Republic of the Philippines

Department of Education
Region VIII – Eastern Visayas
SCHOOLS DIVISION OF CATBALOGAN CITY
SAMAR NATIONAL SCHOOL
Catbalogan City

RESEARCH III
SELF-LEARNING MATERIAL

SAMAR NATIONAL SCHOOL

Catbalogan City
 Quarter I: MODULE 2
THE RESEARCH PAPER
(Statement of the Problem)
This ILM has the following parts and corresponding icons:

This is the first part of the Individualized Learning Material

(ILM). In this part shows the enabling objectives with
Objectives Knowledge, Skills and Attitude. The objectives must be
unpacked from the Most Essential Learning Competencies
(MELCs).

This is the second part of the ILM. In this part, the teacher can
give an activity that will help the learner recall his/her previous
Explore learning. Also, it will facilitate if the said activity will help bridge
the learner's past experiences with the new lesson. The
association with “a previous learning” does not automatically
mean the previous lesson but acquired knowledge that will
serve as clue or springboard to process the new one.
The idea here is to come up with an activity that will cater to
both the review and motivation parts of the usual lesson.

In this part of ILM, the new lesson will be introduced. A

number of authentic materials may be used to introduce the
Learn lesson. Also, important concepts be emphasized here.
The teacher can present the lesson in a creative way instead
of just simply giving out the lesson or concepts. The activity
used as a springboard during the “Explore” part may be
dissected for discussion to serve as a concrete example if no
new material is presented. This part is similar to “abstraction”
of the 4As.

In this part of ILM the teacher can make use of graphic

organizers in crafting exercises or any activity where the
Apply learner is still guided even though it is independent learning
on their end.
The teacher may give additional exercises that will enable the
learner transfer new knowledge or skill into real-life
experience or situation and engage in higher cognitive
thinking, such as problem-solution, cause-effect, etc.

This part will assess whether the learning competency is

achieved in a form of formative assessment to check the
Assess understanding of the student of the lesson presented in the
ILM. The teacher may use different types of tests tailored-fit to
the content.
 This is the last part of ILM wherein the teachers will ask
questions to students to reflect on his/her learning, the
Reflect problems encountered while utilizing the ILM.
Sample questions:
1.What important concepts have you gained in the lesson?
2.What are the difficulties have you encountered in the
process of learning?
3. How will you apply the lesson learned in real-life
situation?

This part will compile the references used in the ILM. IPA
format will be used to cite the references and separate the list
References
of books, electronic and websites.

This contains answers to all activities in the module.

Answer Key
Lesson
The Research Paper
2 (Statement of the Problem)

One of the most important considerations in picking a topic for your science fair
project is to find a subject that you consider interesting. You will be spending a lot of time on
it, so you do not want your science fair project to be about something that is boring.

Problems for research are everywhere. Take a good look around you. We might see
various kinds of vending machines placed everywhere. But have you thought of having a
more user-friendly vending machine that is much easier to use? Or, you might be frustrated
waiting for a public transportation that never shows up on time and you wish somebody can
come out with a better system that prioritizes punctuality. These are examples of problems
which need to be relooked and researched.

Once you examine a question more closely, you will realize the complexity of
formulating a research problem into something that is researchable. It is essential for the
problem you formulate to be able to withstand scrutiny in terms of the procedures required.
Hence, a student should spend considerable time in thinking to formulate a researchable
research problem.

Objectives

Learning Competency:

 Present a written statement of the problem.

Instructional Objectives:
1. By the end of this topic, you should be able to:
2. Define what is a research problem;
3. Identify five factors to consider in selecting research problems;
4. List the steps involved in formulating a research problem; and
5. Describe sub-problems and their characteristics
 Explore

The formulation of a research problem is the first and most important step of the
research process. This is more like identifying a destination prior to beginning a journey. A
research problem is like the foundation of a building. The type and architecture of the
building depends on the foundations. If the foundation is well designed and strong, you can
expect the building to be strong as well. You must have a clear idea with regard to what it is
that you want to find out but not what you think you must find.

A research problem can begin with something simple to something very complex,
depending on the nature of the research theme. In ICT, with new emerging technologies,
many research problems may be churned from issues in performance, reliability and daily
user applications.

The formulation of a research problem is like the “input” for a research work and
the “output” refers to quality of contents of the research report and the validity associated is
entirely dependent upon it. As a student, you must remember that formulating research
problem is the most crucial step. So, take time in formulating your research problem because
a clearer research problem means clearer research output and progress.

ACTIVITY #1:
1. Describe why a research problem is the heart of the research process.
2. Research on the Internet. Find at least two problems graduate students face when
they are doing their thesis.
 Learn

CONSIDERATIONS IN SELECTING A RESEARCH

PROBLEM

When selecting a research problem for your study, there are a few factors which you
need to consider. These factors will ensure that your research process is more manageable
and you will remain motivated. Table 4.1 below shows the factors to consider in selecting a
research problem.

Table 1.1: Considerations in Selecting Research Problem

CONSIDERATI DESCRIPTION
ON FACTOR
 The most important criterion in selecting a research problem.
 The whole research process is normally time consuming and a lot
1. Interest of hard work is needed. If you choose a topic which does not
greatly interest you, it would become difficult to keep up the
motivation to write.
 Before selecting a research problem, you need to ensure that you
met certain level of expertise in the area you are proposing.
 Make use of the facts you learned during the study and of course
2. Expertise
your research supervisors will lend a hand as well.

*** Remember, you need to do most of the work yourself.

 If your research title needs collection of information (journal,
3. Data reports, proceedings) before finalizing the title, you need to make
Availability
sure you have these materials available and in the relevant format.
 Always choose a topic that suits your interest and profession.
Ensure that your study adds to the existing body of knowledge. Of
4. Relevance
course, this will help you to sustain interest throughout the
research period.
 In formulating the research problem, you should consider some
ethical issues as well.
 Sometimes, during the research period, the study population might
be adversely affected by some questions.
5. Ethics
 In ICT, some scenarios might occur especially research related
information security, which might concern certain authorities.
Therefore, it is always good for you to identify ethics related
issues during the research problem formulation itself.
SELF-CHECK #1:
1. Define the importance of a research problem.
2. Explain three considerations when selecting a research problem. Give examples.

ACTIVITY #2
FORMULATING RESEARCH PROBLEM
Selecting a good research problem and research questions.
The following plan of eight steps will help you to formulate relevant, clear and
realistic research problem and research 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
In section 2.3 you can find help to 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
If you write a research paper or an essay for a supervisor, never assume that
the supervisor will be the only audience. Think about different kinds of people
who will probably read your work.
 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.

My research problem

Apply

How to Write a Research Question

What is a research question?
A research question is the question around which you center your research. It should be:
• clear: it provides enough specifics that one’s audience can easily understand its purpose
without needing additional explanation.

• focused: it is narrow enough that it can be answered thoroughly in the space the writing task
allows.
• concise: it is expressed in the fewest possible words.

• complex: it is not answerable with a simple “yes” or “no,” but rather requires synthesis and
analysis of ideas and sources prior to composition of an answer.

• arguable: its potential answers are open to debate rather than accepted facts. You should
ask a question about an issue that you are genuinely curious and/or passionate about.

The question you ask should be developed for the discipline you are studying. A question
appropriate for Biology, for instance, is different from an appropriate one in Political Science
or Sociology. If you are developing your question for a course other than first-year
composition, you may want to discuss your ideas for a research question with your professor.

Why is a research question essential to the research process?

Research questions help writers focus their research by providing a path through the
research and writing process. The specificity of a well-developed research question helps
writers avoid the “all-about” paper and work toward supporting a specific, arguable thesis.

Steps to developing a research question:

1. Choose an interesting general topic . Most professional researchers focus on topics they
are genuinely interested in studying. Writers should choose a broad topic about which they
genuinely would like to know more. An example of a general topic might be “Slavery in the
American South” or “Films of the 1930s.”

2. Do some preliminary research on your general topic . Do a few quick searches in current
periodicals and journals on your topic to see what’s already been done and to help you
narrow your focus. What issues are scholars and researchers discussing, when it comes to
your topic? What questions occur to you as you read these articles?

3. Consider your audience. For most college papers, your audience will be academic, but
always keep your audience in mind when narrowing your topic and developing your question.
Would that particular audience be interested in the question you are developing?

4. Start asking questions. Taking into consideration all of the above, start asking yourself
open-ended “how” and “why” questions about your general topic. For example, “Why were
slave narratives effective tools inworking toward the abolishment of slavery?” or “How did
the films of the 1930s reflect or respond to the conditions of the Great Depression?”

5. Evaluate your question. After you’ve put a question or even a couple of questions down
on paper, evaluate these questions to determine whether they would be effective research
questions or whether they need more revising and refining.
o Is your research question clear? With so much research available on any given
topic, research questions must be as clear as possible in order to be effective in helping the
writer direct his or her research.
o Is your research question focused? Research questions must be specific enough to
be well covered in the space available.
o Is your research question complex? Research questions should not be answerable
with a simple “yes” or “no” or by easily-found facts. They should, instead, require both
research and analysis on the part of the writer. They often begin with “How” or “Why.”

6. Begin your research. After you’ve come up with a question, think about the possible paths
your research could take. What sources should you consult as you seek answers to your
question? What research process will ensure that you find a variety of perspectives and
responses to your question?

Sample Research Questions

Unclear: How should social networking sites address the harm they cause?

Clear: What action should social networking sites like Tiktok and Facebook take to
protect users’ personal information and privacy?

The unclear version of this question doesn’t specify which social networking sites or
suggest what kind of harm the sites might be causing. It also assumes that this “harm”
is proven and/or accepted. The clearer version specifies sites (Tiktok and Facebook),
the type of potential harm (privacy issues), and who may be experiencing that harm
(users). A strong research question should never leave room for ambiguity or
interpretation.

Unfocused: What is the effect on the environment from global warming?

Focused: What is the most significant effect of glacial melting on the lives of
penguins in Antarctica?

The unfocused research question is so broad that it couldn’t be adequately answered

in a book-length piece, let alone a standard college-level paper. The focused version
narrows down to a specific effect of global warming (glacial melting), a specific place
(Antarctica), and a specific animal that is affected (penguins). It also requires the
writer to take a stance on which effect has the greatest impact on the affected animal.
When in doubt, make a
research question as narrow and focused as possible.
 Too simple: How are doctors addressing diabetes in the U.S.?
Appropriately Complex: What main environmental, behavioral, and genetic factors
predict whether Americans will develop diabetes, and how can these commonalities
be used to aid the medical community in prevention of he disease?

The simple version of this question can be looked up online and answered in a few
factual sentences; it leaves no room for analysis. The more complex version is written
in two parts; it is thought provoking and requires both significant investigation and
evaluation from the writer. As a general rule of thumb, if a quick Google search can
answer a research question, it’s likely not very effective.

ACTIVITY # 3
FORMULATING RESEARCH QUESTIONS

From the Research Problem you created on the previous activity, formulate 3 Research
Questions.

Assess

Direction: Try the true or false questions below to test your knowledge of this chapter.

1. In most studies objectives are best set after deciding on methodology.

 TRUE
 FALSE
2. It is a good idea to generate numerous ideas and develop them before choosing one in
particular.
 TRUE
 FALSE
3. A researcher must have a clear idea with regards to what it is that s/he wants to find out
about and not what s/he thinks s/he must find.
 TRUE
 FALSE
4. There are 10 steps in formulating a research problem.
 TRUE
 FALSE
5. Data gathering is the most important criterion in selecting a research problem.
 TRUE
 FALSE

Reflect

1. What important concepts have you gained in the lesson?

2. What are the difficulties have you encountered in the process of
learning?
3. How will you apply the lesson learned in the real -life situation?

References

Digital Library

Gallupe R. B. (2007). Research contributions: The tyranny of methodologies in information

systems research. ACM SIGMIS Database, Volume 38, Issue 3, ACM Press. [available at
ACM]

Books

Leedy P. D., & Ormrod J. E. (2001). Practical research: Planning and design. Merrill:
Prentice Hall.

Powers, G., Meenaghan T. & Toomey B. (1985). Practice focused research: Integrating
human service practice and research. New Jersey: Prentice-Hall,Inc.

Internet Resources

Trochim, W. K. (2007). Research method tutorials [Electronic version]

http://www.socialresearchmethods.net/tutorial/tutorial.htm
Answer Key