II.

Learning Area: Identifying the problem and asking the question

Number of weeks: 3 weeks (12 hours)
Learner’s activity:
 Formulates clearly the statement of Research Problem
 Presents written statement of the problem

Teacher’s activity:
 Gives feedback or comments on progress achieved by the learner
 Checks learner’s work
 Conducts oral defense of learner’s work

Learner’s output: the output should defend upon the Research approach whether it is
Qualitative or Quantitative.

CONTENT
QUALITATIVE QUANTITATIVE
1. THE PHENOMENON 1. The Problem and Its Background

1.1 The Introduction 1.1 Introduction

 The introductory part describes the
background, concepts, scope and limitations
of the study
 It makes the reason clear why the topic under
investigation is worth pursuing.(rationale)
 It states the relevance/significance of the
study to SHS students.
 It ends with the purpose of the study
(explanatory, exploratory, descriptive and
evaluative)
1.2 The Problem Statement
 The research question or need for study
 Qualitative Research problem should be
anchored depending on the strand of the
students who are conducting research
 Constructions may be derive from the
literature review, personal experience,
personal knowledge and observation
1.3 The Objectives
 The central and specific purposes of the study
related to the tradition of inquiry
 This is the part of a research that gives a
brief introduction of the study being
conducted in a macro approach or large
scale approach.
 Possibly 1-2 pages long.
 The introduction usually emphasizes
relevant literature and research that
substantiates the relevance and scope of
the problem.
 Use current statistics and literature in
documenting the present state of the
problem or need for conducting the study.
 This section should be concluded with the
purpose of the study.
1.2 Background of the Study
 This part presents the background and
scope of the study to make clear the
reasons why the topic is worth pursuing.
 This delimits the area under investigation
 This part discusses extensive reasons why
the topic is important
 A more expounded discussion of the
relevant literature and research that
 (Phenomenological, Case Study, Oral
History, Ethnography, Grounded Theory,
Critical Research, and Action Research)
 Specific objectives should be numbered so
that these can easily be the point of reference
in reporting results
1.4 The Study Framework
 In the case of Grounded Theory Studies, the
researchers’ emphasis is on the generation of
theory/theories. Researchers may formulate
new paradigm based on the research results.
 Researchers may customize the existing
theory (Customized Paradigm)
 Researchers may integrate concepts from two
(2) or more theories. (Integrated Paradigm
1.5 Theoretical Paradigm
 Theoretical Paradigm: Theory/theories drawn
by communication scholars which may guide
and explain the concepts as well as the
underlying research epistemology
(assumptions/postulates)
1.7 Conceptual Paradigm
 Conceptual Paradigm: Presentation of study
concepts based on the research results,
theoretical precepts, and literature reviews.
1.8 The Research Postulates
 These are assumptions that are anchored to
the study’s objectives. The statements or
principles will be verified by the current
study. Postulates should be numbered and
with reference to the study objectives
1.9 The Explication of Terms
 Operational Definition of the concepts used in
the study
 Shared meanings among the researchers,
informants/participants and other sources
substantiates the relevance and scope of
the problem.
 Brief citation of the setting of the study.
The participants/respondents and its scope
should be presented.
1.3 Theoretical Framework
 This part describes and explains the
theory/theories that are related and relevant
to the problem which are drawn from
related literature or studies.
 It clarifies the relationship between and
among the major variables of the theory.
 If there’s any, the original model should be
illustrated.
1.4 Conceptual Framework
 This part discusses how the elements of the
cited theory/theories are applied in the
study.
 The diagram or paradigm (original or
adapted) and how it was conceived/applied
in the study and its corresponding
explanation thereof is also an important
part of this section.
1.5 Statement of the Problem
 This part introduces the research question.
 Introductory paragraph should be the start
of the statement of the problem that will
justify the intent of the study and should be
closed with the research question.
1.6 Objectives of the Study
 This part consists of the clear, definite and
logical statement of the objectives.
 Objectives cited in this section are enough
to cover the thesis problem.
 Rely on specific objectives as a reference
in reporting the findings.
1.7 Assumptions or Hypotheses
 Theoretical and or Technical terms should be
defined with proper attribution of sources
(American Psychological Association or APA
Style)
 Arrange the terms as they appear in the
manuscript
 These are the assertions related to the
study that identify relevant theory,
statements or principles that were taken for
granted as being true but that were not
verified by the current study.
 Assumptions and hypotheses generally
underlie beliefs, theories and practices.
Assumptions are used if there is no
variable testing while Hypothesis will be
used if variables or relationships of the
variables will be tested.
 Statement of assumptions should be
numbered so that these can easily be the
point of reference in reporting findings.
1.8 Significance of the Study
 This part presents the role of the research
findings to diverse sectors
 The theoretical and practical significance
should be specific in stating the possible
contributions of the findings.
 If suitable, the theoretical or conceptual
significance should be addressed in
particular.
 State in what way the study is important to
the researcher/s, students, groups,
organization and institution in the
community, etc. Explain in paragraph in
what way each of them would benefit from
the study.
1.9 Limitations of Study
 This part sets the boundaries in the study
that may decrease the ability to generalize
findings to the target population.
 It includes the weaknesses of the study
which are beyond the control of the
researcher/s.
1.10 Operational Definition
 This section presents theoretical and/or
operational definitions of relevant terms to
the study.
 Each major term in the problem statement
or research question and objectives should
 be defined.
 Major concepts/variables within the
theoretical or conceptual framework
should also be defined.
 Arrange the terms as they appear in the
manuscript NOT alphabetically.
 If both scientific (technical/theoretical) and
operational definition will be used,
separate the definition and indicate OD for
operational definition and LD for lexical
definition.
 Technical and or theoretical terms should
be defined with proper attribution of
sources (use American Psychological
Association or APA Style).

References:
1. Cristobal, Amadeo Jr. P.,2017, Practical Research for Senior High School, C&E
Publishing

2. Dawson, Catherine, 2002, Practical Research Methods, New Delhi, UBS

Publishers’Distributors

3. Kothari, C.R.,1985, Research Methodology- Methods and Techniques, New

Delhi,
Wiley Eastern Limited.

4. Kumar, Ranjit, 2005, Research Methodology-A Step-by-Step Guide for

Beginners,(2nd.ed.),Singapore, Pearson Education.
Budget of work

Dll

Content

 Bulleted (no narration)

 Short description

Analytical
Theoretical
Conceptual