Senior High School

Practical Research II
Module 2:
Identifying and Stating the
Problem

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LU_Practical Research II_Module2
 AIRs – LM
Pre-test
Directions: Carefully read each statement below. Choose the one alternative that
best completes the statement or answers the question. Write your answer in your
logbook which will be collected.

1. What is the starting point of research?

A. Citing relevant literature and studies
B. Construction of the research paradigm
C. Enumeration of theories
D. Identification and definition of the research problem

2. Which of the following are some of the criteria in choosing a research

problem?
I. It should be something new or different from what has already
been written about.
II. It must be original.
III. It should be significant to the field of study or discipline.
IV. It may not necessarily consider the time factor involved in the
undertaking.
A. I, III, and IV B. II, III, and IV
C. I, II, and III D. I, II, III, and IV

3. Which of the following is necessary before conceptualizing a study?

A. Prepare a sampling plan immediately to inform these respondents
to stand by.
B. Formulate conclusions for your study out of the findings obtained
from other literature.
C. Review information, facts, data available, or theories that have
some relationship with your hypothesis.
D. Post in social media the questions related to the topic you are
conceptualizing to gain insights and guesses.

4. Which of the following should you consider when writing the significance of
the study?
A. Write from specific to general.
B. Refer to the statement of the problem.
C. Start with the general contribution to the individuals which may
include yourself as a researcher then to its importance to society as
a whole.
D. All of the above

5. Which of the following statements is true about research theory?

I. It simply means explanation
II. It answers the “how” and “why” questions
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LU_Practical Research II_Module2
III. It can be a well-developed explanatory system
A. I only B. II only C. I and III D. I, II, and III

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LU_Practical Research II_Module2
6. What kind of ideas can’t be empirically researched?
A. Description of educational practices
B. Factors helpful in predicting future drug use
C. Effectiveness of different methods of instruction
D. Issues of values and morality such as the correctness of having
prayer in schools

7. The feasibility of a research study should be considered in light of:

A. Cost and time required to conduct the study
B. Skills required of the researcher
C. Potential ethical concerns
D. All of the above

8. A formal statement of the research question or “purpose of the research

study” generally, .
A. Is made after the literature review.
B. Is made before the literature review.
C. Will help guide the research process.
D. All of the above

9. A statement of the quantitative research question should:

A. Specify the variables of interest.
B. Extend the statement of purpose by specifying exactly the
question(s) the researcher will address.
C. Help the research in selecting appropriate participants, research
methods, measures, and materials.
D. All of the above
10. The Introduction section of the research plan
A. Gives an overview of prior relevant studies.
B. Contains a statement of the purpose of the study.
C. Concludes with a statement of the research questions and, for
quantitative research includes the research hypothesis.
D. All of the above
IDENTIFYING AND STATING
THE PROBLEM

Jumpstart

Read Me and Understand Me

Read the following paragraphs to help you meet headway the challenges of
identifying research problem/s.

Identification of A Research Problem

Finding a topic to research on is quite difficult for students like you. Although
there are no particular rules in identifying a topic for research, the following
suggestions can help.
Interest in the Subject Matter
Search for a problem in your everyday life. You might see them in your
personal life. Look around you! Problems suitable for research exist everywhere (in
your community, farm, school, city, body of water, environment, at home, etc.).
Make a habit of asking yourself questions about what you see and hear. Why does
such- and-such happen? Think about what interests you.
Availability of information
Read or search more about your field of interest because reading also gives
you a theoretical base for your study. So, look through professional journals and
magazines, textbooks, and thesis/dissertations to find out more about these topics.
This will give you a clear idea about what is already known in your area of interest -
- and what is still unknown.
Timeliness and relevance of the topic
The topic of your choice should be significant, important, and relevant to the
present time and situation and or current interest. It is original, vital, and practical
for use of the public.
It must contribute to the national goals and development for the improvement of the
quality of human life and it must contribute to the fund of human knowledge.
Limitation on the subject
It can be completed within a reasonable time. The equipment and
instruments for the research are available and can give reliable results. The results
are implementable/doable or repeatable.
Personal resources
It must be within the competence of the researcher to tackle.
It must be within the capability of the researcher to finance.

Activity 1: Spark Some Ideas

Directions: Write down ideas that spark a possible research topic. Think about the
needs of the school, the community or barangay, town, province, or the country.
Having this in mind, you are now about to begin with your research project-that is,
identifying a problem/study for development.

Task 1 Brainstorm about themes, topics, aspects, issues of your preference.

What topics are you interested in working on in your research project? t
Write down every topic that comes into your mind.
Answer

Task 2 Select 2 or 3 of those topics after thinking about the following factors:
Factors  What kind of research do you want to do?
 What are the goals of your research?
 Are you motivated by this?
 What do you want to investigate? Define it clearly.
 Do you want to make a work that is theoretically relevant or are
you more interested in practical problems?
 Is there enough information available?
 What is already done about the theme? Can you build further on
research that is already done?
 Is the research/investigation in the area you think of realistic?
 What do you think/hope to find?
 Can you find a supervisor to guide a thesis with this theme?
Selection 1.
2.
3.

Rubrics for evaluation of research questions

Each presentation will be evaluated based on the following criteria.

EXEMPLARY GOOD FAIR NEEDS IMPROVEMENT

10 pts. 8 pts. 7 pts. 5 pts.
Question Question Question Research question is
demonstrates a demonstrates demonstrates absent or posed as a
deep understanding good grasp of the minimal yes/no question.
of the topic and topic’s depth and knowledge or
shows analytical complexity. depth of the Question is vague and
and original topic. unrelated to assignment.
thought. Question is fairly
Question is well focused and Question relates
developed and to assignment
 appropriate to relates to but is overly
assignment. assignment. broad or narrow.

Discover

Purpose of Conducting Research

 To add something to the current body of knowledge.
 To find the answers to certain questions by:
 describing what happened
 predicting when things will happen
 explaining how and why certain events occur

Significance of any research activity

1) Provides an analysis of the key issues, synthesis of threats and opportunities
which are likely to confront the decision & policy makers.
2) Identifies the appropriate parameters to assess the nature, magnitude/extent
of the issues under consideration.
3) Generates a blueprint for identifying relevant and viable alternatives to a
problem based on solid empirical evidence.
4) Provides guidepost for channeling scarce resources by searching for the best
fit between the problem and its different solutions.
5) Forces researchers to be analytical in finding appropriate solutions to
problems based on known facts.
6) Provides an opportunity for academic faculties to sharpen and hone their
narrow technical expertise which could be shared with their students, and.
7) Allows educational institutions to be recognized for scientific excellence

Distinguishing among Topic, Research Problem, Purpose, and Research

Questions

TOPIC RESEARCH PURPOSE RESEARCH

PROBLEM STATEMENT QUESTION
Broad subject A general The major intent or Narrows the
matter addressed by educational issue, objective of the purpose into specific
the study. concern, or study used to questions that the
controversy address the problem researcher would
addressed in like answered or
research that addressed in the
narrows the topic. study.

SHS Mathematics Low grades of SHS To improve the Can peer tutoring
students in General grades of SHS improve the grades
Mathematics students in General of SHS students in
Mathematics General
Mathematics?
SEEKING A PROBLEM

What are good resources for researchable problems?

 Theories to be validated, extend, or modified
 Other studies, particularly through research recommendations
 National or international trends or situations to be described or improved
 Real-life problems, issues, experiences, or situations of SHS students

FRAMING THE TITLE

What are the standards in writing the research title?

A research title must…

 list key variables
 be written in a scientific or technical style
 be concise (no more than 12 words) and non-repetitive
 reflect SHS students’ context
 not explicitly provide reference to the research design

Research/Project Title
 Introduces the project to the reader
 Identifies the program and the project components
 Must reflect the main purpose of the project and gives the reader the idea of
what the researcher proposes to do
 The goal in making the title is to describe the coverage of the research and
delineates the scope
 List the most important factors to be studied as well as
methodology/treatments to be used
 Categorize the words that can be grouped (e.g., height and weight can be
grouped as growth, flowers, and fruits as development)
 Compose the words to form a clear, eye-catching title
 Include the site of implementation
 Review for grammar and improve some of the words without changing their
meaning/message
 Include in the title the common and scientific names
 Avoid using unnecessary words (effect, evaluation, study, experiment, trials,
observations, results, test, factors, analysis, etc.)

Features of a good title:

 Short, easy to remember, and can easily be indexed and retrieved
 Has few words that adequately describe the contents of the paper (preferably
not more than 14keywords or 2 lines)
 Embody the focus of the proposal and it is supported by the stated objectives
and expected outputs

Examples of good titles

  Socio-Economic Evaluation and Policy Analysis of Integrated R&D Project
(IRDP) on Bamboo and Rattan
 Benchmark Assessment of the Industrial Tree Plantation-Based Industry in
the CARAGA Region

 Analysis of the Price System and Trade-Related Concerns of Philippine Mango

Examples of bad titles

 Evaluation of the Muslimness of Filipino Muslims in the Philippines

 Women in Abaca Industry: An Assessment of their Contributions and

Constraints in their Participation

 Evaluation and Cultural Management of Malunggay

BACKGROUND OF THE STUDY

This is the description that leads the reader to understand the research questions
and appreciate why they are asked.
In writing this section,
 Introduce and briefly define the variables under study
 Cite the most important study or related literature
 Be consistent with terms used
 nsure that paragraphs summarize unresolved issues, conflicting findings,
social concerns, or educational, national, or international issues.
 rite the last paragraph to highlight the research gap

INTRODUCTION = Rationale

Introductory paragraphs
 Primary goal: catch the attention of the readers and to get them "turned on"
about the subject.
 It sets the stage for the paper and puts your topic in perspective.
 The introduction often contains dramatic and general statements about the
need for the study. It uses dramatic illustrations or quotes to set the tone.
 When writing the introduction, put yourself in your reader's position - would
you continue reading?

THE RATIONALE

Rationale/ Problem Situation

State the problem clearly – discuss the problem by giving information on what exactly
is the problem, how long it has been a problem, the situation encountered, and its
negative consequences if not acted upon.
 Previous works or reviews relevant to the problem may be cited
 State the current need of the country the proposal intends to address.
  The proposal should justify research expenditure in terms of the potential
benefits to be derived.

A typical justification would include a brief introduction, a general statement

concerning the historical bases for R&D, utilization of the expected output, and the
impact of the information/ technology to be generated on the current body of
knowledge, the target users/beneficiaries, or stakeholders (rural farm households;
industry; commodity/sector or region and the country/national economy).

Do not forget: Background of the study

 Describe the problem situation considering global, national, and local forces.
 Justify the existence of the problem situation by citing statistical data and
authoritative sources.
 Make a clinching statement that will relate the background to the proposed
research problem

STATEMENT OF THE PROBLEM

 This section contains the purpose statements and the research question(s).
 Phrase questions with the data to be collected in mind. Answer the questions
and rephrase the question if your intended answer does not match the query.
Example:
“This study (or research) aims to…(make congruent with title).”
“Specifically, this research (or study) seeks to answer the following questions:”

SIGNIFICANCE OF THE STUDY

States the audience who will benefit from a study of the problem and explains
how the results will be significant to them.

In writing this section, It should be written in paragraph form, cite

beneficiaries (e.g., students, professors or teachers, university administrators,
parents) of the results of the study.

For each beneficiary group, specifically describe how they will benefit from
the findings.

SCOPE AND LIMITATIONS

Scope

The scope of the study refers to the parameters under which the study will
be operating. The problem you seek to resolve will fit within certain parameters.
Think of the scope as the domain of your research – what is in the domain, and
what is not. You need to make it as clear as possible what you will be studying
and what factors are within the accepted range of your study. For example, if you
are studying the ill effects of bullying on Senior High school learners, the scope
could include both face- to-face bullying and cyber-bullying in grades 11 and 12.

Identify the boundaries of the study in terms of respondents, objectives,

facilities, area, time frame, and the issues on which the research is focused. This
presents the coverage of the research in terms of location, time, respondents, etc.,
and the potential weaknesses or problems with the study identified by the
researcher. Limitations

Every study, no matter how well conducted and crafted, has limitations.
These are aspects of your research study that as a researcher you do not have
control. They limit the extent to which your study can go and may affect the result
and conclusion. Future research may cast doubt on the validity of your conclusion.
Your study might have access to specific people in a community, certain documents,
and certain data. There are limitations that subsequent studies may overcome.
In writing this section,
• cite data collection
• identify school involved, number of classes, their grade/year level, number of
participants or respondents, and topics of lessons covered (if applicable).
• state inadequate measures of variables, loss or lack of participants, small
sample sizes, measurement errors, and other factors typically related to data
collection and analysis.

The scope and limitation should include the following:

1) A brief statement of the general purpose of the study.
2) The subject matter and topics were studied and discussed.
3) The locale of the study, where the data were gathered or the entity to which
the data belong.
4) The population or universe from which the respondents were selected. This
must be large enough to make generalizations significant.
5) The period of the study. This is the time, either months or years, during
which the data were gathered.

Explore

Enrichment Activity 1: Quest for Question: Choosing the right topic and creating
a title
What you need: Logbook, references

The Task:

Work cooperatively with the research team to determine a topic of interest for
the group’s quantitative research. Then, frame at least three research questions. All
research questions must reflect the topic of interest and relevant to the team’s senior
high school strand.

The Product:

Present the result of the brainstorming activity through a graphic organizer.

The presentation must be reflective of the following questions:
1. Why did your group choose your topic of interest? What did you find most
interesting about the topic? Explain its relevance to the senior high school
strand you are under.
2. What are the prospective research questions your group came up with?
Briefly explain the concept behind each question and how your team intends
to carry out the research.
3. What are the possible challenges/difficulties you might encounter for every
research question? Consider the elements of time, money, and effort.

Rubrics for evaluation

Each presentation will be evaluated based on the following criteria.

COMPETENT/
CRITERIA DISTINGUISHED NOVICE
PROFICIENT
ONE OR TWO OF NONE OF THE
ALL THREE
THE THREE research THREE research
research questions
questions presented questions presented
Quality of presented innovative
innovative and innovative and
Research and feasible ideas
feasible ideas aligned feasible ideas aligned
Questions aligned to the
to the concept of to the concept of
concept of practical
practical quantitative practical quantitative
quantitative
research. (8 pts) research. (5 pts)
research. (10 pts)
The team was able to
The team was able to The team was able to
determine on their
Critical determine on their determine on their
own SOME of the
consideration own ALL the major own NONE the
major challenges in
of research challenges in their major challenges in
their proposed
challenges proposed research their proposed
research questions. (3
questions. (5 pts) research questions.
pts)
(1 pt)
Graphic Organizer is
Graphic Organizer is No more than three
attractive, uniform
attractive, uniform or four graphic
and well designed.
and well designed. improvements are
The organizer has
Design No more than one or needed. Consultation
balance and uses up
two graphic with teacher could
all space available.
improvements are have been useful.
The fonts used are
needed. (3 pts) (1 pt)
easy to read. (5 pts)
Sequence of
Sequence of Sequence of
information is
information is information is logical
somewhat
logical, well ordered, and easy to follow.
disorganized. The
Organization and interesting.
sequence of the
The sequence of the The sequence of the
graphic organizer is
graphic organizer graphic organizer
hard to follow at
makes sense (5 pts) makes sense. (3 pts)
times. (1 pt)
 Acceptable and Incorrect and/or
Scientific Precise and/or rich
effective language ineffective
language language (5 pts)
(3 pts) language (1 pt)

Assessment 1: Complete Me!

Directions: Formulate a suitable and COMPLETE title of the study based on the
conceptual framework below. Write your answer in your logbook.

A study conducted to Senior High School learners in Naguilian District for the SY
2019- 2020

Your answer:
Enrichment Activity 2: Selecting a good research problem and research questions

Directions: The following plan of eight steps will help you to formulate relevant,
clear, and realistic research problem and research questions. Note: All outputs
should be written in your logbook.

1. 3. Creative 4. List of key

2. Time frame
Formulation and critical words

5. Clearest
value 6. Kind 7. Audience 8. Reflection
of
questions

Formulate a research
problem and a set of
research questions

Step 1: Formulation
When you are in the process of formulating a research question, you will always
be torn between two extremes: What do I want to know  What can I know?
Always begin with the more qualitative research question: what do I want to
know?
Write down here what you would want to know.

Step 2: Time frame

Make a time schedule. Ask yourself what you are going to do when your available
time is too short.

Step 3: Creative and critical questions

Your research question should enable you to be critical and creative, otherwise the
research project will always suffer from a lack of social relevance. Try to answer
the following five ‘W’-questions:
 What is the problem?
 Why is this a relevant problem?
 Whom does the problem relate to?
 Where does the problem exist?
 When does the problem appear in particular?
What:
Why:
Whom:
Where:
When:

Step 4: List of key words

Compile a list of keywords which you think best covers your research topic. This
has two functions: it helps you to focus on the most important research topics that
you address, and it also makes it easier to find relevant sources in the library or
in databases.
Write down some keywords you think of the first five minutes. Then subscript the
most important keywords and give an operationalization of your key concepts.

Step 5: Clearest value

Decide what you consider to be the clearest value of your research. The practical
relevance of a research project often lies in one summary, one table, a figure or a
line of argument. Increase the added value of your research by focusing on one
concrete end- product.

Step 6: Kind of questions

There are five kinds of research problems/questions. Look at some other research
projects. What kind of research questions do you prefer to read yourself? One that:
 stimulates your mind and attracted your attention?
 confirms your own preconception on a topic.
 is related to a theoretical problem in the literature?
 is related to a practical problem of individual actors?
 Formulate your own research question in the same manner.

Step 7: Audience
Think about different kinds of people who will probably read your work. Who
might/will read your research aside from your teacher?
 Step 8: Reflection
Think about the ‘story’ that you want to tell. Without careful reflection upon the
intended outcome of the research project you cannot specify the problem and
research arguments. In the initial phase of a project it is very useful to collect
‘stories’ from people who are directly involved while considering the theories
available. Talk to different people and write down some useful stories.

You can now complete the following:

My research problem

My research questions

Rubrics for evaluation of research problem and questions

Each presentation will be evaluated based on the following criteria.

Exemplary Good Fair Needs Improvement

10 pts. 8 pts. 7 pts. 5 pts.
Question Question Question Research question is
demonstrates a demonstrates demonstrates absent or posed as a
deep good grasp of the minimal yes/no question.
understanding of topic’s depth and knowledge or
the topic and complexity. depth of the Question is vague
shows analytical topic. and unrelated to
and original Question is fairly assignment.
thought. focused and Question
relates to relates to
Question is well assignment. assignment but
developed and is overly broad
appropriate to or narrow.
assignment.
 Assessment 2: Identify Me!
Directions: Identify the word/phrase which makes the sentence incorrect. Write
your answer on the blank before each item. Write your answer on your logbook.

1. Existing problems in the classroom/ school/ campus/ university which one may
A. B.
want to solve are not so good sources or research problems.
C. D.

2. A good source of research topic is accidental from interesting topics of professors

A. B. C.
during the course meeting/ session.
D.

3. When selecting the topic, one should consider the desirability of data involved in
A. B.
the study and the methods and techniques to be employed in gathering them.
C. D.

4. The title must contain the following elements: the subject matter or research
A.
problem, the setting or locale of the study, the researchers involved in the study
B. C.
and the time or period when the study was conducted
D.

5. Following the guidelines in the formulation of research, the use of terms as

A. B.
“analysis of”, “a study of”, an investigation of and the like should be used.
C. D.
Enrichment Activity 3: Identifying your research objectives

What you need: Logbook

What you have to do: Write all your answers or notes in your logbook

Task 1: Brainstorming
Read your research problem and research questions again and think about these
questions: What are my aims in this research project? Why do I want to carry out
this project? What am I trying to achieve? Write down all the things you think of.
Task 2: Identifying research objectives
Think in detail about these three important questions:
1. What is this research work for?
2. What am I supposed to do during my research work?
3. What am I supposed to achieve?
Have a clearly set-out statement of what you want to achieve in your research
work. It should be consistent with the research problem you have formulated.
Suggestion: Think of the different part of your research project: problem definition,
diagnosis, design, implementation, evaluation.

Task 3: General and specific actions

Write the actions you will need to take to accomplish your goals. When you have
written this down, try to identify those answers that are related to specific actions
(mark them in a red colour) and those related to general actions (mark them in
green).
For example:
- Specific action = Make questionnaires / Process test results
- General action =Distinguish significant variables and give feedback to the
field of practice
Suggestion: Use the verbs in the infinitive
Save your document in your portfolio.

Task 4: Formulating general and specific research objectives

Formulate the general and specific objectives taking into account the actions to be
performed and using the most suitable verbs to state specific actions: e.g. to
identify, to describe, to analyse, to demonstrate, etc. …

General objectives

Specific objectives
 Task 5: Self- check
Check if the objectives are related to the research problem. If they are well related
to the research problem, edit your objectives to make sure you have stated them
in a clear, accurate and correct way. Write down your objectives.

Additional task: To make sure your research objectives are clear enough, you can
ask someone who doesn’t know a thing about your research topic, to read the aims
you have formulated. By this task you can verify the clearness of your formulation.

Rubrics for evaluation of Identifying your research objectives

Each presentation will be evaluated based on the following criteria.

Exemplary Good Fair Needs Improvement

10 pts. 8 pts. 7 pts. 5 pts.
The statement of The statement of The statement of The statement of the
the objective is the objective the objective objective is unclear and
concise, includes includes most of includes 1 does not include any
descriptor variables the descriptor descriptor variable descriptor variables
and informs the variables and and informs the The statement of the
reader of the exact informs the reader reader of the problem is missing or is
purpose of the of the exact purpose of the unclear and unable to
study purpose of the study be interpreted
study

Deepen

Assessment 3: Scope and Limitations

Directions: Read the following paragraph. Applying your knowledge about scope
and limitations of a research study identify what is needed below. Write your
answers in your logbook.

This investigation was conducted to determine the status of the

teaching of science in the high schools of Province A as perceived by
the teachers and students in science classes during the school year
1989-1990. The aspects looked into were the qualifications of
teachers, their methods and strategies, facilities forms of supervisory
assistance, problems and proposed solutions to problems.

General purpose:
 Subject matter:

Topics (aspects) studied:

Population or universe:

Locale of the study:

Period of the study:

Rubrics for evaluation of scope and limitations of a research study

Each presentation will be evaluated based on the following criteria.

Category Exceeds Meets Standard Nearly Meets No

Standard (4pts) Standard Evidence
(5pts) (3pts) (1pt)

Organization- Writer Paragraph Logical Not

Structural demonstrates development organization: applicable
Development logical and present but not organization
of the Idea subtle perfected. of ideas not
sequencing of fully
ideas through developed.
well-developed
paragraphs;
transitions are
used to
enhance
organization.
No errors in Almost no Many errors in Not
Mechanics punctuation, errors in punctuation, applicable
capitalization, punctuation, capitalization,
and spelling. capitalization, and spelling.
and spelling.
Usage No errors Almost no Many errors in Not
sentence errors in sentence applicable
structure and sentence structure and
word usage. structure and word usage.
word usage.
 Gauge

Directions: Read carefully each statement below. Choose the one alternative that
best completes the statement or answers the question. Write your answers in your
logbook.

1. Which of the following is incorrect in writing a research title?

A. The title must summarize the main idea of the study.
B. A friendly conversation can be a source of a research topic.
C. Stating the significance of the study is the first phase in research.
D. An existing problem in your classroom can be considered as a
research problem.

2. The objective and research questions in a research are the elements of .

A. Definition of terms B. Framework of the study
C. Research design D. Statement of the problem

3. It is a statement of a long-term objective expected to be achieved by the

study.
A. Purpose of the study B. Research problem
C. Research question D. Significance of the study

4. Which part of the research study wherein it answers the question “What
facets of the problem (phenomenon) are known and what need further
investigations” ?
A. Background of the study B. Definition of terms
C. Research paradigm D. Statement of the problem

5. Which part of the research study wherein you can state the antecedents of the
study, the reasons why this topic is proposed relative to previous studies?
A. Background of the study B. Definition of terms
C. Research paradigm D. Statement of the problem

6. It is the part of the research which refers to the short narrative on the
importance and validity of the problem.
A. Background of the study B. Scope and delimitation
C. Significance of the study D. Statement of the problem

7. It is the part of the research which tells what is done to make the situation
that exists more like what it should be.
A. Background of the study B. Scope and delimitation
C. Significance of the study D. Statement of the problem
8. This is a statement of a long-term objective expected to be achieved by the
study.
A. Purpose of the study B. Research Questions
C. Specific Objective D. Variables

9. These are specific questions which are to be answered in the study.

A. Purpose of the study B. Research Questions
B. Specific Objective D. Variables

10. It is the part of the research which discusses the parameters of the research.
A. Background of the study B. Scope and delimitation
B. Significance of the study D. Statement of the problem

11. The following are included in the Scope and limitation EXCEPT:
A. The venue or setting of the research.
B. The specific objectives of the research.
C. The time frame by which the study is conducted.
D. The topic of investigation and the variables included.

12. This part of research is where the researcher defines who will benefit out of
the findings of the study.
A. Background of the study B. Scope and delimitation
C. Significance of the study D. Statement of the problem

13. What is the difference between research questions and research objectives?
A. No difference, they are the same.
B. One of these is proposed by a supervisor.
C. The question is worded by the researcher; the objective is not.
D. The wording of one is likely to be more specific than the other.

14. A student plans a research project; it is called A description of IBM. On the

limited information we have (the title), which ONE of these bests applies to the
idea?
A. It is wide.
B. It is narrow.
C. It has an acceptable purpose.
D. It has an acceptable method.

15. Which of the following should not be a criterion for a good research project?
A. Develops the skills of the researcher.
B. Demonstrates the abilities of the researcher.
C. Is dependent on the completion of other projects.
D. Demonstrates the integration of different fields of knowledge.
Answer Key
References
Printed Materials:
Baraceros, Esther L. 2017. Practical Research 2 First Edition. Manila: Rex Book Store, Inc.
Chin Uy, Ronaldo Cabauatan, Belinda de Castro, Jeanette Grajo. 2016. Practical Research 2.
Quezon City: Vibal Group Inc.
Laurentina Paler-Calmorin, Melchor A. Calmorin. 2008. Research Methods and Thesis Writing.
Manila: Rex Book Store Inc.
Ruben E. Faltado III, Medaedo B. Bombita, Helen B. Boholano, Angeline M. Pogoy. 2016. Practical
Research 2 Quantitative Research for SHS. Quezon City: Lorimar Publishing Inc.
Website:
Research Process. (n.d.) Research Methodology. Research-Methodolog.net. Retrieved July 22,
2020 from https://research-methodology.net/research-methodology/research-process
Practical Research 2. Chua, Von Christopher. Retrieved July 22, 2020 from
https://mathbychua.weebly.com/practical-research-2.html
Problem Definition and Research Proposal. (n.d.) Research Methods. ZeePedia.com. Retrieved July 22, 2020
from https:// www.zeepedia.com/research_methods