Guidelines in Writing the Rationale of the Study

The rationale of the study is the first part under Chapter I or research protocol. As part of the
introduction, it includes the overview of the whole research. It may be composed of 3 to 5 paragraphs or
a total of 2-3 pages.

1. The first paragraph represents an opening statement or a general idea or information about
the main variable/s. It will expound the statement justifying the study.
2. The second paragraph (may be composed of two) should revolve around the scope and
coverage of the study. It presents the prevailing scenario or current situation of the
environment of the elements being studied by presenting statistics or data as situationaires.
3. Third paragraph usually challenges the readers to become interested in the findings of the
study. This will bridge the whole rationale to the problem statement.
4. A maximum of three sentences may form part of the last paragraph discussing the
competence of the researcher/s to conduct the study.

CHAPTER I
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

Student learning in the traditional classroom experience is oftentimes measured only by testing

using specific questions which are often closed-ended and structured. This kind of testing can be

administered within a limited time period and usually tap a limited number of cognitive knowledge and

skills. The new concept of learning calls for the change of student’s behaviour through classroom

experience and variety of meaningful activities.

With this new concept, it is important to remember that paper and pencil testing is only one way

to collect information about student learning. The broader concept of assessment is more appropriate

which includes rating items on scales , observing student performances, critiquing student products,

conducting interviews, and reviewing a student’s previous performance.

In one of Malibo University’s In-service training (INSET) programs in 2008, Language and

Literature teachers revealed that they usually assess student’s learning through paper and pencil test.

However, whenever a performance-based assessment is conducted, teachers do not utilize a validated

rubric or do not use criteria at all as bases for rating students’ performances. Hence, the use of rubric in

assessing performance is not a practice in the school as observe by the researcher.

Rubrics in Grading Rationale of the Study

Criteria Exemplary Good Acceptable Unacceptable

4 3 2 1
Purpose/ The writer’s central The writing has a The central The purpose or
Introduction purpose or argument clear purpose or purpose or argument is
is readily apparent to argument, but may argument is not generally unclear.
the reader. sometimes leave consistently clear
the main subject throughout the
temporarily. paper.
Content Balanced Information Information Central purpose or
presentation of provides supports a argument is not
relevant and reasonable support central purpose clearly identified.
legitimate for a central or argument at Analysis is vague
information that purpose or times. Analysis is or not evident.
clearly supports a argument and basic or general Reader is confused
central purpose or displays evidence of Reader gains few or may be
argument and shows a basic analysis of a insights. misinformed.
a thoughtful, in- significant topic.
depth analysis of a Reader gains some
significant topic. insights.
Reader gains
important insights.
Organization The ideas are The ideas are In general, the The writing is not
arranged logically to arranged logically writing is logically organized.
support the purpose to support the arranged Frequently, ideas
or argument. They purpose or logically, fail to make sense
flow smoothly from argument. They are Although together. The
one to another and usually clearly lined occasionally reader cannot
are clearly lined to to each other. For ideas fail to identify a line of
each other. The the most part, the make sense reasoning and
reader can follow the reader can follow together. The loses interest.
line of reasoning. the line of reader is fairly
reasoning. clear about what
writer intends.
Feel and The writing is The writing is The writing is The writing has
Tone compelling. It hooks engaging, but has dull and little personality.
the reader and some dry spots. In unengaging. The reader cannot
sustains interest general, it is Though the identify a line of
throughout. focused and keeps paper has some reasoning and
the reader’s interesting parts, loses interest.
The tone is attention. the reader finds
consistently it difficult to The tone is
professional and The tone is maintain unprofessional .It
appropriate for an generally interest. is not appropriate
academic research professional. For for an academic
paper. the most part, it is The tone is not research paper.
appropriate for an consistently
academic research professional and
paper. appropriate for
an academic
research paper.
Grammar, The writing is free or There are The writing has There are so many
Spelling, almost free of errors. occasional errors, many errors, and errors that
Writing but they don’t the reader is meaning is
Mechanics represent a major distracted by obscured. The
distraction or them. reader is confused
obscure meaning. and stops reading.