4 - The Research Problem
4 - The Research Problem
4 - The Research Problem
This study aims to describe the pedagogical skills of 21st century teachers in the
selected schools in the Province of Laguna and its relationship to student’s academic
performance.
Specifically, it seeks to answer the following questions:
1. What is the socio-demographic profile of the teacher-respondents in terms of:
1.1 age;
1.2 sex;
1.3 civil status;
1.4 position;
1.5 years in service;
1.6 course and specialization; and
1.7 grade level handled?
2. What is the academic performance of male, female, and students of both sexes in
terms of their general weighted average?
READ THE SAMPLE BELOW:
Note:
• Questions 1 – 3 are classified as Level 1 (descriptive) questions while
questions 4 – 6 are Level 2 (inferential questions).
FORMULATING THE HYPOTHESIS
• A hypothesis is a conjectural statement of the relation between two or more
variables (Kerlinger, 1973). It is always in declarative sentence form, and it
relates variables. A hypothesis cannot be proven, it can only be tested or
verified. It has two types.
• A null hypothesis (H0) is a non-directional statement of condition between
two variables. It states that “there is no significant relationship/difference
between” two parameters.
• An alternative hypothesis (H1)is a directional statement of a relationship
between variables. It states that “there is a significant relationship/difference
between” two parameters.
• Note: Your research hypothesis should always be stated in null form.
FORMULATING THE HYPOTHESIS
• Make an introductory statement (e.g. The following hypotheses will be tested
in this study…)
• Use NULL HYPOTHESES in your research proposal.
• The number of NULL HYPOTHESIS depends on the Level 2 questions in your
Statement of the Problem.
SAMPLE HYPOTHESIS
A Conceptual Framework showing the effects of the independent variables (Factors affecting
behavior) to the dependent variables (pupil’s behavior)
CONCEPTUAL FRAMEWORK
Note: Applicable when the researcher conducts survey research or intervention studies.
CONCEPTUAL FRAMEWORK
CONCEPTUAL FRAMEWORK
CONCEPTUAL FRAMEWORK
SIGNIFICANCE OF THE STUDY
Guidelines:
• Make an introductory statement or paragraph.
• State clearly the people who may benefit from your study and how they
may benefit from it (e.g. for curriculum planners, school administrators,
teachers, parents, students, etc.) by spelling out why you believe or think the
research questions should be answered or the objectives be
achieved/attained, and it may also show how the findings are expected to
have an effect on the research area.
TIME AND PLACE OF THE STUDY
Guidelines:
• State the month and year the study will start and end and the place or
places where the study will be conducted.
• Time of the study starts on the day when the proposal is approved and the
researcher starts preparing the experiment or instruments for data gathering
up to the day when the researcher is ready to present the results for final
defense.
SCOPE AND LIMITATION OF THE STUDY
Guidelines:
• Scope sets the delimitation and establishes the boundaries of the study.
• Indicate where and when the study was conducted and who your
participants were.
• Be able to state if there are some facets or aspects of your study which may
affect the result/s harmfully and adversely in which you as the researcher did
not have any control. Honest acceptance of the limitation brings credibility
to the study.
• Although limitations (more often) become known only during the conduct of
the study or after the research has come to end, be realistic about them.
DEFINITION OF TERMS
Guidelines:
• Define the important key terms and all variables, including independent and
dependent variables, intervening or mediating variables, moderator or
extraneous variables, as well as units of analysis that will be measured in your
study.
• Be sure also to list and define demographic variables which you consider to
have potential influence used to describe your research participants (e.g.
age, gender, religious affiliation, etc.).
• You may give both the conceptual definition (definition from dictionary or
other references) and operational definition (how the term is used in the
study)of all the key terminologies.
• All terms are arranged in alphabetical order like a dictionary and the term
being defined in boldface.
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