The Problem

Background
Characteristics of Good RP

▹ SMART
▹ Specific 2

▹ Measurable
▹ Attainable
▹ Realistic
▹ Time-bound
Characteristics of Good RP

▹ 3Is of Research
▹ Interesting – must get the 3

attention of the public

▹ Innovative – must promote
advancement/improvement
▹ Inventive – must result to a
product/process
Characteristics of Good RP

▹ PECS Relevance
▹ Politically – support government 4

▹ Economically – financially
practical
▹ Culturally – must promote Filipino
heritage
▹ Socially – must address social
problems
Sources of Problems

▹ Addressing Social Issues

▹ Bridging Literature Gap 5

▹ Exploration of the Unknown

▹ Testing of Existing Paradigm
Chapter 1 Parts

▹ Rationale
▹ Statement of the Problem
6
▹ Hypothesis
▹ Significance of the Study
▹ Scope and Limitations
▹ Theoretical & Conceptual Frameworks
▹ Operational Definition of Terms
Rationale
Rationale

▹ Background of the study

▹ Composed of maximum of four
8
paragraphs
▹ First three: highly-related literature with
multiple point of view
▹ Transitional: Justification
Transitional Paragraph

▹ General purpose of the study

▹ 2 ways of strengthening rationale:
9
▹ Observable problem
▹ Knowledge gap
Juvenile Delinquence

▹ The studies mentioned above proves that the

problem of juvenile delinquency in the country is
still unresolved. This motivated the researcher to
10
conduct a study regarding the status of juvenile
delinquency. Furthermore, the researcher would
like to study cases in Alamada, Cotabato in order to
make a local account of the cases for future
reference of local government units and
researchers. Finally, the conduct of the study in
rural area makes it distinct from the studies
mentioned above since most of it dealt with cases
on highly urbanized areas.
Difference of Intelligence

▹ There have been a lot of studies conducted

regarding the difference on the level of intelligence
among junior high school students. There are also
11
many studies conducted specifically determining
difference in terms of sex. However, it can be
noticed that there are limited information
regarding the difference of intelligence between
students of primary gender and students of
secondary gender. Thus, the researcher would like
to bridge the knowledge gap in this area.
Statement of
the Problem
(Research Objectives)
Two ways of presenting:

▹ SOP – Interrogative Sentence

▹ Ex: What is the level of intelligence of
13
SHS students?
▹ RO – Declarative Sentence
▹ Ex: Determine the level of intelligence of
SHS students.
Characteristics

▹ Present clear variables

▹ Present clear relationship 14

▹ Use correct terms

Clear Variables

▹ What are the factors affecting

students’ confidence? 15

▹ What is the level of factors

affecting students’ confidence?
▹ What is the level of influence of
the factors affecting students’
confidence?
Clear Variables

▹ What is the level of knowledge of SHS

students about K-12?
16
▹ What is the level of understanding of
SHS students about K-12?
▹ What is the level of perception of SHS
students about K-12?
▹ What is the level of awareness of SHS
students about K-12?
Clear Relationship

▹ What is the demographic profile of the students in

terms of:
￭ Sex 17
￭ Age
▹ What is the level of intelligence of SHS students?
▹ Is there a significant difference between the
demographic profile of the SHS students?
▹ Is there a significant association between level of
intelligence of SHS students in terms of their
demographics profile?
Use of correct terms

▹ What is the extent of internet use of SHS in terms

of:
￭ Academic use 18
￭ Socialization use
￭ Recreational use
▹ What is the level of intelligence of SHS students?
▹ Is there a significant relationship among the extent
of internet use and level of intelligence of SHS
students?
Hypothesis
Good hypothesis

▹ hypothesis should be brief, consistent

and clear
20
▹ hypothesis should state an expected
relationship
▹ hypothesis should be testable
▹ hypothesis is worthy of testing
Hypotheses

▹ Types of Hypothesis
▹ Directional Hypothesis
21
▹ Non-directional Hypothesis
▹ Categories of Hypothesis
▹ Null Hypothesis (Ho)
▹ Alternative Hypothesis (Ha)
Types of Hypothesis

▹ Directional Hypothesis – clear/definite

▹ Ex1: Boys are more intelligent than girls.
22
▹ Ex2: Smokers die earlier than non-
smokers
▹ Non-directional Hypothesis – no clear
▹ Ex1: Boys and girls have different level of
intelligence.
▹ Ex2: Smokers and non-smokers have
different life expectancies.
Categories of Hypothesis

▹ Null Hypothesis (Ho) – negative or opposite of

alternative
▹ Alternative Hypothesis (Ha) – positive or opposite 23
of null
▹ Ex: Directional Hypothesis
▹ Ha – Boys are more intelligent than girls.
▹ Ho – Girls are more intelligent than boys.
▹ Ex: Non-directional Hypothesis
▹ Ha – There is a significant difference.
▹ Ho – There is no significant difference.
Why we need to know?

▹ Types of hypothesis will determine what

will be the appropriate test statistic will
be used. 24

▹ Categories of hypothesis is the basis for

acceptance and/or rejection.
▹ BE CAREFUL!
▹ One category – choose either
▹ Both categories – use both
Example: One category

▹ Ho – There is no significant difference.

▹ p = 0.768 – not significant
25
▹ Discussion: The null hypothesis cannot
be rejected or the null hypothesis is
accepted.
▹ p = 0.035 – significant
▹ Discussion: The null hypothesis is
rejected or the null hypothesis cannot be
accepted.
Example: Both categories

▹ Ho – There is no significant difference.

▹ p = 0.768 – no significance
26
▹ Interpretation:
▹ The null hypothesis accepted and the
alternative hypothesis is rejected.
Significance of
the Study
Why we need?

▹ Impact of the study

▹ Benefit of the data
28
▹ Publication & presentation
▹ Research funding
▹ Deductive & Inductive
▹ Local, regional, national, international
▹ Future Researchers
 Scope and
Limitations
Why we need?

▹ Determine the achievability of the study

▹ Set the parameters of a variable
30
▹ Describes the research
subjects/participants
▹ Provides workable timeframe
▹ Includes possible constraints
Theoretical &
Conceptual
Framework
Theory

▹ Theory is a literary symbolic

construction which uses abstract
concepts, facts and laws, variables and 32

their relationship (Calmorin, 2016).

▹ Scientific theories are conjectures
representing the current state of
knowledge about the world (Polgar &
Thomas, 2010).
Purpose of Theory

▹ Theoretical constructs identify

commonalities in otherwise isolated
phenomena. 33

▹ The laws of a theory enable us to make

predictions and control phenomena.
▹ Theory is a hypothesis that stands the
test of time.
Function of Theory

▹ Organize the isolated research findings

into a powerful explanatory framework.
34
▹ Identify areas for further investigation by
considering inconsistent results.
▹ Theories are not held to be absolute
truth, but rather as provisional
explanations of available evidence.
Theory entails Model

▹ Physical Model – rocket prototype

▹ Mathematical Model – E = mc2
35
▹ Diagrammatical Model
Theory Framework

▹ Title of the theory

▹ Proponent/s of the theory
36
▹ Year of proposal/revision
▹ Thesis statement/main proposition
▹ Relevance to the current study
Example

▹ Health Hazards and Risk Management

Strategies of Midsayap Municipal
Dumpsite Waste Pickers 37
Conceptual Framework

▹ Theories are conceptual frameworks

that provide explanation about the
relationship of various constructs 38

(Thomas & Polgar, 2010).

▹ CF is a comprehensive graphical
illustration of concepts/variables and
their relationship.
Types of CF

▹ Quantitative Researches
▹ Input-Process-Output (IPO) Format
39
▹ Independent-Dependent (IV-DV) Format
▹ Qualitative Researches
▹ Taxonomies
▹ Concept Maps
▹ Flow Charts
Types of Variables

▹ Dependent Variable – factors that can change

and is measured; “effect”
▹ Independent Variable – factors being 40

observed or manipulated; “cause”

▹ Control Variable – factors being managed so
not to modify relationship
▹ Moderator Variable – affects the relationship
but not the DV
▹ Intervening Variable – affects the DV but not
the relationship
BE CAREFUL!

▹ Single head arrows indicate causation

▹ Double-headed arrows indicate
41
reversible causation
▹ Place the moderating and intervening
variable appropriately
▹ Avoid using arrows on qualitative
researches – we do not infer relationship
Examples: Quantitative

42
Examples: Qualitative

43
Example: Qualitative
01

44

Vestibulum nec
congue tempus

03 02
Operational
Definition of
Terms
Constitutive Definition

▹ Lexical definition or conceptual

definition which is the dictionary form or
general definition of the term. 46

▹ Ex: Reading Program – is a

supplementary educational activity
administered to enhance the reading
literacy of learners.
Operational Definition

▹ One that is defined by specifying the

activities used to measure or manipulate
constructs. Meaning, the term is defined 47
based on how it is being used in the study.
▹ Ex: Reading Program – is the institutional
program administered to Grade 11 students
every 12:00-12:30NN using the Enhanced
Reading Module for Senior High Students as
reading material.
 THANKS!
Any questions?
48

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Department