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Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS

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Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS

Topic 6: FORMULATING RESEARCH QUESTIONS AND HYPOTHESIS

Learning Competencies: 1. States Research Questions.
2. Lists research hypothesis (if appropriate).
Time Frame: Quarter 1, Week 6

LEARNING
OUTCOMES

In this module, you are expected to follow through a guided process to be able to learn
the concepts for this topic.

After studying this module, you are expected to:

1. write research questions or statement of the problem.

2. formulate hypothesis of the study.

INTRODUCTION

Module 6 will guide you on how to write the Statement of the Problem of your study
which is also called as Research Questions. From your statement of the problem, you
are going to draw the hypothesis. Not all statement of the problem or research
questions need a hypothesis. But for those that need hypothesis, it is very important
that you know how to formulate your hypothesis in order for you to be able to have a
clear plan on how to test your hypothesis.

KEY POINTS

➢ Each topic will begin with a brief Introduction. It is designated as “Why?” Section.
➢ Each Topic will have Models for you to follow until you reach the whole concept.
➢ There are questions posted under each Model for you to answer.
➢ Every correct answer in the question is equivalent to 1 point score.
➢ For other written task, a RUBRIC will be provided for you to observe.
➢ The topic ends with a Conclusion part which also requires you to answer a
question or sets of questions.
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Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS

Why?

Picture out driving a car without a steering wheel. It would be impossible, right? The
car would surely end up in a terrible crash. Similarly, you are surely going to a terrible disaster
if you do not have research questions or even clear ones. Like the steering wheel of the car
which guides the car to the right direction, the research questions of the study make sure that
you are in the right direction in your investigation. Without the research questions, you will be
having trouble focusing on where your study is heading. This is why writing the research
questions is a very important part in the conduct of a research study. The hypothesis too helps
in giving guide towards how the problem can be investigated.

Subtopic 1: Writing the Statement of the Problem or Research Questions

Model 1 – Familiarizing the Research Questions

Research questions help writers focus their research by providing a path through the
research and writing process. The specificity of a well-developed research question helps
writers avoid the “all-about” paper and work toward supporting a specific, arguable thesis.
A research question is the question around which you center your research. It should be:
• 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.
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 appropriate for Biology, for instance, is different from an appropriate one in Political
Science or Sociology.
Sources of Quantitative Research Problem
One of the following could give rise to a quantitative research problem (Edmonds 2013;
Punch 2014):
1. Agencies of the government, or any non-government institutions
2. Your own experience or genuine interest in something
3. Previous research findings which you want to validate or consider as studies
4. Present political social or economic issues in society
5. Review of Related Literature

*Source: https://writingcenter.gmu.edu/guides/how-to-write-a-research-question
*Source: Practical Research 2 (First Edition) by Esther L. Baraceros, pp. 37 – 39.
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Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS

Steps to developing a research question:

1. Choose an interesting general topic. Most professional researchers focus on

topics they are genuinely interested in studying. Writers should choose a broad
topic about which they genuinely would like to know more. An example of a
general topic might be “Slavery in the American South” or “Films of the 1930s.”
2. Do some preliminary research on your general topic. Do a few quick searches in
current periodicals and journals on your topic to see what’s already been done and
to help you narrow your focus. What issues are scholars and researchers
discussing, when it comes to your topic? What questions occur to you as you read
these articles?
3. Consider your audience. For most college papers, your audience will be academic,
but always keep your audience in mind when narrowing your topic and developing
your question. Would that particular audience be interested in the question you are
developing?
4. Start asking questions. Taking into consideration all of the above, start asking
yourself open-ended “how” and “why” questions about your general topic. For
example, “Why were slave narratives effective tools in working toward the
abolishment of slavery?” or “How did the films of the 1930s reflect or respond
to the conditions of the Great Depression?”
5. Evaluate your question. After you’ve put a question or even a couple of questions
down on paper, evaluate these questions to determine whether they would be
effective research questions or whether they need more revising and refining.
6. Is your research question clear? With so much research available on any given
topic, research questions must be as clear as possible in order to be effective
in helping the writer direct his or her research.
7. Is your research question focused? Research questions must be specific enough
to be well covered in the space available.
8. Is your research question complex? Research questions should not be answerable
with a simple “yes” or “no” or by easily-found facts. They should, instead, require
both research and analysis on the part of the writer. They often begin with “How”
or “Why.”
9. Begin your research. After you’ve come up with a question, think about the
possible paths your research could take. What sources should you consult as you
seek answers to your question? What research process will ensure that you find a
variety of perspectives and responses to your question?

*Source: https://writingcenter.gmu.edu/guides/how-to-write-a-research-question
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Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS

Guidelines in Formulating a Quantitative Research Problem and Research Question

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

empirical investigation.

2. See to it that you state your quantitative research problem clearly, concisely,
and possibly, if under APA referencing style, not beyond 12 words.

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

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

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

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

main problem of your research.

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

questions, but in the formative questions.

8. Express your research problem and research questions either in an interrogative or

declarative manner, but some research books say that the former is more effective
than the latter form. (Babbie 2013; Punch 2014; Walliman 2014).

*Source: Practical Research 2 (First Edition) by Esther L. Baraceros, pp. 37 – 39.

Instruction: Answer the following questions based on the guide points given on how to write
the statement of the problem or research questions.

Question 1: Based on the guide points on writing the statement of the problem or the
research questions, write down 8 things that you need to observe in writing the
research questions.

Example: Relevant

a. _________________________ e. ______________________________
b. _________________________ f. ______________________________
c. _________________________ g. ______________________________
d. _________________________ h. ______________________________
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Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS

Model 2 – Write Your Own!

Here are examples of Introductory Statement of the Problem and its sub-problems or sub-
questions according to strand. The variables are based from Module 3 examples.

STEM Strand:
This study aims to produce bioethanol from ripe marang peel.
Specifically, this study will answer the following questions.
1. What amount of marang peel mash (40g, 70g, and 100g) is most effective
in terms of high ethanol yield?
2. Is there a significant difference in the ethanol yield of marang in different
treatments?

HUMSS Strand:

This study aims to investigate the effects of online gaming to the study
habits of grade 12 male students.
Specifically, this study will answer the following questions.
1. What is the average length of time do grade 12 male students spend in
online game?
2. What are the effects of online gaming to the study habits of grade 12
male students in terms of physical, social, and method of study habits
when grouped according to time spend in online game?
3. Is there a significant relationship between online gaming and study habits
of the grade 12 male students in terms of physical, social, and method of
study habits?

ABM Strand:

This study aims to determine the effect of different types of

entrepreneurial styles to the income level generated by entrepreneurs.
Specifically, this study will answer the following questions.
1. What are the common entrepreneurial styles applied by local
entrepreneurs in the community?
2. What is the average income of the local entrepreneurs when grouped
according to entrepreneurial styles?
3. Is there a significant relationship between entrepreneurial style and the
level of income generated?
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Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS

HE Strand:
This study aims to produce tasty cupcakes from ripe bitter gourd.
Specifically, this study will answer the following questions.
1. What amount of bitter gourd will produce the best cupcake in terms of
taste?
2. Is cupcake baked from bitter gourd cost efficient compared to the
commercial cupcakes?
3. Is there a significant difference in the taste of cupcakes made from bitter
gourd and the commercial ones?

AFA Strand:

This study aims to produce herbal tea from Bulmea

balsamifera (sambong) leaves.
Specifically, this study will answer the following questions.
1. How many leaves of Bulmea balsamifera can produce a safe herbal tea
in terms of amount of alkaloids present?
2. Is there a significant difference in the number of leaves of
Bulmea balsamifera and the amount of alkaloids present in the
tea?

EIM Strand:
This study aims to produce a renewable energy source for lighting
through the use of glass as innovative solar panel.
Specifically, this study will answer the following questions.
1. What type of glass is effective in making solar panel in terms of
light intensity of the bulb?
2. Is there a significant difference in the light efficiency of the bulb
when used in different types of glass as solar panel?

SMAW Strand:

This study aims to investigate the use of cladding method to test for the
efficiency of a welded material.
Specifically, this study will answer the following questions.
1. What type of metal is most efficient to use for cladding in welding?
2. Is there a significant difference in the efficiency of welded material by
cladding in different types of metal used?
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Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS

ICT Strand:

This study aims to determine the relationship of Kinematics and

simulation ability of students in grade 12 ICT Animation.
Specifically, this study will answer the following questions.
1. What is the level of knowledge of students in kinematics?
2. What is the level of ability of students in creating simulation?
3. Is there a significant relationship between students’ knowledge of
kinematics and their ability in creating simulation?

Instruction: For Question 2, use the examples given as guide for your answer. Please bear in
mind the topic and title you have chosen for your research study. Please refer to
RUBRIC at the end of the module.

Question 2: Write your introductory statement of the problem and its sub-problems or
sub-questions.
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Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS

Subtopic 2: Writing the Hypothesis

Model 3 – Learning How to Make a Good Guess!

A hypothesis is a tentative answer to a research problem that is advanced so that it can

be tested.

When do I use a hypothesis?

http://clipart-library.com/search2/?q=question%20mark%20clipart#gsc.tab=1&gsc.q=question%20mark%20clipart&gsc.page=1

It is appropriate to use a hypothesis when you are testing a theory. Your immediate
answer to this may be 'I'm not testing a theory'; however, remember that our definition of
theory is very broad - 'an idea about how things relate to each other'. If you have an
expectation of how your research question will be answered (the outcome) then it is fair to say
you have a theory in mind. If you ask of your research question 'What is the expected
outcome?' and have an answer, you can ask why? What is my thinking behind this prediction?
This is essentially the theory that you will be testing.
If you are not able to predict the answer to your question then your approach is not
one of theory testing and you should not proceed with developing hypotheses to test. Your
research questions remain as such. This will be the case if your research is descriptive or
exploratory in nature.

Developing a hypothesis from a research question

http://clipart-library.com/search2/?q=formulate%20clipart#gsc.tab=1&gsc.q=formulate%20clipart&gsc.page=1

Our definition of a hypothesis stresses that it can be tested. To meet this criterion the
hypothesis must be operationalised - that is the concepts employed in the hypothesis
must be measurable.
Developing hypotheses requires that you identify one character, variable or descriptor
of a sampling unit that causes, affects, or has an influence on, another character, variable or
descriptor of the same or other sampling units. The character, variable or descriptor that
affects other variables or sampling units is called the independent variable. The character,
variable or descriptor which is affected by the independent variable is called the dependent
variable or response variable.
Note that although for the purposes of research methodology some variables may be called
'dependent' when investigating their relationship with other 'independent' variables, this does not
imply the existence of a causal (as compared with associative) relationship unless strict rules of
research design are followed. This issue is discussed in more detail later in the module.

Good hypotheses
There are two criteria for good hypotheses. One, hypotheses are statements
about relationships between variables. Two, hypotheses carry clear implications for
testing the stated relationships. These criteria mean, then, that hypothesis statements
contain two or more variables that are measurable or potentially measurable and that
they specify how the variables are related.
Source: Dixon et al (1987) p. 40.

*Source: https://www.soas.ac.uk/cedep-demos/000_P506_RM_3736-Demo/unit1/page_25.htm
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Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS

Research without hypotheses

http://clipart-library.com/search2/?q=clipart%20magnifying%20glass#gsc.tab=1&gsc.q=clipart%20magnifying%20glass&gsc.page=1

In exploratory research our base knowledge of a subject may be so low that we

cannot formulate meaningful hypotheses. Nonetheless, exploratory research should be guided
by a clear sense of purpose. Instead of hypotheses, the design for the exploratory study should
state its purpose, or research objectives as well as criteria by which the exploration will be
judged successful.

For example, if we are trying to encourage farmers to make use of compost, we may
first need to know the social structure or social norms of the farming community before we can
begin making meaningful hypotheses about which individuals will influence the decision and
the factors they consider when making their decision. We can state that our exploratory study
would have the purpose of generating hypotheses about personal characteristics which
correlate with the adoption/rejection of composting, the composition of the decision-making
unit, and the factors which influence the decision either to adopt or reject. Success would be
measured in terms of generating testable hypotheses.

Interpretative research, which seeks to develop knowledge through understanding

meaning, does not usually proceed with hypotheses.

Diagramming hypotheses
http://clipart-library.com/search2/?q=pencil#gsc.tab=1&gsc.q=pencil&gsc.page=1

Diagramming hypotheses is a useful technique to help clarify your thinking.

Usually a hypothesis takes the form 'X causes Y' or 'X is related to Y'.
X Y

X Y
For example, the first hypothesis stated above could be represented by a diagram as

follows +ve
Financial Adoption of New
Resources Technology

The two variables, or concepts are in boxes that are linked by an arrow going from one
concept to the other. The arrow indicates that one variable (financial resources) does
something to the other variable (adoption of new technology) .

The plus sign indicates that the relationship is seen as positive, that is more of the one
will lead to more of the other. Not all concepts have a positive relationship.

Once you get used to forming hypotheses and making diagrams then you can explore
new patterns involving more than two concepts.

*Source: https://www.soas.ac.uk/cedep-demos/000_P506_RM_3736-Demo/unit1/page_25.htm
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Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS

Question 3: How do you write a good hypothesis statement?

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Model 4 – Make a Good Guess!

The following description differentiates Alternative and Null Hypothesis.

H1The alternative hypothesis: This is the research hypothesis. It is the scientist’s
speculation/prediction at the heart of the experiment.
H0 The null hypothesis: The is a statement that there is NO significant difference in groups, or
more generally, that there is no association between two groups. In
other words, it is describing an outcome that is the opposite of the
research hypothesis. The original speculation is not supported.
Note: Only the Null hypothesis, H0, is written in the research paper. Alternative hypothesis is
not anymore indicated in the paper.

Here are some examples:

Example 1:
Statement of the Problem: What is the IQ of the children after they eat oily fish for a period of
time?
H1: Children who eat oily fish for six months show an increase in IQ when compared to children
who have not.
Ho: Children who eat oily fish for six months do NOT show an increase in IQ when compared to
children who have not.
Source: https://explorable.com/hypothesis-testing

Example 2:
Statement of the Problem: Is there a significant relationship between Social Media and the
academic performance of the students?
H1: There is a significant relationship between Social Media and the academic performance of
the students.
Ho: There is no significant relationship between Social Media and the academic performance of
the students.
Examples 3:
Statement of the Problem: Is there a significant difference in the heat resistance of the
bioplastic between the mango starch bioplastic and the commercial bioplastic?
H1: There is a significant difference in the heat resistance of the bioplastic between the mango
starch bioplastic and the commercial bioplastic.
Ho: There is no significant difference in the heat resistance of the bioplastic between the mango
starch bioplastic and the commercial bioplastic.
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Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS

Question 4: Using the Statement of the Problem or Research Questions above given for
your strand, write the H1 and the H0.
H1:___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
H0: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Question 5: Now write your H1 and H0 for the Statement of the Problem or Research
Questions you have written in item number 2. (Note: Choose only 1 question
that could be given a hypothesis and that could be tested later in your study. )

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

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Conclusion

Question 6: Explain how the hypothesis of the study is connected to the Statement of
the Problem or the Research Questions.
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Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS
RUBRIC for Statement of the Problem or Research Questions
Criteria
Empirical
Clear and Concise
Focus
Important/Relevant
Presence of Variables
Introductory Statement
Informative (Sub-
Problems)
Interrogative/Declarative
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Exemplary Above Average Adequate (2) Inadequate
(4) (3) (1)
Can be measured Can be measured Very difficult to Not measurable
with ease and but with some measure
accuracy difficulty
Factors are stated Factors are stated Factors are stated Factors are not
and statement is but statement is but statements is stated and
limited to 10 to12 made up of 13 – 14 made up of 15 statement is too
words words words and more long with more than
15 words
Statements are Statements are Statements show Statements are not
congruent with the somewhat very little congruent with the
topic congruent with the congruency to the topic in any way
topic. topic.
Statements address Statements Statements have Statements do not
current need or somewhat address little concern of address current
problem. current need or current need and need or problem
problem. problem.
Statements clearly Statements Statements Statements do not
mentions and show mentions the mentions the mention the IV and
the appropriate IV appropriate variables and their DV or main
and DV variables variables but do not relationship but are variables of the
and their show clear not the appropriate study.
relationship. relationship variables of the
between them. study.
States a clear States a somewhat States an No introductory
introductory clear introductory introductory statement is
statement that is statement which is statement but is not written.
congruent to the congruent to the congruent to the
topic. topic. topic.
Sub-problems are Sub-problems are Sub-problems are No sub-problems
clearly written in congruent to the not congruent to written.
congruent to the Introductory the Introductory
Introductory Statement but Statements.
Statement and needs to be more
requires gathering informative.
of information.
Statements are Statements are Statements are not There are no
written correctly somewhat written written correctly statements written
either in correctly either in either in either in
interrogative or interrogative or interrogative or interrogative or
declarative form declarative form declarative form declarative form

Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS
RUBRIC for Written Answer:
Sources: file:///C:/Users/AS&AJ/Downloads/Documents/criteria.pdf
file:///C:/Users/AS&AJ/Downloads/Documents/High%20School%20Rubrics.pdf
Criteria Inadequate
(1)
Organization Writing lacks logical
organization. It shows
some coherence but
ideas lack unity.
Serious errors.
Level of Content Shows some thinking
and reasoning but most
ideas are
underdeveloped and
unoriginal.
Development Main points lack
detailed development.
Ideas are vague with
little evidence of critical
thinking
Mechanics and Spelling, punctuation,
Grammar and grammatical errors
create distraction,
making reading
difficult; fragments,
comma splices, run-ons
evident. Errors are
frequent.
Support Provides little or no
support for the main
point
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Adequate Above Average (3) Exemplary
(2) (4)
Writing is coherent Writing is coherent Writing shows high
and logically and logically degree of attention
organized. Some organized with to logic and
points remain transitions used reasoning of points.
misplaced and stray between ideas and Unity clearly leads
from the topic. paragraphs to create the reader to the
Transitions evident coherence. Overall conclusion and stirs
but not used unity of ideas is thought regarding
throughout essay. present. the topic.
Content indicates Content indicates Content indicates
thinking and original thinking and synthesis of ideas,
reasoning applied develops ideas with indepth analysis and
with original thought sufficient and firm evidences original
on a few ideas. evidence. thought and support
for the topic.
Main points are Main points well Main points well
present with limited developed with developed with high
detail and quality supporting quality and quantity
development. Some details and quantity. support. Reveals
critical thinking is Critical thinking is high degree of
present. weaved into points critical thinking.
Most spelling, Essay has few Essay is free of
punctuation, and spelling, punctuation, distracting spelling,
grammar correct and grammatical punctuation, and
allowing reader to errors allowing grammatical errors;
progress though reader to follow absent of fragments,
essay. Some errors ideas clearly. Very comma splices, and
remain. few fragments or run-ons.
run-ons. Style
Supports main point Supports main point Persuasively supports
with some with developed main point with well
underdeveloped reasons and/or developed reasons
reasons and/or examples and/or examples
examples