ENG103-SHS-SG-WK5

FUTURE READY FUTURE SMART PROGRAM

STUDY GUIDE

Subject RESEARCH IN DAILY LIFE 2

Topic Nature and Background of the Study
Level Grade 12
Week Week 5
School Year 1st Quarter/SY 2021-2022

I. Objectives

- Writes a research title

- Understand the background of research

II. Discussion

The Introduction of the Research Study

Chapter I of your research study includes the introduction of the topic. In this section of your
study, you identify the essence of pursuing your research and provide an overview of the focus
of your study. Additionally, you must mention the reason behind pursuing your research. In this
regard, you should address the features that can contribute to the people concerned. A good
introduction composes the following subsections:

1. Nature and background of the study

2. Hypothesis
3. Statement of problem / research questions
4. Purpose/objectives of the study
5. Significance of the study
6. Scope
7. Definition of Terms
8. Conceptual Framework

Subsections of Introduction

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a. Nature and Background of the Study

Here, you include existing literature, current issues, and present problems and circumstances
associated with the study. You must also note the rationale, or the importance of doing the
investigation to strengthen the beneficial purpose of conduction researches.

When writing the background of the study you may follow the following:

1. You may present the general idea of your study.

2. After presenting the general ideas, you can now narrow it down to a more specific
explanation of ideas. You may use cause and effect, advantages and disadvantages,
compare and contrast to discuss your concepts.
3. You must give emphasis on the rationale of doing your research. Include how relevant it
is and explain the impact that the study can impart.

Presenting Hypothesis

A hypothesis is a tentative answer to a scientific question. A testable hypothesis is

a hypothesis that can be proved or disproved as a result of testing, data collection, or
experience. Only testable hypotheses can be used to conceive and perform an experiment using
the scientific method.

Requirements for a Testable Hypothesis

In order to be considered testable, two criteria must be met:

● It must be possible to prove that the hypothesis is true.

● It must be possible to prove that the hypothesis is false.
● It must be possible to reproduce the results of the hypothesis.

Examples of a Testable Hypothesis

All the following hypotheses are testable. It's important, however, to note that while it's possible
to say that the hypothesis is correct, much more research would be required to answer the
question "why is this hypothesis correct?"

● Students who attend class have higher grades than students who skip class. This is
testable because it is possible to compare the grades of students who do and do not skip
class and then analyze the resulting data. Another person could conduct the same
research and come up with the same results.
● People exposed to high levels of ultraviolet light have a higher incidence of cancer than
the norm. This is testable because it is possible to find a group of people who have been
exposed to high levels of ultraviolet light and compare their cancer rates to the average.
● If you put people in a dark room, then they will be unable to tell when an infrared light
turns on. This hypothesis is testable because it is possible to put a group of people into

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a dark room, turn on an infrared light, and ask the people in the room whether or not an
infrared light has been turned on.

Examples of a Hypothesis Not Written in a Testable Form

● It doesn't matter whether or not you skip class. This hypothesis can't be tested because
it doesn't make any actual claim regarding the outcome of skipping class. "It doesn't
matter" doesn't have any specific meaning, so it can't be tested.
● Ultraviolet light could cause cancer. The word "could" makes a hypothesis extremely
difficult to test because it is very vague. There "could," for example, be UFOs watching
us at every moment, even though it's impossible to prove that they are there!
● Goldfish make better pets than guinea pigs. This is not a hypothesis; it's a matter of
opinion. There is no agreed-upon definition of what a "better" pet is, so while it is possible
to argue the point, there is no way to prove it.

Types of Research Hypothesis

Research hypothesis can be classified into seven categories as stated below:

1. Simple Hypothesis
It predicts the relationship between a single dependent variable and a single independent
variable.

2. Complex Hypothesis
It predicts the relationship between two or more independent and dependent variables.

3. Directional Hypothesis
It specifies the expected direction to be followed to determine the relationship between
variables, and is derived from theory. Furthermore, it implies researcher’s intellectual
commitment to a particular outcome.

4. Non-directional Hypothesis
It does not predict the exact direction or nature of the relationship between the two variables.
Non-directional hypothesis is used when there is no theory involved or when findings contradict
previous research.

5. Associative and Causal Hypothesis

Associative hypothesis defines interdependency between variables. A change in one variable
results in the change of the other variable. On the other hand, causal hypothesis proposes an
effect on the dependent due to manipulation of the independent variable.

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6. Null Hypothesis
It states a negative statement to support the researcher’s findings that there is no relationship
between two variables.

7. Alternative Hypothesis
It states that there is a relationship between the two variables of the study and that the results
are significant to the research topic.

Statement of the Problem / Research Question

The statement of the problem should have a general problem and a specific problem. The
general problem is written in a declarative sentence and the specific problem is usually written
in an interrogative sentence.

Example: General Problem: This study aims to determine the lack of mathematical
expertise of SHS students.

Specific Problem: What are the possible causes of the lack of mathematical
expertise of SHS students?

a. Student
b. Teacher
c. Environment
d. Mindset

Purpose/Objective of the Study

This part of the introduction is narrowed with a wider explanation behind the reasons for doing
the study. In this section, you also discuss your intention for conducting it. The more you state
the results that you expect to discover from your study. Usually, your purpose or objective of
the study is related to your statement of the problem or hypotheses.

Example: The objective of this study is to determine the causes of the lack of
mathematical expertise of SHS students.

Significance of the Study

The significance of the study points out the advantages that will come from the results. It
emphasizes the on to which the findings will be favorable. Usually, the advantages that may
come from your study should be detailed in this section.

Example:

The result of the study will be of great benefit to the following:

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 ENG103-SHS-SG-WK5

Students. This study will help students of senior high school department by providing them a
comprehensive study looking through all possible causes of lack of mathematical expertise.

Teachers. This study will help the teachers discern the causes of lack of mathematical
expertise to the students of senior high school department which will in turn allow them to
provide a better service that will result in the improvement of the students’ behavior and
academic performance.

School Administrators. This study will help the school administrators become well-informed
about the remarkable and unremarkable aspects of technique in teaching, which will aid them
to address the aspects where they may be lacking, and at the same time, enhance the aspects
where they excel.

To the Future Researchers. This study will help future researchers to have a wider and a
deeper knowledge and understanding about the possible causes of lack of mathematical
expertise of senior high school students allowing them to be able to come up with a more
inclusive study in the future.

Scope of the Study

This section of your study presents the limits of the process in which your study will be
conducted. Here, you will discuss the variables that you will examine and the method that you
will use, you will also mention the number of participants, the place, the instruments to be used,
and the time frame for completing your study.

Example:

This study, is a causal-comparative research focused on senior high school students from the
Good Samaritan Colleges.

This research is limited to a research sample composed of 60 students, 20 students per

academic strand of the present academic year 2020-2021 who will serve as the respondents of
this study.

The primary data gathering method to be used by the researchers is through a survey
questionnaire to gather the insights of the students with regards to lack of mathematical
expertise of senior high school students.

Definition of Terms According to Peter K. Dunn

Research studies usually include terms that must be carefully and precisely defined, so that
others know exactly what has been done and there are no ambiguities. Two types of definitions
can be given: conceptual definitions and operational definitions.

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● A conceptual definition articulates what exactly is to be measured or observed in a study.

● An operational definition articulates how to capture (identify, create, measure, assess etc.) the
value.

Conceptual Framework According to Swaen Bas

A conceptual framework is a written or visual representation of an expected relationship

between variables. Variables are simply the characteristics or properties that you want to
study.

Example: You want to know if students who study more hours get higher exam
scores. To investigate this question, you can use methods such as
an experiment or survey to test the relationship between variables.

Before you start collecting data, construct a conceptual framework to

show exactly which variables you will measure and how you expect them
to relate to each other.

A conceptual framework can be designed in many different ways. The form takes will depend
on what kinds of relationships you expect to find.

Independent and Dependent Variables

If we want to test a cause-and-effect relationship, we need to identify at least two key

variables: the independent variable and the dependent variable. In our example:

● the expected cause, “hours of study,” is the independent variable (aka the predictor or
explanatory variable).
● the expected effect, “exam score,” is the dependent variable (aka the response or
outcome variable).

In other words, “exam score” depends on “hours of study.” Our hypothesis is that the more
hours a student studies, the better they will do on the exam.

To visualize our expected cause-and-effect relationship, we will use the basic design components
of boxes and arrows. Each variable appears in a box. To indicate a causal relationship, each
arrow should start from the independent variable (the cause) and point to the dependent
variable (the effect).

Hours of study
(Independent Exam score
Variable) (Dependent Variable)

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Next, we should identify other variables that might influence the relationship between our
independent and dependent variables. Some common variables to include are moderators,
mediators, and control variables.

Moderating Variables

Now we’ll expand the framework by adding a moderating variable (aka a moderator). A
moderator alters the effect that an independent variable has on a dependent variable.

The moderator thus changes the effect component of the cause-and-effect relationship. This
moderation is also referred to as the interaction effect.

In our example, we expect that the number of hours a student studies is related to their exam
score: the more you prepare, the higher your score will be.

Now we add the moderator “IQ.” A student’s IQ level changes the effect that the variable
“hours of study” has on the exam score: the higher your IQ, the fewer hours of study you
must put in to do well on the exam.

In other words, the “IQ” moderator moderates the effect that the number of study hours has
on the exam score.

Hours of study
(Independent Exam score
Variable) (Dependent Variable)

I.Q.
(Moderator Variable)

Let’s take a look at how this might work. The graph shows how
the number of hours spent studying affects exam score. The more hours you study, the better
your results. A student who studies for 20 hours will get a perfect score.

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But the graph looks different when we add an “IQ” moderator of 120. A student with this IQ
will already achieve a perfect score after just 15 hours of study.

Below, the value of the “IQ” moderator has been increased to 150. A student with this IQ will
only need to invest five hours of studying in order to get a perfect score.

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The higher the IQ, the fewer hours a student needs to study in order to achieve a score of
100%.

In short, a moderating variable is something that changes the cause-and-effect relationship

between two variables as its value increases or decreases.

Mediating Variables

Now we’ll expand the framework by adding a mediating variable. In a cause-and-effect

relationship, a mediating variable is a variable that links the independent and dependent
variables, allowing the relationship between them to be better explained.

Here’s how the conceptual framework might look if a mediator variable were involved:

Hours of study
(Independent Exam score
Variable) (Dependent Variable)

Number of practice
(Mediating Variable)

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The mediating variable of “number of practice problems completed” comes between the
independent and dependent variables. The hours of study impacts the number of practice
problems, which in turn impacts the exam score.

In this case, the mediator helps explain why studying more hours leads to a higher exam
score. The more hours a student studies, the more practice problems they will complete; the
more practice problems completed, the higher the student’s exam score will be.

By adding the mediating variable of “number of practice problems completed,” we help explain
the cause-and-effect relationship between the two main variables.

Keep in mind that mediating variables can be difficult to interpret, and care must be taken
when conclusions are drawn from them.

Moderator Vs. Mediator

It’s important not to confuse a moderators and mediators. To remember the difference, you
can think of them in relation to the independent variable.

A mediating variable is affected by the independent variable, and it affects the dependent
variable. Therefore, it links the two variables and helps explain the relationship between them.

A moderating variable is not affected by the independent variable, even though affects the
dependent variable. For example, no matter how many hours you study (the independent
variable), your IQ will not get higher.

Health
(ControlVariable)

Hours of study
(Independent Exam Score
Variable) (Dependent Variable)

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That means we should keep the variable “health” constant in our study—we’ll only include
participants who are in good health on the day of the exam.

References
Espinosa, Allen A. Practical Research 2. DIWA Learning System Inc., 2016.
“Introduction: Hypothesis/Thesis - How To: Use Articles for Research - LibGuides at Cayuga Community College.” Home -
LibGuides at Cayuga Community College, https://libguides.cayuga-cc.edu/c.php?g=172035&p=1133998. Accessed 30 Apr.
2021.
“What Is a Testable Hypothesis?” ThoughtCo, https://www.thoughtco.com/testable-hypothesis-explanation-and-examples-
609100. Accessed 30 Apr. 2021.
“Definition of Terms | Guide to the ALM Thesis.” Guide to the ALM Thesis, https://thesis.extension.harvard.edu/definition-
terms. Accessed 30 Apr. 2021.
Dunn, Peter K. “2.2 Conceptual and Operational Definitions | Scientific Research Methods.” Home | Bookdown,
https://bookdown.org/pkaldunn/Book/OperationDefinitions.html. Accessed 30 Apr. 2021.
Swaen, Bas. “Developing a Conceptual Framework for Research.” Scribbr, 7 Dec. 2015,
https://www.scribbr.com/dissertation/conceptual-
framework/#:~:text=A%20conceptual%20framework%20illustrates%20what,before%20you%20begin%20collecting%20data

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 ENG103-SHS-SG-WK5

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