Prepared by

Christian Paul R. Gangan

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 What have
you learned
from your
title defense?

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 What I What I What I
Know??? want to learned?
Know?
1. 1. 1.

2. 2. 2.

3. 3. 3.

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 • Introduction
• Statement of the Problem
• Hypotheses
• Objectives of the Study
• Conceptual Framework
• OperationalFramework
• Significance of the Study
• Scope, Limitation and Delimitation of the Study
• Definition of Terms

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 CHAPTER I
THE PROBLEM AND ITS
BACKGROUND
Introduction
Have only 2-3 references here;
content of the Introduction must be
researcher’s idea.
Discussion should be from macro
to micro concepts leading to the
problem.
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Introduction (cont.)
Variables to include in the
discussion are based from SOP (the
concepts, the problem, and the
rationale).
Mention a very strong foundation
of the problem based from
facts/observations.
Have 4-6 pages.
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Statement of the Problem

State the general/main

st
problem. (1 paragraph)
State the specific
problems.(2nd paragraph)

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Example
Violent Cartoons and Aversive
Behavior of Children Ages 5 - 6
Statement of the Problem
This study aims to establish the influence
of Violent Cartoons and aversive behavior
among Children Ages 5 to 6 of St. John’s
School, school year 2019 – 2020.
This study further seeks the answers of
the following sub-problems:

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 Violent Cartoons and Aversive
Behavior of Children Ages 5 - 6
1. What are the characteristics of the violent
cartoons watched by the children ages 5 to 6 of
St. John’s School for school year 2019 – 2020?
1.1. Tom and Jerry
1.2. Happy Three Friends
1.3. Peppa Pig
1.4. Simpsons
1.5. Ninja Turtles

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 Violent Cartoons and Aversive
Behavior of Children Ages 5 - 6
2. What are the aversive behaviors manifested by
these children after having watched these violent
cartoons?
2.1. kicking anything that catch his/her attention
2.2. hurting friends and classmates
2.3. imitating foul and vulgar expressions
2.4. heckling others
2.5. other violent behaviors

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 Violent Cartoons and Aversive
Behavior of Children Ages 5 - 6
3. Is there any relationship between violent
cartoons and the aversive behavior of
children ages 5 to 6 of St. John’s School
after having watched these violent
cartoons?

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HYPOTHESIS
A temporary answer to a research
problem
Serves as guide as to what process
are needed in answering the
research questions and what
research design is to be undertaken
in the study
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 HYPOTHESES

SCIENTIFIC STATISTICAL
HYPOTHESIS HYPOTHESIS

ALTERNATIVE NULL
HYPOTHESIS HYPOTHESIS

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 HYPOTHESES
Provides an answer to a
research question based
on the review of related
literature
SCIENTIFIC
HYPOTHESIS If conflicting results exist
in the RL, the researcher
may consider those results
from researches conducted
in similar
context as that of the
present study.

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 HYPOTHESES Presents the
standard
SCIENTIFIC
HYPOTHESIS
hypothesis for
STATISTICAL the
HYPOTHESIS
statistical
procedure to
be employed in
ALTERNATIVE NULL the study
HYPOTHESIS HYPOTHESIS

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 HYPOTHESES Presents the standard
hypothesis for the
SCIENTIFIC
statistical procedure
STATISTICAL HYPOTHESIS
HYPOTHESIS
to be employed in
the study

ALTERNATIVE NULL
HYPOTHESIS HYPOTHESIS

Suggests a positive relation -Suggests a negative relation

between variables. between variables.
The existence of a -It negates the existences of a
characteristics, or a characteristic, or a difference
difference in in
effect of the variables effect of the variables
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EXAMPLE OF HYPOTHESIS
Null Hypothesis:
There is no relationship between
violent cartoons and aversive behaviors
of children ages 5 to 6 of St. John’s
School after having watched violent
cartoons

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EXAMPLE OF HYPOTHESIS
Alternative Hypothesis:
There is a relationship between
violent cartoons and aversive behaviors
of children ages 5 to 6 of St. John’s
School after having watched violent
cartoons

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 The study works on the null
hypothesis:

Ho : There is no relationship between

violent cartoons and aversive behaviors of
children ages 5 to 6 of St. John’s School after
having watched violent cartoons

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OBJECTIVES OF THE STUDY
To get right solution of a right problem,
clearly defined objectives are very
important.

Clearly defined objectives enlighten the

way in which the researcher has to
proceed.

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OBJECTIVES OF THE STUDY
A research objective is clear, concise,
declarative statement, which provides
direction to investigate the variables.

Generally, research objective focuses on

the ways to measure the variables, such
as to identify or describe them.
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OBJECTIVES OF THE STUDY

Sometimes, objectives are directed

towards identifying the relationship
or difference between two variables.

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 THEORETICAL
FRAMEWORK

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 FRAMEWORK
Described as the abstract, logical
structure of meaning that guides
the development of the study
all frameworks are based on the
identification of and relationships
among key concepts
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 THEORETICAL FRAMEWORK
used when the concepts from the
different theory are borrowed to
provide bases for an investigation,
because one theory does not cover
all the concerns of the study

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 THEORETICAL FRAMEWORK
adopted when a particular theory is
enough to provide theoretical basis
for the conduct of the study

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 CONCEPTUAL FRAMEWORK
used when the concepts from
different theories are borrowed to
provide bases for an investigation,
because one theory does not cover
all the concerns of the study

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 RESEARCH PARADIGM
a graphical representation of
the concepts
encapsulates the entire
research idea

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 Figure 1. Conceptual Model of the Study

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 Figure 1. Conceptual Model of the Study

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 Figure 1. Conceptual Model of the Study
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 OPERATIONAL FRAMEWORK
“How you organize your study”
Use IPO model
Input
Process
Output

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 Figure 1.Operational Model of the Study

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SIGNIFICANCE OF THE STUDY
 explains how the study will be
beneficial to the different stakeholders
of the society

 identifies target beneficiaries or target

users of the current study

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 Significance of the Study
Have introductory paragraph
mentioning the recipients of the study
(1st paragraph).
Indent the recipients, and
highlight/bold them and indicate a
period then have only 2-3 sentences
per recipient.

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 Scope, Delimitation, and Limitation of
the Study
Scope - state the general and specific problems. (1st
paragraph)
Delimitation - not included in study (2nd paragraph)
Limitation - weakness of the study, commonly the
questionnaire and its data, and the respondents (sampling
method)
-include the weakness of your research design and
methodology
(3rd paragraph)

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Common limitations of of
quantitative research
1. Participant Dropout
2. Small sample size, low power
3. Non-representative sample
4. Non-experimental design, lack of manipulation
of variables, lack of control
5. Potential confounding variables
6. Measures with low (or unknown) reliability or
validity

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Common limitations of
quantitative research
7. Limits of an instrument to
measure the construct of interest
8. Data collection method (Self-
report)

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 Definition of Terms
This is an important part of a
research paper or report is that
in which the key or important
terms in the study are clearly
defined.

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 Definition of Terms

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 Definition of Terms

It is abstract and most Is the meaning of the

general in nature. The usual concept or term as used in
source of conceptual a particular study. Unlike
definition is the the conceptual definition,
DICTIONARY which is the it is stated in concrete
reference book of everyday term in that it allows
language. measurement.
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 Definition of Terms
The usual practice when using
both types of definition is to
state first the conceptual
definition followed by the
operational definition.

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 FUNCTIONS OF DEFINITION OF
TERMS
 It establishes the rules and procedures
the investigators will use to measure
variables.

 It provides unambiguous meaning to

terms that otherwise can be interpreted
in different ways.
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Example
Academic performance. It is the ability of students
to study and remember facts, able to study effectively
and see how facts fit together for large patterns of
knowledge and being able to think for themselves in
relation to facts and to communicate their knowledge
verbally or down on paper (Tyrell, et al, 2000). In this
study, academic performance was determined
through the grade or rating of students in
mathematics during the first grading period A.Y.
2010-2011.

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 Gender. It is a set of characteristics
that are seen to distinguish between
male and female. In this study, it
refers to a term applied to being male
or female.

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 Learning difficulties. It is defined as
significant difficulties in acquiring
literacy and numeracy skills but
excluding intellectual, physical or sensory
impairment. In this study, it is defined as
the common problems met by the
students in mathematics.

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 Submission of Chapter I

DEADLIEST DEADLINE
July 19, 2019
Friday

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