THE

STATEMENT OF
THE PROBLEM
DISCUSSANT:
GLAIZA D. FLORES
 Important elements in the
statement of the general problem
■ Main tasks
■ Main or major variables
■ Participants: subjects or respondents
■ The specific setting
■ Coverage date of the conduct of the study
■ For developmental research, the intended outputs such
as an intervention program, module, policies, among
others.
 Examples of General Problem
■ This study aims to assess the behavioural traits of senior high school
students and to relate them to the productivity level in reviewing
lessons and passing the long examinations. This study is to be
conducted during the first semester of SY 2016-2017 in the Division
of Palo, Leyte.
■ The main problem of the research is to look into the influence of video
games and the utilization of social media on the language proficiency
of the freshman students of Leyte National High School for the first
semester of academic year 2014-1015. the result of this investigation
will be the basis for the formulation of the guidelines in the
development, organization, and implementation of effective study
habits.
The specific problems must meet
the following criteria:
■ They must be in question form;
■ They must define the population and the sample (that
is, the respondents or subjects) of the study;
■ They must identify the variables (major and minor)
being studied; and
■ They must be empirically tested.
 TYPES OF
RESEARCH
QUESTIONS
FACTOR-ISOLATING QUESTIONS – they
are sometimes called factor naming questions.
■ Example:
1. What is the profile of school managers in terms of:
1.1 age;
1.2 management experience;
a. educational attainment;
b. management training;
c. hobbies;
d. human virtues; and
e. work values?
FACTOR-ISOLATING QUESTIONS – they
are sometimes called factor naming questions.
2. What is the level of description of the study habits of senior
high school students in terms of:
2.1 review time;
2.2 place of interview; and
2.3 techniques in studying?
 FACTOR-RELATING QUESTIONS – their
goal is to determine the relationship among
factors that have been identified.
■ Examples:
1. How does the study habits influence the achievement level of the Grade 11 students in
their major subjects?
2. What is the significant association between the nature and economic status of the
family and the social status of the junior students?
3. What is the relationship of the level of performance of the college instructors to the
OJT performance of the HRM students of the Tacloban School of Business?
SITUATION-RELATING QUESTIONS –
these questions usually yield hypotheses
testing or experimental study designs in
which the researcher manipulates the
variables to see what will happen.
■ Examples:
1. What are the effects of the traditional methods of teaching on the level of
performance of the ABM students?
2. What is the difference between the degree of assistance extended by the male
and female high school students in the foundation day celebration of Dr.
Cristobal Academy?
3. How significantly different is the performance of the morning call center agents
to that of the evening call center agents?
SITUATION-PRODUCING QUESTIONS –
establish explicit goals for the actions, develop
plans or prescriptions to achieve goals, and
specify the conditions under which these goals
will be accomplished.
■ Examples:
1. Based on the findings, what human relation intervention program can
be adopted to enhance or improve school effectiveness?
2. What part of the curriculum should be enhanced or improved to
prepare the senior high school students for the workplace?
3. What faculty development activities could be developed based on the
results of the study?