LESSON 6: SIGNIFICANCE OF THE STUDY, SCOPE AND LIMITATION OF THE

STUDY, AND DEFINITION OF TERMS

OBJECTIVES: At the end of the lesson, the students must be able to :

1. describe and construct the significance of the study;

2. describe and construct the scope and limitation of the study;
3. describe and construct the definition of terms.

LESSON PROPER

SIGNIFICANCE OF THE STUDY

The significance of the study in a research paper, thesis, dissertation, or research project
is a must. For a research project seeking for financial assistance from other agencies,
significance of the study is presented comprehensively to convince the screening committee the
importance of the study.

The explanation of the significance of the study is presented either in the inductive or
deductive perspective. In an inductive perspective, the investigator states the importance of the
study from the particular to general. He starts presenting the importance of the study from the
target beneficiaries, to the researcher himself, to the people in the community, province, region,
and nation. Likewise, in deductive perspective, general to particular, presentation of the
importance of the study starts from the national level, regional, provincial, local to the
researcher, and target beneficiaries.

The researcher should prove that the study has important contributions in relation to:

a. solving the problem and need

b. bridging a knowledge gap
c. improving social, economic and health conditions
 d. enriching research instruments, methods and strategies, and
e. supporting government thrusts

Example: (From the study of Cortiguerra, Z.A. et al. )

COGNITIVE DIFFERENCES AMONG THE STRANDS OF THE SENIOR HIGH

SCHOOL ACADEMIC TRACK: A COMPARATIVE ANALYSIS

Significance of the Study

This study is significant to several groups of individuals, as follows:

• To students who, after learning the different the different strands offered in

senior high school, can decide on what strand to choose having a clear view of the

difference among the strands;

• To school teachers and administrators who, after explaining to the incoming

senior high school students the different strands, can encourage and help the

students to decide on what strand to take up. Modes of teaching can be assessed

with the use of this study. The results may act as a basis for evaluation, making

them knowledgeable of what their educational programs lack in, what should be

improved, as well as their strengths and advantages;

• To parents who, after deciding to send their children to attend senior high school,

can provide better guidance in their children’s education;

• To psychology and neurology experts, enlightened by the importance of

learning the different strands offered in senior high school, can help the students
 in focusing their study in their selected strands while studying their ability in

using their brain in studying; and

• To future researchers who, interested in learning the different strands offered in

senior high school, can conduct similar or related studies.

SCOPE AND LIMITATIONS OF THE STUDY

Scope and limitations of the study is an important section of a thesis, dissertation, and
research paper. This includes the coverage of the study area, the subjects, the research apparatus,
equipment or instrument, the research issues and concerns, the duration of the study, and the
constraints that have direct bearing on the result of the study.

Example: (From the study of Cortiguerra, Z.A. et al. )

COGNITIVE DIFFERENCES AMONG THE STRANDS OF THE SENIOR HIGH

SCHOOL ACADEMIC TRACK: A COMPARATIVE ANALYSIS

Scope and Limitation

This study sought to determine the differences among the cognitive abilities of the senior

high school academic track students. The respondents came only from the Grade 12 students of

Laguna College A.Y. 2019-2020. This study looked into the status of the cognitive ability of the

students of a specific gender and enrolled strand and compare it each other. Only STEM, ABM,

and HUMSS strands of the senior high school academic track were included in the study.

The Cambridge Self-Scoring IQ Test enumerated the main components of intelligence or

the specific processes of cognition the test would measure. Left Brain Skills Tests include

Memory, Word Comprehension, Numerical Spanning, Logic, and Numerical Sequences. Right
Brain Skills Tests include Perception, Visual Designs, Observation, Spatial Relations, and

Creativity. These were the basis for the analysis of the students’ cognitive ability.

DEFINITION OF TERMS

This is the last section of a thesis, dissertation, and research paper in Chapter 1. Thesis
and dissertation do not include this section of the study if there are more than fifteen terms
defined because this part is for the glossary.

There are two ways of defining the key terms used in the study. These are:

1. Conceptual definition
The definition of terms are based on concepts or hypothetic ones which are usually
taken from dictionary, encyclopedia, and published journals.

2. Operational definition
This definition of terms are based on observable characteristics and how it is used in
the study.

It is advisable that the researcher should use two ways in defining the terms to make the
meaning clear. The operational definition is preferable when defining technical terms.

Example: (From the study of Cortiguerra, Z.A. et al. )

COGNITIVE DIFFERENCES AMONG THE STRANDS OF THE SENIOR HIGH

SCHOOL ACADEMIC TRACK: A COMPARATIVE ANALYSIS

Definition of Terms

For better understanding, the following terms are defined in the context of this research:

• Cognitive Ability – the mental capability of a person such as problem solving, abstract

thinking, reasoning, planning and complex idea

• Contextualized Subjects – are designed to concentrate on particular subjects on the

student’s career track or learning strand.

• Creativity - the use of the imagination or original ideas, especially in the production of an

artistic work

• IQ (Intelligence Quotient) – a score determined by one’s exhibition on a standardized

intelligence test comparative with the average performance of others of a similar age.

• Logic – a proper or reasonable way of thinking about or understanding a thought

• Memory – the ability of the brain to retain or remember what has been learned

• Numerical Sequence – a test of understanding sequences of numbers

• Numerical Spanning – the ability to recall numerical digits correctly

• Observation – the process of getting information from something or someone

• Perception – the way a person think about or understand someone or something

• Spatial Relations – a test of understanding objects concerning space

• Specialized Subjects – are subjects that are unique depending on the student’s career track

or leaning stand.

• Visual Designs – a test of recognizing images fully and correctly

• Word Comprehension – the capability of understanding words.