Module 3 Writing Chapter I (Introduction)

Overview

In the previous module, you learned about how to look for a research problem. Now that you found one,
you will learn how to write the parts of the first chapter of your research proposal in this module. The first
chapter of the research proposal consists of the Title, Background of the Problem, Objectives, Significance
of the Study, Scope and Limitation, Theoretical Framework, Conceptual Framework, Paradigm, Null
Hypothesis, and Definition of Terms.

Learning Outcome

After learning the module, you are expected to write the parts of Chapter I of the research proposal
based on your approved title.

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Lesson 3.1 TITLE

The title has the following characteristics:

• summarizes the scope of the study
• includes the
- subject matter (major variables or theoretical issues) of the study
- locale
- population involved
• avoids the use of “a study of”, an investigation of”, “an analysis of”
• contains words not exceeding twenty substantive words
• written in inverted form if consisting of more than one line, all words in capital letters

Example:

TEACHER STRESS AND JOB SATISFACTION OF COLLEGIATE FACULTY MEMBERS IN REGION VIII

Subject Matter: Teacher stress; Job Satisfaction

Population: Collegiate Faculty Members
Locale: Region VIII

Lesson 3.2 BACKGROUND OF THE PROBLEM

In this portion:
• present what the problem is all about;
• present the prevailing problematic situation that prompted you to conduct the study.
• give a justification for selection or choice of the problem (legal bases, results of previous studies,
observations).
• include evidences and questionable principles or practices on the subject as the rationale of the study.
• state the relevance of your research to felt needs and its potential contribution to new knowledge.

In writing the background of the problem,

• use simple words which are straight to the point.
• it should not be a cut-and-paste.
• limit the borrowing of ideas
• quotations must not be more than five lines.
• do not under write nor over write.

Modules in Methods of Research 16 Dr. Ronato S. Ballado

 • statistical proof to the claimed problem must be the latest/most recent.

Example:

The school is a significant personal and social environment in the lives of learners. It is an
effective vehicle that brings about their development to the fullest extent and also to the maximum
development of society. Ideally, the school ensures every child an environment that is physically
safe, emotionally secure and psychologically enabling.

Unfortunately, for some children across the globe, schooling is not always a positive
experience. There are some instances, where inside the classroom, a student is frightened by the
threat of punishment or humiliation at the hands of teachers and fellow students. Some endure
difficult conditions, like extremely hot or cold temperatures in the classroom. Others lack competent
teachers and appropriate curricula. Still others are forced to contend with discrimination, harassment
and even violence. Many facilities are deteriorating and in need of repair. Learning is blocked by
unhygienic and unsafe school environments, congested classroom, inadequate learning resources,
absence of toilets, running water and electricity. These deplorable conditions which are commonly
observed in schools, undoubtedly, thwart learning or educational progress. Normally, a learner who
feels discomfort in school will not work at his potential. These may wreak havoc on his motivation to
attend school regularly and to finish school or to achieve the prescribed level of learning.

A safe and orderly environment conducive to learning has been addressed as critical to
academic achievement. It is significant, therefore, that every school infuse in the learners a life-long
love for learning; that every school is a better learning place for them. An answer to this call is the
establishment of the child-friendly school system by the UNICEF which ”serves the whole child”
(UNICEF, 1999). The Child-Friendly School System (CFSS) initiative in the Philippines is rooted in
the provisions of the United Nations Convention on the Rights of Children (CRC) which calls on the
educators to take measures to encourage regular school attendance and reduced dropout rate. This
program is implemented in consonance with Sec XIV of the 1987 Philippine Constitution which
states: “The state shall protect and promote the right of all citizens to quality education at all levels,
and shall take appropriate steps to make such education accessible to all; and, establish, maintain,
and support a complete, adequate, and integrated system of education relevant to the needs of the
people and society” (Bernas,2011). In the UNICEF-Philippines and in compliance with the Education
for All 2015 and in line with the constitutional mandate of the Philippines, the Department of
Education was able to establish a network of child-friendly models in 5,300 primary schools and 61
high schools nationwide in 24 focus areas located in Luzon, Visayas and Mindanao, including the
Student Tracking System (STS) to enrich the School-based Monitoring and Evaluation Framework
for BESRA. Education authorities were able to develop tools for child-friendly school practices for
teachers, improved community-school partnerships to advance child rights, and contributed to the
strengthening of Madrasah Education through development of instructional materials.

However, in Northern Samar, despite the laudable aims of the CFSS program, there are still
reports of student’s bullying another student, or even teachers, on rare occasions, who happened to
hit students with their books or sticks simply because the students were noisy and not paying
attention. There are still complaints of students’ physical violence, bullying, stigma and
discrimination. Some students still face negative conditions of overcrowded classrooms, lack of
learning resources and unhygienic surroundings. These are threats and barriers to students’ learning
performance.

In 2015, the Division of Northern Samar reported an alarming average dropout rate of 4.05%
among secondary schools which is very far beyond national planning standard of 0% (EBEIS, 2015).
Moreover, the Division of Northern Samar secondary schools perform poorly in the 2015 National
Achievement Test (NAT) with average Mean. Percentage Score (MPS) of 41.51% (Bureau of
Education Assessment BEA, 2015) that ranked 13 out of 13 Divisions in the entire Region. Moreover,
despite the effort of the government to address this problem, the Department of Education
particularly the Division of Northern Samar is still facing problems in the implementation of CFSS.

Modules in Methods of Research 17 Dr. Ronato S. Ballado

 As reported by the Division Coordinator, 49 out of 78 schools or a majority of the secondary schools
are implementing the Child-Friendly School System only satisfactorily. It appears that in spite the
number of years of implementation of the CFSS in the Division of Northern Samar, the
implementation is still experiencing problems. This alarming scenario indicates that the very reason
why the CFSS was implemented to make schools conducive places to effect learning and to improve
academic performance and to decrease or even eradicate dropouts is not achieved. Hence, this
study is conducted as basis in coming up with the enhancement of the program.

Balanquit, C. (2015) Implementation of the Child Friendly School System (CFSS) among Secondary Schools
in the Division of Northern Samar. Unpublished Doctoral Dissertation, University of Eastern Philippines
Graduate Studies

Lesson 3.3 OBJECTIVES

The objectives are stated in the infinitive to (action words in research) such as examine, analyze,
determine, measure, assess, evaluate, recommend, find out, etc.

● Objectives of the study should be stated in general and specific form

● The specific questions must start with independent, then dependent, and other variables. Specific
objectives should be numbered.
● For relationship, consider the hypothesized relationship between the independent and dependent
variables.
● For objectives of Quantitative researches, always specify pre-determined variables/indicators, etc.
and sub variables/indicators. For Qualitative researches, there is no pre-determination of
variables/indicators/parameters.

Example:

The study primarily assessed the level of technopedagogical competence of the faculty
members of the University of Eastern Philippines.

Specifically, this study aims to:

1. determine the profile of the faculty members of the University of Eastern Philippines in terms of
1.1 sex
1.2 age
1.3 number of trainings relevant to computers/ICT
1.4 ownership of computers/ICT
1.5 attitudes towards computers;

2. assess the level of technopedagogical competence of faculty members;

3. find out if there is significant relationship between the profile of the faculty members and their
technopedagogical competence;

Espinar, MJ T. (2018) Profile and Technopedagogical Competence of Faculty Members of the University
of Eastern Philippines, Paper Presentation, Agency In-House Review, University of Eastern Philippines

Modules in Methods of Research 18 Dr. Ronato S. Ballado

Lesson 3.4 SIGNIFICANCE OF THE STUDY

In this section:
• provide a convincing justification for the problem
• express the practical importance of the study.
• state the persons or group who will be benefited by the results of the study and how. Possible
persons are students, teachers, administrators, future researchers, curriculum planners, etc.
• benefits may not just be from the result but from any part of the study.

The use of the following phrases could help express the importance of the study:

The results of this study could help …

This study could encourage them to …
Results could help benefit …
It will also serve as a basis in the study of …
The findings may also serve as a guide to …
This study will contribute to …
This study will make them aware that …
The results of the study could provide insights and information on how they

Example:

The Child-Friendly School System (CFSS) challenges all schools and educational systems
progressively towards quality standards, addressing all elements that influence the well-being and
rights of the child as a learner and the main beneficiary of teaching, while improving other school
functions in the process.

Specifically, the results of this study are deemed significant to the following:

Students. The findings of this study will benefit the students in whatever educational
interventions will be provided by school leaders such as tracking and assessing them individually in
terms of inclusion, health, development, protection, learning barriers, learning achievement and
special needs. This will also be an avenue where they can enrich their educational experiences
through which they can thrive, develop and achieve their full potentials.

Parents. The findings of this study will heighten parents' awareness of the importance of a
Child-friendly School in promoting and implementing child's rights in schools thus, will increase their
involvement on developing school policies, improving conditions and resources necessary for
achieving the quality standards which CFS framework envisions.

Teachers. The result of this study will be of genuine practical use of teachers in intensifying
their understanding on the importance of their role as school program implementers consequently,
motivating them further to translate the principles of child-friendly school system into their classrooms
through effective classroom management practices. It will give them better insights on how to avoid
making the same mistakes and make room for improvement.

Teacher Education Institutions (TEIs). The findings of this study will serve as an avenue for
Teacher Education Institutions to reflect on how they will model CFS principles in the delivery of their
teacher education program and address the needs of their trainee‐teacher learners. This will enable
them to model ‘good practice’, particularly as many trainee-teachers themselves may have had
negative experiences of education until this point. Therefore, creating a child‐friendly climate for
learning is vital for trainee- teachers.

School Head. This study will serve as a ready reference for the school administrators as this
will provide them a better understanding of the strengths and weaknesses of the child friendly school
program and will find ways on how to improve its component programs such as in-service trainings

Modules in Methods of Research 19 Dr. Ronato S. Ballado

 of teachers, improvement of school facilities and other interventions that will promote better learning
among the students.

Regional and Division Officials of Region VIII. The research findings can be used as a baseline
data and information for the formulation of programs and projects that will contribute to the
enhancement of the Child- Friendly School System.

Future Researchers. The findings of this study may add up to the volumes of research literature
on the topic thus, providing added input for future researchers to work on a bigger and wider
spectrum about the study.

Balanquit, C. (2015) Implementation of the Child Friendly School System (CFSS) among Secondary Schools
in the Division of Northern Samar. Unpublished Doctoral Dissertation, University of Eastern Philippines
Graduate Studies

Lesson 3.5 SCOPE AND LIMITATION

The SCOPE sets the precise boundaries of the study. In this portion, define where and when the study
is conducted, who the subject/respondents are and the issues or concerns to which the investigation is
focused.

In the LIMITATIONS, present the constraints over which you have no control such as resources,
sources of data imposed by the sampling technique and by the research method employed which have direct
bearing on the result of the study.

The use of the following phrases could help express the scope of this portion:

This study will focus on … The study is limited to …

The study covers the … The study does not cover the …
The study focuses on … The researcher limited the study to …
The study consist of … The study does not include …

Example:

This study primarily determined the attitude towards distance learning modality and
pedagogical strategies of elementary grade teachers in dealing with pupils with special educational
needs during pandemic. This was conducted in the Division of Northern Samar of the Department
of Education for the current school year 2020-2021. In-service teachers came from the elementary
schools of Balicuatro, Central, and Pacific Areas of Northern Samar.

The sample came from pre-identified schools by the Division Office. These schools are not
special education center but have enrollees with physical disabilities such as dwarfism, hearing
impaired, visually impaired, and orthopedically handicapped. It excluded the Catarman SPED
center which is offering a regular special education program. No clinical examinations or test were
conducted. Academic performance of the pupils with special education needs was limited to the
cumulative grade of the pupils from first to third grading periods.

Giray, M. B. (2021) Home Environment, Teacher Factor, and Academic Performance of Children with
Special Education Needs: Inputs for an Inclusive Education Framework for the Division of Northern Samar

Modules in Methods of Research 20 Dr. Ronato S. Ballado

Lesson 3.6 THEORETICAL FRAMEWORK

The theoretical framework presents the theory from which the research problem was derived (in the
case of experimental studies) or to which it is linked (in the case of survey studies). In formulating the
theoretical framework,
• look for a core theory with which to anchor your study. The core theory should relate to the
dependent variables/s.
• To construct the theoretical framework,
- the researcher should consider the field of knowledge in which the problem statement can
be classified
- cite the theory by giving the assumptions, defining terms or concepts, identifying the
variables, stating the relationship of variables and presenting hypothesis
- have other supporting theories.
• In the presentation, start with what the theory is, who the theorist is, when it was established, what
the theory claims in relation to the study and the utility of the same to other studies previously
conducted.

Example:

The study is mainly anchored on the social inclusion theory of Bates and Davis (2004). Social
inclusion means ensuring that people with learning disabilities have full and fair access to activities,
social roles and relationships directly alongside non-disabled citizens. In this study, children with
special needs are subjected to inclusion so that they could have access to the same learning
activities with those Pupils without special educational needs.

Another theory where the study is anchored is the theory of reasoned action of Fishbein &
Ajzen (1980) or TRA. This theory posits that behavioral intention is shaped by three elements or
factors, among which is the the individual’s attitude, or personal opinion. In this study, it is assumed
that the intention of teachers to use the appropriate pedagogical practices is affected by his/her
attitudes towards the children with special needs.

The self-determination theory of Deci and Ryan will be used also as the framework in
understanding the role of the teacher in the behavioral control and care of Pupils with special
educational needs. According to self-determination theory, social-contextual conditions that provide
people with the opportunity to satisfy their basic needs lead to enhanced motivation, optimal
functioning, and psychological wellbeing, whereas environmental factors that thwart these basic
needs result in opposite outcomes (Ryan & Deci, 1996). In this context, pupils with special
educational needs and are part of an inclusive classroom, may be more motivated to learn because
they are not deprived of the opportunities accessed by other pupils, thus, there could be a chance
for these pupils to improve their academic performance.

Giray, M. B. (2021) Home Environment, Teacher Factor, and Academic Performance of Children with
Special Education Needs: Inputs for an Inclusive Education Framework for the Division of Northern Samar

Lesson 3.7 CONCEPTUAL FRAMEWORK

The conceptual framework presents the relationship between the specific concepts that may be studied.
It presents specific and well-defined concepts, called constructs. Its function is similar with theoretical
framework because the constructs used are derived from abstract concepts of the theoretical framework.
This is also the detailed presentation of the variables to be observed in the current study, the concepts defined
in a way the researcher wants, operationalization of the variables concepts, the visible indicators, and the
scheme of measuring the variables.

Modules in Methods of Research 21 Dr. Ronato S. Ballado

 If the study is quantitative, explain or discuss relationship of the variables. If the study is qualitative,
explain or discuss the interplay of the concepts in the entire study. Relationships/correlations are dependent
on the research design/type of research.

Example:

This study is conceptualized based on the social inclusion framework of Bates and Davis
(2014) which can be interpreted that pupils with learning disabilities who are supported by teachers
could have access to the same learning activities with those Pupils without special educational
needs. Well supported pupils will perform beyond his/her actual ability when given the chance to
realize his/her potential and to grow.

In this study, it is hypothesized that the profile of the teachers in terms of age, sex, and years
of teaching experience are expected to positively affect attitude and pedagogical strategies. It is
conceptualized that older teachers are expected to be effective in dealing with pupils’ misbehavior
and in managing classrooms. The experiences itself can give additional information or facts about
different Pupils’ personalities. This conceptualization is also applicable to years of experience and
educational attainment. The more years in the service would result to higher income, which would
in turn result to gaining additional ideas in managing pupils with special needs.

Teachers’ attitude toward distance learning is also conceptualized to affect their pedagogical
strategies. Beliefs and other inherent characteristics would definitely manifest in dealing with
special children. Teachers’ attitude is expected also to positively affect pupils’ academic
performance. Those teacher with favorable attitude toward inclusive education would do her/his
best to help the pupil in need of special care.

Lastly, pedagogical strategies of teachers are conceptualized to affect the academic

performance of the pupils with special needs. Teachers who are equipped with the right tool could
change the behavior of the pupils which in turn affect their performance in class.

Giray, M. B. (2021) Home Environment, Teacher Factor, and Academic Performance of Children with
Special Education Needs: Inputs for an Inclusive Education Framework for the Division of Northern Samar

Lesson 3.8 PARADIGM

The paradigm (usually contained in one page) shows the flow of the study. It shows the
relationships/interplay of the variables/concepts/parameters. Its structure is dependent on the type of
research.

Example:

Independent Variable Dependent Variable

Profile of Faculty Members
• Sex
• Age Technopedagogical
• Number of trainings relevant to ICT Competence of Faculty
• Ownership of computers/ICT Members
• Attitudes towards computers

Espinar, MJ T. (2018) Profile and Technopedagogical Competence of Faculty Members of the University of
Eastern Philippines, Paper Presentation, Agency In-House Review, University of Eastern Philippines

Modules in Methods of Research 22 Dr. Ronato S. Ballado

 Independent Variable Dependent Variable

Profile of Junior High School

Students

• Sex
• Grade Level
• Family income
• Educational attainment of Mathematics Performance of Junior
parents High School Students
• Learning resources at home

Attitudes towards Mathematics

Lesson 3.9 NULL HYPOTHESIS

A hypothesis is a conjectural statement of the relationship between two or more variables. It is always
in a declarative sentence form and it relates variables. This section will be part of the paper depends on the
type of research.

The hypothesis –
• gives direction to the investigation
• provides the expected answers to the sub-problem
• is testable
• are formulated from the specific questions upon which they are based.

There are two types of hypothesis: null hypothesis (H0) and alternative hypothesis (H1).

It can be in null form which denies an existence, an attribute, a relationship, a difference or an effect
or it can be in alternative form which affirms the existence, attribute, relationship, difference or effect. The
alternative hypothesis is also called research hypothesis or substantive hypothesis. Hypotheses are usually
stated in the null form.

Example:

1. There is no significant relationship between the profile of the faculty members and their
technopedagogical competence.

Espinar, MJ T. (2018) Profile and Technopedagogical Competence of Faculty Members of the University
of Eastern Philippines, Paper Presentation, Agency In-House Review, University of Eastern Philippines

Modules in Methods of Research 23 Dr. Ronato S. Ballado

 1. There is no significant relationship between profile of the respondents and their attitudes
towards mathematics.
2. There is no significant relationship between the respondents’ attitudes towards mathematics
and mathematics performance.
3. There is no significant relationship between profile of the respondents and their mathematics
performance.

Lesson 3.10 DEFINITION OF TERMS

• Define all important terms in the title, the variables and the technical terms used in your study
conceptually and operationally.
• The conceptual definition is the meaning as generally understood by people. Its usual sources are
the dictionary, books, encyclopedias, periodicals, magazines, and journals.
• The operational definition is concrete. It is the meaning of the concept or term as used in your study.
• In writing the defined should be arranged in alphabetical order and acronyms should be always be
spelled out fully.
• Define terms, which though very common, may have a special meaning or are differently used.

Example:

Some terms are herein defined to facilitate understanding of the study.

Child - Friendly School System. This is conceptually and operationally defined as a child-
friendly educational system and schools that are characterized as "inclusive, healthy and protective
for all children, effective with children, and involved with families and communities - and children"
(Shaeffer, 1999).

Classroom Management. Conceptually, the term refers to the wide variety of skills and
techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and
academically productive during class sessions (Wolfgang,1986). In this study, this refers to the
practices of the teachers in terms of managing the classrooms.

Implementation. Conceptually, it is defined as a process of putting a decision or plan into

effect; execution (Customer Relationship Management). In this study, this refers to the level of
accomplishment of the indicators under the seven goals of the CFSS.

Level of Satisfaction. The term is conceptually defined as the degree of approval,

contentment of an individual with their involvement in a life area, in relation with their current life
goals(Danielson,1998). In this study, it refers to the measure of the level of positive feeling or
gratification that the parents and students develop toward the implementation of the Child-Friendly
School Program.

Problems encountered. Conceptually, it refers to the condition or province of affairs almost

beyond one’s ability to deal with and requiring great effort to bear or overcome. (DPPM, 2019).
Operationally, it refers to the hindrance by the school head and teachers in the implementation of
child-friendly school system in the Division of Northern Samar.

Profile. Conceptually, it refers to a short, vivid, biographical and sketch (Good, 1973). In this
study, profile refers to some essential characteristics of respondents, namely: educational
qualification, sex, age, grade, specialization, religion, family income and relevant
trainings/seminars attended.

Modules in Methods of Research 24 Dr. Ronato S. Ballado

 Psychosocial environment. The term conceptually refers to the culture and climate of the
workplace which includes mechanisms to recognize and reward good performance, valuing
employee wellness, encourage employee feedback about organizational practices, zero tolerance
for harassment, bullying and discrimination, ensuring employee psychological safety and health
(Public Services Health and Safety Association,2011). Operationally, it refers to a friendly,
rewarding and supportive school environment.

Public Secondary Schools in Northern Samar. Conceptually and operationally, they refer to
the nationally - funded secondary schools located in the three areas in the division of Northern
Samar: Pacific, Central and Balicuatro.

Concept In reference to your approved title, write the parts of Chapter I of your
proposal
Check 3

SUMMARY

In this module, you learned the guidelines in writing the components of the first part of the Research
Proposal, particularly, the Title, Background of the Problem, Objectives, Significance of the Study, Scope and
Limitation, Theoretical Framework, Conceptual Framework, Paradigm, Null Hypothesis, and Definition of
Terms.

After this part, you will learn the intricacies of writing the second chapter of the proposal on Review of
Literature.

REFERENCES

Guidelines in Thesis/Dissertation Writing. Graduate Studies, University of Eastern Philippines

Librero, F, et al. DevC204 (Modules in Communication Research and Evaluation). University of the
Philippines – Open University
Zulueta, F.M. & Costales, N.E.B. (2005) Methods of Research, Thesis Writing and Applied Statistics.
Mandaluyong City: National Bookstore, Inc.

Modules in Methods of Research 25 Dr. Ronato S. Ballado