Practical Research 2: Identifying Inquiry & Stating the Problem PDF

 MATAAS NA PAARALANG NEPTALI A. GONZALES PRACTICAL RESEARCH 2 Identifying the Inquiry and Stating the Problem PRINCESS MIKHA E. GARCIA Master of Arts in Education - Mathematics  OBJECTIVES 1. des...

 MATAAS NA PAARALANG NEPTALI A. GONZALES PRACTICAL RESEARCH 2 Identifying the Inquiry and Stating the Problem PRINCESS MIKHA E. GARCIA Master of Arts in Education - Mathematics  OBJECTIVES 1. design a research useful in daily life (CS_RS12-Id-e-1); 2. write research title (CS_RS12-Id-e-2); 3. describe background of research (CS_RS12-Id-e-3); 4. state research questions (CS_RS12-Id-e-4); 5. indicate scope and delimitation of study (CS_RS12-Id-e-5); 6. present written statement of the problem (CS_RS12-Id-e-7); PRACTICAL RESEARCH 2  DESIGNING RESEARCH TOPIC  STEPS IN DEVELOPING RESEARCH TOPIC 1. Choose a broad topic 2. Do a preliminary research 3. Define the problem 4. Refine the question  DESIGNING RESEARCH TOPIC 1. CHOOSE A BROAD TOPIC A. Choose an interesting topic. B. Select a significant topic. HEALTH SCIENCES C. Choose a topic relevant to your field. Resources Review of Literature Field experts Brainstorming Example: If you’re interested in health sciences, you might choose a broad topic like "mental health." PRACTICAL RESEARCH 2  DESIGNING RESEARCH TOPIC A. Choose an Interesting Topic: Technology in education B. Select a Significant Topic: The impact of online learning on student engagement C. Choose a Topic Relevant to Your Field: If you're studying educational psychology, you might focus on ”How online learning platforms affect cognitive development in children.” PRACTICAL RESEARCH 2  DESIGNING RESEARCH TOPIC Review of Literature: Conduct a literature review to understand what has already been researched and identify gaps in knowledge. Reviewing past studies can help refine your topic and formulate research questions. Example: Reading articles on "technology in education" might reveal that there’s limited research on the long-term effects of virtual classrooms. PRACTICAL RESEARCH 2  DESIGNING RESEARCH TOPIC Field Experts: Consult with experts or mentors in your field. Their insights can help you identify important issues and refine your topic choice. Example: A discussion with a professor who specializes in educational technology might lead you to explore "adaptive learning technologies in elementary schools." PRACTICAL RESEARCH 2  DESIGNING RESEARCH TOPIC Brainstorming: Use brainstorming sessions to generate ideas and explore different angles of a broad topic. This creative process can help in narrowing down your focus. Example: Writing down all your thoughts related to "technology in education" might help you identify specific areas like "digital literacy," "teacher training," or "student access to technology." PRACTICAL RESEARCH 2  CHOOSE A BROAD TOPIC 2. DO A PRELIMINARY RESEARCH Conduct some initial research to explore what’s already known about the subject. This can include reading academic articles, books, and other sources. Preliminary research helps you understand the existing body of knowledge, identify gaps, and determine which aspects of the topic are most compelling or underexplored. Example: In your preliminary research on "mental health," you might find numerous studies on depression and anxiety but notice that there's less research on how social media impacts mental health. PRACTICAL RESEARCH 2  CHOOSE A BROAD TOPIC 3. DEFINE THE PROBLEM This involves identifying a particular aspect that is significant, under-researched, or controversial. Defining the problem helps you narrow down your topic to something more focused and manageable. Example: After reviewing the literature on mental health, you might define the problem as "the lack of understanding about how social media use affects teenagers' mental health." PRACTICAL RESEARCH 2  CHOOSE A BROAD TOPIC 4. REFINE THE QUESTION This step lets you evaluate the questions formulated. What specific questions should you ask? How should you gather your data sufficient to answer the questions? Are the questions too narrow, or does it need to be trimmed down? While evaluating the research question, consider the requirements of the course. How much time are you given to finish the research? What resources do you need and are they available? Example: You might refine your research question to: "How does the frequency and type of social media use affect anxiety levels in high school students?" PRACTICAL RESEARCH 2  EXAMPLE INTEREST: ENVIRONMENTAL SCIENCE A. Choose an interesting Topic : Climate change B. Select a Significant Topic : The impact of climate change on global food security. C. Choose a Topic Relevant to Your Field: The impact of climate change on agricultural practices 2. DO A PRELIMINARY RESEARCH: You might explore how climate change affects different types of crops, regions, and farming techniques. During this phase, you might discover that there’s a growing concern about the effect of changing rainfall patterns on crop yields in drought-prone areas.  EXAMPLE INTEREST: ENVIRONMENTAL SCIENCE 3. Define the Problem After reviewing the literature, you might define the problem as "the increasing unpredictability of rainfall and its impact on crop yields in drought-prone regions." 4. Refine the Question How do changing rainfall patterns due to climate change affect maize crop yields in drought-prone regions of Cordillera?  EXAMPLE INTEREST: ENVIRONMENTAL SCIENCE 1. Choose a Broad Topic: Renewable energy sources 2. Do a Preliminary Research: Read articles, watch videos, and look at current technologies and innovations related to solar panels, wind turbines, and biofuel production. 3. Define the Problem “How does varying cloud cover affect the efficiency of solar panels?” 4. Refine the Question “What is the impact of different levels of cloud cover on the energy output of photovoltaic solar panels over a 24-hour period?”  What I have learned? Why is it important to choose a relevant, significant, and interesting research topic? RESEARCH TITLE  Research Title Basic Guidelines in Making a Research Title 1. The title must contain the following elements: A. The subject matter or research problem; B. The setting or locale of the study; C. The respondents or participants involved in the study; and D. The time or period when the study was conducted (if the title becomes too long because of these elements, the timeframe or period may be omitted except in evaluations studies) PRACTICAL RESEARCH 2  Research Title 2. The title must be broad enough to include all aspects of the study but should be brief and concise as possible. Example: PARENTAL INVOLVEMENT ON NUMERACY DEVELOPMENT OF GRADE SEVEN STUDENTS: EFFECTS ON THEIR ACADEMIC ACHIEVENMENT IN MATHEMATICS PRACTICAL RESEARCH 2  Research Title 3. The use of terms as “Analysis of”, “A Study of”, “An Investigation of” and the like should be avoided. All these are understood to have done in a research. Example: AN INVESTIGATION ON THE STATUS AND EXTENT OF THE IMPLEMENTATION OF QUIPPER IN ANDRES BONIFACIO INTEGRATED SCHOOL SY 2019-2020 PRACTICAL RESEARCH 2  Research Title 4. If the title contains more than one line, it should be written in inverted pyramid. Example: THE IMPACT OF EXHIBITS AND PROJECTS ON STUDENTS ENROLLED IN TECHNICAL DRAFTING AND ILLUSTRATION PRACTICAL RESEARCH 2  Research Title 5. When typed or encoded in the title page, all words in the title should be in capital letters. PRACTICAL RESEARCH 2  Research Title 6. If possible, the title should not be longer than 15 substantive words. example: ENHANCING ACADEMIC PERFORMANCE IN SCIENCE OF SELECTED SENIOR HIGH SCHOOL STUDENTS THROUGH QUIPPER 7. Avoid a long, detailed title that gives too much information. PRACTICAL RESEARCH 2  Research Title 8. To shorten the title, delete the terms “assessment” or “evaluation” if these are already emphasized in the text. EXAMPLE: ASSESSMENT ON THE LEVEL OF AWARENESS AND PREPAREDNESS OF THE PUBLIC AND PRIVATE SECONDARY SCHOOLS OF MANDALUYONG IN THE IMPLEMENTATION OF DISASTER RISK REDUCTION MANAGEMENT PROGRAM THE LEVEL OF AWARENESS AND PREPAREDNESS OF THE PUBLIC AND PRIVATE SECONDARY SCHOOLS OF MANDALUYONG IN THE IMPLEMENTATION OF DISASTER RISK REDUCTION MANAGEMENT PROGRAM PRACTICAL RESEARCH 2  Research Title Basic Guidelines in Making a Research Title 1. Use an accurate description of the subject and scope of the study instead of using general terms. 2. Do not use abbreviations except for commonly known ones like DNA and ICT. 3. Include the main dependent and independent variables. 4. Be mindful of the proper use of grammar and punctuation. 5. Capitalize all nouns, pronouns, verbs, adjectives, adverbs as well as the first letter of the first and last words. 6. State in a declarative form, although you may also see titles in question form from time to time. PRACTICAL RESEARCH 2  Research Title Basic Guidelines in Making a Research Title 7. The year the study has been conducted should not be indicated unless it is a historical study. 8. Use current terminology. 9. Depending on the institutional requirements, 5 to15 words are sufficient to describe the research study. 10. Use the common name instead of chemical formula (e.g., Ammonium instead of NH4) 11. Write and italicize full scientific names. 12. Make sure to reflect the tone of the paper. An academic research paper has title which is not casual, or informal, or does not contain humor. PRACTICAL RESEARCH 2  Activity Directions: Evaluate the following erroneous research titles and justify what makes each one incorrect. Example: Phytochemical analysis and antioxidant activity of S. trifasciata leaves Answer: The scientific name was abbreviated and not italicized. 1. The Effectiveness of H2O2 in Reducing Bacterial Growth Rates 2. How Does pH Affect the Solubility of Salts? 3. Impact of Various Types of Exercise on Weight Loss in Adults 4. A Study on How Temperature Affects the Rate of Chemical Reactions 5. The Effect of Soil Types on Plant Growth 6. The Influence of Various Concentrations of Sugar on Yeast Fermentation (2024) 7. Studying the Relationship Between Temperature and the Solubility of Salts PRACTICAL RESEARCH 2  PERFORMANCE TASK 3 Direction: Using the chosen event or issue in your field of expertise, identify the following concepts being asked on the graphic organizer below. (RESEARCH TOPIC) INDEPENDENT VARIABLE: DEPENDENT VARIABLE: (POSIBLE SOLUTION) (PREVAILING PROBLEM)/ SPECIFIC PROBLEM RESEARCH TOOL: RESEARCH DESIGN/TYPE: WORKING RESEARCH TITLE: PRACTICAL RESEARCH 2  PERFORMANCE TASK 3 Direction: Using the chosen event or issue in your field of expertise, identify the following concepts being asked on the graphic organizer below. (RESEARCH TOPIC) ORANGE WASTE (PEELINGS AND SEED) AS A HELPING ANTI- BACTERIAL AGENT IN SOAR INDEPENDENT VARIABLE: DEPENDENT VARIABLE: (POSIBLE SOLUTION) (PREVAILING PROBLEM)/ SPECIFIC PROBLEM ORANGE WASTE BACTERIA RESEARCH TOOL: RESEARCH DESIGN/TYPE: EXPERIMENTATION OBSERVATION TRUE EXPERIMENTAL RESEARCH DESIGN ANALYZATIO WORKING RESEARCH TITLE: THE FEASIBILITY OF ORANGE (CITRUS SIRESIS) SEEDS AND PEELING AS A HELPING ANTI-AGENT IN SOAP PRACTICAL RESEARCH 2 BACKGROUND OF RESEARCH  Background of the stud LET’S REVIEW!: Identify the elements of the given title PRACTICAL RESEARCH 2  Background of the stud The background of the study establishes the context of the research. This section explains why this particular research topic is important and essential to understanding the main aspects of the study. Creswell (2009) provide guide questions that can help researchers in describing the background of the study or problem. 1. Why is it necessary to conduct a study about the topic? 2. What problem influences the need to conduct a study about the topic? 3. What is the context or background of the topic? PRACTICAL RESEARCH 2  Background of the stud GUIDELINES IN WRITING THE BACKGROUND OF THE STUDY: 1. Presentation of the problem (Explain the research problem clearly as observed and experience by the researcher/s.) 2. Existence of an unsatisfactory condition or problem that requires a solution. (Present problems or situation experience that needs immediate solution.) 3. Rationale of the study. (Why it is necessary to conduct the study.) (The researchers attempt to find ways of addressing eh problem) 4. Historical Background of the problem ( It includes ideas, phrase or sentences and findings from other research studies or published materials relevant to the study.) PRACTICAL RESEARCH 2  Background of the stud TIPS ON PROVIDING THE BACKGROUND OF THE STUDY 1. Develop an opening sentence that will attract the reader’s interests and at the same time convey the issue or problem in such a way that the audience can relate. 2. Refrain from using idiomatic expressions because they convey vague or unclear messages. 3. Use statistical date or numeral figures because they create a good impact. Using such information suggests that the researcher has a good background of the topic conducting the research. 4. Clearly identify the research problem or issue that leads to the study. 5. State the reasons why the research problem is important by providing a number of references to justify the necessity of studying the problem. (Creswell, 2009) PRACTICAL RESEARCH 2  Background of the stud TIPS ON PROVIDING THE BACKGROUND OF THE STUDY TIOC format: Trends, Issues, Objectives, and Contributions. In the Trends portion, relate the present study to the ones previously reported or conducted in the research literature. In the Issues portion, state the necessity of the research problem, including its theoretical or practical implications. In the Objectives portion, provide an overview of the analyses to be conducted in the study. Provide the main problems of the study, but also provide other analytical information such as theoretical constructs to be verified, methodological considerations, or statistical techniques. In the Contributions portion, emphasize the present study’s uniqueness and/or importance. Juxtapose the study in contrast with the prevailing studies in the literature. PRACTICAL RESEARCH 2  Background of the stud PRACTICAL RESEARCH 2  Background of the stud PRACTICAL RESEARCH 2  PERFORMANCE TASK WRITING BACKGROUND OF STUDY/ INTRODUCTION Create a comprehensive Background of Study/Introduction for your research study, incorporating the following components: 1.Rationale: 1. Explain the significance of the study. 2. Detail why this research is important and relevant. 3. Discuss any issues or gaps in existing knowledge that your research aims to address. 2.Area of Concern: 1. Clearly define the specific area or problem your research focuses on. 2. Provide context for why this particular area is of concern. 3. Highlight any specific challenges or needs related to this area. 3.Literature Review: 1. Summarize existing research related to your topic. 2. Identify key findings from previous studies and how they relate to your research. 3. Discuss any trends, debates, or unresolved questions in the literature. 4.The Impact of the Topic on the Community: 1. Describe how your research topic affects or could affect the community. 2. Discuss potential benefits or consequences for the community if your research is conducted or if findings are applied. 3. Consider how the outcomes could contribute to addressing community needs or challenges. 5.General Goal/Objective of the Study: 1. Clearly state the main goal or objective of your research. 2. Outline what you aim to achieve through your study. 3. Explain how achieving this goal will contribute to knowledge or practice in your field. Formatting Guidelines: Begin with an engaging opening that introduces the topic and its significance. Use clear and concise language. Ensure logical flow from one component to the next. Provide citations for the literature reviewed where applicable. Aim for a cohesive narrative that integrates all components seamlessly. Include groupmates contribution. Submission Requirements: Submit your document in times new roman, 12 , A4 size. Deadline September 20, 2024 RESEARCH QUESTION  Research Questio A research problem is considered a professional situation in need of improvement, change or solution. Houser (2012) considered research problem to be the “why”. A research questions help clarify and specify the research problem. They are also considered as sub-problems of your research problem and are informative in nature. They specify the method of collecting and analyzing data, and the type of data to be collected when exploring a quantitative research problem. PRACTICAL RESEARCH 2  Research Questio Characteristics of Good Research Questions 1. It must be well-defined and clearly stated. 2. It must be empirically verifiable and can be tested scientifically. 3. It must not be vague or ambiguous. 4. It must have clear parameters and limitations. 5. It must be based on your RRL (Review of Related Literature). 6. It must arouse your curiosity and surprise you with your discoveries or findings. PRACTICAL RESEARCH 2  Research Questio 7. You must state your research questions in such a way that they include all dependent and independent variables referred to by the theories, principles or concepts underlying your research work. 8. Let the set of research questions or sub-problems be preceded by one question expressing the main problem of the research, 9. Use the “How” questions instead of asking questions that are answerable by “YES” or “NO”. 10. It must be SMART (specific, measurable, attainable, realistic and time-bound). PRACTICAL RESEARCH 2  Research Questio STATEMENT OF THE PROBLEM The Statement of the Problem enumerates the different problems that will be solved in the present study. Problems for quantitative research must be organized from descriptive to inferential level; from the independent variable first before the dependent variable, and the analytical statistics tests at the last part. PRACTICAL RESEARCH 2  Research Questio Example: SENSORY EVALUATION OF Breadfruit (Artocarpus Altilis) Flour. 1. What are the optimal processing methods for developing Breadfruit (Artocarpus alitilis) flour? 2. What is the level of acceptability of Breadfruit (Artocarpus alitilis) flour , using the following parameters: 2.1. Taste 2.2. Color 2.3. Aroma 2.4. Texture 3. What is the overall consumer acceptability of Breadfruit (Artocarpus altilis) flour ? PRACTICAL RESEARCH 2  Research Questio Example: SENSORY EVALUATION OF BREADFRUIT (ARTOCARPUS ALTILIS) FLOUR PRACTICAL RESEARCH 2  Research Questio Example: THE EFFECTIVENESS OF BANANA STEM FIBER AND CRUSHED GREEN MUSSEL (PERNA VIRIDIS) SHELL AS SUTAINABLE OIL ABSORBENT Statement of the Problem This study aims to investigate the absorption capacity, efficiency, and practicality of Banana Stem Fiber and Crushed Green Mussel Shell as Sustainable Oil Absorbents. Furthermore, the answer to the following questions will be sought: 1. What is the effect of Crushed Green Mussel Shell and Banana Stem Fiber to the quality of contaminated water with the following ratio 1.1 10 grams Crushed Green Mussel Shell : 75 grams Banana Stem Fiber 1.2 15 grams Crushed Green Mussel Shell : 70 grams Banana Stem Fiber 1.3 25 grams Crushed Green Mussel Shell : 50 grams Banana Stem Fiber 2. What is the effectiveness of Banana Stem Fiber and Crushed Green Mussel Shell in relation to the following types of oil in terms of oil absorption 2.1 Cooking Oil 2.2 Engine Oil 2.3 Diesel Fuel 3. Is there a significant difference between the oil absorption capacity and ratio of Banana Stem Fiber and Crushed Green Mussel Shell as sustainable oil absorbent?  Research Questio PRACTICAL RESEARCH 2 SCOPE AND DELIMITATION  SCOPE AND DELIMITATION SCOPE States the specific variables covered in the study. The researcher/s should clearly define where and when the study will be conducted, who the subjects are, how the study will be conducted, and the purpose of conducting the study. PRACTICAL RESEARCH 2  SCOPE AND DELIMITATION LIMITATIONS OF THE STUDY Limitations of the study refer to factors or parameters that might affect the research process and its results but are beyond the control of the researcher. These are potential weaknesses in the study's design, methodology, or scope, and acknowledging them helps clarify the boundaries of the research findings. PRACTICAL RESEARCH 2  SCOPE AND DELIMITATION DELIMITATIONS OF THE STUDY Delimitation cites factors of your study that are not included or excluded or those you will not deal in your study. PRACTICAL RESEARCH 2  SCOPE AND DELIMITATION Difference between Delimitation and Limitation of the Study Delimitations are the intentional boundaries set by the researcher before the study begins, defining what will and won’t be included in the research. They are about scope and focus. Limitations are constraints or issues encountered during the research process that affect the study’s ability to achieve its objectives. They are often beyond the researcher’s control and impact the study’s reliability and applicability. PRACTICAL RESEARCH 2  SCOPE AND DELIMITATION Difference between Delimitation and Limitation of Examples OF DELIMITATION the Study 1.Population: If a study focuses on "Grade 11 and Grade 12 students from MPNAG in Mandaluyong City " the delimitation is the specific population selected for the study. Example: A study examining the effects of a new teaching method might only include high school students in a particular city, excluding students from other city or educational levels. 2.Geographical Scope: 1.A researcher might choose to study "small urban communities" but exclude "rural areas" to maintain a manageable scope. 2.Example: A study on urban gardening practices might limit its focus to cities with populations over 500,000 and exclude smaller towns. PRACTICAL RESEARCH 2  SCOPE AND DELIMITATION Difference between Delimitation and Limitation of Examples OF DELIMITATION the Study 3. Time Frame: The researcher may decide to collect data during a specific period, such as "the academic year 2023-2024." Example: A study on student stress levels might be conducted only during the final exam period of the 2023-2024 academic year. 4. Variables: Delimitations also involve selecting which variables to include. For instance, a study might focus only on "taste and aroma" of a new food product, excluding "nutritional content." Example: A research project on new food flavors might focus only on sensory evaluations and not on the nutritional analysis. PRACTICAL RESEARCH 2  SCOPE AND DELIMITATION Difference between Delimitation and Limitation of Examples OF LIMITATION the Study 1. Sample Size: If a study intended to survey 500 participants but only manages to get 200 due to difficulties in recruitment, the small sample size is a limitation. Example: A study on the effectiveness of a new educational program might have a limited number of participants due to low enrollment or high dropout rates. Measurement Tools: If the tools or instruments used for data collection are not perfectly reliable, this can limit the accuracy of the results. Example: A survey used to measure job satisfaction might have poorly designed questions that do not capture all aspects of satisfaction accurately. PRACTICAL RESEARCH 2  SCOPE AND DELIMITATION Difference between Delimitation and Limitation of Examples OF LIMITATION the Study 3. Response Bias: If participants provide socially desirable answers rather than their true feelings, this can affect the study’s validity. Example: In a study on public attitudes towards a controversial policy, participants might respond in a way they believe is socially acceptable rather than honestly. PRACTICAL RESEARCH 2  SCOPE AND DELIMITATION Components of Scope and Delimitation Topic of the Study. What are the variables to be included and excluded? Objectives or Problems to be Addressed. Why are you doing this study? Time Frame. When are you going to conduct this study? Locale of the Study. Where are you going to gather your data? Characteristics of the Respondents. Who will be your respondents? Method and Research Instruments. How are going to collect the data? PRACTICAL RESEARCH 2  SCOPE AND DELIMITATION Scope and Delimitations The research study titled “The Efficacy of Makahiya (Mimosa Pudica) Leaf Extract as an Antimicrobial Hand Soap” aims to investigate the antimicrobial activity of different hand soap formulations using makahiya leaf extract. The study was conducted at the Senior High School Science Laboratory of Mataas na Paaralang Neptali A. Gonzales during the School Year 2022-2023. The scope of the study is limited to the use of makahiya leaves as the primary plant material for extracting the antimicrobial agents. The hand soap formulations were tested exclusively on a mixed culture of bacteria in a controlled laboratory setting, as no human participants were involved in the testing of the hand soap. Several delimitations were present in this study. First, the research was limited to the use of a mixed culture of bacteria, as the researchers did not have access to specific bacterial strains due to the unavailability of a local distributor. Second, the extraction of makahiya leaf concentrate was constrained by the lack of advanced laboratory apparatus, which may have limited the potency of the extract used in the formulations. Additionally, financial constraints restricted the researchers from conducting more in-depth analyses of the antimicrobial properties of the makahiya leaf extract, such as testing against a wider range of bacteria or obtaining more precise quantification of its efficacy. The findings of this study are therefore limited to the available resources and the specific conditions under which the experiments were conducted, and may not be fully generalizable to other contexts or bacterial strains. (Babasa, et.al.,2023) PRACTICAL RESEARCH 2  SCOPE AND DELIMITATION Scope and Delimitations The research study titled "The Acceptability of Incorporating Fish Bone Powder into Polvoron" aims to explore the feasibility of enhancing polvoron, a traditional Filipino snack, with fish bone powder as a source of calcium. The study seeks to determine whether the addition of fish bone powder can improve the nutritional value of polvoron without compromising its sensory properties, including taste, appearance, color, and aroma. This study was conducted at Mataas na Paaralang Neptali A. Gonzales during the School Year 2023-2024. The participants are composed of 100 Senior High School students from the Grade 11 and Grade 12 TVL (Technical-Vocational-Livelihood) - Home Economics strand. Specifically, the sample includes 50 students from Grade 11 and 50 students from Grade 12. The study is limited to a taste test of milkfish bone polvoron, after which the participants will complete a survey to evaluate the product's sensory properties. The survey will focus on the students' perceptions of the taste, appearance, color, and aroma of the milkfish bone polvoron. The study does not aim to assess the long-term health benefits of consuming calcium- enriched polvoron or other possible effects of consuming fish bone powder. Furthermore, the research is limited to the students of Mataas na Paaralang Neptali A. Gonzales and does not seek to generalize findings to other populations. (Reyes, et.al.,2024) PRACTICAL RESEARCH 2  SCOPE AND DELIMITATION Directions: Read the sample scope and limitation and identify the boundaries of the study by writing the corresponding components on the table below. Sample Scope and Delimitation of the Study The main objective of this study is to provide information about students’ knowledge and perception of genetically modified foods and their family health practices. The study also includes the student’s personal information and occupation of their parents and siblings. This study is limited to the 120 Grade 12 Male and Female enrolled in the First Semester, School Year 2019-2020 of Gusa Regional Science High School – X. Each of the respondents is given questionnaire to answer. The students selected came from six different sections to prevent subjective perceptions. Components of the Scope and Delimitation ✓ Topic of the study Students’ knowledge and perception of genetically modified foods and their family health practices. ✓ Objective of the study or problems to be addressed To provide information about students’ knowledge and perception of genetically modified foods. To investigate students’ family health practices To include students' personal information and the occupation of their parents and siblings. ✓ Time frame in which the study will be conducted First Semester, School Year 2019-2020. ✓ The locale or area where the study will be conducted Gusa Regional Science High School – X. ✓ Characteristics of the participants of the study 120 Grade 12 Male and Female students enrolled in the First Semester of the School Year 2019-2020. Students are from six different sections to prevent subjective perceptions. ✓ Other parameters Each respondent is given a questionnaire to answer.Inclusion of students’ personal information and the occupation of their parents and siblings.  RESEARCH FRAMEWORK  RESEARCH FRAMEWORKS RESEARCH FRAMEWORK A research framework illustrates the structure or blueprint of the research plan and helps the researcher formulate relevant research questions. PRACTICAL RESEARCH 2  RESEARCH FRAMEWORKS TYPES OF RESEARCH FRAMEWORKS Theoretical framework refers to the theory where the researcher based their study. Conceptual framework is the synthesized ideas and concepts from different related sources. PRACTICAL RESEARCH 2  RESEARCH FRAMEWORKS A Summary of the Differences of Theoretical and Conceptual Framework PRACTICAL RESEARCH 2  RESEARCH FRAMEWORKS CONCEPTUAL FRAMEWORKS A diagram that visually interprets and represents the underlying principles, principles and concepts of a research It is the visual representation of the overall flow of the research. A representation of variables that visually interrelate with each other as perceived by the researcher before an actual investigation is completed to prove its relationships. PRACTICAL RESEARCH 2  RESEARCH FRAMEWORKS A Summary of the Differences of Theoretical and Conceptual Framework PRACTICAL RESEARCH 2  RESEARCH FRAMEWORKS REMEMBER! A theoretical framework is based on an established theory whereas the conceptual framework is an illustration of the researcher’s viewpoint of the study. PRACTICAL RESEARCH 2  RESEARCH FRAMEWORKS COMMON EXAMPLE OF CONCEPTUAL FRAMEWORK A. INDEPENDENT VARIABLE - DEPENDENT VARIABLE MODEL (IV-DV) A variable is either a result of some force or it is the force that causes a change in another variable. In experiments, these are called dependent and independent variables respectively. PRACTICAL RESEARCH 2  RESEARCH FRAMEWORKS Effectiveness of hours of study and the exam score PRACTICAL RESEARCH 2  RESEARCH FRAMEWORKS The Night Owls: Effects of Sleeping Pattern of College Students to their Academic Performance and Health. PRACTICAL RESEARCH 2  RESEARCH FRAMEWORKS COMMON EXAMPLE OF CONCEPTUAL FRAMEWORK B. Input-Process-Output Model (IPO) The Input-Process-Output Model (IPO) is a conceptual paradigm which indicates the inputs, required process, and the output. The IPO Model is also referred to as a functional model that is usually used in action research where an intervention or solution is necessary to solve the identified problem. The Input is usually the independent variable of the study. - the Process is the intervention or solution consist of the instruments and analyses used to acquire the result. - the Output is the findings or outcome of the interventions being made to solve the identified problem. PRACTICAL RESEARCH 2  RESEARCH FRAMEWORKS PRACTICAL RESEARCH 2  RESEARCH FRAMEWORKS PRACTICAL RESEARCH 2  RESEARCH FRAMEWORKS PRACTICAL RESEARCH 2