Research is a systematic activity.

This means that research has to follow

certain steps and procedures so that it can come up with an answer to a specific
problem.
In this module, we will learn about identifying the inquiry and stating the research
problem. This module shall also provide a general discussion about doing research but
the highlight is on presenting the different parts of Chapter 1 in a Quantitative Research.
This module contains six (6) lessons– each containing related set of activities
that will guide you to understand the lessons better.
After going through this module, you should learn to:
 design a research used in daily life;
 come up with a research problem to be used in the research study;
 write a research title;
 describe the background of research;
 state research questions;
 indicate scope and delimitation; and
 present the statement of the problem.

Activity 1 Identifying Concepts

Directions: Write TRUE if the statement is correct and FALSE if otherwise. Do this on
separate sheet.
__________1. Review of related literature could be a source of a new research topic.
__________2. Research problem refers to something that nurtures in your mind a
difficulty or uncertainty, enough to push you to do an empirical investigation to come up
with an answer or solution.
__________3. Thinking of a research topic/problem is a beginning act in research.
__________4. The only significance of research is to produce knowledge about
something.
__________5. Sources of research topics should be tied to real life experiences.
__________6. Research may not give all the answers but it will surely clarify some
important questions we aim to find answers to.
__________7. Research contributes less to different aspects of human convenience.
__________8. There would be no perfect design for research and also there is no
appropriate research design for all the research questions.
__________9. Research precedes progress.
__________10. It is possible to make a research that is convenient to one only.

Activity 2 Stating Importance

Directions: Explain the importance of knowing how to follow different steps in making a
quantitative research. Write your answer on separate sheet.
______________________________________________________________________
______________________________________________________________________

Activity 3 Explain a Point

Directions: Explain the ways on how you could come up with a good research topic. Do
this on separate sheet.
______________________________________________________________________
_____________________________________________________________________

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Subject: Practical Research II
 As already mentioned, research follows a system. This is a systematic activity
where certain steps and procedures must be followed to come up with an answer to a
specific problem. Although this module presents with you the basic steps in research,
this does not mean that the process stated here is strict or rigid one for all types of
quantitative research.
The importance of discussing these steps is to make you understand how the
research process goes. Below is an illustration of it.

Scope of the study

What is the issue? What are the specific
problems?
What design to have?

How many selection? What tool will I use to

To whom shall I seek data about the
What sampling administer the tool? issue?
technique/design
shall be used?

How to analyze the How to validate How to present

data? findings? findings?

What can I
What did I learn?
recommend?

LESSON 1 – THE RESEARCH PROBLEM

In this lesson, we will first tackle about designing or identifying a good research
topic. You might ask the question: how do we come up with a good research topic?

Research topic starts with a problem. The common mistake in undergraduate

researches is that some students think that a problem should be created. To be able to
decide with a problem you should focus on, the first thing that must be done is to
observe.
As a researcher, the scope of your study should be within the community or
institution you belong to. If you try to solve too complex problems in the world, it may
take you much time, effort and of course, money.
Observing enables you to identify what problem could be worth doing a research
on. In doing a practical research, problems could also be identified by reading reports,
following up on a previous research work and talking to people in the relevant field or
organization.
Problems abound in our everyday lives. The situation in life where you find
difficulty in knowing or finding answers or solutions to questions which can cause you
worries or perplexities is called problem.
Sparked by your curiosity or interest, you get to ponder on a problem needing
answers. You resort to thinking about what to solve, who to ask, where to go, and how
to do all things you want to happen to find the answer to the problem. Behaving this way
gets you confronted with a research problem.

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Subject: Practical Research II
 Research problem is something that nurtures in your mind a difficulty or
uncertainty, enough to push you to do an empirical investigation whereby you search for
answers to a problem by collecting and analyzing data or information through which you
can find the right answer or solution. (Matthews 2010)
A research problem is a statement about an area of concern, a condition to be
improved, a difficulty to be eliminated, or a troubling question that exists in literature.

Qualities of a Good Research Problem

When it comes to choosing a problem, there are some characteristics that should
be taken into consideration so that it could be identified as a good research problem.
Here are the traits a problem should have.
1. Interesting – the problem should be interesting particularly to you, the
researcher. If it does not hold your interest as a researcher, there would be no
point in conducting the research because you are not very much interested in
finding answers to that problem. Hence, your interest matters a lot because it
serves as a motivating factor to resolve a problem.
2. Relevant – aside from being interested with the problem, you should also think
beyond your interest, look at the larger picture and see how you can study
something relevant to other people.
3. Focused – a research problem should have a particular focus because this will
serve as your limitation. If the problem is too broad, there may arise lots of
variables. Having too many variables may make the study meaningless because
it will not tell you anything.
4. Plausible – the research problem should be plausible in a sense that it could be
accomplished within a specified span of time. Sometimes, we become too
ambitious that we forget that there are limitations and constraints too. Time,
financial, and ethical constraints can come to the picture when it comes to a
specific study.
5. Verifiable – as a researcher, you should have some kind of foresight to see that
the results or answers that one can have in a certain problem can be verified in
another research. In other words, when a researcher comes up with a research
problem, there should be a possibility that the results can be verified or falsified.
This means that the study is realistic.

Choosing a Research Topic/Problem

In most cases, the students decide on their own research topic depending on
their interest. In the case of Senior High School researches, these interests could be
limited to the strand you are enrolled in. For example, if you are a Humanities and
Social Sciences student, most likely, your choice of interest should be around the scope
or issues related to your strand. It might be hard for you to conduct a research related to
the strand – Science, Technology, Engineering, and Mathematics, and the other
strands.
In choosing a topic or a problem to conduct a research in, you may try doing
these tips that may help you arrive at a single idea:
1. Review your course readings particularly the suggested readings for topic ideas.
2. Search online about different problems that arise in the new normal especially
now that we are still under the pandemic of COVID – 19.
3. Browse through current journals related to your subject discipline.
4. Think about the essays you have written for past classes; it may spark some
ideas for you.
5. Assess your own experiences or genuine interest in something
6. Look for previous research findings which you want to validate or consider as
studies suffering from some inconsistencies or discrepancies
7. Another very important thing to consider in choosing your research problem is to
look at its significance. More often than not, you will be asked, “what is your
study for?” If you could not give significance as to why you should find answers
to that problem, there is no point in pursuing that specific problem.

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Subject: Practical Research II
Presenting the Research Problem
Research problems could be presented using interrogative or declarative
statements. For example:
Interrogative Statement: Is blended learning approach effective in enhancing the
reading comprehension of selected secondary students?
Declarative Statement: The main objective of the study is to find out whether the
blended learning approach can enhance the reading comprehension of selected
secondary students.

Activity 4 Quality of a Research Problem

Directions: Read the following research problems. Check the column that tells whether
the research problem is researchable or non-researchable. Researchable means it
could be used as a focus of a research study and non-researchable means it could not.
State your comments, reactions and reasons as well to emphasize your judgement.
Do this on separate sheet.

NON- COMMENTS,
RESEARCH PROBLEM RESEARCHABLE RESEARCHABLE REASONS, AND
REACTIONS
1. What percentage of the
movie viewers find the
ending tragic?
2. Does the movie reflect
Philippine culture?
3. What kind of reasons or
causes did he give to clarify
the viewers’ questions on
Philippine culture in relation
to the movie?
4. what fractional number
represents the extent of the
movie’s projection of Filipino
culture?
5. in terms of frequency of
different causes given by the
director, in what rank order is
the reason on lack of
intercultural competence?

Activity 5 Writing a Short Essay

Directions: In answer of the topic/question stated below, write a short essay consisting
of two (2) paragraphs with minimum of 5 sentences each. In writing your essay, be
guided with the rubric on how you will be graded for this activity.
Essay Rubric

A. Correctness of Answer – 50%

(The student is able to explain properly
and correctly his answer to the question.)
B. Well-Organized Thoughts or Ideas – 40%
(The ideas are put to words properly and
in an easy-to-comprehend manner.)
Page 4 of 22
Subject: Practical Research II
 C. Grammar, Usage and Mechanics – 10%
(The student uses close-to-perfect grammar,
spelling, and use of words in writing the essay.)

TOTAL: 100%

Question: How can a research problem be considered a good one?

Activity 6 Thinking About a Problem

Directions: Think of possible research problems you see within your community, strand
in Senior High School, or even in this new normal phase we belong in. List down here
as many problems as you can think of (5 is the minimum and 10 is the maximum) then
explain why it could be a good topic for research. Do this on separate sheet.

MODIFIED TRUE or FALSE

Directions: Identify whether the statement is true or false. Write TRUE if the statement
is correct; write FALSE if otherwise, then double-underline the word that makes the
statement incorrect. Do this on separate sheet.
__________1. Your interest matters a lot because it serves as a motivating factor to
resolve a problem.
__________2. The research problem should be plausible in a sense that it could be
accomplished within a specified span of time.
__________3. A researcher should also think beyond your interest, look at the larger
picture and see how he/she can study something relevant to other people.
__________4. Having too many variables may make the study meaningless because it
will not tell you anything.
__________5. When a researcher comes up with a research problem, there should be
a possibility that the results can be verified or falsified.
__________6. Research problem is something that nurtures in your mind a difficulty or
uncertainty, enough to push you to do an empirical investigation
__________7. Research topic starts with a problem.
__________8. This is a systematic activity where certain steps and procedures must be
followed to come up with an answer to a specific problem.
__________9. The problem should be interesting particularly to the researcher.
__________10. If a researcher tries to solve too complex problems in the world, it may
take him/her much time, effort and of course, money.

Activity 1 Explain Your Idea

Directions: Explain the meaning of the quotation below. Do this on separate sheet.
“A good research title makes all the difference in the world.”
______________________________________________________________________
______________________________________________________________________

Activity 2 – Share Your Ideas

Directions: Explain your point or share your idea about the question: Why are
research titles important? Do this on separate sheet.
______________________________________________________________________
_____________________________________________________________________.
Page 5 of 22
Subject: Practical Research II
LESSON 2 – WRITING A RESEARCH TITLE

The title is the part of a paper that is read the most and is usually read first.
Readers, upon seeing the title, decide whether they should read the study or not. It is,
therefore, the most important element that defines the research study.
The title summarizes the main ideas of your study. A good research title contains
the fewest substantive words that adequately describe the content and/or purpose of
your research.

Characteristics of an Effective Research Title

To determine whether a research title in an academic research paper is effective,
it should possess the following characteristics.

 Indicate accurately the subject and the scope of the study.

 Avoid using abbreviations.
 Use words that create a positive impression and stimulate reader interest.
 Use current nomenclature from the field of study.
 Identify the key variables – the dependent and independent variable.
 May reveal how the paper will be organized.
 Suggest relationship/s between variables in support with the major hypothesis.
 Comprehensive; gives thrust of the research study.
 If the title is too long, this usually indicates that there are too many unnecessary
words. Do not include words such as “the study of,” “analysis of,” “the effects of”
or similar constructions.
 If the title is too short, the words used may be too broad and, thus, does not
clearly state the focus of the study. For example, a paper with the title, “New
Normal Education” is too broad that it can already be a title of a book. A good title
should always be direct on providing information about the focus and scope of
the study.
 Research titles are usually in a form of phrase but it can also be in the form of a
question.
 Use correct grammar and capitalization. Whenever the title is used in any body of
the research paper except on the title page, all first letters should be capitalized –
including the nouns, pronouns, verbs, adjectives, and adverbs.
 Subtitles can be in a form of a question.

Creating a Working Title

Typically, the final research title you present to the panelists during your oral
research defense is created after you have completed your research study. In this way,
you could be sure that the title accurately captures what was done.
But, a working title should be developed early in the research process because
it can help anchor the focus of the study in much the same way the research problems
do. In times when you feel that you are drifting off on a tangent while writing, you can
reorient yourself by referring back to your working title.

Presenting the Research Title

Research titles are brief and concise. It should be limited to 7-15 substantive
words, no more than four (4) lines and should be presented in inverted pyramid.
Below are examples of research titles.

BLENDED LEARNING APPROACH AS AN EFFECTIVE

STRATEGY IN ENHANCING THE READING

COMPREHENSION OF SECONDARY

STUDENTS

Page 6 of 22
Subject: Practical Research II
 The research title presented above is an example of final academic research title.
Based on the characteristics of a research title, it indicates accurately the subject and
the scope of the study. It includes information such as:
1. Blended learning Approach – Independent Variable
2. Reading Comprehension – Dependent Variable
3. Secondary Students – Participants/Respondents

Blended Learning: A Ubiquitous Learning Environment

For Reading Comprehension

This is an example of a research title with subtitle. Two ideas are presented as
well in this kind of title. It depends on you to choose which kind of title you want for your
research study. Titles can be presented this way so long as you are still following the
rules in formulating research titles.

Activity 3 Describing A Research Title

Directions: Below are examples of research titles. Based on the lesson, describe each
research title. Discuss its characteristics and answer questions such as: Is the research
title properly written or presented? What is lacking in this title? Does it clearly identify
the focus of the study? Write your explanation on the space provided below each
research titles. Do this on separate sheet.
FACTORS AFFECTING MATHEMATICS PERFORMANCE OF
HIGH SCHOOL STUDENTS
Comments:
______________________________________________________________________
______________________________________________________________________
LEVEL OF AWARENESS AND ACCCEPTANCE ON HUMAN PAPILLOMA
VACCINE AMONG FEMALE CALL CENTER AGENTS:
AN ASSESSMENT

Comments:
______________________________________________________________________
______________________________________________________________________

IMPLEMENTATION OF NAÏVE BAYES ALGORITHM AND DISCRETE MARKOV CHAIN TO

PREDICT THE PATIENT STATUS AND STATE TRANSITION PROBABILITY FOR PATIENTS
WITH CERVICAL CANCER
Comments:
______________________________________________________________________
______________________________________________________________________

A RESEARCH ON THE EFFECT OF STRESS AMONG KMPh STUDENTS

Comments:
______________________________________________________________________
______________________________________________________________________
AN EXPERIMENTAL STUDY OF THE
VIBRATION, NOISE, AND DRAG
OF CYLINDER ROTATING IN WATER
AND CERTAIN POLYMER SOLUTIONS

Comments:
______________________________________________________________________
______________________________________________________________________
Page 7 of 22
Subject: Practical Research II
Activity 4 Giving Details to a Topic
Directions: After going through the lesson, give details about or describe your
knowledge about title formulation to complete the diagram below. Do this on separate
sheet.
TITLE FORMULATION

Activity 5 – Proposing a Research Title

Directions: List down problems, issues or line of interest that you would like to research
on, then formulate the research title. Do this on separate sheet.

PROBLEM/LINE OF INTEREST:
PROPOSED TITLE:
PROBLEM/LINE OF INTEREST:
PROPOSED TITLE:
PROBLEM/LINE OF INTEREST:
PROPOSED TITLE:

FORMULATING RESEARCH TITLE

Directions: From the topics listed below, try to formulate your own research title. Do
this on separate sheet.
1. Effects of Positive Discrimination
Title:
______________________________________________________________________
2. Online Classes in the New Normal Education
Title:
______________________________________________________________________
3. Modular Distance Learning
Title:
______________________________________________________________________
4. Struggles of Working Part-time While Attending School
Title:
______________________________________________________________________
______________________________________________________________________
Page 8 of 22
Subject: Practical Research II
5. Educational Achievement and Economic Status
Title:
______________________________________________________________________

CHAPTER 1 – THE PROBLEM AND ITS SETTING

Chapter 1 of Quantitative Research presents the introductory part of the whole
research study. In this chapter, readers are given a clear view of what the research is all
about, why is it important to conduct research on particular topics, who will benefit from
this study, and the assumed outcomes of it.

Chapter 1 has different parts namely:

• Introduction/Background of the Study
• Theoretical Framework
• Conceptual Framework
• Statement of the Problem
• Hypothesis
• Scope and Limitations of the Study
• Significance of the Study
• Definition of Terms

In the succeeding lessons, some parts of the Chapter 1 will be discussed. Those
that will not be included yet in this module shall be tackled on the next modules.

Activity 1 – Share Your Ideas

Directions: Explain your point or share your idea about the question: What is the
importance of providing background about what you are researching on? Do this
on separate sheet.
______________________________________________________________________
______________________________________________________________________

LESSON 3 – BACKGROUND OF THE STUDY

One of the preliminary steps in completing a research study is writing the

background or the introduction. Background information identifies and describes the
nature of a well-defined research problem with reference to the existing literature. The
background study for research should indicate:
- a review of the area being researched
- current information surrounding the issue
- previous studies on the issue
- relevant history on the issue
- root of the problem being studied
- its scope, and
- the extent to which previous studies have successfully investigated the
problem.
Ideally, this part should set forth the history and background information on your
research problem.

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Subject: Practical Research II
 Background of the study differs from a literature review for a reason that it places
the research problem in a proper context rather than thoroughly examining pertinent
literature.

Importance of Having Enough Background

Your background of the study should contain relevant information which will
enable the readers to identify what your research study is all about. Some are the
importance of having enough relevant information about your research problem.
 Background information expands upon the key points stated in your introduction.
Sufficient background information helps the readers determine your basic
understanding of the research problem being investigated.
 Background information provides the readers with essential context needed to
understand the research problem.
 Background information can also include summaries of important, relevant
research studies. The key is to summarize for the readers what is known about
the specific research problem before conducting your analysis. This can be
accomplished by having a general review of the foundational research literature
that repost findings to support your study’s aims and objectives.

How to Write the Background of the Study?

There are numerous ways on how we can write the background of the study. The
following are some of the ways you should consider to write the background of the
study:
1. As a researcher, it is a must to conduct preliminary research in the beginning
stages especially when many issues are unclear and thoughts need to be
solidified. When you conduct preliminary research, you can be helped in
formulating your research question or thesis statement which will lead you to
more specific and relevant research. You may also want to visit the library,
electronic data bases, or browse online to find preliminary sources.
2. The next thing you do is reading. You should read the information and develop
the research question or your thesis statement. You have to take notes and keep
accurate track of the sources that you used (which will be used for referencing).
You may use notecards, index cards, or other methods of note taking.
3. You may now write your thesis statement or research question. Think about what
you have read and look for issues, problems or solutions that others have found
and determine your own opinion or stance on the issue. These materials that you
gathered from different sources will help you do a more detailed research.
4. Complete your research using thesis statement and research question as your
guide. You have to find relevant sources that will provide insight into your specific
research problem.
5. Create relevant sections as you write the background of the study.
6. Conclude by verifying any further study that needs to be done in a particular area
or provide possible solutions to the issue that haven’t been considered before.
7. Revise and edit your background of the study. Complete several drafts of your
work. Every time you read over your work, try to leave it better than before.
Other Guidelines in Writing the Background of the Study

1. Direct quotations must not be written as the first paragraph, instead, this can be
rephrased to add substance to the details of the problem.
2. The succeeding paragraph must come from the researcher. This must not be
copied from any article.
3. Describe the problem situation by considering global, national, and local forces.
Discussions should be general to specific. Emphasize situations using facts
and statistics. Proper citation of sources should be indicated.

Page 10 of 22
Subject: Practical Research II
 4. In a local scenario, cite the observations, local studies and the likes. There must
be an emphasis on the local scenario to warrant the existence of the research.
More discussions and descriptions must be seen on this part.
5. Make a clinching statement or paragraph that relates or emphasizes the
situational analysis to the proposed study. Always link one paragraph to the
other. Ensure coherence of ideas within and among paragraphs and across
sentences.
6. End with the main objective of the study.
7. In writing this part of the research paper, take note of the tenses of the verb. If
the study is still on-going, use present tense and; if the study is already finished
and you are editing your final research paper, use past tense of the verb.

ACTIVITY 2 Analyzing a Sample Background of the Study

Directions: Below is a sample of a background of the study taken from an
undergraduate thesis entitled, “Blended Learning As An Effective Strategy In
Enhancing The Reading Comprehension of Selected Secondary Students” and
was written by proponents, Crisologo et. al (2018). Based on the lesson, identify and
discuss key points that you have read from this. Describe the structure of how it was
written, the organization of ideas, and the relevance of information given.

Traditional teaching, as most of us have experienced, is classroom-based and consists

of lectures and direct instructions conducted by the teacher. It has been around for thousands of
years, shaping the minds of so many scholars, workers and ordinary men and women. At a
young age, a person is expected to attend a formal education, which involves a teacher and a
set of students convening in a classroom. According to Schrader, it is the expectation that
students will learn because we tell them to. This teacher-centered method always emphasizes
learning through the teacher’s guidance. Students are expected to listen to lectures and learn
from them. Through formal education using traditional teaching methods, students learn what
they needed to succeed in the real world.
The world has been dramatically changed with the evolution of technology, therefore,
education must cope up with its changes. This is where Blended Learning comes in. Blended
Learning is an education program (formal or non-formal) that combines online digital media with
traditional classroom methods. It requires the physical presence of both teacher and student,
with some elements of student control over time, place, path, or pace. According to Graham
(2006), the term “blended learning” is being used with increased frequency in both academic
and corporate circles. In 2003, the American Society for Training and Development identified
blended learning as one of the top ten trends to emerge in the knowledge delivery industry
(Rooney, 2003).
While students still attend "brick-and-mortar" schools with a teacher present, face to-face
classroom practices are combined with computer-mediated activities regarding content and
delivery. Blended learning is also used in professional development and training settings.
A lack of consensus on a definition of blended learning has led to difficulties in research
on its effectiveness in the classroom. Blended learning is also highly context dependent and
therefore a universal conception of it is hard to come by.
In this study, the researchers focused more in the Blended Learning Approach as an
effective strategy specifically in teaching reading comprehension.

Comments:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Page 11 of 22
Subject: Practical Research II
Activity 3 Explaining Concepts
Directions: Explain the importance of the following concepts below based on your
understanding of the lesson. Do this on separate sheet.
1. Background information providing essential context
______________________________________________________________________
______________________________________________________________________
2. Background information expanding key points
______________________________________________________________________
______________________________________________________________________
3. Background information laying down relevant studies
______________________________________________________________________
______________________________________________________________________

Activity 4 Writing Your Own Background of the Study

Directions: On the previous lessons, you have come up with a quantitative research
problem and have formulated your own research title. This time, you should have
decided on a topic to focus on. You would not be able to do this activity if you have not
yet chosen a particular research problem. Once you have your own, you will have to
write down your research title and make an outline or draft about how your background
study will be written or the flow. Do this on a separate long bond paper.

IDENTIFYING CONCEPTS
Directions: Put a check ( / ) on the space before the statement if the statement is true
regarding the background of the study. If it is false, put an X mark.

Background information identifies and describes the nature of a well-defined research

problem.
Background of the study places the significance of the research in a proper context.

Background information set forth history of the research problem and the related
studies about it.

Preliminary research should be conducted at the middle of the research process.

In writing the background of the study, there must be no separate sections explaining
relevant ideas to your subject of study.

Direct quotations must be written as the first paragraph.

Citing sources properly is needed in writing the background of the study.

Going back to the main objective or thesis statement of the study should be how you
end your background of the study.

More discussions and descriptions must be seen on the body part of your
background of the study.

Succeeding paragraphs must be copied directly from any source.

Page 12 of 22
Subject: Practical Research II
Activity 1 Sharing Insights
Directions: Share your basic knowledge about the two topics below. Do this on
separate sheet.
1. RESEARCH PROBLEM
______________________________________________________________________
______________________________________________________________________

2. RESEARCH QUESTION
______________________________________________________________________
______________________________________________________________________

Activity 2 Formulating Sub-questions

Directions: A research topic is presented below. Write five (5) questions that you may
ask regarding this topic. Do this on separate sheet.

Texting decreases the student’s grammatical competence

QUESTION #1:
______________________________________________________________________
______________________________________________________________________
QUESTION #2:
______________________________________________________________________
______________________________________________________________________
QUESTION #3:
______________________________________________________________________
______________________________________________________________________
QUESTION #4:
______________________________________________________________________
______________________________________________________________________
QUESTION #5:
______________________________________________________________________
______________________________________________________________________

LESSON 4 – THE RESEARCH QUESTION

As mentioned on the Lesson 2 of this module, thinking of a research problem or

a research topic is the beginning act in research. However, it does not mean that after
spending time thinking about a research problem, you immediately plunge into carrying
out an investigation or collecting and analyzing data.
Another initial research act is to set specific questions or to identify sub-problems
about your research.

These specific sub-questions are called the research questions. Thomas and
Layder (2013) said that research questions are made to specify the scope and the
method in collecting and analyzing the data and to give you the right direction in your
research. In addition, these refer to the questions that give further definition or
explanation of the research problem where the stress is on eliciting answers to clarify or
solve the main problem.

Page 13 of 22
Subject: Practical Research II
The relationship between Research Problem and Research Question

Research Problem: What percentage of Manila private universities consider the

use of grammar textbooks as the most effective way to help
college students attain communicative competence?

Research Questions: 1. What is an English grammar textbook?

2. What is communicative competence?
3. What components of the grammar textbook work for
communicative-competence development?
4. How many Manila private universities require the use of
grammar textbooks?
5. How many Manila private universities use grammar
textbooks as references only?
6. To what extent do Manila private universities find
grammar textbooks effective in helping college students
attain communicative competence?
Types of Quantitative Research Question
A quantitative research problem can generate set of research questions or sub-
problems that fall under any of these types of research questions:
1. Descriptive Research Questions – these are questions that ask the kind,
qualifications, and categories of the subjects or participants
2. Relation Questions – these are questions about the nature and manner of
connection between or among variables
3. Causal Questions – these are questions about reasons behind the effects of
the independent variable on the dependent variable

Approaches to Quantitative Research Questions

You may start asking research questions based on these two approaches:

1. Deductive Approach (General to Specific)

Questions you ask begin from “hunches to predictions” or expectations about the
outcome of your research. Ask questions that are centering the theory or concept,
discover the accuracy of the theory, ponder on variables to represent the extent of the
application of the theory, and make up your mind on which variable to study through
observation, interview, or experimentation.

2. Inductive Approach (Specific to General)

Inductive approach starts from smaller and simpler ideas to bigger or more complex
ones. Inductively formulated research questions focus on descriptions of things to prove
an idea or a system. Central to this approach are specific details to prove the validity of
a certain theory or concept. (Walsh 2009)

Activity 3 Compare and Contrast

Directions: State the similarities and differences of the research problem and the
research question in a Venn diagram.
RESEARCH PROBLEM RESEARCH QUESTION

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Subject: Practical Research II
Activity 4 Writing a Short Essay
Directions: In answer of the topic/question stated below, write a short essay consisting
of two (2) paragraphs with minimum of 5 sentences each. In writing your essay, be
guided with the rubric on how you will be graded for this activity.
Essay Rubric

A. Correctness of Answer – 50%

(The student is able to explain properly
and correctly his answer to the question.)
B. Well-Organized Thoughts or Ideas – 40%
(The ideas are put to words properly and
in an easy-to-comprehend manner.)
C. Grammar, Usage and Mechanics – 10%
(The student uses close-to-perfect grammar,
spelling, and use of words in writing the essay.)

TOTAL: 100%

Question: What is a Research question and its importance to the research study?

Activity 5 Formulating Research Questions

Directions: Based on your answers on Activity 6 of Lesson 1 – Research Problem,
choose three (3) among those research problems. Write down your chosen problems
then, for every problem, list down five (5) research questions. Do this on separate
sheet.

SENTENCE COMPLETION
Directions: Complete the thought of each statement below by supplying the correct
word/s on the blank spaces. Do this on separate sheet.

1. Another initial act in research is to set _________________ or to identify sub-

problems about your research.

2. Specific _________________ are called the research questions.

3. Inductive approach to quantitative research question starts from

_________________.
4. _________________ questions ask the kind, qualifications, and categories of the
subjects or participants.
5. Causal questions ask about reasons behind the effects of independent variable to the
_________________.
6. _________________ approach to quantitative research question starts from general
to specific.
7. Research questions give further _________________ of the research problem.
8. Research questions stress on _________________ to clarify or solve the main
problem.
9. Quantitative research _________________ can generate set of research questions.

10. The two approaches in a quantitative research questions are: _________________

and _________________.

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Subject: Practical Research II
Activity 1 Associating Similar Words
Directions: When you hear, read, or see the following words in the middle, what are
other words you may think of? Write down words that are linked or somehow connected
to these words. Do this on separate sheet.

Activity 2 Defining Key Terms

Directions: Look for the definition of two important key terms in this lesson. Write you
answer on another sheet.
1. SCOPE
______________________________________________________________________
______________________________________________________________________

2. DELIMITATION
______________________________________________________________________
______________________________________________________________________

LESSON 5 – SCOPE AND DELIMITATION

It is important to narrow down your research topic and limit the scope of your
study. As a researcher, you should inform the readers about the limits and coverage of
your research.
In this part, you will have to discuss what is included in your research and what
is excluded in your study.
In terms of mechanics and lay out, scope and delimitation may be written in
minimum of two paragraphs – 1 paragraph for scope and 1 for delimitation, but could
still exceed depending on the explanation needed.

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Subject: Practical Research II
Scope of the Study
The scope identifies the extent of the study in terms of subjects, objectives,
facilities, area, time frame, and the issues to which the research is focused. Important
topics which should be highlighted on the scope of the study are:
- The impact of study; the researcher must provide a brief discussion about
what the study is and its impact and benefits to the participants
- Another thing that should be discusses is the evaluation of your population.
Start from describing the general population.
- Then include the research timeline or the time frame about when your
research started and when will it be finished
Delimitation of the Study
The delimitations are the choices made by the researchers. These are the set
boundaries you make for your research study. These are set as well so that your goals
do not become impossibly large to complete. Important topics which should be
highlighted on the delimitation of the study are:
- The delimitation narrows down the scope
- Choosing the respondents needs to be explained in this part
- You may include sampling methods you use here and explain why you chose
those sampling methods
- Instrument and methodology could also be mentioned here but not discusses
extensively
- You may include also the time limitations
- Financial resources and other restrictions may also be included here

Activity 3 Analyzing a Sample Scope and Delimitation of the Study

Directions: Below is a sample of a scope and delimitation of the study taken from an
actual undergraduate thesis. Based on the lesson, identify and discuss key points that
you have read from this. Describe the structure of how it was written, the organization of
ideas, and the relevance of information given. Do this on separate sheet.

This study focuses only in the reading comprehension of the students of Holy Rosary
College where two approaches in teaching reading comprehension namely the traditional
approach and blended learning approach are used.
Since the respondents came from a homogenous group, no profiling is done since it is
no longer needed in the study. The original plan in selecting the respondents is through random
sampling but since each group is composed of 42 students only, the researchers decided to use
purposive sampling instead and count all in since it was proved through T- test that both groups
have the same reading comprehension level, leading them to 84 respondents in total.
Traditional method is still widely used up to this day, yet one cannot deny the fact that
technology is already a part of everyone's life. In the case of the controlled group where the
summaries were done at home, researchers delimited the study to carefully check whether the
respondents will search online about the summary of the given stories although the teacher who
facilitated the whole intervention strictly required the respondents that no searching online or no
use of technology must be done in writing the summaries.
The study was conducted at the Holy Rosary College located at the Division of the City
of Santa Rosa which run for the whole month October 2018.

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Subject: Practical Research II
Comments:
______________________________________________________________________
______________________________________________________________________

Activity 4 Explaining Concepts

Directions: Explain the topic below based on your understanding of the lesson. Do this
on separate sheet.
RELATIONSHIP OF SCOPE AND DELIMITATION

______________________________________________________________________
______________________________________________________________________

Activity 5 Look for Samples

Directions: Look for 3-5 examples of scope and limitation taken from actual research
studies. Analyze thoroughly the paragraphs and see the way that these paragraphs are
structured as a whole. After that, discuss here your critiques. You may state the
similarities and the differences you have seen. You may also indicate the details that
are included in this lesson and those that are not. Do this on separate sheet.
______________________________________________________________________
______________________________________________________________________

IDENTIFYING DETAILS
Directions: Identify the details that you should indicate in your scope and delimitation.
Inside the box before the number, put a check ( / ) if it should be included and an X
mark if it should not be included. Do this on separate paper.
1. You should clearly identify in your scope of study the research problem.
2. You should state here the time frame of your study.
3. You should discuss what is included and what is excluded in your study.

4. You should explain clearly the purpose or the reason why you will conduct
the study.

5. You should provide a brief discussion about the impact of your study and
those that will benefit from it.

6. You should describe your general population and how you chose your
sampling size.

7. You should give thorough explanation about your research topic.

8. You should explain here the statistical treatment which you will use in
analyzing data.

9. You should narrow down your scope.

10. You should include the sampling methods you used in the study.

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Subject: Practical Research II
Activity 1 Recalling Concepts
Directions: Recall some of the concepts that have been discussed in the previous parts
of this module by identifying the topic that is described in each statement below. Write
your answer on the space provided before the number. Do this on separate sheet.
_______________1. These are made to specify the scope and the method in collecting
and analyzing the data and to give you the right direction in your research.
_______________2. This identifies and describes the nature of a well-defined research
problem with reference to the existing literature.
_______________3. It is a systematic activity which means that it has to follow certain
steps and procedures so that it can come up with an answer to a specific problem.

_______________4. A research problem is a statement about an area of concern, a

condition to be improved, a difficulty to be eliminated, or a troubling question that exists
in literature.
_______________5. The title is the part of a paper that is read the most and is usually
read first.

Activity 2 Supplying Ideas

Directions: There are two boxes below which you have to complete by supplying the
basic information needed. In the left box, you will write down your idea about the
statement of the problem and on the right box, you will write down what you want to
know more about the topic. Do this on separate sheet.
STATEMENT OF THE PROBLEM

WHAT I ALREADY WHAT I WANT TO KNOW

KNOW

LESSON 6 – STATEMENT OF THE PROBLEM

A problem statement is a broad overview of the questions that will be addressed

in a given area of research. It outlines the description of the issue, includes a vision,
suggests the method used to solve the problem and provides a hypothesis.
Generally, the statement of the problem contains the general and specific
research problems which the researchers will search answers for. These became the
focus of the study.

The Role of SOP in Research

- Your statement of the problem would follow the type of research you are
doing. If you are doing a correlational type of research, your statement of the
problem would be written in a way that relationships are shown since this will
be the focus of your study.

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Subject: Practical Research II
 -
The statement of the problem basically sets the specific direction where your
research is supposed to go. It serves as a compass and as a means of
establishing whether you are able to accomplish the outcome of your
research.
- Another thing is that the statement of the problem makes sure you are in the
right track and that you are not putting anything on the actual research that
are not relevant to the study.
- Basically, the statement of the problem states what you want to accomplish.
How to Write the Statement of the Problem?

In writing the statement of the problem, you must know that your research title,
the research type and your statement of the problem should be intertwined with each
other. But regardless of the type of research, it would all follow and fall down with the
basic concepts of writing an SOP.
In writing this, you cannot simply put down anything and every problem you want
to include. Your problems should be relevant and directed to the accomplishment of the
title. The goal of the statement of the problem is to reinforce your research in order for it
to make a reality.
The first thing you do is to rephrase your research title into a statement. This
becomes the general or the main problem which you will seek answers to.
Next is to list down the specific problems. These problems contain the variables
which will be tested along the research process.

Activity 3 – Analyzing a Sample SOP

Directions: Below is a sample of a statement of the problem taken from an actual
undergraduate thesis. Based on the lesson, identify and discuss key points that you
have read from this. Describe the structure of how it was written, the organization of
ideas, and the relevance of information given. Do this on separate sheet.

Statement of the Problem

This study aimed to determine the Blended Learning Approach as an Effective Strategy
in Enhancing the Reading Comprehension of the Secondary Students in Holy Rosary College.
Specifically, the study tried to answer the following questions:
1. Is there a significant difference in the total mean scores of the summaries made by two
groups?

2. Is there a significant difference in the scores of Experimental group and Controlled group
in terms of each summaries?

3. Is the post test of Experimental group significantly greater than the post test of the
Controlled group?
Comments:

______________________________________________________________________
______________________________________________________________________

Activity 4 Explaining Concept

Directions: Using your own words and based on your understanding of the lesson,
explain the importance of the role of the statement of the problem in any research study.
Do this on separate paper.
______________________________________________________________________
______________________________________________________________________

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Subject: Practical Research II
Activity 5 Formulating SOP
Directions: Among the research titles you have proposed in Activity 5 of Lesson 2 –
Writing the Research Title, choose one. Transpose your research title in a statement
form and then formulate at least three (3) specific problems to support your general
problem. Do this on separate sheet.

IDENTIFICATION
Directions: Write RESEARCH if the statement pertains to the statement of the
problem. If not, leave the space blank. Do this on separate sheet.
_______________1. Problem statement refer to a broad overview of the questions that
will be addressed in the study.
_______________2. The statement of the problem contains the general and specific
problems.
_______________3. The statement of the problem serves as a compass.
_______________4. The statement of the problem sets the specific direction where
your research is supposed to go.
_______________5. The statement of the problem follows the type of research.
_______________6. The statement of the problem makes sure you are in the right track
of what you are trying to accomplish in your study.
_______________7. Your research title, research type, and statement of the problem
should be intertwined to one another.
_______________8. The statement of the problem is a means of establishing whether
you are going to accomplish the outcome of your research.
_______________9. The general problem comes from the title of your research.
_______________10. You cannot write down anything you want as your specific
problem.

This module shall be used for two consecutive weeks. The activities aside from
this part are answered individually but for this part, all activities shall be answered and
conducted collaboratively in a group.
FIRST ACTIVITY:
Within your strand and section, the teacher will form a group of students in
research.
SECOND ACTIVITY:
Based on the lessons discuss in this module, you will now try to come up with
your research studies.
1. Research Problem - You have provided lots of research problems in your
individual activities. Brainstorm about all these
research problems and try to come up with at least
five (5) researchable problems.
2. Working Research Title - As mentioned in the lesson regarding title
formulation, this is not yet your final research title but
rather your working title. Based upon the research
problems you have chosen, try to formulate or
construct research titles. If there are five (5) research
problems, there should be five (5) proposed research
titles.
GUIDELINES IN DOING THESE ACTIVITIES AND SUBMITTING THESE TO THE
TEACHER:

1. No students are allowed to come out of their house to meet with their research
groupmate just to do these activities.

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Subject: Practical Research II
 2. The students will have to think of means or ways they can communicate with
each other for the reason of brainstorming or sharing relevant ideas.
3. Group members must not exceed 7. There should be a minimum of 4 and
maximum of 6 members per group.
4. The submission of this output is on the second Friday from this week. It should
be in a word document.
5. The format are as follows
- Font style: Arial
- Font size: 12
- Line and Paragraph Spacing: 1.5
- On the upper left side of the paper, write in capital form and bold-faced the
Grade, Strand and Section. Indicate also from what branch of CITI Global
College you are.
- After that, write in alphabetical form the complete name of the group
members. (Last Name, Middle Name, Middle Initial)
- Two spaces after the names, make the sample table then write down your
research problems and proposed research titles.

RESEARCH PROBLEM:

RESEARCH TITLE:

- Submit your document to me, on or before the submission date, in our

messenger group chat ONLY.
- Name your file with your grade, strand, section, and branch.

IMPORTANT REMINDER: Kindly follow these simple instructions.

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Subject: Practical Research II