teachers and students in science classes during the school year 2005-2006. The aspects looked into were the qualifications of teachers, their methods and strategies, facilities, forms of supervisory assistance, problems and proposed solutions to problems.

LIMITATIONS OF THE STUDY

It includes the weaknesses of the study beyond the control of the researcher. This is true in descriptive research where the variables involved are uncountable or continuous variables such as adequacy, effectiveness, efficiency, extent, etc.

CONCEPTUAL FRAMEWORK
It consists of the investigators own position on a problem after his exposure to various theories that have bearing on the problem. It is the researchers new model which has its roots on the previous models which the researcher had studied It serves as a guide in conducting the investigation It is usually in statement form with a paradigm which expresses the relationship between the identified variables.

Example:
The effectiveness of a science instructional program depends upon the qualifications of the teachers, the effectiveness of their methods and strategies of teaching, the adequacy of facilities, the adequacy of supervisory assistance and the elimination of the problems hampering the progress

INPUTS Qualified teachers

PROCESS Science

OUTPUTS

Effective Methods

Superior Science

Adequate Facilities

Instructional

Knowledge and Skills of

Adequate Supervisory Assistance Program

Students

Figure 1. Paradigm for science teaching in high school.

CHAPTER II
RELATED LITERATURE AND STUDIES

GUIDELINES
Characteristics of the Materials Cited 1. The materials must be as recent as possible. 2. Materials must be as objective and unbiased as possible. 3. Materials must be relevant to the study 4. Materials must not be too few but not too many.

Ways of Citing Related Literature and Studies

By author or writer. Examples: According to Enriquez(2005), praise helps much in learningetc. Maglague(2006) found out that praise is an important factor in learningetc. By topic Chronological according to the year they were written.

What to Cite
It should discussed only the major findings, ideas, generalizations, principles, or conclusions in related materials relevant to the problem under investigation. Generally such findings are summarized, paraphrased, or synthesized

Quoting a Material
A material may be quoted if the idea is so perfectly stated or it is controversial and it is not too long. It is written single spaced with wider margins at the left and right sides of the paper without any quotation marks.

Example:
Suppose the ff is a quotation: Said Enriquez, Praise is an important factor in childrens learning. It encourages them to study their lessons harder. Praise, however, should be given very appropriately.1

Justification of the Study

It should be clear that there is no duplication of other studies but a replication. There may also be a need to continue with the present investigation to affirm or negate the findings of other inquiries about the same research problem or topic so that generalizations or principles may be formulated.

CHAPTER III
Methods of Research and Procedures

Method Of Research
The method of research used whether historical, descriptive, etc. should be explained briefly. The procedural part of the method, its appropriateness to the study, and some of its advantages should be given attention and should be well discussed.

Example:
The descriptive method of research was used in this study. This study describes the present status of the teaching of science in high schools in Province A in terms of current conditions, practices, situations, or any phenomena etc.

Methods of Collecting Data

The method of collecting data and the development of the instrument for gathering data must also be explained.

DEVELOPMENT OF THE INSTRUMENT

After reading and studying samples of questionnaire from related studies, the researcher prepared his own questionnaire. He also consulted some knowledgeable people about how to prepare one. Then he submitted the questionnaire to the adviser for correction after which it was finalized. For validation purposes, the questionnaire was given to small sample which is not included in the study. After they had filled up the copies they were interviewed to find out their assessment of the questionnaire. The copies of the questionnaire were then distributed personally by the researcher to the respondents.

SAMPLING DESIGN
It must explain: 1. The size of the population 2. The study population 3. The margin or error and the proportion of the study population used 4. The type or technique of sampling used 5. The actual computation of the sample 6. The sample

CONSTRUCTION OF A QUESTIONNAIRE
Doing library search Talking to knowledgeable people. Mastering the guidelines Writing the questionnaire Editing the questionnaire Rewriting the questionnaire Pretesting the questionnaire

KEY QUESTIONS IN PRETESTING

Were the directions very clear to you? Were you able to do exactly what the directions told you to do? Did you understand completely the questions or items? What difficulties did you meet in answering the questions? If the respondents failed to answer some questions: Why did you not answer the questions?

 Are the spaces where you wrote your replies sufficient? Are the number of options from which you selected your response enough? Were you not forced to select an option which is not exactly your choice because your actual choice was not among the options given? Is the questionnaire too long that it creates boredom? What suggestions can you give to improve the questionnaire?

GUIDELINES IN THE FORMULATION OF QUESTIONS FOR A QUESTIONNAIRE

Make all directions clear and unequivocal. Use correct grammar. Make all questions unequivocal. Avoid asking biased questions. Objectify the responses. Relate all questions to the topic under study. Create categories or classes for appropriate answers

 Group the questions in logical sequence. Create sufficient number of response categories. Word carefully or avoid questions that deal with confidential or embarrassing information. Explain and illustrate difficult questions. State all questions affirmatively. Make as many questions as would supply adequate information for the study.

 Add a catch-all word or phrase to options of multiple response questions. Place all spaces for replies at the left side. Make the respondents anonymous.

SAMPLE QUESTIONNAIRE
General Direction: Please accomplish this questionnaire very carefully and honestly. Please rest assured that any information that you supply will be treated with the greatest confidentiality and anonymity. I. Personal Profile Age: Address: Sex: Civil Status:

I. 1.

Educational Qualifications of Teachers Please put a check mark before the degree to which your own degree or degrees correspond. ____BSEd _____BS ____BEEd _____AB ____BECEd _____MA/PhD _____(others pls.specify)

II. Methods of Teaching Used Please put a check mark before the methods of teaching you are using and another check mark opposite the methods used under the appropriate headings to show how effective such methods are and how often you are using them. Use the following guides: On Effectiveness On Frequency VE means very effective VO Means very often E means effective O means often FE means fairly effective FO means fairly often I means ineffective S means seldom VI means very ineffective NA means not using at all

Method

Effectiveness Frequency

VE E FE I VI VO O FO S NA __Cooperative learning __ __ __ __ __ __ ___ __ __ __Deductive __ __ __ __ __ __ ___ __ __ __Inductive __ __ __ __ __ __ ___ __ __ __Field trips __ __ __ __ __ __ ___ __ __ __Seminar __ __ __ __ __ __ ___ __ __ __Process approach __ __ __ __ __ __ ___ __ __

STATISTICAL TREATMENT OF DATA

The role of statistics in research 1. Statistical methods help the researcher in making his research design. 2. It determines the validity and reliability of the research instruments. 3. It organizes raw data systematically t make the latter appropriate for study. 4. It is used to test hypothesis. 5. It gives meaning and interpretation to data. 6. It is indispensable in determining the levels of significance of vital statistical measures.