PR2-Q1-LESSON 4.pdf

CHAPTER I LESSON 4_Q1  LESSON OBJECTIVES At the end of this lesson, you should be able to: ❑ Describes background of research (CS_RS12-Id-e-3) ❑ States research questions (CS_RS12-Id-e-4) ❑ Indicates scope and delimitation of study (CS_RS12-Id-e-5) ❑ Presents written statement of the p...

CHAPTER I LESSON 4_Q1  LESSON OBJECTIVES At the end of this lesson, you should be able to: ❑ Describes background of research (CS_RS12-Id-e-3) ❑ States research questions (CS_RS12-Id-e-4) ❑ Indicates scope and delimitation of study (CS_RS12-Id-e-5) ❑ Presents written statement of the problem (CS_RS12-Id-e-7) Describing the Background of Research  BACKGROUND OF STUDY The background study for a research undertaking sets the mood, both for the researcher and the research that needs to be conducted.  How can students provide context? One may anchor the context in time. For example: "Since the pandemic lockdown began…” “In the last ten years…” One may anchor the context in space/location. For example: “The Ateneo campus is situated in 90 hectares of hilly parts of old Balara, 14 hectares of which are now covered by urban forest” J.E Trinidad (2023) SAMPLE SAMPLE  BACKGROUND STUDY A Background Study may involve a description of any or a combination of the following: ✔ all researched current information surrounding the issue; ✔ previous studies on the issue; and ✔ relevant history on the issue.  STAGES IN WRITING YOUR BACKGROUND OF THE STUDY Stage 1. Conduct preliminary research. Stage 2. Read and gather the information you need to develop a thesis statement or research question. Stage 3. Develop and pen down research question or thesis statement.  STAGES IN WRITING YOUR BACKGROUND OF THE STUDY Stage 4. Complete your research using question and thesis statement as your guide. Stage 5. As you create your background study, create relevant sections.  STAGES IN WRITING YOUR BACKGROUND OF THE STUDY Stage 6. Identify the further studies that need to be done in the conclusion section. Stage 7. Do a revision and editing of your background of the study.  WRITING THE BACKGROUND STUDY 1. First you should give a general overview of the research topic and introduce the pivoting ideas you will be using throughout the research study. This should take a paragraph.  WRITING THE BACKGROUND STUDY 2. Then you provide detailed, precise, information about the methodologies researched depending on individual and thesis topic, this could take several paragraphs.  WRITING THE BACKGROUND STUDY 3. To avoid plagiarism, cite your sources and resources. 4. Introduce your study after this by briefly describing the methodology used and the objective of this methodology. In other words, the reason/s for the use of this method and not the other. Presenting Written Statement of the Problem  STATEMENT OF THE PROBLEM an area or part of a research paper that contains an in depth discussion about the main issue or problem.  ELEMENTS OF STATEMENT OF THE PROBLEM A. Objective of the study A brief statement of the main issue or concern is stated in this part of the paper. The researcher should also mention about how the problem should be addressed and the main objective or target of the study.  ELEMENTS OF STATEMENT OF THE PROBLEM B. Set of Research Questions set of questions that lead into answering the main issue or concern of the study. STEPS IN WRITING STATEMENT OF THE PROBLEM THE IDEAL (PART 1): This contains the ideal situation; it shows how things should really be. Identifying the “ideal” scenario can help the researcher identify and show the problem in present situation STEPS IN WRITING STATEMENT OF THE PROBLEM THE REALITY (PART 2): This contains the present situation; it shows the problem or issue by showing the gap between the ideal and the reality or present situation. STEPS IN WRITING STATEMENT OF THE PROBLEM THE CONSEQUENCES (PART 3): This contains the good and the bad effects of the reality. This part should fill in the gap between the ideal and reality part of the issue or problem. STATING THE RESEARCH QUESTION an answerable inquiry into a specific concern or issue and is considered as an initial step in a research project. STEPS IN WRITING A RESEARCH QUESTION 1. Choose a broad topic. 2. Do some preliminary reading to find out about topical debates and issues 3. Narrow down your broad topic to have more focus. 4. Identify a practical problem that will be addressed. Characteristics of a Good Research Question: ❑ focused ❑ researchable ❑ specific ❑ complex ❑ relevant ❑ feasible  TYPES OF RESEARCH QUESTIONS Types of research Description Example question Descriptive used to describe a How may the profile of the variable from the topic respondents be described in terms of its age and gender? Correlational used to show the Is there a significant relationship between relationship between the two involved variables in gender and academic the study performance of students?  TYPES OF RESEARCH QUESTIONS Types of research Description Example question Exploratory used to evaluate What are the main factors thoroughly a variable to be considered in the academic performance of students? Explanatory used to explain the What is the impact of occurrence of situation anxiety on the social skill of from the variables in the women? study  TYPES OF RESEARCH QUESTIONS Types of research Description Example question Evaluation used to check for the How effective is planting in outcome or effect of a decreasing the anxiety level variable to another of mothers? variable  SAMPLE ICT-Based Learning on Students’ Vocabulary Mastery in Public Senior High School Students  SAMPLE Statement of the Problems The general objective of this study is to investigate the effectiveness of ICT-based learning on students’ vocabulary mastery in Public Senior High School Students.  SAMPLE Specifically, this paper will seek answers to the following questions; 1. What is the demographic profile of selected senior high school students in terms of: 1.1. age 1.2. grade level 1.3. computer ownership?  SAMPLE 2. What is the vocabulary level of selected senior high school students before the conduct of intervention in terms of: a. basic vocabulary; b. simple sentences; c. concrete words; d. limited contexts; and e. basic reading and listening?  SAMPLE 3. Is there significant effect of ICT-based learning in the vocabulary mastery of the selected Senior High School students?  SAMPLE 4. Based on the extent of the significant effect of ICT-based learning, what integration can be developed towards higher vocabulary mastery of the Public Senior High School students? CHAPTER I -PART II LESSON 4_Q1  LESSON OBJECTIVES At the end of this lesson, you should be able to: ❑ formulate and state the research hypothesis. ❑ Indicates scope and delimitation of study ❑ follow the guidelines in defining keywords in research; and ❑ explain the significant contribution of writing a good definition of terms in the conduct of research; and Listing the Research Hypotheses  LISTING THE RESEARCH HYPOTHESES ❑ Hypothesis is a tentative explanation that accounts for set of facts and can be tested by further investigation. ❑ It is an educated prediction that provides an explanation for an observed event. An observed event is a measurable result or condition.  LISTING THE RESEARCH HYPOTHESES ❑ Testing hypotheses employs statistical procedures in which the investigator draws inferences about a population from a study sample. ❑ Also mention reliability checks for the internal consistency of the scales (i.e., the Cronbach alpha statistic (e.g 5% significance level and 95% confidence level).  KINDS OF HYPOTHESES ❑ Null hypothesis (Ho) is a general statement that states that there is no relationship between two phenomena under consideration or that there is no association between two groups. It reflects that there will be no observed effect in the study.  KINDS OF HYPOTHESES ❑ Alternative hypothesis (Ha) is a statement that describes that there is a relationship between two selected variables in a study. It reflects that there will be an observed effect in the study.  KINDS OF HYPOTHESES Null or Alternative? Religious women with salient gender identity are less socio-politically active than secular women with salient gender identities. Null Hypothesis  KINDS OF HYPOTHESES Null or Alternative? The ICT-based program has a significant positive effect on the vocabulary mastery of students. Alternative Hypothesis  Types of Error in Hypothesis Testing 1. Type 1 Error (False Positive) A Type 1 error (α)occurs when the null hypothesis (H₀) is true, but we incorrectly reject it. Example: In the context of the ICT-based program study, a Type 1 error would occur if we conclude that the ICT-based program has a significant positive effect on vocabulary mastery when, in reality, it does not.  Types of Error in Hypothesis Testing 2. Type 2 Error (False Negative) A Type 2 error (β) occurs when the null hypothesis (H₀) is false, but we fail to reject it. Example: In the context of the ICT-based program study, a Type 2 error would occur if we conclude that the ICT-based program does not have a significant effect on vocabulary mastery when, in reality, it does.  IMPORTANCE OF HYPOTHESES IN RESEARCH 1. It provides a tentative explanation of phenomena and facilitates the extension of knowledge in the area. 2. It provides a direction to the research. It provides a framework for reporting conclusions of the study. 3. It could be tested and shown to be probably supported, apart from one’s own values and opinions.  CHARACTERISTICS OF A HYPOTHESIS 1. Testable 2. Logical 3. Directly related to the research problem 4. Represents a simple unit or subject of the problem 5. Factually or theoretically based 6. States relationships between variables 7. Sets the limits of the study 8. Stated in such a form that it can be accepted or rejected  Converting Research Question to Hypothesis A research hypothesis is a testable statement of opinion. It is created from the research question by replacing the words, “Is there” with the words “There is”, and also replacing the question mark (?) with a period (.).  COMPARATIVE RESEARCH QUESTION It aims to determine the significant difference between groups or between the sets of test on group. Example: Is there a significant difference between...? (Test of Difference/Comparative) Ha: There is a significant difference between... Ho: There is no significant difference between...  RELATIONSHIP BASED RESEARCH QUESTION It aims to determine the significant relationship between the variables under the study Example: Is there a significant relationship between...? (Test of Relationship/Relationship Based) Ha: There is a significant relationship between... Ho: There is no significant relationship between...  SAMPLE OF DEVELOPING HYPOTHESIS RQ 1: Do students who attend more lectures get better exam results? Next Step: Do some preliminary research about your topic to help you form educated assumptions about what your research will find  SAMPLE OF DEVELOPING HYPOTHESIS Then Formulate your hypothesis : Attending more lectures leads to better exam results. After Refining your hypothesis: The relevant variables; The specific group being studied; The predicted outcome of the experiment or analysis  SAMPLE OF DEVELOPING HYPOTHESIS Phrase your hypothesis in three ways (if…then form, correlations and difference): If a first-year student starts attending more lectures, then their exam scores will improve. The number of lectures attended by first-year students has a positive effect on their exam scores.  SAMPLE OF DEVELOPING HYPOTHESIS Phrase your hypothesis in three ways (if…then form, correlations and difference): First-year students who attended most lectures will have better exam scores than those who attended few lectures.  SAMPLE OF DEVELOPING HYPOTHESIS Lastly, Write a null hypothesis: Ho: The number of lectures attended by first-year students has no effect on their final exam scores. Ha: The number of lectures attended by first-year students has a positive effect on their final exam scores. Indicating the Scope and Delimitation of the Study  SCOPE OF THE STUDY ❑ refers to the parameters under which the study will be operating ❑ what the study covers and is closely connected to the framing of the problem. ❑ It is the problem that you seek to resolve that will fit within certain parameters  DELIMITATIONS ❑ includes the boundary and the variables which are not included in the study. ❑ characteristics that arise from limitations in the scope of the study and by conscious decisions made during the development of the study plan; and  DELIMITATIONS ❑ results from the specific choices made by the researcher  LIMITATIONS ❑ constraints that are largely beyond the control of the researcher but could affect the study outcome You may use the following phrases when writing the scope and delimitation of the study: SCOPE: This study covers... This study focuses on... The coverage of this study... This study consists of...  LIMITATIONS VS DELIMITATIONS LIMITATIONS DELIMITATIONS ∙ Shortcomings, conditions or ∙ It is the boundaries that influence or elements that the researcher has set for cannot be controlled by the the study; researcher but it could ∙ arising from what the affect the end results of researcher’s wants to the study; exclude; ∙ the researcher has no ∙ the researcher has the control; control of the limit; ∙ what you cannot do in your ∙ what you will not do in your study. study. Key word: weakness Key word: boundary  COMPONENTS IN DEVELOPING THE SCOPE AND DELIMITATION 1. What — The topic of investigation and the variables included 2. Where — The locale, venue or settings of the research 3. When — The time frame in which the study will be conducted 4. Why — The general objectives of the study  COMPONENTS IN DEVELOPING THE SCOPE AND DELIMITATION 5. Who — The subject of the study, characteristics of the participants in the study, the population 6. How — The methodology of the research which may include the research design, data gathering technique, sampling procedures, and data analysis scheme SAMPLE SAMPLE SAMPLE Citing Benefits and Beneficiaries of the Research Study  SIGNIFICANCE OF THE STUDY It shows the benefits of the study in addressing special problems, in improving economic and health conditions, or even finding solutions to problem encountered in daily life, in shedding light on problems of human behavior, in refining existing knowledge for specific audiences, such as researchers, leaders, practitioners, policy makers, among others. SAMPLE SAMPLE SAMPLE Defining Key Terms in Research  DEFINITION OF TERMS It is an essential section of a research since it ensures a common understanding of key concepts and terminologies that are shared between the writer and the readers, particularly, if the terms used were unusual or not widely known.  There are two ways a word or a term is being defined: 1. Conceptual Definition – in this manner, the term or word is defined based on what the dictionary, encyclopedia, published books or any legit and trusted sources tell you. The definition in this type is basically abstract in nature and describes its relationship with other conceptual entities.  There are two ways a word or a term is being defined: 2. Operational Definition – in this method, the term or word is defined based on the specific use or context in the research study. It utilizes the conceptual definition and defines the keyword in terms of the operation or methods used to produce or measure it.  Example In a study of stress in students during a university semester, a conceptual definition would describe what is meant by 'stress'. An operational definition would describe how the 'stress' would be measured.  STEPS IN WRITING DEFINITION OF TERMS 1. List down all the keywords or terms that you need to define in your research. 2. Arranged the keywords in alphabetical order. 3. Know the conceptual definition of each word.  REMINDERS 1. Do not copy the definitions found in the dictionary directly. 2. Do not “overload” your definition. 3. It is advisable to not invent a definition for any term which has a clear and accepted definition in place. 4. Finally, once you have established a definition, do not change its meaning in the middle of your paper. SAMPLE  REFERENCES Cristobal, Amadeo, & Cristobal, Maura. (2017). Practical Research 1 for Senior High School. C&E Publishing, Inc. Quezon City, Philippines. Sihag, Prashant. (2019). “Scientific Method for Data Analysis”. Medium. Retrieved from: https://medium.com/analytics-vidhya/scientific-method-for- data-analysis-41798626371a Clemente, Richard, Julaton, Aaron, & Orleans, Antriman. (2016). Research in Daily Life 1. SIBS Publishing, Inc., Quezon City, Philippines. Minichiello, Victor. (1990). In-depth Interviewin: Researching People. Longman Cheshire. Australia Prieto, Nelia, Naval, Victoria, & Carey, Teresita. (2017). Practical Research 2. Lorimar Publishing, Inc. Quezon City, Philippines