11 SENIOR HIGH SCHOOL

Practical Research 2
Quarter 3: Module 2
The Research Problem
Practical Research 2 for Grade 11
Alternative Delivery Mode
Quarter 3 – Module: 2 The Research Problem
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Mary Ann C. Torres, MAED - Admin. & Supervision
Jean G. Fabugais, MAED-ELT, TMC-1
Editor: Ellen E. Edrial, EdD
Reviewer: Ellen E. Edrial, EdD
Illustrator:
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, PhD Maricel S. Rasid
Nilita L. Ragay EdD Elmar L. Cabrera
Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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Practical Research
2

Quarter 3 : Module 2

The Research Problem

Introductory Message
For the Facilitator:

Welcome to Practical Research 2 Alternative Delivery Mode (ADM) Module

2 on The Research Problem!

This module was collaboratively designed, developed, and reviewed by

educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

“No research without

action, no action without
research”
- Kurt Lewin

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

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For the Learner:

Welcome to Practical Research 2 the Alternative Delivery Mode (ADM)

Module 2 on The Research Problem!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning

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 competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module, you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Do not forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

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 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the Learner ----------------------------------------- iii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 2

WHAT’S NEW ------------------------------------------------ 3

WHAT IS IT ------------------------------------------------ 4

WHAT’S MORE ------------------------------------------------ 6

WHAT I HAVE LEARNED --------------------------------- 9

WHAT I CAN DO ---------------------------------------- 10

ASSESSMENT ------------------------------------------------ 11

ANSWER KEYS --------------------------------------------- 12

REFERENCES ------------------------------------------------ 13

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 What I Need to Know

“If we knew what it was, we were doing, it would not be called

research, would it?”

-Albert Einstein

This module introduces a range of research topics in the area of

inquiry. It further discusses the value of research in the area of your own
interest and the specificity and feasibility of the problem posed.

Learning Competencies

At the end of this module, you are expected to:

1. Write a research title

2. Describe background of research
3. State research questions
4. Indicate scope and delimitation
5. Present written statement of the problem
6. Perform tasks confidently

What I Know

Task 1.
Directions: Fill in the blank. Choices are inside the box.

Scope Research Problem Sources Delimitation

Research Background Hypothesis Problem Statement

1. Usually, a ______________ is initially posed as a question which serves

as the focus of the researcher’s investigation.
2. A _______________ introduces the reader to the importance of the topic
being studied.
3. A ______________ is a predicted answer to the research question that
can be tested and based on prior research.
4. The _______________ for identification of problem are diverse and would

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 largely depend upon the area of interest of the investigator and the
nature of the problem under investigation.
5. ______________ is a brief outline of the most important studies that
have been conducted so far presented in a chronological order.
6. The ____________ details how in-depth your study is to explore the
research question and the parameter in which it will operate in
relation to the population and timeframe.
7. The ___________ of a study are the factors and variables not to be
included in the investigation.

What’s In

Task 2 Brain Storming Session

1. Recall the most interesting topic you identified in your chosen field of
interest/tract? (You may refer to your preferred title in Module 1.)
__________________________________________________

2. What interests you to conduct this research?

__________________________________________________
__________________________________________________
__________________________________________________

What’s New

Task 3
Direction: Accomplish the table below.
1. What problem or issue are
you interested in? You may
need to do some background
research first to find out more
about it.
2. What is your focused
topic? Break down topic into
sub-areas. Pick one sub-area or
part of one.
3. List a few possible
questions about your focused
topic area.
Ask: What? Who? When? Where?
Why? How?
4. Choose one to be your
main research question. Why

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or How questions are best.
5. Make sure it is specific.
Specify why, what, where, when,
you are talking about.
Source: adapted from https://www.yumpu.com/en/document/view/29000857/creating-a-
research-question-worksheet

What is It

What is a Research Problem?

A research problem is exactly that – a problem that someone would

like to research (Fraenkel and Wallen, 2010). A problem can be anything
that a person finds unsatisfactory or unsettling, a difficult of some sort, a
state of affairs that needs to be changed, anything that is not working as
well as it might. Problems involve areas of concern to researchers,
conditions they want to improve, difficulties they want to eliminate,
questions for which they seek answers.

Research Questions

Usually, a research problem is initially posed as a question which

serves as the focus of the researcher’s investigation. The following examples
of possible research in education are not sufficiently developed for actual
use in a research project but would be suitable during the early stage of
formulating a quantitative research question.
• Do teachers behave differently towards students of different genders?
(causal-comparative research)
• How can we predict which students might have trouble learning
certain kinds of subject matter? (correlational research).

There are other kinds of questions, however, that cannot be answered by

collecting and analyzing data. The following are the examples:
• Should philosophy be included in the high school curriculum?
[This is a question of value. It implies notions of right and wrong,
proper, and improper- and therefore does not have any empirical (or
observable) referents.]
• What is the meaning of life?
[This is metaphysical in nature – that is beyond the physical,
transcendental. Answers to this sort of question lie beyond the
accumulation of information].

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 Characteristics of Good Research Questions

Once a research question has been formulated, researchers want to

turn it into as good question as possible. Good research questions possess
four essential characteristics (Fraenkel and Wallen, 2010).
1. The question is feasible (i.e., it can be investigated without expending
an undue amount of time, energy, or money)
2. The question is clear (i.e., most people would agree as to what the key
words in the question mean).
3. The question is significant (i.e., it is worth investigating because it will
contribute important knowledge about the human condition).
4. The question is ethical (i.e., it will not involve physical or psychological
harm or damage to human beings or to the natural or social
environment of which they are a part).

The Purposes of a Problem Statement

1. Introduces the reader to the importance of the topic being studied.
The reader is oriented to the significance of the study and the
research questions or hypotheses to follow.
2. Places the problem into a particular context that defines the
parameters of what is to be investigated.
3. Provides the framework for reporting the results and indicates what is
probably necessary to conduct the study and explain how the findings
will present this information.

Do not confuse a research problem with a research topic. A topic is

something to read and obtain information about whereas a problem is
something to solve or framed as a question that must be answered. A good
research question helps to- guide the research process; construct a logical
argument; write a literature review; plan thesis chapters; and devise efficient
search strategies. A well-defined research question has six properties.

A research question is not the same as a thesis title, research problem,

hypothesis or research focus, although they are interrelated and support
one another.
• A research question summarizes the significant issue your research
will investigate.
• The title consists of the topic and outcome of a research project.
• The research problem explains the knowledge gap your research will
address.
• A hypothesis is a predicted answer to the research question that can
be tested and is based on prior research.
• A research focus specifies the scope or domain of inquiry.

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 The Value of Research in the Area of Interest
A research problem is a statement about an area of concern, a
condition to be improved, a difficulty to be eliminated, or a troubling
question that exists in scholarly literature, in theory, or in practice that
points to the need for meaningful understanding and deliberate
investigation. In some Social Science Disciplines, the research problem is
typically posed in the form of a question. A research problem does not state
how to do something, offer a vague or broad proposition, or present a value
question.

Any problem that is not significant to the nation or profession is not

worth consideration of the investigator. It is helpful for investigator to keep
in mind the following aspects while selecting the area of problem for
research –
• The problem to be chosen should be such as to be meaningfully
related to the interest of the investigator himself/herself.
• The problem having alliance with the chain of thinking or research
already in existence can be handled more confidently.
• The ambitious problems covering a wide range of area of interest
should be avoided and the problems of manageable size and limits
should be taken up.
• An important consideration for selecting the problem area relates to
its feasibility in terms of the application of scientific techniques,
availability of resources in terms of money, personnel, and equipment.
When the researcher considers the points mentioned above,
researcher is essentially trying to answer some such questions as – Is
the problem researchable, interesting, research already in existence or
manageable size? Is it a new problem or the work on the problem has
already in existence?

The sources for identification of problem are diverse and would largely
depend upon the area of interest of the investigator and the nature of the
problem under investigation. However, the problem can be identified from –
(a) Advanced study and critical reading.
(b) Analysis and interpretation of the already available evidence,
practices, trends or needs in a particular area.

Research Topics to be Avoided

1. Controversial topics
-These are topics that depend greatly on the writer’s opinion, which
tend to be biased or prejudicial. Facts cannot support controversial
topics
2. Highly technical subjects
-For a beginner, researching on topics that require an advance study,
technical knowledge and vast experience is very difficult.
3. Hard-to-investigate subjects

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 -A topic or a subject is hard to investigate if there is no available data
or reading materials about it and such materials are not updated
(obsolete).
4. Too broad subjects
-A subject or a topic that are too broad will prevent the researcher
from giving a concentrated or in-depth analysis of the subject matter
of the research paper.
5. Too narrow subjects
-The subjects are so limited or specific that an extensive or thorough
searching or reading for information about the subject is necessary.
6. Vague subjects
-Choosing topics like these will prevent you from having a clear
insight or focus on your study. For instance, topics like “Some
Remarkable Traits of a Negrosanon”, “Several Comments on a Modular
System in the Department of Education”. So, avoid using indefinite
adjectives such as some, several, many, etc.

Research Background

Research background is a brief outline of the most important studies

that have been conducted so far presented in a chronological order.
Research background should also include a brief discussion of major
theories and models related to the research problem. When writing research
background, you also need to demonstrate how your research relates to
what has been done so far in the research area.
Once the research area is selected, the literature review is commenced
in order to identify gaps in the research area, and the research aims, and
objectives need to be closely associated with the elimination of this gap in
the literature.

Example:
Background of the Study

Learning is an interaction process between students and teachers and

study material in teaching learning process (UUSPN No.20, 2003). In other
word, learning is a process to help the students to study well. The media and
the method of learning process in transferring the material will be an
important factor to get the best result. The methods of delivery to students
there are different kinds, one of them the lecture method. The lecture
method is explanation and narrative verbally by teacher in the class, while
the role of student is listening carefully, and noted of which presented by the
teacher (Surahmad, 2003). The lecture method has disadvantage that the
interaction to be centered on teachers so teachers cannot know with
certainty how far students understand about the material (Muhammad,
2011). Seen here that the lecture method is learning more dominated by
teacher as the "the transferor" science, and students were more passive as
the "recipient" of science.

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 The material of the solar system actually is complex, such as discusses
about all of planets in the solar system and satellite. It also discusses about
meteors, comets, asteroids, and space objects other (Prihantono, 2013). This
material is usually presented using textbook. The material of solar system
presented in form of images and text that dominated with theory
explanation. To clarify the understanding of the solar system material, need
information technology support that can be applied to this material. It was
difficult we find in the past before the rapidly growing information
technology. The sophistication technology lies in the ability of technology to
combine real and virtual condition which the results are displayed in real-
time.

Because of that, the writer tries to make an application as an

interactive media to help elementary school students to study about solar
system based on android mobile. Researcher chose android because Android
is the one desired society platform besides blackberry platform and IOS that
most popular of Smartphone. Almost all of ages used android platform, from
young until old ages (antaranews.com, 2011). This application consists of
solar system materials like: planet, space objects, earth, and moon
movement that applied in interesting graphic to support learning process, so
it will raise the student’s desire in understanding the material. To support
this application the writer also makes interactive questions, to know how far
the student’s capability in understanding the material by using this
application.
Source: http://eprints.ums.ac.id/26117/3/Bab_1.pdf

Scope and Delimitation

The scope and delimitations of a thesis, dissertation or research paper

define the topic and boundaries of the research problem to be investigated.

The scope details how in-depth your study is to explore the research
question and the parameters in which it will operate in relation to the
population and timeframe.

The delimitations of a study are the factors and variables not to be

included in the investigation. In other words, they are the boundaries the
researcher sets in terms of study duration, population size and type of
participants, etc.

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 Sample phrases that help express the scope of the study:
The coverage of this study…
The study covers…
The focus of the study is…

Source: https://www.discoverphds.com/blog/scope-and-delimitations

Example: SCOPE AND DELIMITATION

Out of 189 second year accounting students at Saint Mary’s University, 100
students were used as a sample in conducting the survey.
This study limits its coverage on the second-year accounting students only. Its
main purpose is to identify the common problems that they encounter and to propose
possible solutions regarding this problem.
This study considers every aspect of students’ personal information that has an
impact on their academic performances such as their parents educational background,
their parents’ income, their gender, age, and home location. Each of the respondents are
given same questionnaires to answer. And this study focuses on the current second
year students at the present school year, 2008-2009

Source: https://www.scribd.com/doc/12760820/Scope-and-Delimitation

What’s More

Task 4 Let us do it…

Direction: On the left column, write words, phrases, or statements to guide

you in writing your Research Background later in Task 6.

Background of the Study

Overview of the Topic
(What do you want readers to know about concerning your topic?)
Paragraph 1- General information
about your topic
(What is happening now about your issue
you want to study?)
Paragraph 2- Context of your topic
(* What are the conditions, settings, and
situations with respect to your topic?
* Who are directly or indirectly involved?)
Paragraph 3- Justification of your
topic
(*Why should we pay attention to your
topic you want to study?
*Why should we care about your topic?
*Why is there a need to focus on your
topic?)
Source: https://www.slideshare.net/kontorphilip/writing-the-background-of-your-study

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 What I Have Learned

Task 5 Let us reflect…

Directions. Write a short reflection in your Activity Notebook.

I thought _________________________________________________________

__________________________________________________________________

I learned that ____________________________________________________

__________________________________________________________________

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 What I Can Do

Task 6 Let us prove it…

Directions. Based on the chosen topic of your interest, write a background

of your study, statement of the problem and the scope and delimitation. Use
a short-sized bond paper.

_________________________________________
________________________________
(Title)

Background of the Study

______________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________
Statement of the Problem
The study generally aims
to____________________________
Specifically, it seeks to answer the following questions:
1. ______________________________________________________
__
2. ______________________________________________________
__
3. ______________________________________________________
___

Scope and Delimitation

This study covers that
_____________________________________________________________
_____________________________________________________________
______

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 Assessment

Task 7

Directions: Read each item carefully. Write TRUE if the statement is true
and write FALSE if the statement if false. Write your answers in
your Activity Notebook/ Activity Sheets.
1. One of the characteristics of good research questions is not feasible.
2. “A comparison between the identical twins….” is a good example of
research title.
3. The sources for identification of problem are diverse and would largely
depend upon the area of interest of the investigator.
4. Research questions should be clear, concise, and as simple as
possible, focused and empirically answerable.
5. The problem statement provides the framework for reporting the
results and indicates what is probably necessary to conduct the study
and explain how the findings will present this information.
6. Good research question is practicable.
7. A good research question helps to- guide the research process;
construct a logical argument; write a literature review; plan thesis
chapters; and devise efficient search strategies.
8. The purpose of research question is to introduce the reader to the
importance of the topic being studied.
9. A hypothesis is a predicted answer to the research question that can
be tested and is based on prior research.
10. An important consideration for selecting the problem area
relates to its feasibility.

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 Answer Key
Task 1
1. Research Problem
2. Problem Statement
3. Hypothesis
4. Sources
5. Research Background
6. Scope
7. Delimitation
Task 2 ( answers may vary)

Task 3 ( answers may vary)

Task 4 ( answers may vary)

Task 5 ( answers may vary)

Task 6 ( answers may vary)

Task 7
1. False
2. False
3. True
4. True
5. True
6. True
7. True
8. True
9. True
10. True

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Glossary

Delimitation - the action of fixing the boundary or limits of

something.
Empirical - relying on experience or observation alone often
without due regard for system and theory an
empirical basis for the theory.
Scope - the extent of the area or subject matter that
something deals with or to which it is relevant.

References

Kabir, Syed Muhammad. (2016). PROBLEM FORMULATION AND OBJECTIVE

DETERMINATION.

Kapur, Radhika. (2018). Significance of Research in Education.

Nenty, Henty. (2009). Writing a Quantitative Research Thesis. International

Journal of Educational Sciences. 1.
10.1080/09751122.2009.11889972.

Selamat MH (2008). SAK 5090. Retrieved April 18, 2009 from

http://www.csnotes.upm.edu.my/kelasmaya/
web.nsf/de8cc2082fc4d31b4825730e002bd111/.../

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net