M ODULE 2

HOW TO CREATE CHAPTER 1

Chapter 1: INTRODUCTION
A. Situation Analysis
B. Statement of the Problem
C. Conceptual/Theoretical Framework
D. Research Paradigm
E. Hypothesis
F. Significance of the Study
G. Definition of Terms

A. Situation Analysis

This is the brief statement of the origin of the problem describing the
circumstances which suggested the study. Include in the last paragraph the
reasons why the researchers chosen the study. The presentation should be
from general situation down to specific.

The Situation Analysis is the same as the background of the study. It

contains the following:
 LEGAL BASIS RELEVANT TO YOUR STUDY
The role of science is vital and such role has gained its place among the
many provisions of the 1987 Philippine Constitution. It was explicitly
stated in Article 14 Section 10 that Science and technology are essential
tools for national development and progress. The state shall give priority to
research and development, inventions innovations and their utilization,
and to science education, training, and service. It shall support indigenous,
appropriate, and set. reliant scientific and technological capabi lities and to
their application to the country's productive system and national life. The
state shall encourage and support researches and studies on arts and
culture.

In the Philippine educational system, Science Education Curriculum

includes the fundamental aspect of both physical and life sciences. Of the
many sciences, Physics is one of the most interesting fields. The study of
Physics is important because it is one of the most fundamental sciences
(Montoya, 2009). Some of the disciplines that make use of Physics ideas
are chemists studying molecular structure, paleontologists reconstructing
how dinosaurs walk and climatologists dealing with human activities
affecting the atmosphere and oceans. Physics is also the foundation of all
engineering and technology. An engineers' design of a flat screen TV, an
interdisciplinary spacecraft, or even a better mousetrap emerges from
adequate understanding of the basic laws of Physics (Young and
Freedman, 2012). David Gross, a 2004 Noble Prize in Physics winner
 asserts in his lecture at the Technion Nobel Laureate Symposium, that
despite the many recent developments and applications of Physics that we
benefit from, we are just starting to realize its power as we continue to
probe deeper into the micro and macro world. Physics will continue to be
relevant in the future as it has been in the past whether in research a nd
development endeavors or academic fields.

 REASONS LIKE PROBLEMATIC SITUATIONS WHICH PROMPTED YOU

TO CONDUCT THE STUDY

What concerns Physics Education Research, however, is that, studies

show that students are consistently acquiring unfavorable attitudes and
beliefs on Physics even after only one semester.

 STATISTICAL DATA THAT SUPPORT YOUR CLAIMS

Alarmingly, the result of Physics instruction on the overall surve y was an
increase in unfavorable responses, and a decrease in favorable responses
as seen from the study of Adams (2006). Also, according to Tarshis (2008),
many students believe that Physics has no connection to their lives and
does not even capture their interest. Even the types of questions most
students ask in Physics are of low quality (Costa, 2000). The essence of
students asking questions lies in its function as a link between thinking
and learning (Cuccio-Schrippa, 2000). Thinking gives rise to learning. King,
as cited by Aban (2006) asserts that when students are asking questions,
they are thinking, seeking meaning and connecting new ideas to concepts
they are already familiar with. According to Marbach-Ad and Sokolove
(2000), students asking questions in class discussions is important
because students' thoughts are shaped when posing questions, thereby
exposing areas where conceptual understanding needs. improvement.
With these facts, it is therefore an imperative for Physics teachers to help
motivate students interact in class discussion and ask questions.

 EMPHATIC AND EXPLOSIVE; CREATE AN IMPACT TO PROD YOUR

READER TO GO ON AND FIND OUT WHAT GOOS THERE IS IN YOUR
RESEARCH STUDY
The researcher has been teaching Physics for the past three years and has
observed that students fear Physics and feel alienated to it. They see
Physics classically as one of the most difficult subjects in school. It has a
reputation of hard mathematics and seemingly nonsensical equations
(Giancoli, 2008). Bearing such impressions, their minds are already closed
to the beautiful and interesting world Physics has to offer them. It is a
common perception that Physics is a difficult subject that students lose
interest in it and focuses on subjects they perceive are easier (Nderitu,
2004). Since all academic programs require Physics in their curriculum,
most students are forced to take the subject. At Pangasinan State
 University. General Physics or Natural Science 103 is one of the General
Education subjects in Science for the Bachelor of Secondary Education
students. This subject serves as the bird's eye view of Physics since it
covers Emergence of Physics, Mechanics, Thermodynamics,
Electromagnetism, Waves and Optics, Modern Physics up to Space
Science. It is designed for students to appreciate how Physics relates to
their everyday lives. In view of the foregoing scenarios, the researcher has
conceived the idea of presenting General Physics to students in a way that
could possibly reduce alienation, minimize fear, increase motivation and
deal with misconceptions that cause students' viewpoints about Physics to
deteriorate. One potential option is through contextual framing approach:
presenting Physics concepts using different backgrounds like historical,
analogical, and real-life examples. Through this, students will have guided
tour into the world of Physics by seeing how concepts came to be, to what
they could be likened to, and where in real life are they seen. On these
grounds were based the necessity in determining the effects of contextual
framing approach on students' level of questions and performance in
General Physics. (Lifted from APP 006- Practical Research 2)

B. Statement of the Problem

The problem studied must be shown as one which arose from a situation
of need or of unresolved difficulties.

a. The problem should be stated precisely, accurately and clearly.

b. It can be stated either in declarative or interrogative form.
c. The problem should be defined in terms of the data that can be
obtained.
d. Problem of the study should have a minimum of three.

C. Hypothesis (Optional)- If the research study is descriptive by nature, the

statement of the problem will serve as the hypothesis.

Hypotheses are tentative answer of the research questions and are

subject to a statistical test. The hypotheses should be stated in a testable form.
The level of significance usually at .05 level should be set before testing. Both
the research and null hypotheses should be stated. Qualitative research does
not test hypotheses.

D. THEORETICAL AND CONCEPTUAL FRAM EW ORK

This part contains the different concepts/theories which served as the

basis of the study. On the last paragraph, include a brief description of the
Research Paradigm.
Theoretical Framework
Theories are formulated to explain, predict, and understand phenomena
and, in many cases, to challenge and extend existing knowledge within the
limits of critical bounding assumptions.
The theoretical framework is the structure that can hold or support a
theory of a research study. The theoretical framework introduces and describes
the theory that explains why the research problem under study exists. The
theoretical framework is most often not something readily found within the
literature. You must review course readings and pertinent research studies for
theories and analytic models that are relevant to the research problem you are
investigating. The selection of a theory should depend on its appropriateness,
ease of application, and explanatory power.

The theoretical framework strengthens the study in the following ways:

1. An explicit statement of theoretical assumptions permits the reader to
evaluate them
2. The theoretical framework connects the researcher to existing
knowledge. Guided by a relevant theory, you are given a basis for your
hypotheses and choice of research critically. methods.
3. Articulating the theoretical assumptions of a research study forces you to
address questions of why and how. It permits you to intellectually
transition from simply describing a phenomenon you have observed to
generalizing about various aspects of that phenomenon.
4. Having a theory helps you identify the limits to those generalizations. A
theoretical framework specifies which key variables influence a
phenomenon of interest and highlights the need to examine how those
key variables might differ and under what circumstances.

Guidelines in writing the THEORETICAL FRAMEWORK the study

1. Include theories, laws, Republic Acts (RA), Executive Orders (EO),
statutes that support
2. These serve as guide and basis in undertaking the study
3. Explain why these theories, laws etc were chosen as apt for the study
4. Make a statement relating theoretical framework to study

Conceptual Framework

A conceptual framework is an analytical tool that is used to get a

comprehensive understanding of a phenomenon. It can be used in different
fields of work and is most commonly used to visually explain the key concepts
or variables and the relationships between them that need to be studied. It
provides a general structure of concepts that help inform the boundaries of
your study. It is the 3 or 5 topics your readers need to understand in order to
better understand your results.
Guidelines in writing the CONCEPTUAL FRAMEWORK
 Researcher's own model of his research/study
 The central theme/focus of the study
 Discussion of the research paradigm

E. Research Paradigm- the skeleton of the study. It shows the interplay of

variables in figure form. It could be in (Independent V ariable) IV- (Dependent
Variable) DV scheme or Input-Process-Output model

It is the schematic diagram which shows the variables included in the

study. Arrows of the line should be properly placed and connected between
boxes to show the relationship between the independent and dependent
variables. All the independent and dependent variables should be clearly
discussed and explained how these would influence the results of the study.

F. Significance of the Study

This section should state why the problem investigated is important, and
what significance the results have.

The significance of the study is basically the importance of your research. The
significance of a study must be stated in the Introduction section of your
research paper. While stating the significance, you must highlig ht how your
research will be beneficial to the development of science and the society in
general. You can first outline the significance in a broader sense by stating how
your research will contribute to the broader problem in your field and gradually
narrow it down to demonstrate the specific group that will benefit from your
research. While writing the significance of your study, you must answer
questions like:
 Why should your research be published?
 How will this study contribute to the development of your field?

The significance of the study can be stated in one or two paragraphs. However,
beneficieireis can be enumerated individually with their specific benefits based
on the findings of the study. The most benefited group should b stated first
followed by other groups

G. Definition of Terms
it is where different terms used in the study are listed and are defined
operationally. Operational also known as functional. Operational definition may
be measured and experimental. The measured operational definition states the
way the concept is measured in the investigation. In an experimental
operational definition, the researcher may spell out the details of the
manipulation of a variable.

Guidelines in writing the DEFINITION OF TERMS Terms are

1. DEFINED OPERATIONALLY (as used in the study)
 2. Only terms from TITLE and STATEMENT OF THE PROBLEM are defined
3. Definitions should be brief, clear and unequivocal as possible

Operationalization
Operationalization is the process of strictly defining variables into
measurable factors. The process defines fuzzy concepts and allows them to be
measured, empirically and quantitatively. For experimental research, where
interval or ratio measurements are used, the scales are usually well defined
and strict. Operationalization also sets down exact definitions of each variable.
increasing the quality of the results, and improving the robustness of the
design. Operationalization defines the exact measuring method used, and
allows other scientists to follow exactly the same methodology. A failure in
operationalization meant that the units used during the construction and
simulations were not standardized.