How to write Chapter How to write Chapter 11

How to write Chapter How to write Chapter 11

The Problem and Its The Problem and Its SettingSetting

ContentIntroduction

Statement of the ProblemHypotheses

Significance of the StudyDefinitions of Terms

Scope and Delimitation of the StudyConceptual Framework

The Introduction

The introduction of a thesis should contain a discussion of any or all of the following:

1.Presentation of the problem– The start of the introduction is the

presentation of the problem, that is, what the problem is all about.

The Introduction2. The existence of an unsatisfactory

condition, a felt problem that needs a solution.

3. Rationale of the study• The reason or reasons why it is necessary

to conduct the study must be discussed.

4. Historical background of the problem5. A desire to have a deeper and clearer

understanding of a situation, circumstance or phenomenon.

The Introduction

6. A desire to find a better way of doing something or of improving a product.

7. A desire to discover something.8. Geographical conditions of the study

locale• This is necessary in anthropological and

economic studies.

9. A link between the introduction and the statement of the problem.

Statement of the Problem

There should be a general statement of the whole problem

into which the general problem is broken up.

Hypotheses

• Should be in line with the objectives of the research study •Historical and descriptive investigations do not need explicit hypotheses and assumptions. Only experimental studies need expressly written assumptions and hypotheses.

Hypotheses

Operational hypothesis• stated in the affirmative form; there is difference between the two phenomena Null hypothesis • stated in the negative form; there is no difference between the two phenomena

HypothesesExample #1

Hi: There is a significant difference between the perceptions of the teachers and those of the students concerning the different aspects in the teaching of science.

Ho: There is no significant difference between the perceptions of the teachers and those of the students concerning the different aspects in the teaching of science.

Significance of the Study

The significance or the importance of the whole study must contain explanations or discussions of any or all of the following:

1. The rationale, timeliness, and/or relevance of the study

2. Possible solutions to existing problems or improvement to unsatisfactory conditions

3. Who are the benefited and how they are going to benefited.

4. Possible contribution to the fund of knowledge

5. Possible implications

Definitions of Terms

Guidelines in defining terms:1. Only terms, words, or phrases which have special

or unique meanings in the study are defined.2. Terms should be defined operationally, that is,

how they are used in the study. 3. The researcher may develop his own definition

from the characteristics of the term defined4. Definitions may be taken from encyclopedias,

books, magazines and newspaper articles, dictionaries, and other publications but the researcher must acknowledge his sources. Definitions taken from published materials are called conceptual or theoretical definitions.

Definitions of Terms

5. Definitions should be as brief, clear, and unequivocal as possible.

6. Acronyms should always be spelled out fully especially if it is not commonly known or if it is used for the first time.

7. The terms must be listed and entered alphabetically.

Scope and Delimitations of the

StudyGuidelines in writing the scope and delimitations:1. A brief statement of the general purpose of

the study.2. The subject matter and topics studied and

discussed.3. The locale of the study, where the data were

gathered or the entity to which the data belong.

4. The population from which the respondents were selected. This must be large enough to make generalizations significant.

5. The period of the study. This is the time, either months or years, during which the data were gathered.

Example: Research Problem: To determine the status of the

teaching of science in the high schools of Province A as perceived by the teachers and students in science classes during the SY 2010 - 2011

General purpose: To determine the status of the teaching of science

Subject matter: The teaching of scienceTopics studied: Qualifications of teachers, their methods

and strategies, facilities, forms of supervisory assistance, problems and proposed solutions to the problems

Population: Teachers and studentsLocale of the study: High schools of Province APeriod of the study: School year 2010 - 2011

Scope and Delimitations of the

Study

Conceptual Framework

• A theoretical scheme for a research problem formulated from the review of related literature and studies

• A tentative explanation or theoretical explanation of the phenomenon or problem and serves as the basis for the formulation of research hypotheses

• Becomes the central theme, the focus, the main thrust of the study

• Serves as a guide in conducting the investigation

Conceptual Framework

PARADIGM• a diagrammatic representation of

a conceptual framework• depicts in a more vivid way what

the conceptual framework wants to convey

INPUTS PROCESS OUTPUTS

INPUTS

Qualified

teachers

Effective methods

Adequate facilities

Adequate supervisory assistance

PROCESS

Science

Instructional

Program

OUTPUTS

Superior science

knowledge and skills

of students