This is the Practical Research 1 Quarter 1 Module 3 self-learning module for Senior High School, titled “Identifying the Inquiry and Stating the Problem Related to Daily Life.” It guides learners through planning a qualitative research project. They pick a problem from their own school, home, or community, narrow it into a topic, and write a research title. They then write research questions, a thesis statement, the scope and delimitation, and the significance of the study. The module was developed by DepEd Region 10 under the Alternative Delivery Mode (First Edition, 2019).
What learners will learn
The module lists these learning competencies. The learner:
- designs a research project related to daily life (CS_RS11-IIIc-e-1)
- writes a research title (CS_RS11-IIIc-e-2)
- describes justifications or reasons for conducting the research (CS_RS11-IIIc-e-3)
- states research questions (CS_RS11-IIIc-e-4)
- indicates scope and delimitation of research (CS_RS11-IIIc-e-5)
- cites benefits and beneficiaries of research (CS_RS11-IIIc-e-6)
- presents a written statement of the problem (CS_RS11-IIIc-e-7)
By the end of the module, learners should be able to:
- identify the steps in designing a research project
- determine the guidelines in writing a research title
- craft a research project related to daily life
- formulate a research title
Lessons in this module
- Lesson 1: Designing a Research Project Related to Daily Life. Planning research is compared to making a house, a cake, or a dress: you need the right materials and steps, and the result should matter to you. Learners look for an issue at school, at home, or in the community that deserves study.
- Lesson 2: Writing a Research Title. Learners move from a general subject to a specific topic. The lesson covers guidelines for choosing a topic, topics to avoid, sources of topics, and how to narrow a topic down. It then shows how to build a title around what, where, who, and when.
- Lesson 3: Formulating Research Questions, Scope and Delimitation of the Study, Significance of the Study, Stating the Problem. Learners write research questions and a thesis statement. They also define the scope of the study and explain why the study matters.
Key ideas: choosing and narrowing a topic
The module explains that qualitative research does not test a hypothesis. Instead, it poses a problem or question and explores it through approaches such as case study, ethnography, and phenomenology. Data are gathered through interviews, observation, and focus group discussions. It is an “emergent design.” This means the researcher keeps deciding how, where, from whom, when, and for how long to gather data as the study goes on.
The first question to ask is: “What is the issue, phenomenon or problem in my school, at home, and in the community that needs my special attention by conducting a research?”
Guidelines in choosing a topic
- Interest in the subject matter
- Availability of information
- Timeliness and relevance of the topic
- Limitations on the subject (for example, when the teacher assigns one topic to the whole class)
- Personal resources (whether you can finish the study intellectually, financially, and physically)
Topics to avoid
- Controversial, highly opinionated topics
- Highly technical subjects that need expertise
- Hard-to-investigate subjects with few or outdated materials
- Subjects that are too broad or too narrow
- Vague subjects, such as titles that start with “several,” “many,” or “some”
Sources of topics include mass media, books, the internet, journals, government publications, periodicals, previous readings, and work experience.
To narrow a topic, you can extend the explanation of a theory, talk with people who know research, focus on a specific group, or define the aim of the study. The module’s example narrows down step by step:
| Step | Topic |
|---|---|
| General concept | Early Pregnancy |
| Narrower | Early Pregnancy among Senior High School Students |
| Narrower still | Prevention of Early Pregnancy among Senior High School Students |
Writing the research title
A research title sums up the main idea of the paper in as few words as possible. It should be informative. A complete title answers four questions:
- What: the topic
- Where: the locale
- Who: the participants
- When: the time period
The module’s example is “Less Mastered Competencies of Senior High School Students in Bukidnon during School Year 2020-2021.” It also notes that a qualitative research title does not always need all four parts.
Key ideas: questions, thesis, scope, and significance
- Research question: an answerable inquiry into a specific concern or issue. The module calls it “the ground beneath the foundation” of a research project. A good research question is clear, focused, concise, complex (not answerable by yes or no), and arguable.
- Writing a research question: name the specific concern, decide what you want to know about it, turn that into a question, and check that the question is answerable and neither too broad nor too narrow.
- Thesis statement: one or two sentences that give the paper’s main point and your position on it. Place it early, be specific, and avoid vague words like “interesting” or abstract words like “society.”
- Scope and delimitation: what subject is being analyzed, and the limits of the study, usually set by sample size, time, and geographic area. The delimitation explains why some aspects were included and others left out.
- Significance of the study: why the research matters. Base it on the statement of the problem, and write from general contributions (society) down to specific ones (groups, individuals, the researcher).
How to use this module
Start with the pretest (What I Know) to see what you already know. Then work through each lesson in order: What’s In, What’s New, What Is It, What’s More, What I Have Learned, and What I Can Do. Finish with the post-test and the Additional Activities, which ask you to identify the scope of sample research topics. Write your answers on a separate sheet of paper rather than on the module.
- Learners: The What I Can Do tasks build your own research plan step by step. You choose a problem, narrow it into a topic, write a title, and then write a thesis statement and three research questions.
- Parents: Help your child think of real problems they see at home, in school, or in your barangay. These become the starting point of their research.
- Teachers: The module includes an answer key and a rubric for thesis statement writing (Advanced to Below Basic, scored on the overall statement, grammar, wording, and length). Check the printed keys against the questions before using them for grading.
Frequently asked questions
What grade and quarter is this Practical Research 1 module for?
It is Quarter 1, Module 3 of Practical Research 1, a Senior High School subject. The module does not state a specific grade level.
What lessons does the module cover?
It has three lessons. Lesson 1 covers designing a research project related to daily life, and Lesson 2 covers writing a research title. Lesson 3 covers research questions, scope and delimitation, significance of the study, and stating the problem.
What should a research title contain?
According to the module, a research title states what is being studied, where, who the participants are, and when the study takes place. In qualitative research, the title does not always need all four parts.
What makes a good research question?
The module says a research question should be clear, focused, concise, complex (not answerable by a simple yes or no), and arguable.
Does the module have an answer key?
Yes. It includes keys for the pretest, the Lesson 1 and Lesson 2 activities, and the post-test, plus a rubric for scoring thesis statements. Many writing activities are marked as answers may vary.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Practical Research 1 Quarter 1 – Module 3: Identifying the Inquiry and Stating the Problem Related to Daily Life
Senior High School
[illustration: students reading and studying outdoors and indoors, a student reading by a lamp, and two students with a globe]
CO_Q1_SHS Practical Research 1_Module 3
Practical Research 1 – Senior High School Alternative Delivery Mode Quarter 1 – Module 3: Identifying the Inquiry and Stating the Problem Related to Daily Life First Edition,2019
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by __________________
Development Team of the Module:
Author: Chona M. Colonia, PhD, Karen Abanes-Serrania
Editors: Jane Charity E. Madronero, Anthony P. Marollano, Chelou M. Tizon, Norma B. Delima, Kareen Agcopra, PhD, Hasima Salic, Jerrie Jane Y. Alojado
Reviewers: May P. Edullantes, EPS-LRMDS
Illustrator: Jay Michael A. Calipusan, S. Aparejo, R. Fabre
Layout & Design Evaluator: Allan H. Guibone
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III, Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V, Asst. Regional Director; Mala Epra B. Magnaong, CES, CLMD
Members: Dr. Bienvenido U. Tagolimot, Jr., Regional ADM Coordinator; Dr. Marie Emerald A. Cabigas, Regional EPS, LRMDS
Department of Education – REGION 10 Office Address: Zone 1, Upper Balulang, Cagayan de Oro City 9000 Telephone: (088) 880-7071, (088) 880-7072 E-mail Address: region10@deped.gov.phE-mail Address: region10@deped.gov.ph
Practical Research 1
Quarter 1 – Module 3: Identifying the Inquiry and Stating the Problem Related to Daily Life
Senior High School
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
People from all walks of life are bombarded with problems and challenged with obstacles that are to be conquered every day. Some solutions to these problems are within ordinary man’s capacity of doing. However, some, need further investigation and exploration as they are too technical to be accomplished in a wink of an eye.
One of the main foci of qualitative research is to be of help to humans in their everyday undertaking. It seeks to improve the lives of the people and for them to become competitive in the mainstream.
The unique feature of qualitative research is it does not test hypothesis; rather, it only poses a problem or question that are to be explored through case study, ethnography, phenomenological approach, and others. To satisfy the problem posed, data are gathered through interview, observation, focus group discussion and the like.
In designing your own research project and your research title, have in mind what particular aspect of your existence you will focus on. Further, you have to keep an eye on the reason behind conducting the research study.
In order to accomplish the desired performance stated, please be guided with the following learning competencies as your anchor:
a. designs a research project related to daily life (CS_RS11-IIIc-e-1) b. writes a research title (CS_RS11-IIIc-e-2), c. describes justifications/reasons for conducting the research (CS_RS11-IIIc-e-3), d. states research questions (CS_RS11-IIIc-e-4), e. indicates scope and delimitation of research (CS_RS11-IIIc-e-5), f. cites benefits and beneficiaries of research (CS_RS11-IIIc-e-6), and g. presents written statement of the problem (CS_RS11-IIIc-e-7).
Learning Objectives:
After studying this module, you will be able to:
a. identify the steps in designing a research project, b. determine the guidelines in writing a research title, c. craft a research project related to daily life, and d. formulate a research title
What I Know
Directions: Choose the letter of the correct answer.
The reason why researcher has to examine literature as a technique in narrowing down the research topic is:
- A. it is already edited.
- B. it is an excellent source of ideas.
- C. it is abundant in the library and in the internet.
- D. it can be copied so that researchers do not need to work a lot.
One of the following is NOT a good contributor of ideas in research.
- A. people who aspire to do research study
- B. people who are knowledgeable about the topic
- C. people who have opposing views about the research
- D. people whose opinions may differ from the researcher
One of the following research topics below needs to be narrowed down.
- A. Menace of Terrorism in Mindanao
- B. HIV: Causes, Prevention and Cure
- C. Global Warming and Greenhouse Effect
- D. Body Tattooing as an Art in the Philippines
An example to this source of research topic is a blog.
- A. Replication
- B. Social Networking
- C. Wide Reading/Critical Film Viewing
- D. Lectures, Talks, Seminars
Researchers should avoid controversial topic because:
- A. it lacks focus along the process.
- B. it is prone to opinions of the subject.
- C. it requires thorough and extensive reading.
- D. there are no available materials as source of information to support it.
A broad research topic should be :
- A. narrowed down
- B. converted into a broader topic.
- C. supported with extensive reading and investigation.
- D. challenging to the researcher as it needs more sources.
In research, this is the answerable inquiry of a specific concern or issue.
- A. Research question
- B. Significance of the study
- C. scope and delimitation
- D. Research Title
This is a statement containing the main point, main idea or central message of the paper.
- A. Conceptual framework
- B. Significance of the study
- C. Thesis statement
- D. Statement of the problem
It contains the explanation of what information or subject is being analyzed following the limitation of the study.
- A. Research design
- B. Scope of the study
- C. Research title
- D. Thesis statement
This is where the purpose of the study is highlighted indicating the key reasons of doing such.
- A. Significance of the study
- B. Research objectives
- C. Scope of the study
- D. Rationale
One of the components of a research question that provides enough specifics that one’s audience can easily understand its purpose without needing additional explanation.
- A. Complex
- B. Clear
- C. Arguable
- D. Brief
This is considered to be the ground beneath the foundation of research.
- A. Statistical treatment
- B. Research title
- C. Research question/s
- D. Scope of the study
This is the chapter where the significance of the study is particularly indicated.
- A. Chapter 1
- B. Chapter 2
- C. Chapter 3
- D. Chapter 4
This is one of the components of a research objective which is expressed in the fewest possible words.
- A. Complex
- B. Concise
- C. Goal-driven
- D. Clear
You cannot formulate questions unless you have already identified your:
- A. references.
- B. research topic.
- C. research design.
- D. audience.
Lesson 1: DESIGNING A RESEARCH PROJECT RELATED TO DAILY LIFE
What’s In
In the previous lesson, you have learned:
- The types of qualitative research are Phenomenology, Case Study, Ethnography, Content and Discourse Analysis, Grounded Theory
- Qualitative research is important to the fields of education, technical communication, psychology, advertising, social work, marketing and international business.
- Your knowledge about the kinds of qualitative research and the fields where they are of significance are preparatory to our next lesson.
What’s New
Directions: From among the list, choose what you want to build, accomplish, create or make. Then determine the materials that you need in order to accomplish it.
List of choices:
- House
- Car
- Bag
- Cake
- Dress
- others, please specify
Your answer here:
I decided to make a _____ In making this, I need these materials: _____
What Is It
Designing a research is similar to making a house, car, bag, dress, cake, etc. which needs appropriate materials and necessary process or steps to follow. Then, you have to consider whether what you intend to make or invent has significance to you as a person. Otherwise, your efforts will not be put to use.
In designing your qualitative research, you have to consider whether the topic you have chosen is relevant to you as a learner, as a constituent in your barangay, and as a citizen of this country.
Therefore, the first question you should answer is, “What is the issue, phenomenon or problem in my school, at home, and in the community that needs my special attention by conducting a research?”
Examples:
- In School
Based on observation, what are the issues and problems I encounter inside the classroom? Is it the lesson, teachers, learners’ attitude and hindrances to graduation? - At Home
Considering my life on a daily basis, what are the things that bother me at home? - In the Community
What are the usual complaints of my neighbor regarding ordinances, practices and activities in the barangay? Or, what are the situations in my community that need to be improved?
Once you have decided on area where you can focus on, you need to remember the design of the qualitative research you will venture into.
Design of Qualitative Research
Qualitative research is an emergent design which means that it emerges as you make ongoing decisions about what you have learned.
As a design, qualitative research requires researcher’s decision-making like how to gather data, from where and whom to collect, when to gather, and for how long is the process will be.
To have a holistic picture of qualitative research project, you have to remember that in deciding on a topic, you have to consider the kind and the field it belongs, as well as its relevance to your daily life.
What’s More
Directions: Determine whether the topic listed below are directly relevant to you. Mark (/) if they are, and (X) if not, on the blank provided before the number.
_____ 1. Ups and downs of the Spanish Government
_____ 2. Struggles of novice teachers in Department of Education
_____ 3. Parenting styles of the American people
_____ 4. Utilization of gadgets among students
_____ 5. Study habits of honor students
_____ 6. Time management practices among senior high school students
_____ 7. Signs and symptoms of depression among teenagers
_____ 8. How to avoid contamination of Novel Coronavirus
_____ 9. Learning style preferences of senior high school students
_____ 10. The life of kings and queens of royal families
What I Have Learned
Directions: Answer the questions below.
- What is the first consideration in choosing a topic for research?
- How do you know that the topic you have chosen is related to you?
- Give at least three examples of topics that are observable in your community, school, and community.
What I Can Do
Directions: Cite at least two issues, concerns or problems that you have encountered in the different domains. Then, choose one which interests you the most as your focus for your research project.
A. The problems, issues, and concerns I encountered:
B.
a. In school
1. _____
2. _____
b. At home
1. _____
2. _____
c. In the community
1. _____
2. _____
I would like to focus on:
d. Domain (Home, School, Community): _____
e. Issue/problem/concern: _____
f. Kind of qualitative research: _____
g. Special field of qualitative research: _____
Lesson 2: WRITING A RESEARCH TITLE
What’s In
From the past lesson, you have learned that:
- Research project should be related to daily life.
- Relevance of the research project to you can be determined by considering the different domains of your experiences like home, school and community.
- Alongside its relevance to daily life, the kind of qualitative research you will focus and the specific field it belongs must be considered as well.
What’s New
Reduce Me!
Directions: Reduce the following general term to its specific equivalent. The purpose of this activity is to show you how a certain portion/piece of something can be taken out from the whole or group it belongs. The first one, as an example, is done for you.
| Whole | Portion/Piece |
|---|---|
| 1. A layer of Cake | Slice of cake |
| 2. A Case of soda | |
| 3. One section of students | |
| 4. Bunch of bananas | |
| 5. 1 sack of rice |
What is It
The activity you have just accomplished is similar to the process you will undergo in choosing a research topic and eventually in formulating your research title. You have to start from general view of the subject and proceed to its specific spectrum.
To do it, you will learn how to determine your research topic as we discuss the Guidelines in Choosing a Topic, Topics to be Avoided, Sources of Research Topics, Examples of Research Topics and their Sources, and How to Narrow Down a Research Topic.
Guidelines in Choosing a Topic
- Interest in the subject matter
You are interested about the topic because you have experienced it. - Availability of information
It is important that when you decide on a topic, sources of information are available. - Timeliness and relevance of the topic
The topic you have chosen can be of significance to the community. - Limitations on the subject
Sometimes, topic is limited to what the teacher suggests. An example of this is when the teacher asks the entire class to focus on COVID-19 pandemic, then you have no freedom to explore other topics aside from what is given. - Personal resources
Consider also if you can finish the research in terms of your intellectual and financial physical capabilities.
Topics to be Avoided
- Controversial topics
Avoid highly opinionated topics. - Highly technical subjects
Too technical topics requires expertise. If you don’t have enough knowledge about it, then look for another one. - Hard-to-investigate subjects
Unavailability of reading materials and materials that are not updated make the subject hard to investigate. - Too broad subjects
You lack focus if you deal with broad topics. The remedy is to narrow it down. - Too narrow subject
Some subjects are too narrow that extensive and thorough reading are required. - Vague subjects
Titles that start with indefinite adjectives such as several, many, some, etc., make the topic vague.
Sources of Research Topics
- Mass media communication-television, newspaper, ads, radio, films, etc.
- Books, internet, journals, government publications
- Professional periodicals- specialized periodicals in different fields
- General periodicals- Reader’s Digest, Time Magazine, Women’s Magazine, etc.
- Previous readings
- Work experience
Examples of Research Topics and their Sources
| Possible Area of Research | Source | Topic |
|---|---|---|
| 1. Social Problems | Magazines, journals, social media, books, newspapers, | Cyberbullying and coping mechanisms among senior high school students |
| 2. Wide Reading/Critical Film Viewing | Varied reading materials- books, journals, magazines, newspaper, videos and documentaries | SONA as information campaign of the President’s programs and projects |
| 3. Social Networking | Social Media: Facebook, Instagram, Twitter | Functionality of social media among students during the pandemic |
| 4. Replication of research | Compilation of research in the library | Inadequacies of private schools in the K to 12 implementations |
| 5. Gray Areas about issues, phenomena, etc. | Lectures, Talks, Seminars | The fallacy about COVID-19 vaccines |
How to Narrow Down a Topic
- You can narrow down the topic by exploring and extending the explanation of a theory.
- Talk over ideas with people who know research.
- Focus on specific group. Ex: Students, Mothers, Teachers
- Define the aim or desired outcome of the study.
a. Is the study exploratory, explanatory, or descriptive?
b. Is the study applied or basic?
Before deciding on your topic, ask:
- What areas are not yet explored that I want to investigate?
- Is my research useful to me, to my school, to my family and to my community?
Remember, a research study must be significant enough to make it worth your efforts as the researcher.
Example of a Broad Topic Narrowed Down to Specific One General Concept: Early Pregnancy Narrow: Early Pregnancy among Senior High School Students Narrow: Prevention of Early Pregnancy among Senior High School Students
More Examples of broad and specific topics:
| Broad | Specific |
|---|---|
| Lack of Self-esteem | Lack of Self-Esteem among Introverts: Remedies and Intervention |
| Drug Addiction | Health Hazards of Vaping: Prevention and Intervention |
| Suicide | Suicidal Teenagers in Urban Areas: A Case Study |
| COVID-19 | Causes, Prevention, and Treatment of COVID-19 |
Now, we will tackle how you will formulate your research title.
- Research title is the most important element of your research as it clearly expresses the problem to be explored.
- A research title capsulizes the main thought or idea of the whole research paper. It also reflects the variables under study.
- It is expressed in few words possible and just enough to describe the contents and the purpose of your research.
- It needs to be informative.
- It contains the:
- What: the subject matter or topic to be investigated
- Where: place or locale where the research is to be conducted
- Who: the participants of respondents of the study
- When: the time period of the conduct of the study
Examples:
Struggles in Online Learning Modality among Students of Quezon National High School during School Year 2021-2021
What: Struggles in Online Learning Modality
Where: Quezon National High School
Who: Students
When: School Year 2021-2021Less Mastered Competencies of Senior High School Students in Bukidnon during School Year 2020-2021
What: Less Mastered Competencies
Where: Bukidnon
Who: Senior High School Students
When: School Year 2020-2021
In qualitative research, it is not necessary to complete the data on what, where, who, and when in the title. Consider the research titles below.
- Study Habits of Senior High School Students in Public Schools of Bukidnon
- Understanding the Academic Journey of Senior High School Students
- The Pulse of the People on the Leadership Style of President Rodrigo R. Duterte
- Phenomenology of Pioneering Senior High School Students in Private Schools
- Body Tattoo: Is it an Art?
What’s More
A. Directions: Put ( / ) if the topic is already narrow and X if broad.
_____ 1. Preferred Learning Styles of Quezon National High School HUMSS Students
_____ 2. Parenting Styles and Its Impact
_____ 3. Reducing Weight is Difficult
_____ 4. Obesity among Toddlers in Rural Areas of Region 10
_____ 5. Solo Parents’ Rights and Responsibilities
B. Directions: Narrow down the following research topics:
- Study Habits of Working Students
_____________________________________________ - Students’ Preferred Learning Styles
_____________________________________________ - Senior High School exits: higher education, employment, and entrepreneurship
_____________________________________________ - Senior High School Journey
_____________________________________________ - Senior High School Academic Subjects
_____________________________________________
What I Have Learned
Directions: Answer the questions below.
- What are the guidelines in choosing a research topic?
- What are the possible sources of research topics?
- How do you know that a research topic is to be avoided?
- Why do you need to narrow down a broad research topic?
- How do you narrow down a research topic?
What I Can Do
A. Directions: Think of an appropriate research topic that is relevant to you as a Senior High School student or simply as a citizen of this country. Start from a broad concept, then narrow it down.
Research Topic 1
- Broad Topic:
_________________________________________ - Narrowed Topic:
_________________________________________
- Broad Topic:
Research Topic 2
- Broad Topic:
_________________________________________ - Narrowed Topic:
_________________________________________
- Broad Topic:
B. Directions: Write a title of the research topic you stated above. Then, supply the information on what, where, who, and when.
Title of Research 1: ______________________________________________________
- What:
_______________________________________________ - Where:
_______________________________________________ - Who:
_______________________________________________ - When:
_______________________________________________
Title of Research 2: ______________________________________________________
- What:
_______________________________________________ - Where:
_______________________________________________ - Who:
_______________________________________________ - When:
_______________________________________________
Lesson 3: FORMULATING RESEARCH QUESTIONS, SCOPE AND DELIMITATION OF THE STUDY, SIGNIFICANCE OF THE STUDY, STATING THE PROBLEM
Introduction of the Lesson
Kudos!
Take pride as we begin this session. From the previous lesson, you have already identified the significant topic that you want to accomplish in your research. And for that, I say, KUDOS! Since you have already stated your research title, you are guided on the things that you will do in your paper. However, identifying your audiences, scope and objectives will give you a complete picture of your paper’s direction.
What’s In
In the previous lesson, you have learned how to design a research project and identify topics based on your interests. You are also introduced to some red flags in
What’s New
Consider yourself as the speaker No.1. Answers are already provided but you need to think of the question to complete the conversation.
Note: The question succeeding the given answer is connected to each other.
Example:
[chart: flowchart of question-and-answer pairs; Example and You try (What’s New)]
| Question | Answer |
|---|---|
| Where do you usually go during weekdays? | Answer: School |
| What do you like best about school? | Learning activities |
You try:
| Question | Answer |
|---|---|
| _____ | English |
| _____ | Prose and poetry |
What’s New
Very good! You have completed the first activity. What are your considerations in deciding on your questions? Please write your thoughts here:
What is It
Formulating Research Questions
The questions that you ask in your research will determine the data that you want to have, answer, and specify in Chapter 4. Hence, it is a crucial stage to attain your research objective. Research questions help writers focus their research by providing a path through the research and writing process. You should ask a question about an issue that you are genuinely curious and/or passionate about. The question you ask should be developed for the discipline you are studying. A question directed towards Literature, for instance, is different from an appropriate one in Mathematics to Biology.
Let’s get into the details
A research question is an answerable inquiry into a specific concern or issue. It is the initial step in a research project. The research question is the first active step in the research project. Let us use this metaphor–the research project is a house. Your data collection forms the walls, and your hypothesis that guides your data collection is the foundation. So, what is the research question? It is the ground beneath the foundation. It is what everything in a research project is built on. Without a question, you can’t have a hypothesis. Without the hypothesis, you won’t know how to study what you’re interested in.
A research question forms the base of where you are going, so we have to write a good research question. If your foundation is built on something shifty, like a house built on sand, then everything following that will be about correcting that initial issue instead of on making an awesome home/research project.
Writing a Research Question
Writing a good research question means you have something you want to study. Let’s say you’re interested in the effects of television. We will examine the steps and then look at how you could write a research question.
- ✔ Specify your specific concern or issue
- ✔ Decide what you want to know about the specific concern or issue
- ✔ Turn what you want to know and the specific concern into a question
- ✔ Ensure that the question is answerable
- ✔ Check to make sure the question is not too broad or too narrow
- ✔ This is the basic process in writing a research question. Writing a good question will result in a better research project.
A research question should be (from the Writing Center of George Mason University):
- ✔ Clear. It provides enough specifics that one’s audience can easily understand its purpose without needing additional explanation.
- ✔ Focused. It is narrow enough that it can be answered thoroughly in the space the writing task allows.
- ✔ Concise. It is expressed in the fewest possible words.
- ✔ Complex. It is not answerable with a simple ‘yes’ or ‘no’, but rather requires synthesis and analysis of ideas and sources prior to composition of an answer.
- ✔ Arguable. Its potential answers are open to debate rather than accepted facts.
Please check for the following examples for reference:
Unclear: How should social networking sites address the harm they cause?
Clear: What action should social networking sites like MySpace and Facebook take to protect users’ personal information and privacy?
The unclear version of this question doesn’t specify which social networking sites
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Writing the Thesis Statement
Every paper you write should have a main point, a main idea, or central message. The argument(s) you make in your paper should reflect this main idea. The sentence that captures your position on this main idea is what we call a thesis statement.
A thesis statement focuses your ideas into one or two sentences. It should present the topic of your paper and also make a comment about your position in relation to the topic. Your thesis statement should tell your reader what the paper is about and also help guide your writing and keep your argument focused.
Unfocused: What is the effect on the environment from global warming?
Focused: What is the most significant effect of glacial melting on the lives of penguins in Antarctica?
The unfocused research question is so broad that it couldn’t be adequately answered in a book length piece. While the focused version narrows down to a specific effect of global warming, a specific place and a specific animal that is affected.
You should provide a thesis early in your essay — in the introduction, or in longer essays in the second paragraph — in order to establish your position and give your reader a sense of direction.
Tip: In order to write a successful thesis statement:
- A. Avoid burying a great thesis statement in the middle of a paragraph or late in the paper.
- B. Be as clear and as specific as possible; avoid vague words.
- C. Indicate the point of your paper but avoid sentence structures like, “The point of my paper is…”
Please see these examples on how to improve your thesis:
Original thesis:
There are serious objections to today’s horror movies.
Revised theses:
Because modern cinematic techniques have allowed filmmakers to get more graphic, horror flicks have desensitized young American viewers to violence.
The pornographic violence in “bloodbath” slasher movies degrades both men and women.
Today’s slasher movies fail to deliver the emotional catharsis that 1930s horror films did.
Tips in Writing Clear Thesis:
Your thesis statement is no exception to your writing: it needs to be as clear as possible. By being as clear as possible in your thesis statement, you will make sure that your reader understands exactly what you mean.
Tip: In order to be as clear as possible in your writing:
- ✔ Unless you’re writing a technical report, avoid technical language. Always avoid jargon, unless you are confident your audience will be familiar with it.
- ✔ Avoid vague words such as “interesting,” “negative, “exciting,” “unusual,” and “difficult.”
- ✔ Avoid abstract words such as “society,” “values,” or “culture.”
Scope and Delimitation
The Scope of Your Study
The scope of study in your research paper contains the explanation of what information or subject is being analyzed. It is followed by an explanation of the limitation of the research. Research usually limited in scope by sample size, time and geographic area; while the delimitation of study is the description of the scope of study. It will explain why definite aspects of a subject were chosen and why other were excluded. It also mentions the research method used as well as the certain theories applied to the data.
Your Study and Its Significance
Writing a research paper has its purpose– may it be for you (as a researcher) or even for others. That is why, you need to identify the key reason/s why you are taking a step forward and make your query into a formal writing. In this stage, your ‘WHYs’ and ‘HOWs’ will be answered and explained. Before taking this step, read the following notes:
Tips in Writing the Significance of the Study (Regoniel, 2015)
A. Refer to the statement of the problem
Your problem statement can guide you in identifying the specific contribution of your study. You can do this by observing a one-to-one correspondence between the statement of the problem and the significance of the study.
For example, if you ask the question ‘Is there a significant relationship between the teacher’s teaching style and the students’ long quiz scores in Mathematics?’ then the contribution of your research would probably be a teaching style or styles that can help students perform better in Mathematics. Your research will demonstrate that teaching style really works. That could be a groundbreaking approach that will change the way teachers teach Mathematics which students are hesitant of.
B. Write from general to specific contribution
Write the significance of the study by looking into the general contribution of your study, such as its importance to society as a whole, then proceed downwards–towards its contribution to individuals and that may include yourself as a researcher. You start off broadly then taper off gradually to a specific group or person.
Sample Significance of the Study
Significance of the Study
The findings of this study will underscore to the benefit of society considering that mathematics play an important role in science and technologies today. The greater demand for graduates with Mathematics background justifies the need for more effective, life changing teaching approaches. Thus, schools that apply the recommended approach derived from the results of this study will be able to train students better. Administrators will be guided on what should be emphasized by teachers in the school curriculum to improve students’ performance in Mathematics. For the researcher, the study will help them uncover critical areas in the educational process that many researchers were not able to explore. Thus, a new theory on learning mathematics may be arrived at.
What’s More
Given the notes on writing research questions, formulate three (3) research questions from your research title on the previous lesson. Indicate your thesis statement to guide you in making clear, focused and concise questions.
Title: _____
Thesis Statement: _____
Research Questions:
What I Have Learned
A. In writing a research question, I should consider the following:
(Enumerate the components)
B. In writing the Significance of the Study, one should follow these tips:
C. How does the significance of the study help in presenting a clear picture of your research?
What I Can Do
Revise the following thesis statements to establish a clear position:
- The government has taken precautionary measures against Novel Corona Virus (COVID-19)
- A person infected with Novel Corona Virus (COVID-19) has noticeable symptoms
- How can we prevent the contraction of Novel Corona Virus (COVID-19)?
Rubrics for Thesis Statement Writing
( Adopted from https://www.uen.org/rubric/previewRubric.html?id=27347)
| ADVANCED | PROFICIENT | BASIC | BELOW BASIC | |
|---|---|---|---|---|
| Overall Thesis Statement | The overall statement is clear and concise. It states the author’s opinion and position on the issue. The reader knows exactly what the essay will be about and how the writer will write about it. | The statement describes the reader’s statement and opinion. The statement does not give insight into how the essay will be discussed. | The statement merely gives an answer to the prompt. The author’s idea is not stated at all. | The statement does not give information about what will be discussed or the author’s opinion on the subject. |
| Grammar | No punctuation errors are present. The sentence follows the mechanics of English with no mistakes. | The statement contains one error in grammar or mechanics. | More than one grammar error exists in the statement. | The statement is hard to understand as a result of grammar errors. |
| Wording | The author uses appropriate words. There are no cliches or over-used adjectives. | Word choice is mostly effective. | The author’s choice of words are somewhat effective; over-used words and cliches are dominant. | Words are used incorrectly or cliche words are used throughout the whole statement. |
| Length | The statement is to the point; the author does not add more than is necessary. | The statement says all it needs to, with a few extra, unnecessary clauses. | The statement is broken up into multiple sentences and says too much or not enough. | The thesis is entirely too long or too short and takes more than two sentences to compose. |
ASSESSMENT (Post-Test)
Directions: Encircle the letter of the correct answer.
Researchers need to examine literature from published articles because they: _____
- A. are excellent source of ideas.
- B. are already edited.
- C. can be copied so that researchers do not need to work a lot.
- D. are abundant in the library and on the internet.
These people are good sources of ideas about a research study, EXCEPT those:
- A. Who aspire to do research study?
- B. Who are knowledgeable about the topic?
- C. Who have opposing views about the research?
- D. Whose opinions may differ from the researcher?
One of the following is a broad topic for research.
- A. Film Industry in the Philippines
- B. HIV: Causes, Prevention and Cure
- C. Aftermath of Terrorism in Maguindanao
- D. Body Tattooing as a Form of Art in the Philippines
An example to this source of research topic is the symposium on drug addiction.
- A. Replication
- B. Social Networking
- C. Wide Reading/Critical Film Viewing
- D. Lectures, Talks, Seminars
Controversial topic should be avoided because it _____.
- A. lacks focus in along the process.
- B. is prone to opinions of the subject.
- C. requires thorough and extensive reading.
- D. has no available materials to support it.
The remedy to a broad research topic is to:
- A. narrow it down.
- B. make it even broader.
- C. do extensive reading and investigation on it.
- D. challenge oneself to finish it in whatever means.
In research, this will be your guide in identifying the specific contribution of your study.
- A. Hypothesis
- B. Research topic
- C. Problem statement
Significance of the study. This is one component of a research question that is narrow enough to be answered thoroughly in the space the writing task allows.
- A. clear
- B. complex
- C. Focused
- D. Content-driven
Choose a clear thesis statement from the following:
Research Topic: Vegetarianism and its benefits- A. People practice vegetarianism for five major benefits it provides them.
- B. The reasons why people practice vegetarianism are varied.
- C. Vegetarianism is an essential practice.
- D. Vegetarianism as a healthy lifestyle.
In writing the significance of the study, the researcher should follow this format.
- A. general to specific contribution
- B. specific to general contribution
- C. direct to specific contribution
- D. none of the above
One of the components of a research question that provides enough specifics that one’s audience can easily understand its purpose without needing additional explanation.
- A. Complex
- B. Clear
- C. Arguable
- D. Concise
Choose a statement below to translate this unclear research question to a specific one.
Unclear: How should social networking sites address the harm they cause?- A. What action should social networking sites like Myspace and Facebook take to protect users’ personal information and privacy?
- B. What are the steps to eliminate harm caused by social networking sites?
- C. Why do social networking sites a contributory factor for teenager’s psychological struggles?
- D. How to minimize the disadvantages of social networking sites?
The scope of the study is particularly indicated in what chapter?
- A. Chapter 1
- B. Chapter 2
- C. Chapter 3
- D. Chapter 4
You cannot formulate questions unless you have already identified your:
- A. References
- B. Research topic
- C. Research design
- D. Significance of the Study
Research is usually limited in scope by the following except for:
- A. sample size.
- B. time.
- C. culture.
- D. theme.
Additional Activities
Directions: Given the following research topics, identify the scope of the study:
Bullying cases among Grade 7 students of ABC Academy
Senior High School students’ perception towards the integration of technology in the classroom
Difference of the 3rd and 4th quarter Science grades of Grade 5 pupils
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Let’s Check!!!
Key to Answers
Pretest
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Lesson 1
What’s New
Answers may vary.
What’s More
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What I Have Learned
- The first consideration in choosing a research topic is its relevance to the learners.
- The research topic is relevant to me if it is about the issue, phenomenon or problem in my school, at home, and in the community that needs my special attention by conducting a research.
- Answers may vary.
What I Can Do
Answers may vary.
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Lesson 2
What’s New
Suggested Answers
| Whole | Portion/Piece |
|---|---|
| 1. A layer of Cake | slice of cake |
| 2. A Case of soda | a bottle of soda |
| 3. Bowl of soup | spoonful of soup |
| 4. Bunch of bananas | a piece of banana |
| 5. 1 sack of rice | a salmon of rice |
What’s More
A.
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- X
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B. Answers may vary.
What I Have Learned
- The guidelines in choosing a research topic are Interest in the subject matter, availability of information, timeliness and relevance of the topic, limitations on the subject, and personal resources.
- The possible sources of research topics are mass media communication-television, newspaper, ads, radio, films, etc., books, internet, journals, government publications, specialized periodicals in different fields, general periodicals – professional periodicals Reader’s Digest, Time Magazine, Women’s Magazine, etc., previous readings, and work experience.
- A topic is to avoided if it is controversial, highly technical subjects, hard-to-investigate subject, too broad subjects, too narrow subject, and vague subjects.
- We need to narrow down a broad research topic so that it can be attainable in a specified target timeline.
- We can narrow down a research topic by exploring and extending the explanation of a theory, talking over ideas with people who know research, focusing on specific group, and defining the aim or desired outcome of the study.
What I Can Do
Answers may vary.
Assessment (Post-test)
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References
Regoniel, Patrick A. (2015). Two tips on how to write a significance of the study. simplyeducate.me. Retrieved from https://simpleeducate.me/2015/02/09/two-tips-on-how-to-write-the-significance-of-the-study/
The Writing Center. George Mason University, 4400 University Drive, Fairfax, VA, 22030
University of Illinois: Center for Writing Studies: 288 English Building, 608 S. Wright St., Urbana, IL 61801 http://www.cws.illinois.edu/workshop/writers/tips/thesis/
Baraceros, Esther L. 2016. Practical Research 1. First Edition. Sampaloc, Metro Manila: Rex Book Store.
Naval, Victoria C. et al. 2017. Practical Research for Senior High School. Cubao, Quezon City: Lorimar Publishing House
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