I.

LEARNING OUTCOMES
At the end of the sessions the students are expected to:
 identify the parts of the Chapter 1 of a research paper
 describe the parts of Chapter 1 of a research paper
 demonstrate the skill on construction of Chapter 1 using relevant sources of information

II. LEARNING CONTENT

- The Research Problem
- The Title
- Statement of the Problems/ Objectives
- Sub-problems
- Hypotheses
- Review of Literature
- Framework of the Study
- Format of LORMA Colleges Research Paper: Chapter 1

III. OVERVIEW

This instructional module provides maximum of twelve hours’ worth of materials on concepts
relevant to the discussion of the Chapter 1 of a research paper. Its purpose is to give the students
an in-depth and comprehensive background on parts of Chapter 1 of a research paper based on
the institutional standards and format of LORMA Colleges. It is important that students develop a
clear picture of the components of the Chapter 1 since it will be the foundation of their paper. In this
module, the Background of the Study, Framework of the Study, and Statement of the Problem shall
be emphasized. On successful completion of this module, the students will be able to realize the
learning outcomes stated.

IV. DISCUSSION: CHAPTER 1

THE RESEARCH PROBLEM

 The first step in writ a thesis proposal is the identification and selection of a research problem. Many
students find it very difficult to write a thesis proposal because they are confused in selecting a
research problem.
 Arboleda (1998) has identified five reasons for such difficulty in selecting a research problem. These
are:
a. Too many research problems that the student is considering
b. The needed data are difficult to obtain.
c. Not all social problems are empirically testable.
d. The student does not know how to specify a research problem.
e. The student may not know the sources of research problems
 A problem is:
1. any significant, perplexing and challenging situation, real or artificial, the solution of which
requires reflective thinking;

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 2. a perplexing situation after it has been translated into a question or series of questions that
help determine the direction of subsequent inquiry. The foregoing definitions are according
to Dewey (Good, p. 414).
 The term research problem implies that an investigation, inquiry or study is to be conducted, or that the
problem is ready for investigation, inquiry or study. There are certain elements that a problem must
possess before it becomes a research problem ready for investigation. These elements are:
1. Aim or purpose of the problem for investigation. This answers the question “Why?” Why
is there an investigation, Inquiry or study?
2. The subject matter or topic is investigated. This answers the question “What?” What is to
be investigated or studied?
3. The place or locale where the research is to be conducted. This answers the question
“Where?” Where is the study to be conducted?
4. The period or time of the study, when the data are to be gathered. This answers the
questions “When?” When is the study to be carried out?
5. Population or universe from whom the data are to be collected. This answers the
questions “Who?” of “From whom?” Who are the respondents? From whom are the data to
be gathered?

 Summarizing, the elements of a research problem are aim or purpose, subject matter of the topic, place
or locale, period of time, and population or universe. They respectively answer questions starting with
why, what, where, when, and who or from whom.

Example of research problem: To determine the status of teaching science in the high schools of
Province A during the school year 2019-2020.
Aim or purpose: To determine the status of
Subject matter or topic: The teaching of science
Place or locale: In the high schools of Province A
Period of time: During the school year 2019-2020
Population: The respondents are implied to be either the teachers or the pupils or both.

In formulating the title of a research inquiry, the aim is usually omitted and sometimes the population is not
also indicated. In the above example, the title is “The Teaching of Science in the High Schools of Province
A during the School Year-2020.”

Guidelines in the Selection of a Research Problem or Topic

 In this module, you will learn that there are 18 guidelines in the selection of a research problem or topic.
These are the following:
1. The research problem or topic must be chosen by the researcher himself. This is to avoid
blaming others or offering excuses for any obstacle encountered.
2. It must be within the interest of the researcher. This is to make sure that the researcher will
focus his full attention on the research work.
3. It must be within the specialization of the researcher. This will in some way make the work
easier for him because he is working on familiar grounds. Besides, this may improve his
specialization, skill, and competence in his profession.
4. It must be within the competence of the researcher to tackle. The researcher must know the
method of research and other research procedures applicable to his problem and he must know
how to apply them. He must have a workable understanding of his study.

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5. It must be within the ability of the researcher to finance, otherwise he must be able to find
funding for his research. Research involves not a small amount of expense and the researcher
must be able to foot the bills until his study is completed. There must be a budget which he must be
able to shoulder.
6. It is a researchable and manageable, that is,
a. Data are available and accessible. The researcher must be sure that the participants in his
investigation possess the needed data and that they are within his reach. So, one must not
choose a problem in which the locations of the data are too far away, say foreign lands.
b. The data must meet the standards of accuracy, objectivity, and verifiability. This is
important. The data gathered must be accurate, objective and not biased, and can be
verified if there arises a need, otherwise, the results of the study will not be valid and the
generalizations formulated will be faulty.
c. Answers to the specific questions (subproblems) can be found. The data to be
collected must apply the necessary answers to the specific questions. Suppose the question
is:” How qualified are the teachers handling science?”. The data to be gathered are the
educational attainment and the fields of specializations of the school system. This way, the
answer to the question can be found.
d. The hypotheses formulated are testable, that is, they can be accepted or rejected.
Hypotheses are not proved; they are only determined as true or not. If the findings from the
data do not conform to the hypotheses, the latter are rejected. If the findings conform to the
hypotheses, the latter are accepted as true and valid.
e. Equipment and instruments for research are available and give valid and reliable
results. The construction and validation of research instruments are fully discussed in the
later chapter.
7. It can be completed within a reasonable period of time unless it is a longitudinal research which
takes a long time for its completion. Although research is unhurried, there must be a timeable for its
completion. For graduate students engaged in social and educational research, a research project
for a master’s thesis must be completed within three years from the time the academic work has
been completed and for a doctoral dissertation, five years. This is according to the regulation.
8. It is significant, important, and relevant to the present time and situation, timely, and of
current interest. This means that the research project must be able to make a substantial impact
upon situations and people it is intended for or addressed to. It must be able to arouse the interest
of the people concerned. If the study is about drug abuse, it must be able to draw attention of those
engaged in the habit and those assigned to stop it.
9. The results are practical and implementable. If the investigation is about drug addiction, are the
recommendations for its eradication applicable with the expected effectiveness?
10. It requires original, critical, and reflective thinking to solve it. To be able to apply these, the
research project must be novel, new or original. The study is considered novel and new if it has not
yet been studied before and the data are gathered from new and original sources. However, the
study may be replication, that is, the study has already been conducted but in another place, not in
the place where it is intended to be studied again. The purpose of study replications is to determine
if conditions in one place are also true in other places so that generalizations of wider application
can be formulated.
11. It can be delimited to suit resources of the researcher but big or large enough to be able to
give significant, valid, and reliable results and generalizations. The area and population may
be reduced but only to such an extent that the generalizations can be considered true and useful.

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12. It must contribute to the national development goals for the improvement of the quality of
human life. This is the ultimate aim of research, to improve the quality of human life. Research
must improve or show how to improve unsatisfactory conditions.
13. It must contribute to the fund of human knowledge. All the facts and knowledge that we have
are mostly the products of research. Any study to be conducted must add a new bit of knowledge to
what we already have.
14. It must show or pave the way for the solution of the problem or problems intended to be
solved. Usually, after the inquiry has been conducted, recommendations are made for the solution
of problems discovered which, if implemented, can solve the problems.
15. It must not undermine the moral and spiritual; values of the people. It must not advocate the
promotion of antisocial values such as drug addiction, cruelty, hatred, and divisiveness, multiple sex
mating, etc. As much as possible, it must advocate the promotion of divine values and those
admirable human values such as love, peace, goodwill, etc.
16. It must not advocate any change in the present order of things by means of violence but by
peaceful means. It must not advocate subversion, revolution, or the like to wrest control of the
government or change the form of government. If there is a needed change, it must be made by
any means but the means must be peaceful and legitimate.
17. There must be a return of some kind to the researcher, either one or all of the following, if the
research report is completed:
a. Monetary, either increase in salary or publication of the results in which there is some kind
of royalty.
b. Advancement of position, promotion. Generally, after finishing a graduate course, there
is promotion especially in the educational system. It is easier to get a promotion with a
graduate degree than without one.
c. Improved specialization, competence, and skill in professional work especially if the
research subject is related to the profession. Suppose a teacher makes a study of the
school management practices of school principals in a certain area. So, when this teacher
gets promoted to the principalship, he already knows how to manage his own school
because of what he has learned from his study about the practices of the principals he has
studied.
d. Enhanced prestige and reputation. Usually, it is a big honor, especially among
colleagues, on the part of one who completes a research project. This is so because of the
intellectual activity, effort-making capacity, and big expenses involved in the work, and of
course, because of a higher degree earned.
e. Satisfaction of intellectual curiosity and interest, and being able to discover truth. It is
always our experience that after being able to solve a difficult intellectual problem, we are
engulfed with so much elation and satisfaction that we forget all the sacrifices and difficulties
that we have gone through. This is also the feeling of those who are able to finish their
research projects and reports, the latter in the form of theses or dissertations, especially
after passing a very rigid oral defense.
18. There must be a consideration of the hazards involved, either physical, social, legal.
 This author knows of man who went to the mountains to study a tribe, ignoring physical
dangers from wild animals and from the tribesmen themselves. While this act is
admirable, the researcher must also consider his personal safety.
 Another hazard is social. This occurs when inquiry happens to encroach upon socially
approved and established social values, norms of conduct, or ethical standards. The

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 inquiry may draw the ire of the populace and the researcher may receive some kind of
rebuke, censure, criticism, or derision.
 Still another hazard is legal. If an investigation may affect adversely the honor and
integrity of certain people, a libel suit may ensue. Of course, it does not matter much if
the researcher can prove his facts to be true and if he is crusader. He will be admired for
his boldness to discover and tell the truth no matter who gets hurt. A study about graft
and corruption in the government is an example.

Sources of Research Problems

 Once we have selected a topic, we need to gather more information about it. Here are some sources
of topics for research.
1. Experience and observation.
 From our own experiences in our respective work environment, we can sense if not
encounter some difficulties and conflicts that need to be solved. By carefully observing
these situations, we can identify a problem worthy of researching.
 As a student, it is a requirement that your research problem for thesis has something to
do with your present background or with the institution you are concerned with.
Consider the following questions, Why? And what is the cause of that?
2. Related Literature.
 Having thought of a topic in mind, we ought to explore all available books, journals,
articles, research abstracts, and unpublished materials that have some similarity to our
topic. When we know that others have done, we are better prepared to attack the
problem we have chosen to investigate and enable us to evaluate our own topic as to its
significance, relevance, limitation and comprehensiveness. While we are gathering
information form related literature, we have to document each source because we need
this in writing the research project in the part called “Related Literature.”
3. Written Records and Documents.
 We can examine records or documents prepared by organization or institution such as
proceedings of Congress and policies of different organizations. If our topic touches a
professional field, say medicine, law, social work or education, we might want materials
from the professionals associations of these organizations. Usually, organizations have
research department that carry out various studies.
4. Talking to “people in the know.”
 These include researchers whose topics are similar to ours, the insiders or the
participants in the field we are studying and the intellectual comrades, the people whom
we can talk with easily and fruitfully about ideas. We can discuss with other students our
topic in mind and in the process the problem is modified and refined. Some problems
are expanded, sometimes restricted or a different direction may be taken.
 By and large research problems are not identified overnight. They acquire becoming informed about a
possible topic, think about it, and discuss it with others.

THE TITLE
 The thesis writer should be guided by the following in the formulation of his title. These are also the
characteristics of the title.
1. Generally, the title is formulated before the start of the research work. It may be revised and
refined later if there is a need.

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 2. The title must contain the subject matter of the study, the locale of the study, the population
involved, and the period when the data were gathered or will be gathered.
3. It must be broad enough to include all aspects of the subject matter studied or to be studied.
Hence, the title indicates what is expected to be found inside the thesis report.
4. It must be as brief and concise as possible.

5. Avoid using the terms “An Analysis of…,” “A study of…,” “An investigation of…,” and the like.
All these things are understood to have been done or to be done when a research is conducted.
6. If the title contains more than one line, it must be written like an inverted pyramid, all words in
capital letters.

Example of a complete title:

THE TEACHING OF SCIENCE IN THE HIGH SCHOOLS OF PROVINCE A AS PERCEIVED BY

THE SCIENCE TEACHERS AND STUDENTS DURING THE SCHOOL YEAR 2019-2020

The contents as required by Guideline No. 2 are:

a. Subject Matter: The teaching of science
b. Locale of the study: High Schools of Province A
c. Population involved: The Science Teachers and Student; and
d. Period of the study: School Year 2019-2020

A brief and concise form of the title and a better one follows:
THE TEACHING OF SCIENCE IN THE HIGH SCHOOLS OF PROVINCE A

o It will be noted that the population, the science teachers and students as well as the period of
the study, 2019-2020, are omitted when writing the second form but they have to be mentioned
in the scope and delimitation of the study. It will be noted also that the title, though brief and
simplified, is broad enough to include all possible aspects of the subject matter. The central
theme, which is the teaching of science, is also very clear.

STATEMENT OF THE PROBLEM/OBJECTIVES

 Research problems do not come neatly packaged as clearly defined topic. Usually, a problem requires
some working to get into a suitable form for the study to proceed effectively. In other words, our
problem should be so clearly stated that anyone who may read it, understands it and reacts to it without
help. The most important characteristic of the problem statement is that it must provide adequate focus
and direction for research.
 Consider the following examples:
1. Welfare on Children’s Attitudes
2. Retirement Plans of Adults
o Immediately, we can tell that the problems are vague and broadly stated. Each has no focus or
direction. There are no specific variables. Let’s develop them into statements stated in the form
of declarative incomplete sentence.
1. Effects of Welfare Assistance to Parents on the attitude of Teenage Children Toward Work
 Major problem: What effects do welfare assistance to parents have on the attitudes of their
teenage children toward work?

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 2. Retirement Plans for Adults Self-Satisfaction, and Self-Adjustment of Research Retirees: An
Analysis.
 Major problem: How do retirement plans for adults compare with the actual realization in
retirement of these plans in terms of self- actualization and self-adjustment of public school
teacher retirees?
o Note that in the restatement of the problems, the areas are carefully limited so that the study is
of manageable size. In the statement itself, key concepts, variable to be explored and the target
population are given, providing general focus and making the statement precise and definitive.
o In our examples (No.1), “effects” implies certain procedures or methodology. The “teenage
children” limits and defines the methodology. The “teenage children” limits and defines the
population while “attitude” indicates the variable to be investigated.
 Let’s have more examples for better understanding.
Original Restatement

1.Creativity of Elementary School 1. Relationship Between Divergent Thinking

Students Scores and Selected Characteristics of
Immediate Pupils.

2. An Ethnographic Study of School

2.High-School Dropouts Environment of Regular Disabled Students to
Determine Factors Related to Potential
Dropout.

3. Effects of Three Teaching Techniques on

3.Achievement and Teaching Science Achievement of JMD Junior Students
Techniques at PWU.

4. Effects of Cerebral, Hemispherical Overload

on Auditory and Motor Performance Among
4.Factors Affecting Motor Performance Five-Year Old Children
in Young Children

THE SUB-PROBLEMS
 The title of our study is too large to be solved without subdividing it. It should be broken down into
smaller, discrete units. The subparts of the main problems are called sub problems.
 In writing term papers, thesis or dissertations, the sub problems are stated under the part called
Statement of the Problem. These are stated in the form of interrogative sentences.
o For example: I want to get from Laguna to PWU, Taft, Manila. My main problem is: to get from
one location to another. As I contemplate, I break this main problem into the following sub
problems:
1. What is the most direct route?
2. How far do I travel on the highway?
3. Are there any signs of landmarks to direct me?
4. Where do I exit from the highway?
 This shows that in order to answer the main problem, I must first ask myself other
specific questions derived from my main problem.

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  One thing that we should remember is that, each sub problem should constitute a subarea of the major
problem. If there are four questions or sub problems, they must have logical continuity. Meaning, one
problem is directly related to the other.
 Each sub problem must be researched as a separate subproject. We must keep in mind that the
solutions of the sub problems taken together, combine to resolve the main problem of the research.
o Example: Problem or Title of the Study:

An Evaluation of the Laura Vicuna Foundation Inc. Program: Basis for a Proposed
Sustainable Scheme in Development for Street Children

o Some of the Subproblems: (Statement of the Problem)

1. What is the demographic profile of the children and staff of Laura Vicuna Foundation, Inc?
2. How acceptable is the VLF guiding philosophy to the children and staff members?
3. Is there a significant difference in the evaluation of the guiding philosophy of the foundation
between the children and the staff members?
4. To what extent are the objectives of the foundation realized?
5. Is there a significant difference in the evaluation of the objectives between the children and
the staff members?

THE HYPOTHESIS
 As soon as we have stated on research problem, we make some educated guesses on our tentative
answers to the sub problems. These answers are what we call hypothesis. Simply put, a hypothesis is
some sort of prediction regarding the possible outcome of our study or it a restatement of a research
question.
 The American Heritage Dictionary defines a hypothesis as, "a tentative explanation for an observation,
phenomenon, or scientific problem that can be tested by further investigation." This means a
hypothesis is the stepping stone to a soon-to-be proven theory. For a hypothesis to be considered a
scientific hypothesis, it must be proven through the scientific method.

Importance of a Testable Hypothesis

 To devise and perform an experiment using the scientific method, you need to make sure that your
hypothesis is testable. To be considered testable, some essential criteria must be met:
1. There must be a possibility to prove that the hypothesis is true.
2. There must be a possibility to prove that the hypothesis is false.
3. The results of the hypothesis must be reproducible.
 Without these criteria, the hypothesis and the results will be vague. As a result, the experiment will not
prove or disprove anything significant.

Purposes of Hypothesis
 It should be borne in mind that not all studies need hypothesis. Studies that deal with relationship
between and among different variables as well as in testing significant differences between two factors
or two groups of person, make use of hypothesis.

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 Why make use of hypothesis? Firstly, hypothesis gives direction to the study, signifies the specific
variables that have to be manipulated. Secondly, it forces us to this more deeply about the possible
outcomes of the study. In other words, hypothesis enables to make specific predictions based on prior
evidence or theoretical argument.
 On the other hand, hypothesis may lead to a bias on the part of the researcher, he must be tempted to
arrange the procedures or manipulate.

How to Formulate an Effective Hypothesis

 A testable hypothesis is not a simple statement. It is an intricate statement that needs to offer a
clear introduction to a scientific experiment, its intentions, and the possible outcomes. However,
there are some important things to consider when building a compelling hypothesis.
1. State the problem that you are trying to solve.
o Make sure that the hypothesis clearly defines the topic and the focus of the
experiment.
2. Try to write the hypothesis as an if-then statement.
o  Follow this template: If a specific action is taken, then a certain outcome is
expected.
3. Define the variables
o In scientific experiments, a hypothesis proposes and examines the relationship
between an independent variable and a dependent variable. The effect on the
dependent variable (the idea being tested) depends on or is determined by what
happens when you change the independent variable (the factor being changed).

Types of Hypothesis
 Let us make a distinction between two types of hypothesis.
o First a directional hypothesis is one which the specific direction (such as higher, lower, more
or less) the researcher expects the merge in a relationship is indicated. The particular direction
could be based on the researcher’s reading, from the personal experience or from the
experience of others.
 For example:
 Second grader like school less than first-graders but more than the third graders.
o A non-directional hypothesis does not make a specific direction about what direction the
outcome of a study will take. In other words, the researcher has no bias for predicting the
direction of the relationship.
 For example:
 Second and third grades will feel different toward school
 There will be a difference between the scores on the attitude measure of
students with academic disabilities placed in a special class and such students
placed in regular classes.
 To illustrate further the difference between directional and non-directional hypothesis:
 If the person is approaching a street corner, three possibilities exist when he
reached the corner. These are:
o He will continue to look straight ahead.
o He will look to his right.
o He will look to his left.

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  A non-directional hypothesis would predict that he will look one way or the other.

 Both directional and non-directional hypotheses appear in the literature of research, and we should
learn to recognize each one.
 Other types of hypotheses include universal hypotheses and existential hypothesis. The former asserts
that the relationship holds for all values of the variables contained in it for all times and at all places.
The latter asserts that the relationship holds for at least one case.

Forms of Hypothesis
 The seven most common forms of hypotheses are:
o Simple Hypothesis
o Complex Hypothesis
o Empirical Hypothesis
o Null Hypothesis (Denoted by "HO")
o Alternative Hypothesis (Denoted by "H1")
o Logical Hypothesis
o Statistical Hypothesis

 A simple hypothesis is a prediction of the relationship between two variables: the independent
variable and the dependent variable.
o Drinking sugary drinks daily leads to obesity.
 A complex hypothesis examines the relationship between two or more independent variables and two
or more dependent variables.
o Overweight adults who 1) value longevity and 2) seek happiness are more likely than other
adults to 1) lose their excess weight and 2) feel a more regular sense of joy.
 A null hypothesis (H0) exists when a researcher believes there is no relationship between the two
variables, or there is a lack of information to state a scientific hypothesis. This is something to attempt
to disprove or discredit.
o There is no significant change in my health during the times when I drink green tea only or root
beer only.
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  This is where the alternative hypothesis (H1) enters the scene. In an attempt to disprove a null
hypothesis, researchers will seek to discover an alternative hypothesis.
o My health improves during the times when I drink green tea only, as opposed to root beer only.
 A logical hypothesis is a proposed explanation possessing limited evidence. Generally, you want to
turn a logical hypothesis into an empirical hypothesis, putting your theories or postulations to the test.
o Cacti experience more successful growth rates than tulips on Mars. (Until we're able to test
plant growth in Mars' ground for an extended period of time, the evidence for this claim will be
limited and the hypothesis will only remain logical.)
 An empirical hypothesis, or working hypothesis, comes to life when a theory is being put to the test,
using observation and experiment. It's no longer just an idea or notion. It's actually going through some
trial and error, and perhaps changing around those independent variables.
o Roses watered with liquid Vitamin B grow faster than roses watered with liquid Vitamin E. (Here,
trial and error is leading to a series of findings.)
 A statistical hypothesis is an examination of a portion of a population.
o If you wanted to conduct a study on the life expectancy of Savannians, you would want to
examine every single resident of Savannah. This is not practical. Therefore, you would conduct
your research using a statistical hypothesis, or a sample of the Savannian population.

REVIEW OF LITERATURE AND THEORETICAL FRAMEWORK

 A literature review is a comprehensive summary of previous research on a topic. The literature review
surveys scholarly articles, books, and other sources relevant to a particular area of research. 

 The review should enumerate, describe, summarize, objectively evaluate and clarify this previous
research.  It should give a theoretical base for the research and help you (the author) determine the
nature of your research. 

 The literature review acknowledges the work of previous researchers, and in so doing, assures the
reader that your work has been well conceived.  It is assumed that by mentioning a previous work in the
field of study, that the author has read, evaluated, and assimilated that work into the work at hand.

 As researchers, we ought to know that the more we know about literature and studies germane to our
own study the more knowledgeably we can approach our problem. That is why after having chosen a
topic for our thesis or dissertation we have to explore available printed materials that might contain
theories, principles, ideas, experts’ opinions and findings of studies corollary to our study. Once we
know that others have done, we are better prepared to attack the problem we have chosen to
investigate.

 A literature review creates a "landscape" for the reader, giving her or him a full understanding of the
developments in the field.  This landscape informs the reader that the author has indeed assimilated all
(or the vast majority of) previous, significant works in the field into her or his research. 

Why the Need for a Review of Related Literature

 A literature review may consist of simply a summary of key sources, but in the social sciences, a
literature review usually has an organizational pattern and combines both summary and synthesis,
often within specific conceptual categories.

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 A summary is a recap of the important information of the source, but a synthesis is a re-organization, or
a reshuffling, of that information in a way that informs how you are planning to investigate a research
problem. The analytical features of a literature review might:
o Give a new interpretation of old material or combine new with old interpretations,
o Trace the intellectual progression of the field, including major debates,
o Depending on the situation, evaluate the sources and advise the reader on the most pertinent or
relevant research, or
o Usually in the conclusion of a literature review, identify where gaps exist in how a problem has
been researched to date.
 The purpose of a literature review is to:
o Place each work in the context of its contribution to understanding the research problem being
studied.
o Describe the relationship of each work to the others under consideration.
o Identify new ways to interpret prior research.
o Reveal any gaps that exist in the literature.
o Resolve conflicts amongst seemingly contradictory previous studies.
o Identify areas of prior scholarship to prevent duplication of effort.
o Point the way in fulfilling a need for additional research.
o Locate your own research within the context of existing literature [very important].
 To have a substantial review of related literature we can be guided by the following questions:
 Have I surveyed and described relevant studies to the problem?
 Have I surveyed existing expert opinions on the problem?
 Have I summarized the existing state of opinion and research on the problem?
 How to begin a search for Related Literature
1. Use of indexes and abstracts.
o As a rule, we begin by using Education Index and Index Periodicals.
o For studies, we can use abstract from dissertation abstracts and abstract from various
journals such as Journal of Educational Research, Journal of Psychological Research
and many other publications available in the library.
o We can easily locate out topic or topics related to ours because topics/subjects are
alphabetically arranged.
2. Database access to literature.
o Some universities have computerized information.
o All we have to do is to tell the personnel in-charge the topics we are studying and in a
few minutes’ articles, essays, opinions and abstracts or all available information fed into
the computer are printed for use.
o With computerized data, we don’t need to go through the rigorous process of reading
books, etc.
3. Be as fast as Accurate as Possible.
o We can do this by photocopying located material instead of copying great quantities from
one reference to another. But we should not forget to document each source including
the page number and volume number.
o Photo-copies are easy to classify by topics/concepts. This would make it easier for us to
write the related literature in an organized and logical form.
4. Relating Bibliography to the Problem.

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 o We must discover links between our problem and the literature. This will safeguard us
from building haphazard and irrelevant bibliographic collection.
o Some students think that the more sources, they are able to cite the more through and
impressive their literature search will seem.

Three Essential Catagories

1. Simple - A simple literature review is a brief overview of the topic not necessarily purely academic
in scope and often uses popular sources (although popular sources are noted so their weight and
value can be judged) this review is often just the start of the research process.
2. Applied - Used mostly in business, government and other professional environments applied
literature reviews are more fact finding exorcizes.  Used to look at marketability and profitability they
look at change and value objectivity and accuracy in similar projects and programs.   
3. Academic - Whether stand alone or part of a paper, study, or project the Academic Literature
Review requires accuracy, quality resources , objectivity thoroughness and quality analysis but
unlike the other two styles the Academic Review requires a depth the others do not. Academic
sources not popular should be used and a summery and synthysis of sources usually within a
conceptual framework.

Making the Framework of the Study

 One of the functions of related literature is that it provides the conceptual or theoretical framework of
the planned research.
 First of all, what is a theory? A theory consists of statements of definitions, postulates and sometimes
deductions made from postulates of definitions, postulates and sometimes deductions made from
postulates. It can also be defined as a set of interrelated constructs, definitions and propositions that
presents a systemic view of phenomena by specifying relations among variables with the purpose of
explaining and predicting a phenomena. For instance, if our topic is about learning, then we have to
search for theories of learning appropriate to our problem.
 A theoretical or conceptual framework provides a strong evidence of academic standards and
scholastic functions. It offers an explanation of why the study is significant, pertinent and valid and how
the scholar intends to fill the existing gaps in the body of literature.
 We should remember that there should be consistency between and among the research problem, the
theories cited, the existing body of knowledge and the hypothesis.

Difference between a Theoretical and Conceptual Framework

 Used interchangeably, the constructs of a theoretical and conceptual framework is generally regarded
as one and the same; nevertheless, there is a slight difference between the two.  Though these
frameworks are closely associated, they have characteristics that make them distinctly separate from
each other. Some of the key distinction between theoretical and conceptual frameworks has been given
in the following:

Theoretical Framework Conceptual Framework  

Theoretical Framework provides the blueprint
for the research inquiry and serves as the
guide on which to build and support the entire
study. It provides the structure to define how
the scholar shall approach the thesis as a
Whereas, the Conceptual Framework provides a
model explicating what the researcher intends to
study.    

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 whole.

Theoretical Framework used to be based on Whereas, the Conceptual Framework used to

the existing theory duly tested and validated by be grounded in the concepts that provides for the
other researchers (e.g. theory of motivation, main variables in a research inquiry. This is
general systems theory, practice theory etc) something the research scholars develop
themselves based on the theories

Theoretical Framework provides for broader Whereas, the Conceptual Framework relates to
guidelines or a general set of ideas within specific ideas the scholars use in their research
which a research study can be fit in study

Theoretical Framework is generally Whereas, Conceptual Framework is presented

presented in the shape of a model that
supports a research study
as the research scholars’ own constructed model
they use to showcase the relationship between
the variables in the research work. It takes the
shape of an adaptation of a model in the existing
theory

Theoretical Framework needs to be well Whereas, the Conceptual Framework needs not
developed, designed and widely accepted to widely  accepted, for being researchers’ own
answer to the research problem they defined

Theoretical Framework provides a direction Whereas, the Conceptual Framework offers a

for approaching the unknown research in a model that demonstrates how the research inquiry
specific discipline is to be conducted logically

Theoretical Framework comprises of the Whereas, the Conceptual Framework comprises

theories appeared to be interlinked with of the key interlinked concepts, elaborating the
propositions  of the study existing relationship between the variable and
how the researchers claim to respond to the
research problem

Connecting Between the Components for Identifying Research Problem

 It can be noted that relevant theory and existing body of knowledge are basic components of the
research problem. Hypotheses are stated in the context of variables, operational definitions and
conditions. All of these are done on a base or relevant theory and existing knowledge.
 In effect, before we construct a conceptual framework or a paradigm to give direction to our research
work, we must first discuss past theories upon which our study is anchored. We have to present a
formal and explicit discussion of the theories and show their relationships to our study.
 The researcher paradigm may not always be based on theories. In the absence of theories we could
use what we call conceptual literature. Conceptual literature consists of articles from books written by
authorities giving their opinions, experiences, theories or ideas related to the problem being
investigated. From this type of literature we can develop a conceptual framework which will give
direction to our study.

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 On the other hand, a research literature refers to published reports of research studies done previously
by different researchers. On the whole, the review of related literature consists of both conceptual and
research literature with a theoretical/conceptual; framework as conceptualized by the researcher.

FORMAT OF LORMA COLLEGES RESEARCH PAPER

(American Psychological Association (APA) Format)

Chapter I
INTRODUCTION

Background of the Study

 Describes the problem situation in general terms and demonstrates logical continuity between
relevant works and the present study.
 Cites pertinent data from existing documents or findings, methodological issues, conclusions,
and recommendations from previous studies that shape and portray the problem situation
 Gives a firm sense of the need and practical importance of the study.

Theoretical /Conceptual Framework and Research Paradigm

 Discusses the merits of the theories/concepts that legitimize the:
o validity of the research questions
o meanings of the variables in the study, the measurements employed, and the design
adopted
o analytic and interpretive approaches used
 Depicts and briefly explains the conceptual blueprint that serves as the roadmap of the study
either in the form of a:
o Causal Paradigm
o IPO (Input-Process-Output) Paradigm
o Operational Paradigm (Process Flowchart)

Statement of Problems and Hypotheses

 Articulates the general problem and its logical components in the form of specific research
questions.
 States the corresponding research hypothesis after each research question

*Note:
In the APA format, the following parts no longer appear as independent sections of Chapter 1:
 Scope and Delimitations: the coverage, respondents, methods, measurement and analytic tools
including their limitations are already evident in Chapter II (Methods)
 Significance of the Study: this is already integrated in the Background of the Study
 Definition of Terms is done: (1) within the text as they are used in the study for the first time; or
(2) as content footnotes (to supplement or amplify substantive information)

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V. REFERENCES
 Methods of Research and Thesis Writing By Calmorin & Calmorin
 Understanding and Doing Research: A Handbook for Beginners by Fely David
 Fundamentals of Research by Gaudencio Aquino
 Conducting Research: A Practical Application by Juliet Catane
Websites
 https://examples.yourdictionary.com/examples-of-hypothesis.html
 https://www.enago.com/academy/how-to-develop-a-good-research-hypothesis/
 https://guides.library.bloomu.edu/litreview
 https://uscupstate.libguides.com/c.php?g=627058&p=4389968
 https://libguides.usc.edu/writingguide/literaturereview
 https://academicguides.waldenu.edu/library/theory
 https://exploringacademia.com/difference-between-theoretical-and-conceptual-
frameworks/
 https://afribary.com/blog/5/what-is-the-difference-between-the-theoretical-and-the-
conceptual-framework/

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