Practical Research 1

Quarter 3 – Module 8:
Scope and Delimitation
Practical Research 1
Alternative Delivery Mode
Quarter 3 – Module 8: Scope and Delimitation
First Edition, 2020

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Practical Research 1
Quarter 3 – Module 8
Scope and Delimitation
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

This module was designed and written with you in mind. It is here to help you master
the writing scope and delimitation. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 1 – Content of Scope and Delimitation
• Lesson 2 – Writing Scope and Delimitation

After going through this module, you are expected to:

1. indicate scope and delimitation of research

1
 What I Know

Read each statement carefully. Write T if the statement is True, F if otherwise. Write
your answer on your notebook.

1. In writing scope and delimitation, you need to write everything including the
background of the study.
2. Scope and delimitation includes a brief discussion on research method used.
3. There is a rigid format of writing scope and delimitation.
4. Scope and delimitation provides readers the whole process of the research.
5. Research design is not declared on your scope and delimitation.
6. Data analysis is declared on your scope and delimitation.
7. Research local has to be disclosed in scope and delimitation.
8. The population of the study is included on scope and delimitation.
9. The researcher can be considered as an instrument in data gathering.
10. Scope provides parameter, coverage and the processes involve in research.

2
 Lesson
Content of Scope and
1 Delimitation
In thesis writing, there is a specific part of it that reveals, recognizes, shares and
expresses the method used, coverage, parameter, instruments, persons involved and
even the protocols to follow. This is called, “scope and delimitation”. As defined, it
explains the extent or parameter of research. Likewise, it explores on the coverage,
and processes involved in the research (M. K. & Simon and Goes 2013). Practically,
it declares the choices that the researcher carried out during the research process.

On this discussion, you will be familiarized with the elements included in the scope
and delimitation.

What’s In

This activity is Pictionary. You will be given picture clues to identify the word being
illustrated. Write your answers on your notebook.

1. 2. 3.

Answer: _____________ Answer: ______________ Answer: ______________

4. 5.

Answer: ___________ Answer: _______________

3
 Notes to the Teacher
This module prepares the students to write the scope and
delimitation of their study.

What’s New

The misAdventures of Bok and Nonoy

In the last module, you have learned to formulate research question. Now, you will
be making the scope and delimitation of your research. In the comic strip, it has
depicted how Bok and Nonoy tried to discover the secret of Pitoy which includes the
process, methods, instruments and techniques in doing his experiments. Relating it
with research, the scope and delimitation is a specific part that summarizes the
method, design, techniques, locale, instruments, population, process in analyzing
the data, and the like. Gear up yourself because you will learn the components of
scope and delimitation.

4
 What is It

Scope and delimitation is an informative part of your research. It is informative

because it is to where you declare the things you have to carry out and follow through
the course of research. I am sure, you are wondering why there is a need for us to

declare all of these to our readers. Likewise, you are puzzled what are the elements
of your research that are needed to be included? Well, let us deal with them one by
one.

Let us first dissect “scope and delimitation”.

Scope + Delimitation

When we talk about the scope of research, it commonly refers to the depth your
research area or parameters. This includes restriction of the target population,
research local, specified duration, design, procedure, and instrument used.

1. Population –According to Majid (2018), this stands for the entire pool from
which the sample is drawn.

Consider these examples:

a. Schools operating in Bataan (Private and Public)

b. Senior High School Students of a School
c. Grade 10 Students in a School Division
d. Tricycle Drivers operating in a Barangay
e. All Working Students in a grade level
2. Research Locale – It refers to the particular location where the study is
conducted.

Consider these examples:

Lamao National High School Schools Division of Bataan
Dinalupihan Region III – Central Luzon
Pampanga Balanga City
Limay Senior High School University of the Assumption
Barangay St. Francis II Bataan Peninsula State University
3. Specific Duration. This stands for the exclusive time frame when the research
is conducted.

5
 Consider these examples:
May 20 to 22 2020
School Year 2020 to 2021
From 2015 to 2020
From January 2020 to May 20202
4. Research Method – This refers to the systematic plan for conducting research
which includes strategies, process, techniques, and procedures for collecting
and analyzing data (MacDonald and Headlam 2008). Here are the four (4) most
commonly used qualitative designs that you can use.
a. Ethnography – If your research is about a description or investigation
about customs of individual and culture, this design can be used (Elis
and Bochner 1996).
b. Phenomenology – If your research is about the commonality of lived
experience within a group of individuals or description of a particular
phenomenon, this research design can be used (Singh 2018).
c. Case Study – If your research is about an investigation of a
phenomenon within the context of real-life situation, you can use this
design (Kothari 2004) .
d. Grounded Theory – If your research aims toward a development of a
theory in an inductive manner, you can use this design (VanderStoep
and Johnston 2009).
5. Protocols Followed. This refers to the standard procedure, system, or rules that
you follow in gathering data. It can be the permission in the conduct of the
study, communication letter to the respondents, or agreement on the conduct
of interview.
6. Data Gathering Procedure. This refers to the step-by-step procedures that you
employ before and during the data gathering.
7. Instrument. These are measurement devices that you use in your research. It
can be in a form of test, survey, questionnaire, and the like. However, in
qualitative research, you as the researcher is the instrument, and your
interview guide serve as a tool in gathering the data (Bahrami, Soleimani,
Yaghoobzadeh, & Ranjbar, 2016).
8. Data Analysis. These are the systematical processes you employ to describe
or interpret your data. It can be thematic network analysis, dendogramming,
structural analysis, text analysis, and Collaizi procedure.

6
On the other hand when we talk about delimitation, it refers to choices made by
researcher that serves as boundary (Simon 2011). This includes research objectives,
questions, variables, theoretical objectives you adopted, target samples, and
justifications that limits the scope of the study. Commonly, research objectives, and
description of variables are mentioned while research questions are just reflected on
the set objectives. Variable are also explained and declared, as well as to the
theoretical objectives of the study. On the other hand, sampling method, target
sample size, and justifications in choosing the above mentioned scope are provided
to clearly set the parameter of the study.

In some researches, instead of scope and delimitation, they use scope and limitation.
The term limitation is about the external and internal influences that researcher has
no control of. They can be shortcomings, conditions or influences that cannot be
avoided due to the limitation of the study. Thus, these limitations is a declaration of
the possible influences to the result of the study.

What’s More

Let us help Bok in organizing his scope and delimitation by categorizing the idea he
is thinking. Write whether it is objective, population, sampling, research locale,
specific duration, research method, protocols followed, data gathering procedure,
instrument, or data analysis. Write your answers on your notebook.

1
8 2

3
7

4
6
5

7
 What I Have Learned

Read each sentence carefully. Write T if the statement is True, F if otherwise. Write
your answers on your notebook.
1. Data analysis is a systematic process of interpreting data.
2. Protocols are the standard procedure or rules that researchers follow in data
gathering.
3. Grounded theory is an investigation of a phenomenon within the context of
real-life situation.
4. Ethnology is the investigation or description of individual customs and
culture.
5. Phenomenology refers to the exclusive time frame when the research is
conducted.

What I Can Do

Read carefully the scope and delimitation below. Write “A” if the underlined word is
population, “B” for research locale, “C” for specific duration, “D” for research method,
“E” for protocols followed, “F” for data gathering procedure, “G” for instrument, “H”
for research objective, and “I” for data analysis. Write your answers on your
notebook.
1.
This qualitative study employed a phenomenological research design.
According to Creswell (2013), it was an approach directed to the similarities
2.
of the lived experiences among a particular group. The main objective was
to come up with an explanation of the nature of a particular
phenomenon. Moreover, Manen as cited in Finlay (2013), this research
design started with the interest and desire of the researcher transforming
3.
it into epistemic inquiry. Likewise, this was geared toward a broader
understanding of a specific phenomenon whether it was lived
experience, event, or even a situation. Hence, this study explored in-
4.
depth examination of the lived experiences of novice teachers as it unveiled
their Lebenswelt (world-life) and weltanschauung (world-view) on handling
verbal bullying inside the classroom. Data gathering was delimited to one of
5.
the integrated middle school in the province of Bataan, Philippines.

8
 Assessment

Read carefully the scope and delimitation below. Write “A” if the underlined word is
population, “B” for research locale, “C” for specific duration, “D” for research method,
“E” for protocols followed, “F” for data gathering procedure, “G” for instrument, “H”
for research objective, and “I” for data analysis. Write your answers on your
notebook.
1.
In this qualitative research, the researcher will serve as the main
instrument of the study (Pezalla, Pettigrew and Miller-Day, 2012). Another 2.
3.
tool will be the interview guide. This unstructured interview guide is a
researcher-made instrument based from the objectives of the study. It is
composed of five (5) questions. Objectively, interview questions are
formulated to gather necessary information about the participants’ live
experience as well as their coping mechanism.
4.
In gathering data, individualized or focus group discussion are employed
depending on the preference of the participants. Because of the
impossibility of personalized interview, this will be carried through social
media platforms either through Zoom app or Facebook Video Conferencing.
According to Eysenbach (2019), these platforms provide opportunities in
5.
conducting qualitative research. In analyzing the data, thematic network
analysis will be employed. It is explained as a web-like illustrations that
summarizes themes (Stirling, 2001). Particularly, this study seeks to identify
the salient themes through coding. This to facilitated structuring and
depiction of the themes into an emerging main theme.

9
 Additional Activities

Read carefully the scope and delimitation below. Write “A” if the underlined word is
population, “B” for research locale, “C” for specific duration, “D” for research method,
“E” for protocols followed, “F” for data gathering procedure, “G” for instrument, “H”
for research objective, “I” for sampling method, and “J” for data analysis. Write your
answers on your notebook.

This qualitative research aims to explores on the lived-experiences of the

1.
PWD grade 11 students about bullying. According to Mcleod (2019) this
kind of research deals with the description and interpretation of a
phenomena based from how these became meaningful to a person or group
2.
of people. As a phenomenological study, it determines the coping
mechanism of the said students on their distinct experience about verbal
bullying. This is defined by Creswell (2013) as an approach to underlie the
commonality of live experience within a group of individuals having the same
3.
experience. This research is directed to all senior high school students of a
4.
province during the school year 2020-2021. They are selected using snow
5.
ball method. Patton (2001) defined this sampling as referral sampling
wherein it uses a small pool of initial informants to nominate other
participants of the study.

10
 Lesson
Writing Scope and
2 Delimitation
After knowing the elements and content of scope and delimitation as part of research,
you are now ready to write your own scope and delimitation. Worry not because
writing this require you to enlist the things you will be doing and using throughout
your study. Even though there is no standardized way of writing, this lesson will
share the typical way of composing your scope and delimitation. Thus, this topic will
allow you to be equipped with necessary skill for you to finish this part of your
research.
You need to remember that scope and delimitation is the blueprint of your research.
It needs to be synchronized with the research gap you have established in the
introduction and has to be paralleled with the research objectives and questions you
have formulated. Later in your methodology, it has to be harmonized with the
processes you will be declaring. In writing this, you just need to be precise and
logical. Meaning to say, you need to justify the information you will include on your
scope and delimitation.

What’s In

Write “A” if the underlined word is population, “B” for research locale, “C” for specific
duration, “D” for research method, “E” for protocols followed, “F” for data gathering
procedure, “G” for instrument, “H” for research objective, “I” for sampling method,
and “J” for data analysis. Write your answers on your notebook.

1. _______ 2. _______ 3. _______ 4. _______ 5. _______

11
 What’s New

The misAdventures of Bok and Nonoy

Are you afraid to take your pen and to start making your scope and delimitation? It
is natural. Why? First of all, it is difficult to write anything without knowing what
you are going to write. Second, it is challenging to write if you do not have any
strategies on making it. Lastly, you feel incompetent to write because you don’t have
any model. from the previous lesson, you have learned the conceptual aspect of scope
and delimitation as part of research. Now, you will learn how to write this part in a
ladderized manner.

What is It

Writing scope and delimitation does not require you extraordinary skills in writing.
You just need to have a clear picture on how you are going to do your research. Most
probably, if you happened to read other researches, you would notice they have
different ways of formulating it. Some begin with the methods of research and end
with the instrument, others start with research locale and end with the declaration
of the protocols followed. However, one thing is common among them, their content
are the same. Therefore, this implies that there is no prescribed way of making it. As

12
long as the necessary elements are declared and briefly discussed, that is already a
good scope and delimitation. It is because this part of research intends to inform the
readers about the parameter of your research.

Commonly, scope and delimitation is written in three (3) paragraphs. The first
paragraph contains methods, research design, research locale, time duration,
population, sampling and class size. The second paragraph includes the instrument
used, validation and protocols followed in the conduct of the study. The last
paragraph is the declaration of data gathering and analysis. It is important that you
need to provide proper justifications of the elements you will be using. It is done
through the wisdom of the experts – citation.

Before writing the first paragraph, it is advised that you must perform brainstorming
of what you are going to write. Brainstorming is just simply writing down what comes
to your mind. But this time, let us perform brainstorming by answering some
question. For example you are conducting a research about the lived experience
about verbal bullying of the Persons with Disabilities (PWD) Grade 11 students in a
province, how are you going to make the scope and delimitation? Now, let us begin
with the first paragraph. Remember that the first paragraph contains methods,
research design, research locale, time duration, population, sampling and class size.

Consider the 1st figure.

13
The 2nd figure answers the 1st figure

These are the answers that you need to know before writing your scope and
delimitation. The information would give you a clear picture of what you are going to
write.

If you are going to write the information gathered, the first paragraph of the scope
and delimitation will be like this …

This qualitative research aims to explores on the lived-experiences of the PWD grade
11 students about bullying. According to Mcleod (2019) this kind of research deals
with the description and interpretation of a phenomena based from how these became
meaningful to a person or group of people. As a phenomenological study, it determines
the coping mechanism of the said students on their distinct experience about verbal
bullying. This is defined by They are selected using snow ball method. Patton (2001)
defined this sampling as referral sampling wherein it uses a small pool of initial
informants to nominate other participants of the study.

Did you notice how terms give justifications? The underlined sentences serve as your
scope and delimitation. They limit down the scope of the study.

On the second paragraph, you need to remember that it contains instrument used,
validation and protocols followed in the conduct of the study.

14
Consider the 3rd figure

Now, look at the 4th figure.

The 4th figure answers the 3rd figure. If you are going to write the information
gathered, the second paragraph of the scope and delimitation will be like this …

In this qualitative research, the researcher serves as the main instrument of the study
(Pezalla, Pettigrew and Miller-Day, 2012). Another tool is the interview guide. This
unstructured interview guide is a researcher-made instrument based from the objectives
of the study. It is composed of five (5) questions. Objectively, interview questions are
formulated to gather necessary information about the participants’ live experience as well
as their coping mechanism. It is validated by group of experts using validation matrix to
identify its appropriateness of the questions and suitability to the research participants.
Prescribed standard and necessary protocols are religiously complied to ethically follow the
norms of conducting research.

15
On the last paragraph, you need to remember that it contains the declaration of data
gathering and analysis.

Consider the 5th figure

The 6th figure answers the 5th figure.

Now let us write the information on the 6th figure.

In gathering data, individualized and focus group discussion is employed depending on the
preference of the participants. Because of the impossibility of personalized interview, this
will be carried through social media platforms either through Zoom app or Facebook Video
Conferencing. According to Eysenbach (2019), these platforms provided opportunities in
conducting qualitative research. Likewise, because of its mass usage, it provides potential
options for this kind of study. Interviews are recorded and transcribed in verbatim.
Translations into English is accomplished through the help of an expert. Anonymity of
participants is secured likewise with the information they will provide. In analyzing the
data, thematic network analysis is employed. It is explained as a web-like illustrations that
summarizes themes (Stirling, 2001). Particularly, this study seeks to identify the salient
themes through coding. This is to facilitated structuring and depiction of the themes into
an emerging main theme.

16
Let us put together what we have created. However, I’ll be using future tense for you
to have pattern for your thesis proposal.

Lived Experience PWD Grade 11 Students about Verbal Bullying in a Province.

This qualitative research aims to explores on the lived-experiences of the PWD grade 11
students about bullying. According to Mcleod (2019) this kind of research deals with the
description and interpretation of a phenomena based from how these became meaningful
to a person or group of people. This research will consider all senior high schools students
of a province during the school year 2020-2021. They will be selected using snow ball
method.
In this qualitative research, the researcher will serve as the main instrument of the
study (Pezalla, Pettigrew and Miller-Day, 2012). Another tool will be the interview guide.
This unstructured interview guide is a researcher-made instrument based from the
objectives of the study. It is composed of five (5) questions. Objectively, interview questions
are formulated to gather necessary information about the participants’ live experience as
well as their coping mechanism. It is validated by group of experts using validation matrix
to identify its appropriateness of the questions and suitability to the research participants.
In gathering data, individualized or focus group discussion are employed depending on
the preference of the participants. Because of the impossibility of personalized interview,
this will be carried through social media platforms either through Zoom app or Facebook
Video Conferencing.

What’s More

In two (2) to three (3) sentences, write the first paragraph of the scope and
delimitation using the information below. Write your composition on your notebook.
qualitative research criterion sampling
ethnography 5 students
Kinaragan, Duale, Limay Aeta students
Scope and Delimitation

__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

17
Rubrics on how you write your Scope and Delimitation

Criteria 5 4 3 2 1
The The The
The
composition is composition composition
composition
substantially is somehow is partially The
is completely
organized organized organized composition
Content organized
using 4 to 5 of using 2 to 3 using 1 of contains no
using all the
the of the the information
information
information information information
listed.
listed. listed. listed.
The The
The The The
composition composition
composition composition composition
does not have has more
Grammar has 1 to 3 has 4 to 5 has 6 to 7
any than 8
grammatical grammatical grammatical
grammatical grammatical
errors. errors. errors.
error. errors.

What I Have Learned

In two (2) to three (3) sentences, write the second paragraph of the scope and
delimitation using the information below. Write your composition on your notebook.

identity of participants Facebook Video Conferencing

secrecy of answer thematic network analysis

Scope and Delimitation

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
Rubrics on how you write your Scope and Delimitation

Criteria 5 4 3 2 1
The
The The The
composition
composition is composition is composition
is partially The
completely substantially is somehow
organized composition
Content organized organized organized
using 1 of contains no
using all the using 3 of the using 2 of the
the information
information information information
information
listed. listed. listed.
listed.
The
The The The The
composition
composition composition composition composition
has more
Grammar any has 1 to 3 has 4 to 5 has 6 to 7
than 8
grammatical grammatical grammatical grammatical
grammatical
error. errors. errors. errors.
errors.

18
 What I Can Do

In two (2) to three (3) sentences, write the third paragraph of the scope and
delimitation using the information below. Write your composition on your notebook.

interview guide individualized interview

focus group discussion consent and Assent

video conferencing experts’ validation

Scope and Delimitation

__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

Rubrics on how you write your Scope and Delimitation

Criteria 5 4 3 2 1
The The The
The
composition is composition composition
composition
substantially is somehow is partially The
is completely
organized organized organized composition
Content organized
using 4 to 5 of using 2 to 3 using 1 of contains no
using all the
the of the the information
information
information information information
listed.
listed. listed. listed.
The The
The The The
composition composition
composition composition composition
does not has more
Grammar has 1 to 3 has 4 to 5 has 6 to 7
have any than 8
grammatical grammatical grammatical
grammatical grammatical
errors. errors. errors.
error. errors.

19
 Assessment

Write a three (3) paragraph scope and delimitation having 4 sentences each using
the information inside the boxes. Write your composition on your notebook.

1st Paragraph
qualitative research case study
Bataan S.Y. 2020-2021
working students study habits
COVID 19 pandemic criterion sampling
2nd Paragraph
interview guide researcher-made instrument
5 questions consent and assent
3rd Paragraph
focus group discussion Facebook Video Conferencing
thematic network analysis unanimity of the participants

Scope and Delimitation

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

Rubrics on how you write your Scope and Delimitation

Criteria 5 4 3 2 1
The
The The
The composition
composition composition
composition is is
is somehow is partially The
completely substantially
organized organized composition
Content organized organized
using 5 to 9 using 1 to 4 contains no
using all the using 10 to
of the of the information
information 15 of the
information information
listed. information
listed. listed.
listed.
The The
The The The
composition composition
composition composition composition
does not have has more
Grammar has 1 to 3 has 4 to 5 has 6 to 7
any than 8
grammatical grammatical grammatical
grammatical grammatical
errors. errors. errors.
error. errors.

20
 Additional Activities

Write the scope and delimitation of your research having three (3) paragraphs with
four (4) sentences each. Write your composition on your notebook.

Rubrics on how you write your Scope and Delimitation

Criteria 5 4 3 2 1
The scope The scope
The scope and The scope and The scope
and and
delimitation delimitation and
delimitation delimitation
Content contains substantially limitation
contains contains
complete contains contains no
some of the limited
information. information. information
information. information.
The The
The The The
composition composition
composition composition composition
does not have has more
Grammar has 1 to 3 has 4 to 5 has 6 to 7
any than 8
grammatical grammatical grammatical
grammatical grammatical
errors. errors. errors.
error. errors.

21
 22
What’s In
1. A
2. J
3. F
4. F
5. B
Lesson 2
Additional Activities
1. A
2. D
3. A
4. C
5. I
Assessment What I Can Do What Have I Learned
1. D 1. D 1. T
2. G 2. H 2. T
3. G 3. D 3. F
4. F 4. A 4. F
5. I 5. B 5. F
What’s More What’s In What I Know
1. instrument 1. reason 1. F
2. specific duration 2. population 2. T
3. population 3. delimitation 3. F
4. objective 4. coverage 4. T
5. specific duration 5. scope 5. F
6. sampling 6. T
7. population 7. F
8. research method 8. T
9. T
10. T
Lesson 1
Answer Key
References
Bahrami, N., Soleimani, M. A., Yaghoobzadeh, A., & Ranjbar, H. (2016). Researcher
as an Instrument in Qualitative Research: Challenges and
Opportunities. Advances in Nursing & Midwifery, 25(90), 27-37. Retrieved from
https://journals.sbmu.ac.ir/en-jnm/article/view/11584

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