DEPARTMENT OF EDUCATION REGION 2

F
Practical Research 1 – Qualitative Research
 SESSION OBJECTIVE/S
At the end of the session, the learners are expected to:

 explain fully and

clearly how to write a
research problem
At the end of the session, the learners are expected to:
SESSION OBJECTIVE/S

 Formulate simple and

relevant research title
 Formulate statement of
research problem
1. Formulating the Problem

2. Reviewing Related Literature

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DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT
IS YOUR TOPIC

SMART?
Specific
Measurable
Attainable
Relevant
Time-bound
 What are the possible
sources of ideas when you
scout for a problem?
1. PEOPLE 2. PLACES
• Friends •Library
•Research
• Teachers Institutions
• Family •School
•Community
• Scientists/Expert •Museums
• community •Parks
•Home
• School Officials •River
• Professionals •internet
 LITERATURE
• Books
• Other researches
• Etc.
The research problem
may also come from:
INTELLECTUAL CURIOSITY

This may involve the analysis

of needs, practices, and
observations.
 SERENDIPITY
Somebody with research interest
just come up with so many ideas
about things and possibilities.
The testing of any of these ideas
can become an investigatory
project.
 EXPERT OPINION
In view of experiences and exposures
of experts, their statements or
opinions can form part of the
sources of research problem. These
opinions can be sought in written
communication or in oral
communication.
For example, you ask the question
on why the frequency of flooding
in Tuguegarao has increased.
Experts will have varied opinions
like:
• Massive denudation of forest
• Silting of downstream Cagayan
• La Nina season, etc.
 SHARPENING SKILLS FOR
DISCOVERING AND IDENTIFYING A
PROBLEM
1. reading a lot of literature in your field
of concentration and being critical of
what you read
2. attending professional
lectures
 3. being close observant of situations and
happenings around you

4. thinking out the possibility of research for most

topics or lessons taken in content courses
 5. attending research
colloquiums or seminars

6. compiling researches
with special emphasis
on content and
methodology
7. visiting various libraries for possible discovery
of researchable topics
8. building - up a library of materials in your
field
9. subscribing to journals in your field and in research
Titles Speak for
themselves

Teacher’s note

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Facilitator’s role:
Guide the group in the
formulation of the Research Title
using the issue they have chosen.

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

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 Requirements of a
Good Research Title
WRITING A
GOOD
RESEARCH
TITLE
Title
This should be short, sharp,
and describe what your research
is about: it may also be a
‘working title’ that you will
revise as your project develops.
Title Components
The American
Psychological Association
guidelines set a 10-12 main
word limit for titles.
 Summarize main idea
Have concise statement of
main topic
Identify primary variables and
the relationship between them
Identify theoretical issues
under investigation and the
relationship between them (also
include theory name)
Indentify population(s) used
in research
Are free of jargon and abbreviations
Do not include the words "method and
results" (put them in the abstract)
Do not have redundancies such as "study
of" or "an experimental investigation of"
at the beginning of a title
Avoid using a "yes-no" question as a title
Only include words that provide
important information about the
research in both the main title and
subtitle are used, both should
provide important information
about the research
ELEMENTS OF A
GOOD TITLE
1. Keywords and Key
Phrases
• Keywords and key phrases
are the terms that describe
the topic of your article.
2. Emphasis
• Emphasis means making sure
that the most important
aspect of your article is
prominently included in the
title.
2. Emphasis
• Paying attention to
emphasis helps you make
the most of the title and
ensure that it conveys your
most important point.
2. Emphasis
• Careful emphasis also helps
ensure that your title
describes the information
in your article without
vagueness or exaggeration.
3. Impact
• A title with impact
communicates why readers
should pay attention to the
article.
3. Impact
• Add impact to your title by
indicating what is novel or
innovative about the
results, or how your work
will affect the field.
The Title-Writing
Process
1. Answer the questions
“What is my manuscript
about, specifically? What is
the main result I am
reporting?”
2. Answer the questions
“What was the study
design and who were the
participants?” Be as
specific as possible.
3. Identify the keywords and
key phrases in your
answers. Avoid using
uncommon abbreviations
when possible.
4. Identify the most
important aspects of
your answers that you
will emphasize to add
impact to your title.
5. Draft a title sentence
using the keywords and
emphasis and impact
information.
6. Revise the title to emphasize the
important information. Try placing
the important information first,
and being specific about any
relationships (e.g., “reduces”
rather than “affects”). Make a
statement rather than using weak
phrases like “The effects of…”
7. Revise the sentence to
remove extra words that
detract from the title’s impact.
You can also try rewording the
title to reduce the number of
words or improve impact.
 Let’s stay away from quantitative
language that might mislead readers

What is not included in this

statement:
Not a comparison
Not relating variables
Not proving hypotheses
Not measuring variables Office of Qualitative &
Mixed Methods
Research, University of
Nebraska, Lincoln
 “relate”
 “influence”
 ”impact”
 “effect”
Office of Qualitative & Mixed
 “cause” Methods Research, University
of Nebraska, Lincoln
 A Sample Script
• What is (the central phenomenon) for
(participants) at (research site)?

Example
• What is the effect of social media on the
study habits of HUMMS students at St. Paul
University Philippines?

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Activity
Go back to your group. For fifteen
minutes formulate a research title out of the
social or community issue you have chosen
together with its scope and delimitation.
Write your title in circular shape which will
serve as the head of the group’s human
image. While its scope and delimitation will
serve as the hands of the said image.

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT
RULES IN DETERMINING WHETHER
THE PROBLEM CHOSEN HAS BEEN
WELL – DEFINED
1. Be sure that the topic is neither
too vague nor too broad in scope.
 2. State the
problem with a
question that
requires a
significant
answer.
3. Carefully state the
limits of the
problem,
eliminating all
aspects and factors
which will not be
considered in the
study.
4. Define any
special term
that must be
used in the
statement of
the problem.
Activity
Go back to your group. For 15
minutes formulate a statement of
problem for your research title.
Limit your sub-questions into three.
Write it down in the body part of
your human image.

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

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 Assignment
Look for materials for your
Review of Related Literature.