Chapter 2
Chapter 2
Chapter 2
Topic Outcomes
At the end of this chapter, the students should be able to:
1. Formulate research problems and objectives.
2. Identify various sources of the research problem.
3. Determine the criteria of a good research problem.
4. Differentiate the null hypothesis from the alternative hypothesis.
5. Develop a gap analysis to formulate a research problem.
Simple curiosity is not a good enough reason to pursue a research study. The problem to
be explore must be important to the researcher and to a larger community it can be possibly shared
and benefited.
The problem must be clearly stated to avoid contrasts and instead supports the generation
and exploration of multiple perspectives. A general rule of thumb is that a good research problem
is one that would generate a variety of viewpoints from a composite audience made up of
reasonable people. There are some instances that while investigating a complex research project,
the researcher realized that the topic does not have much to draw on for research. Hence, it
suggested to choose research problems that can be supported by the resources available to you.
Reevaluate the research question based on the nature and extent of information
available and the parameters of the research project.
research replication utilizing the same instrument but administered to a different group of subjects
and areas in order to compare the similarities and differences of the findings. Other sources of
research problems are thesis, dissertation, and research journals. The researcher of these materials
recommends problems for future research workers to investigate into it.
Types of Hypothesis
1. Null hypothesis is a denial of the existence of an attribute, a relationship, or a difference
of an effect. It is always stated in a negative form
2. Alternative hypothesis is the opposite extreme of the null hypothesis because this is
always stated in a positive form. It is an affirmation of the existence of the observed
phenomenon.
Conceptual framework presents specific and well-defined concepts that are called
constructs. Its function is similar to the theoretical framework because the constructs used are
derived from abstract concepts of the theoretical framework.
Assumptions are presumed to be true statements of facts related to the research problem.
They are clearly stated to give readers of research projects, a foundation to form conclusion
resulting from assumptions.
Significance of the study articulates the benefits that can be derived from the results of
the research projects. There should be identified end users or beneficiaries of research outputs. The
discussion of the significance of the study is presented in either in the inductive or deductive
perspective. In an inductive perspective, the researchers move from the particular to the general
and present the importance of the significance of the study from the target beneficiaries, to the
researcher himself, to the people in the community, to the people in the province, region, and
nation. Likewise, from a deductive perspective, general to particular, discussion of the importance
of the study starts first from the national level to the researcher himself and to the target
beneficiaries.
delimitations of the study. These clarify the boundaries, exceptions, and reservations inherent in
very study. They differ in the following aspects:
Delimitations aim to narrow the scope of a study. For example, the scope may focus on
specific variables, specific participants, specific sites, or narrowed to one type of research design
(e.g. experimental research). However, limitations aim to identify potential weaknesses of the
study. For example, all statistical procedures and research strategies, such as surveys or grounded
theory studies have limitations.
Definition of Terms. In this section, the key terms are clearly defined. There are two ways
to define the key terms used in the study. These are conceptual and operational.
1. Conceptual definition. The definitions of terms are based on concepts or hypothetic ones
which are usually taken from the dictionary.
2. Operational definition. The definitions of terms are based on observable characteristics
and how it is used in the study
The term “gap” refers to the space between “where we are” (the present state) and where “we
want to be” (the target state). A gap analysis can also be referred to as need analysis, need
assessment, or need-gap analysis.
A force-field is one method of gap analysis developed by Kurt Lewin which describes the
driving and restraining forces for change. Restraining forces are forces that make change more
difficult. These forces counteract driving forces and lead to the avoidance or resistance of
change. The idea is to have enough driving forces to overcome the restraining forces.
Moreover, the research gap is a research question or problem which has not been answered
appropriately or at all in a given field of study. This stage is very crucial to proceed with the
literature review since research questions can be framed only when the gap is identified. The gap
itself becomes the purpose of the research in the later stages.
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