SHS

PRACTICAL RESEARCH 1
Quarter 1 - Module 12
Scope and Delimitation of Research
Practical Research 1
Quarter 1 – Module 12– Scope and Delimitation of Research

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MODULE 12
Scope and Delimitation of Research

Good day! Have you thought of your research title already? Are you
done writing the statement of the problem? If so, brace yourself now for
the next step in writing your research.

It is very important to set the parameters of your study. That is, what
are included and what are not. This speaks about the scope and
delimitation of your research.

In this module, you are expected to indicate the scope and delimitation of research.

Directions: Identify the following parts of a research paper. Write SCOPE or DELIMITATION.

1. The study covers the 13 to 14 years old, Grades 7 and 8 students of Uyong High
School.
2. The study does not include Grades 7 and 8 students 12 years old below and 15 years
old above of the same school.
3. The participants in this study are the customers of the restaurant in Legazpi Branch.
4. The study does not cover customers of the restaurant in other branches such as in
Tabaco Branch and Ligao Branch.
5. The study focuses on Grade 10 students whose parents are both working abroad.

Directions: Here are the words that you will encounter in this module. On your answer sheet,
complete the table below. Remember that their definition must be in terms of research.

TERMS YOUR DEFINITION DICTIONARY/INTERNET

DEFINITION

1. Scope

2. Delimitation

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 Are your definitions close to the meanings from the dictionary?
Remember the words and their definitions as you will encounter
them throughout this module. Now that you have an idea about
scope and delimitation, you are ready for the initial tasks.

Directions: Read the foregoing articles and work on the tasks that follow.

Article #1
5 Research-Backed Studying Techniques
by Edward Kang

Too often people imagine that long hours of studying are the best path to being a
model, straight-A student. Yet research shows that highly successful students actually spend
less time studying than their peers do –- they just study more effectively.

STUDY LESS, WITH GREATER INTENSITY

In this era of social media and digital distractions, many students –- and adults –- do a lot of
multitasking. But there is no such thing as successful multitasking because much of the time
spent is wasted on context switching, where the brain has to restart and refocus.

Consider the formula “work accomplished = intensity of focus X time spent.” A student who is
studying for AP Biology but also checks his texts and scrolls through Instagram has a low
intensity of focus –- say a 3. Though he spends 3 hours “studying”, his work accomplished is
only a 9.

On the other hand, a student who takes steps to focus solely on AP Biology has a high-
intensity of focus –- a 10. Though she spends only an hour studying, she accomplishes more
than her distracted classmate did in 3 hours.

Highly successful students have generally learned to avoid multitasking. Instead of spending
a lot of time doing low-intensity work with numerous distractions, these students work for
shorter periods at higher intensity, without any distractions from email, social media, etc. Their
studying is more effective and leads to greater achievement gains.

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INEFFECTIVE LEARNING TECHNIQUES

Many students use learning techniques that are time consuming and give the illusion of
mastery. They become familiar with ideas and information in preparation for a test, but forget
it a week later because their learning techniques never led to long-term learning.

Ineffective techniques include:

 Studying for long periods of time

 Studying a single subject for a long period of time and repeating phrases over and over
to memorize them (known as massed practice)
 Reviewing one topic repeatedly before moving onto another topic (blocked practice)
 Reading and rereading a text
 Highlighting or underlining important concepts in a text and then reviewing
 Reviewing notes

5 HIGH-INTENSITY STUDY HABITS

Researchers have found that the following techniques increase sustainable learning and
retention when incorporated in students’ daily study habits. These techniques are difficult and
require effort and they slow down learning. Initially the learning gains seem to be smaller than
with some ineffective practices. However, these techniques lead to long-term mastery.

The book Make It Stick identifies several research-proven studying techniques.

1. Pre-test: When students practice answering questions, even incorrectly, before

learning the content, their future learning is enhanced. Research has shown that pre-
testing improves post-test results more than spending the same amount of time
studying.

2. Spaced practice: Spacing out study sessions –- focusing on a topic for a short period
on different days –- has been shown to improve retention and recall more than massed
practice. The book How We Learn explains that spaced practice can feel difficult due
to an initial for getting of knowledge –- reacquiring that knowledge takes effort.

3. Self-quizzing: Testing has a negative connotation in this era of standardized testing,

but it is a form of active retrieval practice. Students can make test questions for
themselves as they learn a new concept, thinking about the types of questions that
might be asked on a quiz or test.

4. Interleaving practice: Students may rely on blocked practice, studying a set of

problems –- such as multiplication problems –- as a group until they feel mastery. A
more effective method of studying is to work on a set of problems that are related but
not all of the same kind –- for example, a set of math word problems that call for

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 addition, subtraction, multiplication, or division. The consecutive problems cannot be
solved with the same strategy. This is more effective than doing one multiplication
problem after another.

5. Paraphrasing and reflecting: Many of us have read a few paragraphs in a textbook

only to realize that we didn’t retain a single concept or key point presents in those
paragraphs. Students may relate what is being learned to prior knowledge, thinking
about how they would explain the content to a 5-year old, and reflecting on and asking
questions about the content.

Comprehension Check

Task 1.1

Directions: Answer the following questions about the article.

1. What is the article all about?

2. According to the article, why is there no successful multitasking?
3. How important is it to focus and avoid distractions?
4. Which among the ineffective study techniques are you doing?
5. Which among the research-proven study techniques have you been
adopting or are you willing to adopt? Why?

Task 1.2

Directions: The article bears the title 5 Research-Backed Studying

Techniques. It mainly focuses on effective studying techniques among
students. Does the article further talk about the following items? Answer with a
YES or a NO.

1. Effective study habits

2. Ineffective learning techniques
3. Downside of multitasking
4. Statistics showing effectiveness of certain study habits
5. Testimonies of students proving effectiveness of certain study habits

In Task 1.2, we have known what were discussed and what were not, in
the article. Simply said, we have known what topics were included and
what were excluded. In terms of research, what are the technical terms
for the variables included and for those excluded?

Did you just say Scope and Delimitation? If so, you are correct!

REMEMBER:

Included = Scope
Excluded = Delimitation

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This time, try to identify the scope and delimitation from an actual study.

Article #2
Title of the Study: Personality Traits, Emotional Quotient and Resiliency Level of High
School Cyber Bullying Victims: Basis for Life Skills Session Program (Valencia, A.,
2013)

This study was limited to cyber bullying victims, with ages ranging from 11 to 18
years old and who were enrolled during the school year of 2012-2013.

This study was undertaken from June 2012 to March 2013. The students in this
condition were presented with different issues, but the researcher focused on theory,
emotional quotient and resiliency level. Other aspects of their personality were considered in
this study. Thus, the High School Personality Questionnaire was used as one of the
instruments in this study to identify the fourteen personality traits of the respondents. The
BarOn Emotional Quotient Inventory: Youth Version (BarOn EQ-iYV) was utilized for the
respondents’ level of emotional quotient. More so, the Resilience Scale for Adolescents was
employed to determine the respondents’ resiliency level.

Respondents of this study were victims of cyber bullying who signified to have
experienced three or more of the cyber bullying types and were given consent by their parents
to participate in the study.

Task 2.1 Directions: On your answer sheet, complete the table by indicating
the scope and the delimitation of the study above.
SCOPE DELIMITATION

At this point, you already have an idea about scope and delimitation
of research and how to identify them. Read on to learn more.

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 SCOPE AND DELIMITATION OF RESEARCH

Scope and Delimitation of study are two elements of a research paper that inform
the reader what information is included in the research and explain why the author chose
that information. Although scope and delimitation explain the way a study is limited, this
information adds credibility to research. (Reference. Com, 2017)

1. Scope

The scope of study is a section of a research paper that explains what

information or subject is being analyzed.

If at the beginning of the study, it is already clear that your respondents are
the regular employees who have been working at the agency for at least three
years, are presently connected with the agency, and who have been assigned to
at least three provinces in Central Luzon, then all those who do not meet the above
description should not be part of the study.

Likewise, if it is clear that only selected variables are included, then no other
variables are supposed to be part of the study even if these were included in
parallel studies. You might have avoided other variables for reasons of practicality,
interest, or relativity to the study at hand.

2. Delimitation

The delimitation of the study is the explanation of the scope of the study.
This section allows the writer to explain why certain aspects of a subject were
chosen and why others were excluded. It is also common for a writer to explain the
chosen research method in this section and explain why certain theories were
applied to the data. (Reference.com, 2017)

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The Difference Between Limitations and Delimitations
Limitations are influences that the researcher cannot control. They are the
shortcomings, conditions or influences that cannot be controlled by the researcher that
place restrictions on your methodology and conclusions. Any limitations that might
influence the results should be mentioned. (“Develop a Research Proposal - Planning the
Methodology- Limitations and Delimitations,”2017)

The following may be the possible limitations that may arise from the
research design and methodology:

1. Sample size. The research design and methodology will determine whether the
research will have a small or large sample size. The sample size will determine the
quality of data and the relationships that will be identified among the variables.
2. 2. Lack of available and/or reliable data. Missing and unreliable data will limit the
scope of analysis and the ability of the researcher to determine meaningful trends
and relationships among the data.
3. 3. Lack of prior studies. This will limit the effectiveness of the literature review
and may limit the initial understanding of the research problem. This, however, can
be a basis for identifying avenues for future research.
4. 4. Chosen data collection method. Limitations in the data collection instrument
may affect the quality of data collected. Unclear or vague questions in a
questionnaire will result to unclear or erroneous answers from the respondents.
The method employed in data collection may also affect the data, For example, the
researcher may have conducted an interview or survey at a time the respondents
may be busy or preoccupied; there may be a possibility that the respondents may
not have accomplished the survey form or answered the question thoroughly and
the responses given may have been vague.
5. Nature of the information collected. Relying on preexisting data may impose
limits on the researcher as he/she can no longer clarify certain data.

Apart from the data and methodology, the characteristics of the researcher and the
limits that he/she experiences in the conduct of the research may also give rise to
limitations. These are as follows:

1. Access. The amount and quality of data will depend on the availability of the
researcher to access people, organizations, libraries, and documents that can
provide him/her the best available data.
2. Time period. The length of time devoted to the study will affect almost all aspects
of the research. It is advisable to select a research problem and design that gives
way to a more manageable time period.

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 3. Bias. This refers to a way of viewing certain thing, issue or idea and may be
influenced by the researcher’s background. The researcher, therefore, should be
aware of his or her personal biases and how these affect the conduct of the
research. Biases may affect the way the researcher states and defines the
research problem, the selection of research design and methodology, the variables
chosen, data collection methods and the interpretation of data.

4. Language. This may have an effect on data collection, especially if the researcher
is involved with respondents that speak a variety of languages.

A delimitation addresses how a study will be narrowed in scope, that is, how it is
bounded. This is the place to explain the things that you are not doing and why you have
chosen not to do them – the literature you will not review (and why not), the population you
are not studying (and why not), the methodological procedures you will not use (and why
you will not use them). Limit your delimitations to the things that a reader might reasonably
expect you to do but that you, for clearly explained reasons, have decided not to do.
(Siddiqui, 2010)

How do we write the scope and delimitation of study? Take note

that there are several ways of writing the scope and delimitation of
your study. One common way is written for you.

How to Indicate the “Scope and Delimitation of Study”

STEP ONE

Start with any of these sample phrases that express the scope of the study:

1. The coverage of this study….

2. The study consists of….
3. The study covers the…
4. This study is focused on….

STEP TWO

1. Explain what information or subject is being studied or analyzed.

2. Explain the limitations of the research like the sample size, time frame, geographic
area, subjects, objectives, facilities, and the issues to which the research is
focused.

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STEP THREE

Start with any of these sample phrases that express the delimitation of the study:

1. The study does not cover the…

2. The researcher limited this research to…
3. This study is limited to…

STEP FOUR

1. Describe the scope of the study.

2. Explain why definite aspects of a subject were chosen and why others were
excluded.
3. Mention the research method used as well as the certain theories that applied to
the data. 9
4. Explain why you are delimiting the research to a specific geographic location, age,
population size and other similar considerations.
5. Identify the constraints or weaknesses of your research which are not within the
control of the researcher.

Do you have an idea now on how you will write your Scope and
Delimitation? Before that, please read some examples of scope
and delimitation which were taken from actual studies.

Scope and Delimitation Examples from Actual Studies

1. Title of the Study: Experiences of Reaction and Coping of Filipino
Fathers and Mothers: During and After a National Disaster (Casal, I.J.,
Chingkoe, J.C., Gonzales, K.J., Tan, M.V., 2015).

The study covers individual experiences and coping of Filipino fathers and
mothers. It will focus on individuals who were affected by natural disasters, specifically
those affected by floods due to typhoons: Ondoy and Habagat, because they believed that
these typhoons had the most significant impact on people’s lives. The severity of the
impact of these typhoons was so tragic that the research participants were able to
instinctively recall information and their experiences that happened during those events

This research focused on the perspective of fathers and mothers. Another limitation
of this research was the area covered wherein the researchers focused only on Filipino
participants who resided in the National Capital Region (NCR) during and after the
typhoons struck.

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 2. Title of the Study: Predictors of Students’ Performance in Chemistry
Laboratories of Selected Private Schools (Estrella, 2009)

This study was focused on the factors affecting student’s performance in chemistry
laboratory in selected schools in Balanga City for the school year 2008-2009.

In this study, the student’s performance refers to the average grade of the students
in their chemistry laboratory from first to third grading period, Chemistry, the chosen field
for the study, is the science with more abstract theories which must be proven with actual
events through experiments by the students.

The grade point average (GPA) were gathered and tabulated to measure their
performance in the chemistry laboratory.

The study considered the following schools in Balanga City Schools as the
research locale of the investigation: Tomas del Rosario College, Asia Pacific College of
Advanced Studies, and Bataan Christian School. This is because these schools belong to
the same category as private institutions.

Specifically, the factors in this research were student-related ones which pertain to
the attitudes of the students in the chemistry laboratory. Teacher-related factors pertain to
the teaching strategies, competencies, and teacher’s attitude in conducting experiments
in the chemistry laboratory. Lastly, laboratory-related factors pertain to the adequacy,
availability and usability of the laboratory equipment and the laboratory manual and
facilities

3. Title of the Study: Workplace Ergonomics: Perceptions on Employees’

Stress Levels and Safety (Lao, 2014)

The focus of this study is on the workplace ergonomics in the corporate office
settings. The study would focus on the relationship of workplace ergonomics and its effects
on employees’ stress levels and safety. Moreover, the study would look into the current
behavior and approach on workplace ergonomics that Philippine corporations employ in
their work environment. This study on workplace ergonomics does not encompass benefits
received by employees outside of the said subject matter. In addition, this study does not
aim to measure productivity levels of its respondents.

The participants of this study would be limited to large corporations whose

employees engage in repetitive tasks. The companies involved in this study limit to
multinational companies within the country. The data from the study would come from
existing literatures, interviews, and surveys from company employees. Furthermore, the
data results from this study would only be quantified from the instruments stipulated by the
researchers.

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Directions: Read the foregoing text from the study of Abasta and Freal (2013). Identify the
scope and delimitation by completing the table. Use your answer sheet.

The study covered the financial lifestyle management of employees at Central

Luzon College of Science and Technology, Olongapo City for the period covering February
18 to March 11, 2013.

The study investigated on the financial data of the employees’ family which
include the monthly salary and income, assets, capital assets and liabilities. It includes details
of their monthly expenditures such as their household expenditures, living/personal
expenditures, transportation expenditures, children and dependents expenditures and
government taxes paid for the month.

The study also included questions in relation to their spending and saving
practices and the details of their borrowings.

SCOPE DELIMITATION

Directions: The following are possible titles of studies. Write Scope and Delimitation
appropriate for each. Be guided by the rubric on the next page.

1. Reading Comprehension Skills of Grade 10 Students

2. Factors Considered by Students in Choosing a College Course

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 Indicators 3 2 1

Clarity Scope and Some parts are not clear Scope and Delimitation
Delimitation is clear. or not explained well. is vague.

Technicality Technical writing is Technical writing is Technical writing is

followed all followed in most parts. followed, but in few
throughout. parts only.

Grammar No grammatical errors 1-3 grammatical errors 4 or more grammatical

were found. were found. errors were found.

REMEMBER:

 Scope explains what information or subject is being

analyzed.
 Delimitation explains why certain aspects of a subject were
chosen by the researcher and why others were excluded.
 Limitations are the shortcomings, limitations and influences
the researcher cannot control that place restrictions on
methodology and conclusions.

If you want to learn more about the Scope and Delimitation of

Research, try clicking https://www.reference.com.

Now let’s see if you understand the lesson clearly. Please answer
the succeeding tasks. Good luck!

A. Directions: Given the title of your study, identify the scope and delimitation.

Scope:
a.
b.
c.
d.
e.

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 Delimitation:
a.
b.
c.
d.
e.

B. Directions: Write the Scope and Delimitation of your study on a separate sheet of
paper. Be guided by the rubric used in Task 2.

You have gone this far, and you have completed

your tasks. Great job!

Directions: Take a photograph of any favorite subject of yours using your mobile device.
What subjects do you include (scope) and what do you exclude (delimitation)? Why? What do
you think makes a good photograph? On your answer sheet, paste the picture and write your
answers.

One module down, way to go!

Congratulations!

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 References

Ristobal, A. P. & Cristobal, M. C. D. (2017). Practical Research for Senior High School.

Quezon City, Manila: & E Publishing, Inc.

Jerusalem, V. L., Garcia, M. D. R., Palencia, J. M. & Palencia, M. M. (2017). Practical

Research 1: Basics of Qualitative Research. Sampaloc, Manila: Fastbooks.

Matira, M. D. (2016). Practical Research for the 21st Century Learners. Sampaloc,

Manila: St. Augustine Publications, Inc.

Prieto, N. G., Naval, V. C., & Carey, T. G. (2017). Practical Research 1. Quezon City,

Metro Manila: Lorimar Publishing, Inc.

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Answer Key

YOUR READINESS CHECK

1. Scope
2. Delimitation
3. Scope
4. Delimitation
5. Scope

YOUR VOCABULARY BUILDER

Terms Your Definition Dictionary/Internet Definition
Scope Answers vary. The scope of study is a section
of a research paper that
explains what information or
subject is being analyzed.
(Other answers are possible.)

Delimitation Answers vary. The delimitation of the study is

the explanation of the scope of
the study. (Other answers are
possible.)

YOUR INITIAL TASKS

Task 1.1
1. The article is all about effective and ineffective study habits.
2. There is no successful multitasking because the brain has no focus as it needs to switch
context every now and then.
3. Focus and avoiding distractions are very important so that the brain can concentrate on one
task at a time and thus, learning is maximized. (Other answers are possible.)
4. Answers vary.
5. Answers vary.

Task 1.2
1. Yes
2. Yes
3. Yes
4. No
5. No

Task 2.1
Scope
 Cyberbullying victims, 11-18 years old,
enrolled during SY 2012-2013
 Cyberbullying victims who experienced
3 or more cyberbullying types and were
given consent by parents to participate
in the study
 Theory, emotional quotient, resiliency
level
 Other aspects of personality
Delimitation
 Physical and verbal bullying victims
 Cyberbullying victims below 10 and
above 18 years old, not enrolled during
SY 2012-2013
 Cyberbullying victims who experienced
only 1-2 cyberbullying types and those
who were not given consent by parents
 Intelligence quotient
 Other aspects of personality not
included

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YOUR PRACTICE TASKS
PRACTICE TASK 1
Scope Delimitation
 Employees at Central Luzon College of  Employees of other colleges
Science and Technology, Olongapo City  Period before February 18 and after
 February 18 to March 11, 2013 March 11
 Financial data of the employees’ family  Other data (except financial data)
-monthly salary and income  Personal questions/questions apart
-monthly expenditures from those mentioned
-government taxes paid for the month
 Questions in relation to spending and
saving practices and details of
borrowings

PRACTICE TASK 2
1. Answers vary.
2. Answers vary.

YOUR FINAL TASK

A. Answers vary.
B. Answers vary.

YOUR REINFORCER
Answers vary.

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