Supervisory Form

Name of Teacher Ronald Durana Artillero Grade Level: 11

Learning Area: Research Quarter: SECOND Duration:5 days (1hr/day)
Competency: to formulate clearly the statement of the problem and other components of chapter III
Essential
Learners will understand how to use research instruments
Understanding
Essential
How does a good research problem affect the study?
question
Learning Knowledge describe the component of chapter III
Objectives Attitude Familiarize the component of chapter III
Skills formulate research methodology
st
21 Century  Information literacy
Literacy  Critical thinking and problem solving skills
 Communication and collaboration
Elements of Methodology
the Learning
Plan
Preparations Motivation/ Show pictures related to the components of chapter I
- How will I make Introductory OBJECTIVES: THEORETICAL FRAMEWORK SCOPE AND
the learners ready?
- How do I prepare Activity LIMITATION
the learners for the
new lesson?
- How will I connect
my new lesson with
the past lesson?

NOTE: Let the students identify and describe what is in the picture.(let the
give many description as they can)
GUIDE QUESTIONS:
1. WHY DO YOU THINK I ASKED YOU TO DESCRIBE THESE PICTURES?
2. HOW IT IS RELATED TO OUR TOPIC? ( HOTS QUESTIONS)

Presentation Activity Students will be group into 5 and each group will go outside the classroom and
- (How will I (Collaborative) they will make a research question/problem based on the observation that they
present the new gather.
lesson? Note: Each group will provide 5 research problem/statement but only three
- What research statement will be approved and the best attainable one will be choose.
materials will I
use?
- What Guide in making research problem/statement:
generalization /
concept
/conclusion
/abstraction
should the
learners arrive
at?

to be presented
Analysis NOTE: After the activity the following questions will be given to the students for
(Guided) deepening.
1. What are the advantages and disadvantages of qualitative research?
2. How accurate qualitative research is?
3. How will you apply qualitative research in solving real life problem?
INTRODUCTION
Abstraction 1.1 Background to the Study
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(Focused) 1.2 Statement of the Problem

1.3 Objectives or Purpose of the Study
1.4 Research Questions and /or Hypotheses
1.5 Significance of the Study
1.6 Scope and Limitation of the Study
1.7 Basic Assumptions
1.8 Operational Definition of Terms

As can be seen above, the project outline constitutes a huge part of the project
proposal and the student researcher just needs to perfect the approved research
proposal with the view of using it as the Chapter One. The fact remains that all the
other parts that as had been written for the project proposal would still stand, with
the inclusion of Operational Definition of Terms. At this stage, it is important to
understand and know what is contained under each of the subheadings in the first
chapter and these are described thoroughly in this article: –

1.1     Background to the Study

just as the name means, this section outlines the history of the subject matter under
investigation; the evolution of the research problem; how the researcher became
fascinated with the problem. He goes on to describe the specific situation
surrounding the research problem, using facts from the literature to support various
arguments. In this section also, the student researcher tries to ascertain the
suitability and feasibility of the study, concluding from the sufficient evidences
drawn from the previous literature.

1.2     Statement of the Problem

The Problem Statement, as it is otherwise described, is the reasonable conclusion of

the problems/issues raised in the Background to the Study. The idea is that while
the Background to the Study offers a wider or global perspective/standpoint to the
subject matter of the research, the Problem Statement makes assumptions from
there and concludes on the specifics as they relate to the specific investigation
being conducted.

1.3     Objectives {Purpose} of the Study

Simply similar to every other component in a research project, the Objectives of the
Study is strongly connected to the Research Problem. The former is derived
directly from the latter. The Objectives of the Study, which is sometimes described
as Purpose, stand for the aims of carrying out the investigation and could be
categorized into general and specific.

The general objective describes the overall aim of a research project whereas the
specific objective is concerned with the comprehensive list of intentions concerning
what the research stands to accomplish at the end of the project. Typically, the
specific objectives are stated in the form of declarative statements for example, the
statement should start with “to examine”, “to analyze”, “to determine”, “to assess”,
“to find out” etc. The Research Questions usually take the form of interrogative
statement, the Objectives present the same thing, but in the statement form.

1.4. Research Questions and/or Hypotheses

Typically, these come immediately after the Research objectives because of their
strong relationship. They do not just seek to convert the declarative statement of the
objectives into interrogative form, but further break down the major problems
compressed in the research objectives. As its name implies, Research Questions is
presented just like interrogations seeking to create specific relations among the
main variables of investigation.

As well, the Research Questions usually serve as the foundation from where the
questionnaire items/questions would ultimately be derived. The difference between
the two is that the items in the questionnaire offer a further breakdown of each of
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the research questions to a greater specification. This is to the level that a single
research question can turn out the range of between three to five questionnaire
items/questions. But the Research Questions are wide in nature, the questionnaire
items are typically directed towards the details thereby getting down to more
specifics.

In the case of Hypotheses, they are not the same as Research Questions even
though they are sometimes used to substitute each other. In other words, it is not
unusual to find projects which have both as well as others which have only one of
them. Since they are not the same, they are not expected to replace each other. If
they stand to do that, then one should be retained and the other disposed of. By this
piece of information, one can easily know that it is not necessary that a project
should have both; particularly at the elementary level, where in most of the times,
the research questions would be okay.

By meaning, a Research Hypothesis is a clear, specific statement whose validity

and workability can be tested by means of scientific method. Being a declarative
statement of prediction, it tries to determine the relationship or difference that
exists between one variable and the other; and to what degree. It is a form of clever
guess or supposition regularly derived from the results of previous studies and/or
theories originating from the literature. Hypotheses are formulated on the core of
any of the areas and objectives listed below:

1. To merely describe a occurrence or a statement of fact

2. To compare two or more concepts, individuals and places
3. To reveal the relationship between variable
4. To reveal a cause/ effect situation between variables.

Usually, there are two kinds of hypotheses; basically referring to the way they are
stated. They are the Null and the Alternative. While the former is frequently stated
in the negative form of “No Significant Relationship” or “No Significant
Difference” etc., the latter takes the positive form of statement; such as “There is a
Significant Relationship”, “There is a Significant Difference” etc.

The Research Hypotheses specify the fundamental issues relating to the data to be
gathered in the process of conducting the study. They serve as a theoretical
conceptualization of what the researcher anticipated with respect to his research
outcomes. These help him to test and verify his concepts on the basis of which he
makes very tangible and reliable conclusions and generalizations. They also assist
in sharpening researcher’s focus on the research problem with a view to
determining the direction where to find the solution.

Therefore, some of the qualities of a good hypothesis must include that:

 It should be sensible {i.e. clever guesses}.

 It should be in line with known facts or theories.
 It should be constructed in such a manner that it is testable and found to be
probably true or false.
 It should be in very simple, unambiguous terms.
 It should be directly connected to the problem of research.
 It should involve very few variables at a time.
 It should be quantifiable {i.e. operationally formulated}.

1.5.    Significance of the Study

It is anticipated that every research project must have something new to contribute
to knowledge in that research field, no matter how small. In point of fact, no
research should take place if it will not contribute anything to knowledge; as this
represents the major feature of all research endeavors.

Consequently, this section is expected to clarify the possible benefits of the

research and to whom such anticipated benefits would be meant. All these should
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be clearly stated. In any way, there is no standard detail as to the number of benefits
that a research project should have or its length. It can be arranged sequentially or
itemized or paraphrased depending on the person’s method of writing.

1.6.    Scope and Limitation of the Study

The scope of the study basically refers to the level of coverage of the research
subject being investigated and the good statement of the problem will act as a
helpful guide to doing this. That means, if the problem had been properly stated at
the beginning, it helps, certainly, in defining the scope of the research. That is why
the scope of the study is partially dependent on the title of the research project. If
well formulated, the phrase of the title only does define the scope of the study and
possibly, needs a little rider to make it clearer. The limitation of the study
represents the things and issues that constituted challenges in the process of
investigations.

Consequently, if the scope was concerned with the level of the research’s coverage,
then, limitation implies building a fence around the subject of research. This is with
a view to creating a foundation for the non-inclusion of certain things in the study
for understandable reasons.

1.7.    Basic Assumptions

Even though many student researchers tend to mistake Assumptions with

Hypotheses, it is important to state very clearly that they are not the same. We have
already discussed about hypotheses; its meaning and significance in a research
project. However, Assumptions are only mere statements, which are frequently, not
subjected to any testing. They are, more or less, ordinary statements that are taken
for granted. They cannot replace the Hypotheses; yet, they tend to duplicate the
Hypotheses, because they are fairly similar.

It is because of these reasons that a lot of research experts have suggested that if the
study has hypotheses, then assumptions would no longer be needed. For a study
with Research Questions only nevertheless, it is suitable to have assumptions, to act
as a guide towards the achievement of the research objectives.

Assumptions are typically itemized while the number varies.

1.9     Operational Definition of Terms

This section of the Chapter one (introduction) is used to offer a kind of working
definition to all the concepts, which would be operationally used in the course of
the research. The notion is that there are some terminologies, which have been
“adapted” and so utilized restrictively for the purpose of the research project.

This implies that such terminologies would mean something somewhat different
from the one adapted under a different circumstances; therefore the name
Operational Definition of Terms. In defining terms operationally, individual
concepts/words to be so defined are recognized and then itemized. Thus,
operational definitions are typically given in such a manner that will imply that
they are not the usually accepted as standard definitions but those peculiar to the
study in specifically. This section typically comes last in the introductory chapter

Practice Application Individual: Each students will make their own title with respect to
- What practice (Independent/ attainability and importance to the society. (rubrics will be presented. )
exercises/applic Collaborative)
ation activities
will I give to the
Each group will start making their chapter I of their research problem.
learners? Note: with their approved attainable research statement
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Assessment Assessment Matrix

Based on DepEd What will I assess? How will I How will I score?
Memo No. 8, S.O
2015
assess?
Written Work Knowledge and Written works RUBRICS
understanding
Performance Task
Agreement Reinforcing the day’s
lesson
Preparing for the
new lesson
Instructional Re-teach Modify some aspects/processes Proceed to the next
Decision