Lesson 5 The Problem and Its Setting

Happy
Thursday po!
-Ma’am
Practical Research 2
Prepared by: Ms. Rochelle Bea T. Rosalinas

Subject Teacher
Getting
Started
Approaching adults seem to be easily influenced by the magic of love, in one
way or another. That being said, people have set some personal expectations, criteria, or
boundaries when looking for their special someone.
Are you also affected by this magic? Do you also have some
expectations, or criteria for finding your partner?
How about writing some of your expectations inside the heart

figure that you can see on the board?
Lesson 5
Chapter 1:
The Problem and Its
Setting
Learning Targets:
At the end of the lesson; the learners must be able
to:
1. Write a research title;

2. Describe the background of their research;
3. Indicate the scope and delimitation of the study; and
4. Cite benefits and beneficiaries of the study
Chapter 1: The Problem and Its Setting
Its purpose is to introduce the research problem,

clarify important variables, discuss its
delimitations, and specify its significance to the
field of study.
It has the following essential elements:
 Introduction
 Statement of the Problem
 Scope and Delimitation
 Significance of the Study
 Notes in Chapter 1
It has the following essential elements:
 Introduction
Lesson 5.1
Crafting a
Research
Course/
Specialization
Observed/
Contributions Perceived
Problem
Research
Title Research
Setting Gap
Ways of
Respondents Getting/
Processing
Data
Basic Parts of a Research Title
Research
Research Locale of the
Goal or
Variables Study
Result
RESEARCH GOAL OR
KEY WORDS
RESULT
• The target of the study

• What you want to: *effect *link
* investigate *impact *correlate
* examine *assess *relationship
* describe *evaluate *innovate
* explain *develop *factors (affecting)
* explore
RESEARCH
KEY WORDS
VARIABLES
Quantitative Variables
GOAL + IV =
*Independent variable VIEW OF THE PROBLEM
(IV)
TOPIC; FOCUS; ISSUE; or

THE PROBLEM
RESEARCH
KEY WORDS
VARIABLES
GOAL + IV =
*Independent variable VIEW OF THE PROBLEM
(IV)
TOPIC; FOCUS; ISSUE; or

THE PROBLEM
RESEARCH
EXAMPLE
VARIABLES
EFFECT OF COVID-19
*Independent variable (IV)
RESEARCH
EXAMPLES
VARIABLES
Quantitative Variables Covid-19; Online Classes; Mobile

Games; Anxiety and Depression;
*Independent variable (IV) Cyber Bullying
Students; Teachers; Employees;
*Dependent variable (DV)
Youth; Skills; Learning
Mental Health; Behavior;

Attitude
RESEARCH
EXAMPLES
VARIABLES
Quantitative Variables Covid-19; Online Classes; Mobile

Games; Anxiety and Depression;
*Independent variable (IV) Cyber Bullying
Students; Teachers; Employees;
*Dependent variable (DV)
Youth; Skills; Learning
EFFECT OF COVID-19 TO THE SOCIAL SKILLS OF…
Specific factor to be affected

QUANTITATIVE
- It measures variables
- Data are counted
RESULT INDEPENDENT VARIABLE LOCALE
Effects of Online Quiz Applications to Andres

Bonifacio Integrated School Grade 11 Students’
Formative and Summative Tests
RESPONDENT
DEPENDENT VARIABLE S
Quantitative Research Title

RESULT INDEPENDENT VARIBLE
Correlation Between Parental Involvement and

Learners’ Academic Success
Implied (not directly expressed):
Locale – School
DEPENDENT Respondents – Parents and Students
VARIABLE
Quantitative Research Title

Criteria of a
Good
In Content/Substance
1. It must be along one’s field of specialization.
2. It should highlight, most if not all, the
variables being considered.
3. It must possess originality .
4. It must be interesting and eye-catching.
5. It must answer the questions who, what,
and where (in case of correlational study)
6. It must be clear, timely, and specific.
7. It should specifically mention the
participants on the sample population that you
use (example: Grade 12 STEM students of a
Public School in Quezon City)
8. Avoid the use of “A Study of” or

“A Comparative of” or “An Investigation of”
9. It should meet the number of words
allowable (Titles are usually at around 10 to 15
substantive words only)
10. It must excite the readers’ intellectual

curiosity to look further into the study.
In Form
1. It should not exceed in 3 lines.
INCORRECT
Speaking Competence of
Senior High School Students
In Allen National
High School
CORRECT
Speaking Competence of Senior High School Students

In Allen National High School
In Form
2. It must be written in an inverted pyramid.
Speaking Competence
INCORRECT Of Senior High School
Students In Allen National High School
CORRECT

In Form
3.No abbreviation and acronym should be used
Don’t: DepEd, ANHS, SHS

Do: Department of Education, Anislag
National High School, Senior High School
In Form
4.It must be arranged in thought phrases
INCORRECT
Speaking Competence of Senior High

School Students In Allen
National High School
CORRECT

In Form
5. It must not be enclosed in quotation marks.
INCORRECT
“Speaking Competence of Senior High School Students

In Allen National High School”
CORRECT

In Form
6. No syllabication of words.
INCORRECT
Speaking Competence of Senior High School Stu-

dents In Allen National High School
CORRECT

In Form
7. It must NOT indicate the time frame of the study
INCORRECT

In Allen National High School, SY 2023 – 2024
CORRECT

In Form
8. Use the font that is prescribed by the school

and must be uniformed.
9. It must be simple and straight to the

point.
Examples of
Quantitative
Research Titles
PREPAREDNESS IN THE NEW NORMAL LEARNING OF TEACHERS
IN ALLEN NATIONAL HIGH SCHOOL
EFFECTIVENESS OF SELF-DIRECTED LEARNING MODULES

AS PERCEIVED BY SENIOR HIGH SCHOOL STUDENTS
LEVEL OF DIFFICULTIES TOWARDS NEW NORMAL LEARNING

MODALITIES OF SENIOR HIGH SCHOOL STUDENTS
IN ALLEN DISTRICT
LEVEL OF ENGAGEMENT IN THE DISTANCE LEARNING MODALITIES
OF PARENTS IN ALLEN, NORTHERN SAMAR
LEVEL OF EFFICIENCY OF BLENDED INSTRUCTION

AS PERCEIVED BY GRADE 10 STUDENTS
EFFECTS OF PRODUCTIVITY OF SKELETAL WORKFORCE

AMONG TEACHERS IN ALLEN NATIONAL HIGH SCHOOL
Examples of
Quantitative
Research Titles of
Published
1. Course Grades and Retention: Comparing Online and Face-Face-
Classes (Kelly, 2009)
2. The Impact of Social Media Reviews on Brands Perception (Joshi,

2015)
3. Attitude of Grade 12 SHS Academic Tracks Students Towards

Speaking In English (Canceran, 2018)
4. Productivity of The Senior High School Students Using the

Internet (Baguia & Moneva, 2018)
5. Adjustment to College and Academic Performance: Insights from

Filipino College Freshmen in an Allied Health Science Course
(Alipio,2020)
Short
Quiz
TEST 1: TRUE OR FALSE
1. A research title must be

written in a pyramid style.
2. Abbreviation and acronym

should be used in creating a
research title.
3. The time frame of the study

must be included in a research
title.
4. Research title must answer the

questions who, what, why, and
where.
5. In crafting a research title, we

should avoid the use of “A Study of”
or “A Comparative of” or “An
Investigation of”
TEST 2: IDENTIFICATION
6. The place where the study will

be conducted
7. This is the Topic, focus, issue, or

the problem
8. The Formula of a quantitative

research Title
QUANTI = Goal+IV+DV+Locale
9. It measures variables
10. The target of the study.

TEST 1: ENUMERATION
11.
12.
17.
Research
Title 13.
16.
15. 14.
TEST 1: ENUMERATION
18 – 22: What are the 5 essential

elements of Chapter 1?
TEST 1: ENUMERATION
23 – 25: What are the 3

Basic parts of a research title?
11. Course/
Specialization
12.
17. Observed/
Contributions Perceived
Problem
Research
16. Title 13. Research
Gap
Setting
14. Ways of
15. Getting/
Respondents Processing
Data
TEST 1: ENUMERATION
18–22: What are the 5 essential elements of

Chapter 1?
 Introduction
23. Research
24. Research 25. Locale of
Goal or
Variables the Study
Result
Lesson 5.2
The
Research
How to write a
good research
introduction?
Goal:
The introduction should clearly tell the readers:

• What the research is all about
• How this study addresses gaps; and
• What contributions this study can yield.
Steps in
Writing the
Introduction of
Steps in Writing the Research Introduction
*Use the deductive method of writing
1. Set the context and background

2. Present the Research Gap
3. Discuss the Goal of the Research
4. Present the Rationale of the Research
• It refers to the practice of reasoning and
organizing information
• From general premises to the specifics

Deductive that prove/disprove the premise
Writing
• From a theoretical model to
Method observations that confirm/disconfirm
the model
• From abstractions to specifics

Topic
Background Information
1. Set the context
Legal Basis
and background
Relevant Researches
• Recent Studies
Use the deductive method of

writing
STEP 1.SET THE CONTEXT AND BACKGROUND
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Mathematics is an intellectual toolkit for abstraction,
generalization, and synthesis. It provides powerful universal
language that connects other disciplines. It is vital in underpinning
the knowledge about economy, physical science, technology,
business, finance, engineering and even ICT (Abdul & Sarabi,
2015). But, mathematics is a challenging subject to master by
students from primary school to university (Shafie, Shahdanb, &
Liew, 2010, cited by Magayon & Tan, 2016). Most of the students
find this subject arduous, especially those branches of
mathematics that are mind boggling like algebra, geometry,
calculus, and other higher mathematics. Varied researches long
demonstrated that mathematics learning is a common and
important person of students in all ages to be addressed.
© Erika Lynn O. Delos Amo, 2019
2. Present the Research Gap
Limited data in previous

The unknown
researches
Research Gap – It is the missing piece in a research or a study. It

is an area that has not yet been explored or under explored.
STEP 2. PRESENT THE RESEARCH GAP
Over the years, the students’ under achievement in Mathematics was not
just a concern for particular countries, but had become a global concern (Altar,
2014). In the same study, cited from the released result of the 2012 Programme
for International Assessment (PISA), it showed that out of 64 countries around the
world with comparable data up to 2012, 25 countries showed an average annual
improvement in Mathematics, 25 showed no improvement, and 14 countries
showed deterioration in Mathematics performance. Evidently, the Mathematics
target throughout the globe was not yet obtain.
In the Philippines, mathematics education is facing a dilemma as shown
in the low achievement scores of students in the National Achievement Test and
the international test known as the Trends in Mathematics and Science Study
(TIMSS) (Tatsuoka, Corter, 2004; DepEd 2012) cited from the International
Journal of Education Studies in Mathematics 9Magayon & Tan, 2016). It was
supported by the Philippine Education for All 2015 National review that revealed
the mean percentage score of the Filipinos from Elementary to High School over
the eight year period has not yet reached the Philippine EFA target of 75 percent
(Salao, 2016). He also added that majority of the learners in the country are
struggling in Mathematics in general.
3. Discuss the Goal of the Research
What the research Contribution to the

intends to offer field of knowledge
STEP 3: DISCUSS THE GOAL OF THE RESEARCH
This research focused on the Math

Talk as an inquiry base strategy in teaching
Grade 7 Mathematics in ***High School.
This study also aims to flaunt that through
this new teaching – learning approach,
students will play an active part and deepen
their understanding towards the concept in
mathematics.
STEP 4. PRESENT THE RATIONALE OF THE RESEARCH
The mentioned dilemma above can be seen and
observed in an actual classroom situation. Many of the
students enter high school with severe gaps in mathematical
concepts and skills that result difficulty in coping up with the
competencies assigned by the Department of Education.
Though number and number sense had been part of their
curriculum in elementary, those competencies were taught
but not conceived by most of the students. If the student are
not equipped even with the very basic mathematical concepts,
then it will have a domino effect on the latter years. Because
of this existing condition, the researcher conducted a study
on how to address the problem in Grade 7 of ***High School.

Another
Example of the
Background of
Background of the Study
This year 2022 is the year when the voice of the people will be
heard through elections. Election is a key practice for the prosperity of
the country and its future shall rely on the preferences and education of
the youth (Anabo, 2021 & Cao, 2018). Since most of the youth are in
their educational careers, they can be more knowledgeable on the state
of the country regarding social issues and roles in democracy. As they
grow and become autonomous, their personalities will experience
changes due to their increased awareness of the world them. With this,
how the youth will view elections is interesting. According to Levy as
cited in Anabo (2021), elections are a market of people and policies
where the political elites run in lucrative business. However, elections
are important avenue for the country’s development. With this, the
youth’s socio-political standing would reflect on their participation.
Thus, it is important to tackle how education plays a role in developing
the socio-political views of the youth since at this life stage, education is
very prominent in their lives in general (Anabo, 2021).
Background of the Study
Civic education plays an important role in stimulating
political engagement. This includes integrating contemporary
events in discussions to expand the students’ interest in
participating in political and electoral means (Owen, 2011). In the
Philippine setting, Understanding Culture, Society, and Politics is a
subject embedded in the circulation of the STEM strand. The
subject advocates responding to social, cultural, and political
changes inclusive of citizenship and participatory governance.
These are all in the line with political, electoral participation, and
the rights of the youth (Department of Education, 2013). However,
the youth’s decision to choose a track and a strand of education
were influenced by their unique set of interests and
characteristics.. Thus, every strand is composed of a unique set of
students, and therefore it is important to study the context of youth
political participation.
What to avoid?
Overloading with Including too

related literature broad or Inaccurate
Irrelevant facts
and studies generalized details
information
Copy and pasting

contents from Poor organization
Vague objectives Lack of legal bases
similar researches of contents
Improper citation
Take note:
• It contains 2 – 4 pages
• Interesting and engaging
• Must be revised after completing the chapter
• Error-free (content, grammar, writing mechanics)
The Structure
Introduction Conclusion
(Beginning) Body
(Ending)
Beginning
Body
Ending
The Structure
Introduction Body Conclusion
State the Background  Restate the

State the Topic Information, Legal Research
Bases, Relevant Statement
and Research Researches, Gaps, and
Rationale
 State the Goals
Statement and Justification
1. Read good examples
- Google Scholar & Research
Journals
How to easily
finish writing
2. Stay focused
3. Begin writing now

Lesson 5.3
The
Statement
PICTURE QUERY
• Come up with three
questions that the
picture triggers in
your mind. From
these questions,
formulate a
statement describing
the problem
exemplified by the
picture.
PICTURE QUERY
Discussion Questions
1. Did you find formulating questions easy
or difficult? Why?
2. How did the questions help you
formulate the statement of the problem?
3. Why is it necessary to formulate good
questions when analyzing a problem?
STATEMENT OF THE PROBLEM
• Stating the problem helps the
researcher clarify various essential
elements of research such as the
major variables, the general and
specific objectives, and the
appropriate methodology.
TWO PARTS OF THE STATEMENT OF THE
PROBLEM
1.General Problem
2.Specific Problem
GENERAL PROBLEM
• It is the opening paragraph of this
part of the research paper
• It has to be restated the general
problem of your study that can be
lifted from the title of your research
Example of a general problem:
This study aims to determine peer
tutoring and its effects on reading
fluency of grade 11 students of
academic senior high school of the
city of Meycauayan.
The general problem is followed by an enumeration of the specific
problems that are usually stated as questions that the researcher
seeks to answer.
The specific problems must meet the following criteria:
1. They must be in question form
2. This should help answer the objective of the research as
reflected in the title
3. They must identify the variables (major and minor) being
studied
4. The specific problems should be relevant and aligned with
the direction of the research
5. Present at least a minimum of 3 specific problems
 Non-researchable questions are questions of
value. These are questions that are answerable
by “YES” or “NO”
1. Will the students from a broken family prove their worth
in the community?
2. Should all mothers breastfeed their babies?
3. Should master teachers be watchful over their students?
4. Should senior high school students taking Accountancy
be good in Mathematics?
5. Do all high school teachers have a Master’s degree?
 Researchable questions are questions
of value, opinions, or policy raised to
gather data.
The basic form of a research question
involves the use of question word
such as who, what, where, when,
why, and how.
TWO GENERAL TYPES OF QUESTIONS FORMULATED IN RESEARCH
 Researchable questions are questions of value,
opinions, or policy raised to gather data.
Formulating clear
and significant • Research design
question prepares • Data collection
the researcher for • Data analysis
subsequent decision
making.
TYPES OF
RESEARCHABLE
QUESTIONS
TYPES OF RESEARCH QUESTIONS
1. Factor-Isolating Questions. (“What is this?”) They are
sometimes called factor naming. They isolate, categorize,
describe, or name factors and situations.
EXAMPLES:
1. What is the profile of school managers in terms of:
1.1 age
1.2 management experience
a. educational attainment
b. management training
c. home atmosphere
d. home management styles
1. Factor-Isolating Questions
EXAMPLES:
2. What is the level of description of the study
habits of senior high school students:
2.1 review time
2.2 place of review
2.3 techniques in studying
2. Factor-Relating Questions. (“What is happening here?”)
Their goal is to determine the relationship among factors that
have been identified. These are usually questions for a non-
experimental type of research.
EXAMPLES:
1. How does the study habits influence the
achievement level of the Grade 11 students in their
major subjects?
2. What is the significant association between the
nature and economic status of the family and the
social status of the junior students?
2. Factor-Relating Questions
EXAMPLES:
3. What relationships are observed between and
among the following variables:
a. intrapersonal competency
b. interpersonal competency
c. school effectiveness
4. What is the relationship of the level of performance
of the college instructors to the OJT performance of
the HRM students of the Tacloban School of
Business?
3. Situation-Relating Questions. (“What will happen if…?”)
These questions usually yield hypotheses testing or
experimental study designs in which the researcher
manipulates the variables to see what will happen.
EXAMPLES:
1. What are the effects of the traditional methods of teaching
on the level of performance of the ABM students?
2. How does the management procedures applied by the
store managers affect the level of customer satisfaction as
experienced by selected regular clients of Jollibee stores in
the Province of Leyte?
4. Situation-Producing Questions. (“How can I make it
happen ?”) These questions establish explicit goals for
actions, develop plans or prescriptions to achieve goals, and
specify the conditions under which these goals will be
accomplished.
EXAMPLES:
1. Based on the findings, what human relation intervention
program can be adopted to enhance or improve school
effectiveness?
2. How can counseling services be organized to promote
family bonding among parents and elementary school
pupils?
4. Situation-Producing Questions. (“How can I make it
happen ?”)
EXAMPLES:
3. What policy is to be formulated to manage the effective
involvement of high school students in social media?
4. What part of the curriculum should be enhanced or
improved to prepare the senior high school students for the
workplace?
5. What faculty development activities could be developed
based on the results of the study? (Landar, 2008)
CHAPTER SUMMARY
1. Stating the problem helps researchers clarify
the essential elements of research which
include the major variables, the general and
specific objectives, and the appropriate
methodology.
2. The statement of the problem contains the
general problem of the study which is restated
with specific details including the
participants, setting, and period covered by
the study.
CHAPTER SUMMARY
4. The two general types of questions formulated
in the study include non-researchable questions
and researchable questions.
5. Non-researchable questions are questions of
value which are answerable by “yes” or “no”
6. Researchable questions are questions of
value, opinions, or policy raised to gather data.
7. Other types of research questions include
factor-isolating questions, situation-relating
questions, and situation producing questions.
Lesson 5.4
Scope and
Delimitatio
SCOPE
 It 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.
DELIMITATION
 The factors and variables not to be included in the investigation. In

other words, they are the boundaries the researcher sets in terms of
study duration, population size and type of participants, etc.
Scope and Delimitation
This study is centered on the youth political participation of STEM
students through voting. The participants will be at eligible voting age and
from the grade 12 level of the STEM strand of a public school in Quezon City.
The current likelihood to vote of the students in the presidential elections
2022 will be determined by finding the difference between the academic
performance of registered voters and the non-registered on the UCSP subject.
With this, it will be determined how the UCSP subject influences the political
participation of STEM students through voting. However, this study will not
delve deeper into their specific voting preferences and determinants outside of
the STEM strand.
Since this research will be conducted in the “new normal” setting,
coordinating with the public school’s officials will be hindered physically.
Moreover, this study will employ a snowball sampling method which is heavily
reliant on the respondents to gather the required amount of samples.
The Difference Between the Academic Performance in UCSP of Registered and
Non-Registered Voters in Grade 12 STEM of a Public High School in Quezon City
(A Practical Research 2 Output of Albano, Esportuno, and Sobreviga, 2021)
Lesson 5.5
Significanc
e of the
SIGNIFICANCE OF THE STUDY
It pinpoints the benefits that will gain by

certain groups of people from the findings
of the study. It must start from the most to
the least benefit.
Significance of the Study
This study seeks to determine if there is a significant difference
between the academic performance in UCSP of Grade 12 STEM registered and
non-registered voters. In light of this, this study seeks to contribute to the
following beneficiaries:
The government authorities. This study can help government officials
to take an interest in how civic education can impact the students taking STEM –
related courses. Thus, the Department of Education (DepEd), Commission on
higher Education (CHED), National Youth Commission (NYC) can make further
directives regarding the development of education to promote social awareness and
political participation with regard to the students’ career paths. However, it should
be acknowledged that education sectors must remain non-partisan.
The school administrators. This study can help school

administrators by providing a better understanding of the scope and nature of
the STEM strand concerning the students’ political participation. With this,
together with the teachers they can improve or maintain their school activities
to promote socio-political standing of the students.
The families of the students. This study can help the
families of students become knowledgeable on how the UCSP
in the STEM strand impacts their children’s political
participation. With this, they can better act as a role models
in the family setting.
The teachers. This study can help teachers in the

STEM strand to be more aware of the importance of political
participation. This study can help give knowledge on the
nature of socio-political views of their students and how it
manifests into political or apolitical participation. With this,
they will be able to better adjust their teaching styles to
incorporate civic education in the context of the STEM strand.
The students. This study can help students have

a better understanding of their roles in democracy. With
this, they will be able to become more inclined to take a
stand in their socio-political views as STEM students.
The future researchers. They can gain different

perspective and information about Youth Political
Participation, especially since there is a lack of studies
in the Philippine setting and in the context of STEM.
This could serve as a building block of information for
the foundation of their studies.

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Happy

Prepared by: Ms. Rochelle Bea T. Rosalinas

How about writing some of your expectations inside the heart

1. Write a research title;

Its purpose is to introduce the research problem,

• The target of the study

* investigate *impact *correlate

* examine *assess *relationship

* describe *evaluate *innovate

* explain *develop *factors (affecting)

TOPIC; FOCUS; ISSUE; or

TOPIC; FOCUS; ISSUE; or

Quantitative Variables Covid-19; Online Classes; Mobile

Mental Health; Behavior;

Quantitative Variables Covid-19; Online Classes; Mobile

Specific factor to be affected

Effects of Online Quiz Applications to Andres

Quantitative Research Title

Correlation Between Parental Involvement and

Quantitative Research Title

8. Avoid the use of “A Study of” or

10. It must excite the readers’ intellectual

Speaking Competence of Senior High School Students

Speaking Competence of Senior High School Students

Don’t: DepEd, ANHS, SHS

Speaking Competence of Senior High

Speaking Competence of Senior High School Students

“Speaking Competence of Senior High School Students

Speaking Competence of Senior High School Students

Speaking Competence of Senior High School Stu-

Speaking Competence of Senior High School Students

Speaking Competence of Senior High School Students

Speaking Competence of Senior High School Students

8. Use the font that is prescribed by the school

9. It must be simple and straight to the

EFFECTIVENESS OF SELF-DIRECTED LEARNING MODULES

LEVEL OF DIFFICULTIES TOWARDS NEW NORMAL LEARNING

LEVEL OF EFFICIENCY OF BLENDED INSTRUCTION

EFFECTS OF PRODUCTIVITY OF SKELETAL WORKFORCE

2. The Impact of Social Media Reviews on Brands Perception (Joshi,

3. Attitude of Grade 12 SHS Academic Tracks Students Towards

4. Productivity of The Senior High School Students Using the

5. Adjustment to College and Academic Performance: Insights from

1. A research title must be

2. Abbreviation and acronym

3. The time frame of the study

4. Research title must answer the

5. In crafting a research title, we

6. The place where the study will

7. This is the Topic, focus, issue, or

8. The Formula of a quantitative

10. The target of the study.

18 – 22: What are the 5 essential

23 – 25: What are the 3

18–22: What are the 5 essential elements of

The introduction should clearly tell the readers:

*Use the deductive method of writing

1. Set the context and background

• From general premises to the specifics

• From abstractions to specifics

Use the deductive method of

Limited data in previous

Research Gap – It is the missing piece in a research or a study. It

* investigate impact correlate

* examine assess relationship

* describe evaluate innovate

* explain develop factors (affecting)