CHAPTER 1

THE PROBLEM
AND ITS
BACKGROUND
Chapter 1

a.Introduction
b.Statement of the Problem
c.Scope and Delimitation
d.Significance of the Study
A. Introduction
Must contain the following:

Importance
Setting
Extent of the Problem
Foundation
Objective
Purpose
B. Statement of the Problem
Contains the General and Specific statement
of the Problem
The important elements of general statement of
the problem are:

Main task
Main or major variables
Participants
Setting
Coverage date
Intended outputs
Specific statement of the Problem
The specific statement of the problem
must meet the following criteria:

Must be in question form

Define the population and the samp
le of the study
Must identify the variables
Must be empirically tested
Non-researchable Questions
Questions of value. Answerable by yes/no.

Example:

1. Will the students from a broken family prove their w

orth in the community?
2. Do all senior high school teachers have a Master’s de
gree?
3. Do the parents and other family members help the s
enior high students pass the needed requirements?
Researchable Questions
Are questions of value, opinions,
or policy raised to gather data. Th
e basic form of research question i
nvolves the use of question words
such as who, what, where, when,
why, and how.
Types of Research Questions
Factor-Isolating Questions (Wha
t is this?) They are sometimes call
ed factor naming questions. They
isolate, categorize, describe or na
me factors and situations.
Example:

o What is level of description of the study habits

of senior high school students in terms of:

a. Review time
b.Place of review; and
c. Techniques in studying?
Factor-Relating Questions
What is happening here? The
ir goal is to determine the rel
ationship among factors that
have been identified. These a
re usually questions for a non
-experimental research.
Example:

o What relationships are observed between and

among the following variables:
a. Interpersonal competency;
b. Intrapersonal competency; and
c. School effectiveness?
Example:

oHow does study habits influence the

achievement level of Grade 11 stude
nts in their major variables?
Situation-Relating Questions
What will happen if…?
These questions usually yie
ld hypotheses testing or ex
perimental study designs in
which the researcher mani
pulates the variables to see
what will happen.
Example:

What are the effects of tradi

tional teaching on the level
of performance of the ABM
students?
Situation-producing Questions
How can I make it happen?
These questions establish exp
licit goals for actions, develop
plan s or prescriptions to achi
eve goals, ad specify the condi
tions under which these goals
will be accomplished.
Example:

What faculty development a

ctivities could be developed
based on the results of the st
udy?