CHAPTER 1: THE PROBLEM AND ITS Mrs.

Catherine Calixto-Valera
BACKGROUND
 THE PROBLEM AND ITS BACKGROUND
It has the following essential elements (arrangement):
a. Background of the Study/ Introduction
b. Statement of the Problem
c. Hypothesis
d. Significance of the Study
e. Scope and Limitation/ Scope and Delimitation
f. Theoretical/ Conceptual Framework
g. Definition of Terms
THE PROBLEM AND ITS BACKGROUND
Its purpose is to introduce the research
problem, clarify important variables,
discuss its delimitations, and specify its
significance to the field of study.
A. INTRODUCTION
It involves:
A. discussing why there is a need to study the problem
B. Clarifying the important terminologies for the
reader to easily understand what the research is all
about
C. Establishing the degree of seriousness of the
problem/issue which has prompted the researcher to
look for solutions.
INTRODUCTION
This introduces important facets that establish
the general context where the study revolves.
This part may include the description of the
subjects of the study or the history involving the
research.
The Introduction must only be short and concise
It is composed of about 3-5 pages (Cristobal,
2017)
B. STATEMENT OF THE PROBLEM
General SOP
Specific
STATEMENT OF THE PROBLEM
The opening paragraph of this part of research
paper contains the general problem of the study.
ELEMENTS IN THE STATEMENT OF THE GENERAL
PROBLEM
a. Main task- they satisfy the question “what to do
with the major variables such as to associate, to
relate, to assess, to measure, to determine, etc.
STATEMENT OF THE PROBLEM
ELEMENTS IN THE STATEMENT OF THE GENERAL
PROBLEM
b. Main or major variables
c. participants: subjects or respondents
d. Specific setting
e. Coverage date of the conduct of the study.
f. For developmental research, the intended outputs
such as intervention program, policies
C. HYPOTHESIS
A Tentative prediction about the relationship between
two or more variables in a population under study (Polit,
2007)
It translates a research question into a prediction of
expected outcomes.
It is commonly used in an experiment-type research,
formulated particularly before the conduct of an
experimental-quantitative research.
It is also considered an intelligent guess that occurs
with at least 2 variables: one is independent and the
other is dependent.
Null Hypothesis
Formulated for the purpose of statistical analysis.
Is always expressed as a negative statement.
Subjected to testing in which the decision is either to accept or
reject it.
Examples:
a. There is no significant relationship between the reasons for using
alternative medicine and the level of comfort of the patients.
b. The kind of teaching methods used has no effect on the level of
performance of students as shown in their academic grades and
behavior in class.
HYPOTHESIS
Based on the specific problem stated, the null
hypothesis “there is no significant relationship
between the strategies used in learning English
as a second language and the English
performance of the respondents” was tested at
0.05 level of significance.
D. SIGNIFICANCE OF THE STUDY
We identify the beneficiaries and the benefits
it will give when the problem is solved.
The sequence of the beneficiaries starts from
the most benefited to the least benefited. The
benefits must be specific and arranged
according to the degree of significance.
E. SCOPE AND DELIMITATION
Define both the boundary and
latitudes of the research being
undertaken.
It explains what the research will
study and what the investigators will
not research and focus on.
 E. SCOPE AND DELIMITATION
Scope
Refers to the specific topics or coverage of
the research.
The researcher should explain clearly the
geographic location, the unit of analysis or
the people/population to be studied, the
time frame of the research, and the specific
problems that will be answered by the study.
 E. SCOPE AND LIMITATION
Limitation
States what the researcher will not pursue
or look into.
Explains what the readers should not
expect from the study being undertaken.
It provides readers a clear guide or
warning of the research’s limits and
restraining conditions.
 Similar to a skeleton
A basic structure or frame of reference
which is designed to support or enclose
something (Merriam-Webster, n.d.)
FRAMEWORK As a skeleton gives shape, form, and
strength to the body so it can stand, so do
the different concepts and theories.
These concepts and theories serve as the
building blocks (or the skeleton) for the
foundation or bases of the study.
 The conceptual framework is
the researcher’s understanding
of how the
CONCEPTUAL particular variables in his study
FRAMEWORK connect with each other. Thus, it
identifies the variables required
in the research investigation. It is
the researcher’s “map” in
pursuing the investigation.
 Merriam-Webster (2006) defines
paradigm as a pattern, model, or
set of forms which contains
particular elements.
PARADIGM OF
THE STUDY The usual figures used are regular
shapes (rectangles, circles, and
squares), lines, and arrows.
Visual representation of the entire
thesis.
COMMON PARADIGMS/ MODELS

1. IPO model (input-process-output)

This model is largely used when the
researcher attempts to isolate the factor or
major variable that causes the problem,
subject, or phenomenon under investigation.
This model is used when the statements of the
problem are all factor-isolating questions.
COMMON PARADIGMS/ MODELS
1. IPO model (input-process-output)
• Profile of
entrepreneurs
a. Age Analysis of data
b. sex
Profile and
through the
c. Seminars attended
questionnaire,
roles of
• Roles of informal entrepreneurs
entrepreneurs
interviews, and are
a. Assessment
b. Planning statistical determined
c. Implementation treatment
d. Evaluation

Figure 1.1 Sample IPO Model Entrepreneurs’ Roles Toward Improved Work Performance
 COMMON PARADIGMS/ MODELS
IV-DV model (independent variable-dependent
2.

variable model)- used in experiment-based studies

Teaching Methodology Level of Performance of

used by instructors Grade 12 students
• Computer-Assisted • Academic Grades
instruction • Practicum Grades
• Demonstration Method • Parent’s Satisfaction

Figure 1.2 Effects of Computer-assisted instruction and Demonstration Method on the Level of Performance of Grade 12 Students
 COMMON PARADIGMS/ MODELS
3. PC model (predictor-criterion model)
-used when relating and assessing the influence between two or more variables. Studies that focus on relationships,
associations, differences, impacts will benefit from this model.

Teaching Competence of
Senior High School Level of Performance of
Teachers ABM students
• Knowledge level • Academic Grades
• Pedagogical Skills • Behavioral Attributes
• Classroom Management • Peer Evaluation Results

Figure 1.3 Relationship of the Teaching Competence of Senior High School Teachers to the Level of Performance of ABM Students
 COMMON PARADIGMS/ MODELS
-P model (propose a program)- It is used in research that proposes a program or
4.
any intervention measure. It fits the situation producing level of questioning.

• Profile of
entrepreneurs Analysis of data Profile and roles
a. Age through the of entrepreneurs,
b. sex
c. Seminars attended
questionnaire, specimen
informal collection and
• Roles of interviews, and
entrepreneurs performance are
a. Assessment statistical
b. Planning treatment
assessed
c. Implementation
d. Evaluation
• Specimen Collection Proposed intervention program
• Performance
Figure 1.1 Sample –P model of the Proposed Program for Improved Quality Service of Entrepreneurs
 COMMON PARADIGMS/ MODELS
4. - P model
Example 2

Level of
Teaching Competence Performance of
of Senior High School ABM students
Teachers • Academic Faculty
• Knowledge level Grades Development
• Pedagogical Skills • Behavioral Program
• Classroom Attributes
Management • Peer Evaluation
Results
Figure 1.4 Teaching Competence of Instructors and the Level of Performance of
Students Towards the Formulation of the Faculty Development Program
COMMON PARADIGMS/ MODELS

POM (Proposed Original Model)

5-

- the researcher presents an original

paradigm.
- it must be scientific
G. DEFINITION OF TERMS
When a term is defined using books and dictionaries,
then it is defined conceptually.
When a term is defined based on how it is used in the
study, then it is defined operationally.
If you get the definition from a study, cite he source
following the APA format.
Arranged the terms alphabetically.