Chapter 1-

THE RESEARCH PROBLEM

DR. LOLITA TEGON

Program Headd (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 The Identification of a Research Problem
The central element in any research is the problem.
Problem search and identification are considered as
the first important steps.
•Once the problem has been identified and adequately
defined, the systematic and scientific process of
making observations and collecting data can be more
easily carried out.
•From an analysis of the data collected, some
significant results would be expected in anticipation of
finding a solution to the problem

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 HOW DO YOU SELECT A PROBLEM ?

• Ideas for research topics do not usually come spontaneousl!

• They can, however, spring from puzzling experiences.
• Sensing that something is wrong or out of the ordinary, or
feeling unsure about a particular situation are conditions that
give rise to problems

How can you solve a problem it you don’t know what the
problem is ?

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Sources of Problems
1. Field of Specialization or Major
- a rich source of problems which are not only relevant to one’s study ,
program or profession but more important, familiar to the researcher .

2. Academic, and/or Professional Encounters

-like lecturers, seminars, workshops and class discussions, assignments
and reports provide prospective researcher with adequate foundation to
identify research problem

3. What is your idea about the Research Paradigm in

the 21st century ?

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Sources of Problems (cont)
3. The Program of Collateral Readings
-is both developed by both extensive reading and
intensive reading of materials over and above, or in
addition to, the required readings in formal classes.
Extensive readings cover a range of topic for
setting/background purposes and intensive reading
is on selected themes for in-depth, analytical or
evaluative purposes.

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Sources of Problems (cont)

3. Existing Practices
-- one’s professional work offers excellent
opportunities for problem research . Aspects
which need improvement or evaluative analysis
offer challenging possibilities for innovative models
and alternative practices to researchers.

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Sources of Problems (cont)

3. Published/Unpublished Research Reports

• Survey status can be accurate only within a
particular time and area of study
• Many experiments should be repeated for
purposes of verification and evaluative
instruments should be constantly validated

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Identify a Problem!

THINK of a situation arising from your own personal

experience/observation that warrants further
investigation

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Criteria in the Selection of a Research Problem

1. Novelty and Originality/ Uniqueness

• The problem must not have been investigated before;
but if it had been investigated already, it does not mean
it is no longer worthy of study
• Study can be replicated in order to verify its conclusions;
• Different methods and different situations maybe used
for further study

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Criteria in the Selection of a Research Problem

2. Interest
• By being interested, you are more likely to read
widely on the topic and have a more thorough
knowledge of the situation.
• Background reading is an essential equipment for any
person wanting to undertake a piece of research.

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Criteria in the Selection of a Research Problem

3. Size /Scope
• At the outset, problems are usually macro in size.
• This means that they are often too large for satisfactory results to be
obtained.
• Further analysis, reduces the problem into a smaller and manageable
research.

Interest

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Criteria in the Selection of a Research Problem

4. Economy/Cost
• . Research are often confronted with practical
constraints, not the least of which are time and money.
• What could have possibly been a worthwhile piece of
research has often not been successfully completed
because of the enormous personal sacrifice required
on the part of the researcher in terms of the amount of
time that can be devoted to the project and the
amountof money required to carry it out.
DR. LOLITA TEGON
Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Criteria in the Selection of a Research Problem

5. Practical Value
• The result should be of practical value to knowledge,
profession, or life…that is, the problem is significant

6. Availability of Data
• Relevant data can be gathered to test the theory or
find answer to the problem under consideration

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Criteria in the Selection of a Research Problem

7. Researcher’s Capabilities and Limitations

• Researcher must recognize his own capabilities and
limitations.

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Evaluating a Research Problem

Having developed a well-constructed research question,

it is important to consider

A. Whether you think the research problem is

FEASIBLE,
B. Whether you feel the research problem is
WORTHWHILE .

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Is the Problem Feasible ?

• The primary evaluative source is yourself.

• You should ask yourself a number of questions relating
to the feasibility of the study –that is, whether it is
possible for the problem to be solved.
• Some of the questions you have asked previously when
considering criteria for selecting a problem situation or
similar questions can be applied to the specific
problem. This should answer the question “Is the
problem researchable?”
DR. LOLITA TEGON
Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Is the Problem Worthwhile ?

•The relative worth of a research problem will vary from

person to person.
•The decision they make could depend on the usefulness
of the research findings, or on the interest it holds for
the readings or even on its contribution to the existing
body of knowledge.
•In order to judge whether you research problem is
worthwhile, you should ask yourself the question “ Will
the results be significant?”

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 To evaluate the worth of your research problem, you
would need to ask questions such as :
1.Will the results advance knowledge ?
2.Will the research have some value ?
3.Will the results be of interest to others ?

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Statement of the Problem

A good statement of the problem is the appropriate

start of the research preparation

• The general /major problem should be brief and with few

but precise clear sentences or statements
• The subordinate or sub-problems or specific problems
should also be clearly and briefly stated and their order
should show relative importance in support of the major
problem. They should not be readily answerable by YES or
NO. but clearly indicative of researchability

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Statement of the Problem

• Arranged statements in logical order (factual to

analytical) following the flow in the research paradigm
• State them specifically using grammatically correct
language of research without duplicating or
overlapping other sub problems
• Provide corresponding statistical tool for each specific
problem requiring such (if applicable)

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Chapter 1
The Research Problem

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

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 GUIDELINES
Writing the Introduction
The primary goal of the introductory paragraph is to catch the
attention of the readers and to get them turned on about the
subject. It sets the stage for the paper and puts your topic in
perspective. The introduction often contains the general
statements about the need for the study and illustrations or
quotes to set the tone. It also includes the legal bases such
as relevant pronouncements from authorities, memoranda
orders, laws and guidelines

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 What to cite in Introduction

• Presentation of the problem situation

• Existence of unsatisfactory condition
• Legal Bases
• Rationale of the Study
• Research Locale
• Link between introduction and statement of the problem
(personal justification)

DR. LOLITA TEGON

Principal (PRESENTER NAME)
PRE-ELEM/ELEMENTARY (POSITION)
(DEPARTMENT)
 Guidelines in Writing Introduction
1. Describe the problem situation by considering global, national and
local situation and using the deductive line of reasoning from
macro perspective to micro perspective
2. Justify the existence of the problem situation by citing statistical
data and authoritative sources (related studies and literature,
constitution, laws, orders, ordinance, circulars, memoranda, rules
and the like) as bases to support the problem
3. Indicate what is wrong in the present system and explain the
desire to discover ways of enriching or improving something, thus
the conduct of the study
4. Cite motives and justification in the conduct of the study thus, a
clinching statement is made tor elate the background of the study
to the research problem.
DR. LOLITA TEGON
Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Guidelines in Writing Introduction

5. Maintain an objective tone throughout the paper. Keep in

mind that a research paper is a formal exposition of a research
problem, not a forum for personal opinion
6. Present the intro in three to seven pages using the third
person point of view.

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Conceptual Framework
It is consist of the researcher’s own position in a
problem after his exposure to various theories that
have bearing on the problem. It includes the systems
of concept, assumptions, expectations and beliefs that
support a research study. A concept is in the mind of
the person and therefore it is not known by any other
person. . Thus, it cannot be tested just like a theory.
Concept must therefore be expressed out in a diagram
or illustration by identifying the key factors, concepts
or variables of the study.

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Conceptual Framework
The theoretical /conceptual framework is then translated
into a conceptual model as termed as “research
paradigm”
Conceptual Paradigm- is a schematic diagram or
illustration depicting what the concept of the study is
all about. If it is already mapped out or diagrammed, it
becomes a framework, a blue print or a plan. A
paradigm may take three forms:

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 Conceptual Framework
A paradigm may take three forms:

1. input, process (throughout) and output approach

2. The true system approach starts from the input and
goes back to the input using arrows or lines
3. The flowchart system

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 GUIDELINES IN DEVELOPING A RESEARCH
PARADIGM
1. Draw the schematic diagram, illustration and explain
the relationship of the boxes, circles, arrows and
everything in the diagram for the reader to clearly
understand its significance
2. Illustrate clearly the map or framework for the
readers to clearly understand the blue print of the
study
3. Indicate below the diagram the figure number and
the caption

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 HYPOTHESIS
Once a problem situation has been located and a
problem refined to a researchable form, the
researcher’s task is to find an answer to the problem.

•If the answer to the question cannot be found from

within the body of knowledge already in existence, it
is necessary for the researcher to develop a
hypothesis

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 HYPOTHESIS
• It is a statement of assumption about the
prevalence f a phenomenon or about relationship
between two variables that the researcher plans to
test within the framework of study. It is required if
significant relationship or difference between or
among variables is measured.
• It is stated by way of declarative sentence

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 HYPOTHESIS
• The research hypothesis is the statement of your assumptions
about the prevalence of a phenomenon or about a relationship
between two variables that you plan to test within the
framework of the study. Hypothesis is required if significant
relationship or difference between or among variables is
measured. Hypotheses are necessary because: 1) the researcher
needs to have some points around which the researcher may be
oriented in terms of researching for relevant data; 2) they allow
us to comprehend on the research project and the motives of the
researcher. Hypotheses are neither proved nor disproved. They
are tested, hypotheses have nothing to so with proof, rather,
they are dependent for their acceptance or rejection upon the
determination of what the facts reveal.

LOLITA TEGON
Principal (PRESENTER NAME)
PRE-ELEM/ELEMENTARY (POSITION)
(DEPARTMENT)
 IMPORTANCE OF HYPOTHESES
1. They direct the research, saying , in effect what has
to be done
2. They enable the researcher, by way of their
relational statements, to make deductions on
specific manifestations implied by the inquiry
problem

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 GUIDELINES IN WRITING HYPOTHESIS

1. State expected relationship between two or more

variables as answers to the problem
2. Utilize testable, specific and measurable hypothesis
3. Formulate hypothesis at .05 or .01 level of
significance for decision making purposes

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 STATEMENT OF THE PROBLEM

The statement of the problem is the focal point of

your research. The general statement is just one
sentence accompanied by several specific statements
into which the general problem is broken up. Usually,
the general problem starts with the phrase, This study
….. while the sub-problems begin with ……
Specifically, this study …..

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 STATEMENT OF THE PROBLEM
Guidelines in Writing the Specific Problems
• Arranged them in a logical order (factual to analytical)
following the flow in the research paradigm.
• State them specifically using grammatically correct
language of research without duplicating or over
lapping other sub problems.
• Provide corresponding statistical tool for each specific
problem requiring such. (if applicable)
• Utilize only completely researchable topic (not
answerable by only by yes or no).

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 STATEMENT OF THE PROBLEM
Guidelines in Writing the Specific Problems
• Arranged them in a logical order (factual to analytical)
following the flow in the research paradigm.
• State them specifically using grammatically correct
language of research without duplicating or over
lapping other sub problems.
• Provide corresponding statistical tool for each specific
problem requiring such. (if applicable)
• Utilize only completely researchable topic (not
answerable by only by yes or no).

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 SCOPE, LIMITATION AND DELIMITATION
• Scope, Limitation and Delimitation of the Study.
The study should indicate the coverage of the study
(scope), the weaknesses and shortcomings (limitation)
and the variable excluded (delimitation).
In writing this section, the first paragraph should
contain the scope, the second paragraph should
contain the limitation and the third paragraph should
contain the delimitation.

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 SIGNIFICANCE OF THE STUDY

• Significance of the Study.

This section provides the practical values the study has

specifically pointing out to whom the study will be
most useful (beneficiaries/end-users) and why the
study would be useful to them.

DR. LOLITA TEGON

Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 DEFINITIONS OF TERMS
• Technical terms and terms which are oftenly used in the
study but have different interpretations, or terms that
may be misinterpreted, must have to be defined. These
terms can be found in the research title, statement of
the problem, hypothesis, research paradigm, and some
other parts of the study.
• A term may be defined lexically (dictionary),
authoritatively (published and unpublished materials),
or operationally (as used in the study). If the term is
lexically or authoritatively defined, the source must be
cited.
•
DR. LOLITA TEGON
Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)
 DEFINITIONS OF TERMS
• Use introductory sentence/paragraph before defining the
terms.
• Arrange the terms alphabetically
• Indent and follow each term with a period.
• Emphasize the terms to be defined by underlining them.
• Do not number the terms being defined like 1., 2., 3., and
so on.
• Capitalize only the first letter of each term.
• In case both lexical and operational definitions will be
used, write the lexical followed by the operational
meanings. Use complete sentences in giving definitions.
DR. LOLITA TEGON
Program Head (PRESENTER NAME)
Teacher Education (POSITION)
(DEPARTMENT)