English Seven (4)

8/4/2019 English Seven (4)

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CHAPTER IThe Problem and Its Setting

Introduction

Statement of the Problem

Theoretical/Conceptual Framework

Assumptions and Hypotheses

Significance of the Study Operational Definition of Terms


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Introduction

Presentation of the problem.Example:There is no other period in the world

history when science has been making itsgreatest impact upon humankind than it is today.

(Prolong the discussion citing the multifariousand wonderful benefits that science is giving tohumanity today. Later in connection withscience, the topic for inquiry may be presented

as the teaching of science in the high schools ofprovince A. as perceived by the scienceteachers and students


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The existence of an unsatisfactorycondition, a felt problem that needs asolution.

Example: The teaching of science in thehigh schools of Province A has been

observed to be weak as shown by theresults of the survey tests given to thestudents recently. The causes must befound so that remedial measures may be

instituted. (The discussion may beprolonged further).


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Rationale of the Study

The reason or reasons why it is necessaryto conduct the study must be discussed.

Example: One of the thrusts of theDepartment of Education and of thegovernment for that matter is to strengthenthe teaching of science. It is necessary toconduct this inquiry to find out how to

strengthen the instruction of science in theprovince. (This may be prolonged).


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A desire to have a deeper and clearer

understanding of a situation,circumstance, or phenomenon.

If the teaching of science in the highschools of Province A is the topic, the

researcher must explain his earnest desireto have a deeper and clearerunderstanding of the situation so that he

will be in a better position to initiateremedial measures.


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A desire to find a better way of doing

something or of improving a product.

The researcher must also explain his

desire to find a better way of teachingscience in the high schools of Province Ato improve the outcome of instruction.


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A desire to discover something.

In connection with the teaching ofscience in the high schools of Province A,the researcher may have the desire to

discover what is wrong with the instructionand a desire to discover better ways ofteaching the subject. He may discuss his

desire to discover such things.


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Geographical Conditions of the StudyLocale.

This is necessary in anthropologicaland economic studies. If the subject of

investigation is rice production, then theterrain, soil, climate, rainfall, etc. of thestudy locale have to be described.


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A link between the introduction and the

statement of the problem.

A sentence or two should show the linkbetween the introduction and the

conducting of the researcher.Example: The researcher got very muchinterested in determining the status of

teaching science in the high schools ofProvince A and so he conducted thisresearch.


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STATEMENT OF THE PROBLEM

The general statement of the problem and thespecific sub problems or questions should beformulated first before conducting the research.

It is customary to state specific sub problems inthe interrogative form. Hence, sub problems arecalled specific questions.

Each specific question must be clear andunequivocal, that is, it has only one meaning. Itmust not have dual meanings.


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Each specific question is researchable apart fromthe other questions, that is, answers to eachspecific question can be found even without

considering the other questions. Each specific question must be based upon known

facts and phenomena.

Answers to each specific question can beinterpreted apart from the answers to otherspecific questions.

Answers to each specific question must contributeto the development of the whole research problem

or topic. Summing up the answers to all the specific

questions will give a complete development of theentire study.


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The number of specific questions shouldbe enough to cover the development ofthe whole research problem or study.

There should be a general statement ofthe problem and then this should bebroken up into as many sub problems orspecific questions as necessary.


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Example:This study was conducted to investigate all aspects of the teaching

of science in the high schools of Province A during the school year2005-2006 as perceived by the science teachers and students.

Specifically, the study attempted to answer the following questions:1. How qualified are the teachers handling science in the high

schools of Province A?2. How effective are the methods and strategies used by the

teachers in teaching science?

3. How adequate are the instructional as well as the non-instructionalfacilities for the teaching of science?4. How adequate are the forms of supervisory assistance extended

to the teachers relative to the teaching of science?5. Is there any significant difference between the perceptions of the

teachers and those of the students concerning the differentaspects in the teaching of science?

6. What problems are being encountered by the teachers of science?7. What suggestions are offered by the teachers and students to

improve the teaching of science?8. What are the implications of the findings to the teaching of

science?


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ASSUMPTIONS

A self evident truth which is based upon aknown fact or phenomenon.

Every specific question is based upon anassumption. If there is no assumption,expressed or implicit, there can be nospecific question.


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Example:

There is no significant difference on theperception of students and teachers in theteaching of science in province A.

There is no significant relationship betweengrades in mathematics and english


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GUIDELINES IN EXPLAINING THEIMPORTANCE OF THE STUDY

It must contain explanations or discussions of all ofthe ff:

The rationale, timeliness, and/or relevance of

the studyPossible solutions to existing problems or

improvement to unsatisfactory conditions.

Who are to be benefited and how they are going

to be benefited.Possible contribution to the fund of knowledge

Possible implications.


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DEFINITIONS OF TERMS

Only terms , words, or phrases which have specialor unique meanings in the study are defined. Terms should be defined operationally, that is, how

they are used in the study. The researcher may develop his own definition from

the characteristics of the term defined Definitions may be taken from encyclopedias,

books, magazines and newspaper articles,dictionaries, and other publications but theresearcher must acknowledge his sources.

Definitions should be brief, clear, and unequivocalas possible.

Acronyms should always be spelled out fullyespecially if it is not commonly known or if it used for

the first time.


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SCOPE AND DELIMITATIONS OF

THE STUDY

A brief statement of the general purpose of thestudy.

The subject matter and topics studied and

discussed The locale of the study, where the data were

gathered or the entity to which the data belong

The population or universe from which therespondents were selected.

The period of the study.


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EXAMPLE

This investigation was conducted todetermine the status of the teaching ofscience in the high schools of Province Aas perceived by the teachers and students

in science classes during the school year2005-2006. The aspects looked into werethe qualifications of teachers, theirmethods and strategies, facilities, forms ofsupervisory assistance, problems andproposed solutions to problems.


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LIMITATIONS OF THE STUDY

It includes the weaknesses of the studybeyond the control of the researcher.

This is true in descriptive research wherethe variables involved are uncountable orcontinuous variables such as adequacy,effectiveness, efficiency, extent, etc.


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CONCEPTUAL FRAMEWORK

It consists of the investigators own position on aproblem after his exposure to various theoriesthat have bearing on the problem.

It is the researchers new model which has its

roots on the previous models which theresearcher had studied

It serves as a guide in conducting theinvestigation

It is usually in statement form with a paradigmwhich expresses the relationship between theidentified variables.


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Example:

The effectiveness of a scienceinstructional program depends upon thequalifications of the teachers, the

effectiveness of their methods andstrategies of teaching, the adequacy offacilities, the adequacy of supervisoryassistance and the elimination of the

problems hampering the progress


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Figure 1. Paradigm for science teaching in high school.

Qualified teachers

Effective Methods

Adequate Facilities

AdequateSupervisoryAssistance

Science

Instructional

Program

Superior

Science

Knowledge

and Skills of

Students

INPUTS PROCESS OUTPUTS


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CHAPTER II

RELATED LITERATURE AND STUDIES


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GUIDELINES

Characteristics of the Materials Cited

1. The materials must be as recent aspossible.

2. Materials must be as objective andunbiased as possible.

3. Materials must be relevant to the study

4. Materials must not be too few but not toomany.


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Ways of Citing Related Literature

and Studies

By author or writer.

Examples: According to Enriquez(2005),praise helps much in learningetc.

Maglague(2006) found out thatpraise is an important factor inlearningetc.

By topic Chronological according to the year they

were written.


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What to Cite

It should discussed only the majorfindings, ideas, generalizations, principles,or conclusions in related materials relevant

to the problem under investigation.

Generally such findings are summarized,paraphrased, or synthesized


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Quoting a Material

A material may be quoted if the idea is soperfectly stated or it is controversial and itis not too long.

It is written single spaced with widermargins at the left and right sides of thepaper without any quotation marks.


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Example:

Suppose the ff is a quotation:

Said Enriquez,Praise is an important factor in

childrens learning. It encourages them to

study their lessons harder. Praise,however, should be given veryappropriately.1


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Justification of the Study

It should be clear that there is noduplication of other studies but areplication.

There may also be a need to continue withthe present investigation to affirm ornegate the findings of other inquiries aboutthe same research problem or topic so

that generalizations or principles may beformulated.


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CHAPTER III

Methods of Research

and

Procedures


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Method Of Research

The method of research used whetherhistorical, descriptive, etc. should beexplained briefly.

The procedural part of the method, itsappropriateness to the study, and some ofits advantages should be given attention

and should be well discussed.


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Example:

The descriptive method of researchwas used in this study. This studydescribes the present status of the

teaching of science in high schools inProvince A in terms of current conditions,practices, situations, or any phenomena

etc.


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Methods of Collecting Data

The method of collecting data and thedevelopment of the instrument forgathering data must also be explained.


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DEVELOPMENT OF THE

INSTRUMENT After reading and studying samples of questionnaire

from related studies, the researcher prepared his ownquestionnaire.

He also consulted some knowledgeable people abouthow to prepare one.

Then he submitted the questionnaire to the adviser forcorrection after which it was finalized.

For validation purposes, the questionnaire was given tosmall sample which is not included in the study. Afterthey had filled up the copies they were interviewed to

find out their assessment of the questionnaire. The copies of the questionnaire were then distributed

personally by the researcher to the respondents.


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SAMPLING DESIGN

It must explain:

1. The size of the population

2. The study population

3. The margin or error and the proportion ofthe study population used

4. The type or technique of sampling used

5. The actual computation of the sample6. The sample


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CONSTRUCTION OF A

QUESTIONNAIRE

Doing library search

Talking to knowledgeable people.

Mastering the guidelines Writing the questionnaire

Editing the questionnaire

Rewriting the questionnaire Pretesting the questionnaire

Q S O S


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KEY QUESTIONS IN

PRETESTING

Were the directions very clear to you?

Were you able to do exactly what the directionstold you to do?

Did you understand completely the questions oritems?

What difficulties did you meet in answering thequestions?

If the respondents failed to answer somequestions: Why did you not answer thequestions?


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Are the spaces where you wrote your repliessufficient?

Are the number of options from which youselected your response enough? Were you notforced to select an option which is not exactlyyour choice because your actual choice was not

among the options given?

Is the questionnaire too long that it createsboredom?

What suggestions can you give to improve thequestionnaire?

GUIDELINES IN THE


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GUIDELINES IN THEFORMULATION OF QUESTIONS

FOR A QUESTIONNAIRE Make all directions clear and unequivocal. Use correct grammar.

Make all questions unequivocal.

Avoid asking biased questions.

Objectify the responses.

Relate all questions to the topic under study.

Create categories or classes for appropriateanswers


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Group the questions in logical sequence.

Create sufficient number of responsecategories.

Word carefully or avoid questions that dealwith confidential or embarrassing

information. Explain and illustrate difficult questions.

State all questions affirmatively.

Make as many questions as would supplyadequate information for the study.


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Add a catch-all word or phrase to optionsof multiple response questions.

Place all spaces for replies at the left side.

Make the respondents anonymous.


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SAMPLE QUESTIONNAIRE

General Direction: Please accomplish thisquestionnaire very carefully andhonestly. Please rest assured that any

information that you supply will betreated with the greatest confidentialityand anonymity.

I. Personal Profile

Age: Address:

Sex: Civil Status:


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I. Educational Qualifications of Teachers

1. Please put a check mark before thedegree to which your own degree ordegrees correspond.

____BSEd _____BS

____BEEd _____AB

____BECEd _____MA/PhD

_____(others pls.specify)

II M th d f T hi U d


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II. Methods of Teaching Used

Please put a check mark before the methods ofteaching you are using and another check mark

opposite the methods used under the appropriateheadings to show how effective such methods areand how often you are using them.

Use the following guides:

On Effectiveness On FrequencyVE means very effective VO Means veryoften

E means effective O means oftenFE means fairly effective FO means fairly often

I means ineffective S means seldom

VI means very ineffective NA means not using at all


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Method Effectiveness Frequency

__Cooperative learning

__Deductive

__Inductive

__Field trips

__Seminar

__Process approach

VE E FE I VI VO O FO S NA

__ __ __ __ __ __ ___ __ __

__ __ __ __ __ __ ___ __ __

__ __ __ __ __ __ ___ __ __

__ __ __ __ __ __ ___ __ __

__ __ __ __ __ __ ___ __ __

__ __ __ __ __ __ ___ __ __

STATISTICAL TREATMENT OF


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STATISTICAL TREATMENT OF

DATA

The role of statistics in research1. Statistical methods help the researcher in

making his research design.2. It determines the validity and reliability of the

research instruments.3. It organizes raw data systematically t make the

latter appropriate for study.4. It is used to test hypothesis.

5. It gives meaning and interpretation to data.6. It is indispensable in determining the levels of

significance of vital statistical measures.

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