CHAPTER 1

INTRODUCTION
Background of the study

The background of the study is a part of a research provided in the introduction

section of the paper. It is a compilation of adequate information that is based on
the analysis of the problem or proposed argument, the steps and methods needed
to arrive at the design, the implementation of the results achieved, and feasible
solutions.

The background of study will provide your readers with context to the information
talked about throughout your research paper. It can include both relevant and
essential studies.
How to write the background of the Study
• The background of the study includes an explanation of the area of
your research to set context for the problem at hand, a detailed
literature review in which you explain what previous studies state
about the topic, discuss recent developments on the topic, and
identify the gap in literature that has led to your study. You should
also explain the problem that the study addresses and give a brief
account of the history of the problem mentioning whether it has been
addressed in any form before. This will lead up to the research
question and the aims of your study.
STATEMENT OF THE PROBLEM
• A problem statement is the description of an issue currently existing which needs
to be addressed. It provides the context for the research study and generates the
questions which the researcher aims to answer. It is the focal point of any
research.

• Start with a General Problem identifying the need for the study. Example:
The purpose of this study is to........ or This study will investigate or
determine.........

• State the Specific Problem proposed for research.

Example: Specifically, this study will seek answers to the following questions:
STATEMENT OF THE HYPOTHESIS
(optional)
• A research hypothesis is a statement of expectation or prediction that
will be tested by research. Before formulating your research
hypothesis, read about the topic of interest to you. ... In your
hypothesis, you are predicting the relationship between variables.

• The null and alternative hypotheses

In statistical hypothesis testing, the null hypothesis of a test always
predicts no effect or no relationship between variables, while the
alternative hypothesis states your research prediction of an effect or
relationship.
THEORETICAL FRAMEWORK
• A theoretical framework consists of concepts and, together with their
definitions and reference to relevant scholarly literature, existing
theory that is used for your particular study.
• The theoretical framework must demonstrate an understanding of
theories and concepts that are relevant to the topic of your research
paper and that relate to the broader areas of knowledge being
considered.
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 critically.
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 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.

By virtue of its applicative nature, good theory in the social sciences is of value precisely because it fulfills one primary
purpose: to explain the meaning, nature, and challenges associated with a phenomenon, often experienced but
unexplained in the world in which we live, so that we may use that knowledge and understanding to act in more
informed and effective ways.
Sample theoretical framework
Below is a (simplified) example of how you can describe and compare definitions and theories.
In this example, we focus on the concept of ‘customer satisfaction.’

On Customer satisfaction
Thomassen (2003, p. 69) defines customer satisfaction as “the perception of the customer as a
result of consciously or unconsciously comparing their experiences with their expectations.”
Kotler & Keller (2008, p. 80) build on this definition, stating that customer satisfaction is
determined by “the degree to which someone is happy or disappointed with the observed
performance of a product in relation to his or her expectations.” Performance that is below
expectations leads to a dissatisfied customer, while performance that satisfies expectations
produces satisfied customers. Expectations being exceeded leads to a “very satisfied or even
pleasantly surprised customer” (Kotler & Keller, 2003, p. 80).

The definition of Zeithaml and Bitner (2003, p. 86) is slightly different from that of Thomassen:
“Satisfaction is the consumer fulfillment response. It is a judgement that a product or service
feature, or the product of service itself, provides a pleasurable level of consumption-related
fulfillment.” Zeithaml and Bitner’s emphasis is thus on obtaining a certain satisfaction in relation
to purchasing.
Thomassen’s definition is the most relevant to the aims of this study, given the emphasis it
places on unconscious perception. Although Zeithaml and Bitner, like Thomassen, say that
customer satisfaction is a reaction to the experience gained, there is no distinction between
conscious and unconscious comparisons in their definition. Company X claims in its mission
statement that it wants to sell not only a product, but also a feeling; as a result, unconscious
comparison will play an important role in the satisfaction of its customers. Thomassen’s
definition is therefore more relevant to the current study.

Thomassen’s Customer Satisfaction Model

According to Thomassen, both the so-called value proposition and other influences have an
impact on final customer satisfaction. In his satisfaction model (Fig. 1), Thomassen shows that
word-of-mouth, personal needs, past experiences, and marketing and public relations
determine customers’ needs and expectations. These factors are compared to their
experiences, and this comparison between expectations and experiences determines a
customer’s satisfaction level. Thomassen’s model is important for this study: it allows us to
determine both the extent to which company X’s customers are satisfied and where
improvements can be made.
CONCEPTUAL FRAMEWORK

A conceptual framework represents the researcher’s synthesis of the

literature on how to explain a phenomenon. It maps out the actions
required in the course of the study, given his previous knowledge of
other researchers’ point of view and his observations on the subject of
research.

In other words, the conceptual framework is the researcher’s

understanding of how the particular variables in his study connect.
Thus, it identifies the variables required in the research investigation. It
is the researcher’s “map” in pursuing the investigation.
CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT OUTCOME

Figure 1: Schematic diagram of the flow of the study

SIGNIFICANCE OF THE STUDY
• The significance of the study determines who benefits from the study
and how that specific audience will benefit from its findings. The
significance of the study could be simply reflected by the following
two questions: Why should my study be published? What significant
scientific contribution is my study making to my field of research.
SCOPE AND LIMITATIONS
• The scope and delimitations of a thesis, dissertation or research paper
define the topic and boundaries of the research problem to be
investigated. The scope details how in-depth your study is to explore
the research question and the parameters in which it will operate in
relation to the population and timeframe.

• The limitations of the study are those characteristics of design or

methodology that impacted or influenced the interpretation of the
findings from your research.
Possible Methodological Limitations

Sample size -- the number of the units of analysis you use in your study is dictated by
the type of research problem you are investigating. Note that sample size is generally
less relevant in qualitative research if explained in the context of the research
problem.
Lack of available and/or reliable data -- a lack of data or of reliable data will likely
require you to limit the scope of your analysis, the size of your sample, or it can be a
significant obstacle in finding a trend and a meaningful relationship.
Lack of prior research studies on the topic -- Depending on the currency or scope of
your research topic, there may be little, if any, prior research on your topic.
Measure used to collect the data/data gathering-- Acknowledge the deficiency by
stating a need for future researchers to revise the specific method for gathering data.
Self-reported data -- self-reported data is limited by the fact that it rarely can be
independently verified. In other words, you have to the accuracy of what people say,
whether in interviews, focus groups, or on questionnaires, at face value.
Possible Limitations of the Researcher

Access -- if your study depends on having access to people, organizations, data, or documents and, for
whatever reason, access is denied or limited in some way, the reasons for this needs to be described.
Also, include an explanation why being denied or limited access did not prevent you from following
through on your study.

Longitudinal effects -- studying a single topic, the time available to investigate a research problem and to
measure change or stability over time is constrained by the due date of your assignment.

Cultural and other type of bias -- If you detect bias in prior research, it must be acknowledged and you
should explain what measures were taken to avoid perpetuating that bias. For example, if a previous
study only used boys to examine how music education supports effective math skills, describe how your
research expands the study to include girls.

Fluency in a language -- if your research focuses, for example, on measuring the perceived value of after-
school tutoring among Mexican-American ESL [English as a Second Language] students and you are not
fluent in Spanish, you are limited in being able to read and interpret Spanish language research studies
on the topic or to speak with these students in their primary language. This deficiency should be
acknowledged.
DEFINITION OF TERMS
• This gives your readers an understanding of the concepts or factors that will be discussed
throughout your study, as well as contextual information as to how you will be using those
concepts in your study.
• The “Definitions of Terms” ensures that your readers will understand the components of
your study in the way that you will be presenting them, because often your readers may
have their own understanding of the terms, or not be familiar with them at all.
• The rule of thumb is to include and define terms that are important to your study or are
used frequently throughout the dissertation but are not common knowledge. You also
want to include terms that have a unique meaning within the scope of your study. You do
not need to include terms that most, if not all, of your readers will understand without
having definitions provided.
TYPES :
1. Conceptual Definition-universal meaning attributed to a word or group of words and
which is understood by many people. abstract and most general in nature. (source:
dictionary)
2. Operational Definition - the meaning of a concept or term as used in a particular study. It
is conceretely stated and allows measurement.