Senior High School

Practical Research 2
Quarter 1 - Module 2
Identifying the Inquiry and
Stating the Problem

CO_Q1_Practical Research 2_Module 2

 What I Need to Know

At the end of this module, you should be able to:

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);

What I Know
Directions: Read and analyze the statements below. Encircle the letter of the correct
answer.

1. Which of the following is NOT an essential characteristic of a researchable question?

A. The question is answerable by some sort of data that can be collected.
B. Answering the question provides a positive outcome to the society.
C. The question is comprehensive.
D. The question is interesting.

2. Which of the following is the most reliable source of research topic idea?
A. Review of Literature C. Folklores
B. Wikipedia D. Blogs

3. Which of the following questions is most suitable for quantitative research?

A. Will the colors of the wall affect children’s preference and engagement during play
time?
B. Is there a relationship between soil components and shape of seeds?
C. Do online materials enhance the performance of students?
D. What are the features of herbal plants in the province?

4. Which of the following best describes the development process for a research question?
A. A broad topic is trimmed down to make it more interesting.
B. Research topic must be refined first before doing preliminary research.
C. As specific question can be broadened to make a study more significant.
D. Preliminary research helps trim down a broad topic to a more manageable question.

5. Which of the following statements is a characteristic of a good research title?

A. It is a short but accurate description of the content of the study
B. It uses abbreviations to shorten the number of characters.
C. All beginning letters of each word is capitalized.
D. It indicates all variables in the study.

6. Which of the following is the most common form of the research title?
A. Interrogative C. Question form
B. Declarative D. Phrase
7. It refers to an issue that has not been fully addressed by previous studies.
A. Research problem C. Research question
B. Research topic D. Research gap

8. It is a part of the research that expresses the context of the problem that will support the
validity and rationale of the study.
A. Research title C. Background of the study
B. Research topic D. Research problem

9. Which if the following statements is NOT true about the background of research?
A. It elaborates on the findings or information from the literature cited.
B. It explains how the research question was derived.
C. It justifies the need to conduct the study.
D. It establishes the research gap.

10. A good research question is:

A. Feasible, clear, significant and hypothetical
B. Feasible, clear, significant, and ethical
C. Clear, significant, and ethical
D. Feasible, clear, and ethical

11. Quantitative research problem deals more with

A. precision and general explanation of phenomena
B. description and explanation of situations
C. trends and patterns of the chosen group
D. precision and specificity of the problem

12. Which of the following research questions is an example of correlational research?

A. Is there a difference in the height of Mung Bean in setup A from setup B after
various treatments?
B. What are the various learning modalities offered in Gusa Elementary School for
SY 2020-2021?
C. Is the pre-online tutorial effective in preparing preschool for distance learning?
D. What is the relationship between time spent on texting and spelling ability?

13. Which of the following qualifies a good quantitative research question?

A. How would the parents respond to the current educational challenge?
B. Is blended learning more effective than face to face learning?
C. Does a social medium lead to more social awareness?
D. Are the teachers well-motivated?

14. A research question becomes significant when __________.

A. no harm is possible to be inflicted to participants
B. it contributes to a bigger body of knowledge
C. it does not take undue resources
D. it uses simplest words for readers

15. It is part of the research study that states what is included and not in the research study.
A. Statement of the Problem
B. Significance of the Study C.
Background of the Study
D. Scope and Delimitation
 Lesson
DESIGNING RESEARCH
1 TOPIC
What’s In
You have learned from Module 1 that quantitative research is very useful in all fields of
study because of its objectivity and fast data collection and analysis. The different kinds of
research designs (descriptive, correlational, ex-post-facto, quasi-experimental, and
experimental) offer a viable and numerous options for any type of inquiry. The field of studies
where you can apply quantitative research is practically countless. In this lesson, you will
expand your understanding of the characteristics and different applications of quantitative
research and be able to design a study useful in daily life.

What I Need to Know

The first and foremost step in the research is selecting and properly defining a research
problem. Before starting a laborious journey of finding the unknown, you need to know first
what it is that you want to find out, where and how you are going to find the answers to your
questions, and what specific qualities are you looking for. For instance, you want to find a
specific kind of fish in the ocean; however, the ocean is so vast that it is almost impossible
for you to achieve that goal of finding the fish without equipping yourself with the right tools
and information about it. You may need to know first its behavior and living conditions before
you can precisely pinpoint the perfect spot to find the fish. Thus, baseline information is
needed for a successful quest.

That fish analogy can be applied to finding a research topic. A well-defined research topic is
essential for a successful research. When the topic is not well-defined, it becomes
unmanageable and may result in some drawbacks during data collection and analysis that
could compromise the strength of your study.

Hence, choosing a topic must undergo proper and thorough planning and designing.
The four basic steps in designing a research topic are the following: (1) choose a broad
topic, (2) do preliminary research, (3) define the problem, and (4) refine the question. Guided
with these steps, a student researcher can certainly jumpstart a quantitative research
project.

Activity 2: Tell me about your problems!

Directions: Make an online or offline survey at your community, family, and friends to
determine common issues or problems. List all the problems raised and identify
the most common ones.
 What Is It
Steps in Developing Research Topic

Despite the advancement in knowledge and technology, there is still a lot to discover in this
world. There is still an ocean of things that we are yet to explore. It can be a difficult situation
that we want to improve or eliminate, a better understanding of the unfamiliar, information
gaps we wish to fill, or theories that we want to validate. What limits our choice of a topic are
our capacity, understanding, resources, and skill.

Most researchers will agree that choosing a good topic is a challenging and tedious task.
Because a research topic serves as the groundwork for any succeeding actions, it must be
defined appropriately at the beginning of the research work. Otherwise, it may result in
unanticipated complexities to the researcher.

Developing a research problem can be done in four (4) steps:

1. Choose a broad topic

2. Do a preliminary research
3. Define the problem
4. Refine the question

As a student researcher, let us go through these steps to guide us in choosing a

quantitative research topic related to our chosen field.

1. Choose a broad topic. The first step is quite simple. As a Senior High School student,
these tips will surely guide you in selecting a broad topic for quantitative research:

A. Choose an interesting topic.

Research is a very challenging task that demands your time and persistence. Your
motivation to find the answer to the problem should keep you going, thus building a
momentum along the way. Therefore, your research topic must be something that you are
passionate about. Review your answers in Activity 1, and it might lead you to the right path.
After all, nothing is more satisfying than accomplishing something that matters to you.

B. Select a significant topic.

A topic that is worth researching must be able to answer or solve problems in the
community. No one will take an interest in your topic if it is obsolete and does not address
any real problem. To be proactive and to take part in solving problems with socio-economic
relevance gives a sense of accomplishment. You do not even have to look far, just take a
look at your household, neighborhood, school, group of friends, or local community for a
common problem or difficulty. Activity 2 will help you identify some main points that can
serve as a basis for choosing your research study.

C. Choose a topic relevant to your field.

One of the goals of this course is for you to be able to produce a quantitative research study
that is aligned to your chosen track. A SHS student under ABM must choose a topic related
to business and management while students taking HUMSS may consider choosing a topic
about politics, culture, and arts. Choosing a topic that you can relate will certainly make your
research project less challenging.
In the event that the three tips above do not shed some light on your minds, do not despair;
other sources of ideas like the ones below may be available for you.

i. Resources. Department of Science and Technology (DOST) harmonized National R

& D Agenda for 2017-2022. Early in 2017, DOST, together with researchers from the
health, agriculture, industry, and academe, released research priorities for 2017 to
2022 that are relevant for the economic growth of the country. Visit this link
https://bit.ly/3hHTf2Y for a list of suggested studies.

ii. Review of Literature. Some researchers reveal that reading previous studies fueled
their minds with tons of research topics. Reviewing the literature lets them know
what has been studied, what is not yet done, and what other researchers suggest
working on. Journals, periodicals, and peer-reviewed articles are a good read.

iii. Field experts. Gather up some guts to approach anyone you know that are experts
on the field of your choice because they may give valuable inputs or may currently
be working on a study where you can collaborate. Your teacher may also give you
some advice, especially on the possible obstacles, resource limitations, and
expanse of the study.

iv. Brainstorming. Do not underestimate the ideas from classmates, friends, and family
members. You may be overwhelmed at first by the outpouring of ideas. Just build a
list, then cross off any topic unrelated to your field or not so interesting to you. Of
course, you must take precautionary measures in doing this by observing physical
distancing. You can use any social media platform to do this.

2. Do a preliminary research. The second step is much more time-consuming. Once you
have chosen a broad topic, you need to have a better understanding of it by reading
some more articles, journals, and related research studies. Find out how other
researchers gathered their data, what research instruments were used, how the data
were analyzed, and what important findings they shared. Take note of every relevant
research study for future reference. If you started the topic search (first step) by doing a
literature review, the second step is just a continuation of what you started. A much
deeper discussion of the literature review will be done in module 3.

3. Define the problem. After getting enough information, you may be able to list some
questions or problems that you want to research. At this stage, you should be able to
narrow down broad topic into feasible and manageable research questions. A broad
topic can be narrowed down by limiting the population, place, period, or a certain
characteristic. However, be very mindful that your problem may not be too narrow that it
becomes very simple and does not need to collect unique data or does not generate
new information. A very narrow research question can be developed by doing a
comparative study or expanding the scope of the study.

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? You will learn more about research questions in lesson 4.

Let’s go online
Directions: Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/3fPFQUK https://bit.ly/2NqVYzW
https://bit.ly/2NqmVUw

What I Can Do
Directions: Choose one broad topic related to your track that interests
you. Then, preliminary research on this topic. Take note of at
least five related studies with its corresponding author/s, then list three (3)
quantitative research questions related to the topic. Follow the format below.
Write your answers in separate sheet of paper.

Broad Topic: _____________________________________________________________

References:
1. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication:
____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________

2. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication:
____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________

3. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication:
____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________

4. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication:
____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________

5. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication:
____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________
Question 1: _______________________________________________________________

Question 2: _______________________________________________________________

Question 3: _______________________________________________________________

Lesson

2 RESEARCH TITLE

What’s In
At this point, you may already have an interesting and relevant quantitative research
topic that is related to your chosen track. The next step is for you to have a suitable and
captivating title for the research study in mind. How is it done? Is writing a research title
similar to writing a title for movies, songs, or poems, or is there a guideline for it. Read
through this lesson, and you will know how to make a good title for your quantitative
research study.

What I Need to Know

The old saying “never judge a book by its cover” applies to research studies no matter how
much we say otherwise. When the title is poorly constructed that it does not accurately
describe the objective of your research, it can discredit the value of the entire research, let
alone the implication of your research findings. It is, therefore, important that you make your
research title accurate yet captivating. After all, the research title is the first thing your
professor, fellow researchers, journal editors, or reviewers get to see first. Once it captures
the attention of the readers, they will be enticed to read the entire work and learn something
from your research. Learning how to make your research title create a good impression is
essential.

What’s New
Activity 1: True or False
Directions: Write TRUE if the statement is correct and FALSE if it is incorrect.
_____________1. Inserting humor on the research title makes it more interesting to the
reader.
_____________2. Abbreviations are a must to make the research title shorter.
_____________3. Proper punctuation and correct grammar must be observed in writing the
title.
_____________4. All types of quantitative research design must include the independent
and dependent variables in the title.
_____________5. Jargons make a research title more sophisticated.
_____________6. Only the first letters of nouns and pronouns are capitalized.
_____________7. To minimize the number of characters in the title, only use the chemical
formula than generic names.
_____________8. Use declarative format in writing the research title.
_____________9. To make it more specific, the year must be included in the title.
_____________10. Using obsolete terms do not matter in writing the title.

What Is It

Basic Guidelines in Making a Research Title

A research study title is the very first thing a reader comes across when searching for
scientific literature. It is a concise description of the content of the research study containing
the fewest possible words, yet adequate to describe the contents of the paper for a simple
reason that we do not want to mislead the readers. After conceptualizing a most probable
research topic, drafting the title early in the research process helps in keeping your focus on
the subject. The following are the basic guidelines in making a research study 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. Do not include words like “The study of,” “Analysis of,” “An investigation of” or similar
construction as these would only lengthen the title.
4. Include the main dependent and independent variables.
5. Be mindful of the proper use of grammar and punctuation.
6. Capitalize all nouns, pronouns, verbs, adjectives, adverbs as well as the first letter of
the first and last words.
7. State in a declarative form, although you may also see titles in question form from
time to time.
8. The year the study has been conducted should not be indicated unless it is a
historical study.
9. Use current terminology.
10. Depending on the institutional requirements, 5 to15 words are sufficient to describe
the research study.
11. Use the common name instead of chemical formula (e.g., Ammonium instead of NH 4)
12. Write and italicize full scientific names.
13. 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.
The following steps can guide you in writing your research title:

1. Determine what it is that you wish to accomplish or know from your study. Write one
to two sentences to state the main objectives of your research project.
2. Include important keywords and variables. Revise the sentences into one complete
sentence that includes important keywords and variables of the study.
3. Shorten the title by eliminating unnecessary words. You may also shrink a phrase
into a simpler phrase or a single word. In doing this, make sure that the main thought
of the research study is retained.
4. Correct grammar and punctuation errors if there is any.
5. Observe proper formatting. The format may vary according to the requirements of the
course or school. Please seek guidance from your professor.

What I Can Do

Directions: This activity is a continuation of what you have done in Lesson 1 of this module.
You are to construct a good research title for each of the quantitative research
questions made on page 6. Follow the format below:

Research question 1: _______________________________________________________

_________________________________________________________________________
Proposed title A: ___________________________________________________________
_________________________________________________________________________
Proposed title B: ___________________________________________________________
_________________________________________________________________________
Proposed title C: ___________________________________________________________
_________________________________________________________________________

Additional Activity

Directions: After you submit your Research Title and once it is corrected in accordance with
the guidelines given, you may start incorporating your Research Title to your
research manuscript.
 Lesson
BACKGROUND OF
3 RESEARCH

What’s In

Reading a well-written research title gives the reader an insight of what the research
study is all about. Although it captures the main point of the study, it does not sufficiently
explain all the details of the study. Hence the reader opts to read on for better
understanding.

When introducing your study to the readers, you must bridge the gap from what is
known to what is unknown. Establishing the importance of finding the answer to the question
makes the reader feel the need to answer such question. Thus, it makes the research project
more meaningful and valuable.

What I Need to Know

Choosing a sound research topic entails a considerable amount of time, focus, and
preliminary research. Before a topic is finalized, you may have read and evaluated the
question many times and even consulted professionals or instructors to ensure its validity
and feasibility. How you relay to the reader the implication of the research problem
formulated is what constitutes the background of the study section of your paper. At the end
of this lesson, you should be able to describe the background of research and will learn what
salient information should be included in the background of the study segment of your paper.

What’s New

Activity 1: Expand Your Vocabulary!

Directions: Read through the text of this lesson and look for an underlined word that has the
same meaning as the word in the list below. Write the word on the space
provided.

1. Uncharted - _______________
2. Motivation - _______________
3. Background - ______________
4. Extensive - _________________
5. Communicate - ______________
6. Conceive - ________________
7. Remarkable - ________________
8. Inclusive - ______________
9. Understanding - _______________
10. Valid - __________________

What Is It
Background of the Study
The background of the study is the part of your paper where you inform the reader of the
context of the study. When we say context, it means the situation or circumstances within
which your research topic was conceptualized. Ideally, this part is written when you have
already conducted a literature review and has a good perception of the topic so you can
articulate the importance and validity of the research problem. It is also in this part of the
paper where you justify the need to conduct a research study about the topic selected by
establishing the research gap.

A research gap is an under or unexplored area of a topic that requires further exploration.
The gap can be in a form of other variables, conditions, population, methodology, or test
subject. To identify research gaps, an exhaustive literature review regarding the topic is
required. You may have to look for similar or related studies employing quantitative,
qualitative, or mixed methods from legitimate sources and examine the gray areas. Reading
through the Discussion, Conclusion, or the Recommendations sections of the articles will
help you know potential areas of study that need further attention. Identifying research gaps
sometimes would even make researchers modify their research problem as they get
noteworthy ideas from fellow researchers.

While both the Background of the Study and the Review of Related Literature involve
reading past related studies, they differ in some aspects. The former is at the introductory
part of the paper with the purpose of relaying the importance of your research study; the
latter is more comprehensive and thoroughly discusses the studies mentioned in the
background of research. Moreover, the background of the study answers the following
questions:
1. What is already known about the topic?
2. What is not known about the topic?
3. Why do you need to address those gaps?
4. What is the rationale of your study?
While answering these questions, keep in mind that the studies you include in this part of
the paper are laid down as part of the introduction and should not be discussed in great
detail. The depth and length of the background information largely depend on how much
information you think the reader needs to know to have a full grasp of the topic being
discussed.
 What’s More
Directions: Organize the reviewed related literature about the research problem previously
selected (see page 6) by completing the table below. Write your answers on a
separate sheet of paper.

Author/s & Topic Sample Data Major Recommendation

Yr. Collection Findings
Method

What I Can Do

Directions: Let’s expand the research topic and title you did in the activities from Lessons 1
and 2 by composing a one to two-page Background of the Study. Print it on a short bond
paper in the format below:

Font: Arial, size 11

Spacing: double
Margin: Normal: 1” all sides

Name: _________________________ Section: ___________________ Date: ___________

Research topic: ___________________________________________________________
Research title: ____________________________________________________________

Background of the Study

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________.

Lesson

4 RESEARCH QUESTIONS
 What’s In

In the previous lessons of this module, you were taught how to design research that
is interesting and something that you are passionate about. You have learned that research
problems are within your environment or area of interest. You were given various activities
to learn how to come up with interesting and useful research problems. In this lesson,
Identification of the research problems and research questions will be furthered explained.

You have also learned how to craft qualitative research problems and questions
when you took Practical Research 1 In this lesson, quantitative research problems and types
of quantitative research questions will be elaborated.

What I Need to Know

Nature of Quantitative Research Problem

Once we encounter uncertainty, being inquisitive, we always find ways for answers or
solution. Ignited by interest, curiosity, or need, we always find ourselves pondering about the
current problem we are facing. When we are thinking and behaving this way, we are then
confronted by a problem that can be a source of a research problem.

A research problem is simple as a problem you would like to research. Quantitative

Research Problem deals more with the precision and specificity of the problem. Furthermore,
the quantitative research problem describes trends and patterns of a phenomenon.

When you have identified your quantitative research problem, you can now state it
and make sure to establish its place in your study. In your written paper, this can be found as
Statement of the Problem, where it formally introduces the problem that you want to
investigate or address. By this time, you can start specifying what you want to answer in your
study.

Research Problem and Research Questions

The 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.
 What Is It

Characteristics of Good Research Questions

Once you have already enumerated your research questions for your study, it is
important that you consider its quality to answer and explain your research problem. The
following are good characteristics of research questions, as described by Fraenkel and
Wallen (2020).

Feasible. Consider the amount of time, energy, money, respondents, and even your current
situation as a student-researcher. Is the research problem possible? Will it not spend
unreasonable amount? Consider these examples: “How do parents feel about the blended
learning modality for elementary learners?” and “How would giving each learner their own
laptop to be used in this blended learning modality affect their performance tasks?” The first
example is definitely a more feasible research question. Considering the resources, it is
more possible to gather the data needed to answer the question.

Clear. The clarity of how the questions are stated lead to agreement of meaning of the
readers of your study. Since your research questions are also considered as the main focus
in the gathering and analyzing the data, it is therefore very important that these are stated
clearly.

Significant. Ask if your research questions are relevant or important to ask. Will answering
these questions provide an additional contribution to address the given research problem? In
other words, are the research questions really worth investigating?
At this point, you do not just consider the time and money that you will spend, but
more importantly, the value of what you are trying to investigate. So aside from the reason
that your chosen research problem is within your interest, you should also provide a sound
justification of your choice as a researcher.

Ethical. Always consider the welfare of people, animals or whosoever are involved in your
study. Look into ways of answering the research questions without inflicting physical and
psychological harm to persons involved.

Formulating Research Questions

Research questions can be generally classified into two: general and specific. The general
question of the study is derived from the research problem while the specific questions are
anchored on the general research problem.

For example:
This study aims to determine the relationship between the types of learning delivery mode
and students’ learning styles. Furthermore, it seeks to answer the following research
questions: (1) What are the different learning delivery modes of the school? (2) What are the
various learning styles of the students? (3) Is there a significant relationship between the
different learning delivery modes of the school and the learning styles of its students?

Notice that a general problem was presented first. Then it was followed by the specific
questions considered as research questions of the study.

In stating quantitative research questions, you should also consider the design of
your quantitative research. Quantitative research designs will be elaborated in Module 4. For
the purpose of writing your research question, here’s a quick guide of research questions for
descriptive research, correlational research, Ex Post Facto research, Experimental, and
Quasi-experimental research.

Research Questions for Descriptive Research focus on observing, describing, and

reporting factors or aspects of the research problem. Phrases such as how often/frequently,
how many/much, what is/are, to what extent/degree, and the likes are used in these
questions. For example, you study the use of social media among Senior High School
Students, you can ask the following questions:

What are the various social media platforms used by Senior High Students?

How many hours students spend on social media per day?

Research Questions for Correlational Research aim to determine the relationships

among two or more variables in your research problem. Correlational research questions
usually begin with the phrases “Is there a significant relationship...” or “What is the
relationship between/among...”. In the study of use of social media and level of digital literacy
of students following questions can be asked:

What is the relationship between the length of hours spent on social media and level
of digital literacy of students?

Is there a significant relationship between the type of social media used and the level
digital literacy of students?

Research Questions for Ex Post Facto Research attempt to identify the causes of
the phenomenon in the context of your research problem. It is also assumed that no control
or manipulation of variable has been done in order to cause the effect. It is also understood
that the cause of the problem already exists before you conducted your study. For example,
ex post facto study on family background and digital literacy of students, the following
questions can be asked:

Is there a difference in the literacy level of students between their cultural and
educational family background?

Research Questions for Experimental and Quasi-experimental Research

suggest that answers to these questions are brought about by manipulation or control of a
certain variable during the conduct of the study. These questions provide explanation to the
causal relationship of variables. The following research questions can be asked on studies
on elementary student’s remedial sessions and academic performance of students:

Is there a significant difference in the posttest scores of the control group and
experimental group?

What’s More
Activity 2: The Very Good Questions

Directions: Using the same examples in your Activity 1, rank them on the scale of 1 to 10 (1=
lowest, 10 = highest) based on the given parameters in writing a good research
question. If you find that the questions are not so good, then rewrite the
questions on the last column of the table. If you think it is already good, then
write your justification as well.

Activity 4: Let’s go Online

Go to the link below and practice what you’ve learned from this lesson:

https://bit.ly/2zxLYS5 https://bit.ly/2M2lfzC

What I Can Do

State your Research Questions

Directions: Perform the following task. Referring to your background of the study and
research problem, list your research questions. When formulating these
questions, consider the design of your quantitative research.

1. ___________________________________________________________________

___________________________________________________________________

2. ___________________________________________________________________

___________________________________________________________________

3. ___________________________________________________________________

___________________________________________________________________

4. ___________________________________________________________________

___________________________________________________________________

5. ___________________________________________________________________

___________________________________________________________________
Additional Activity

Direction: After you submit your research questions and once they are corrected in
accordance to the guidelines given, you may start incorporating your research
questions to your research manuscript.

Lesson
SCOPE AND DELIMITATION
5 OF THE STUDY
What’s In
In Module 1, Lesson 3 you were taught how to identify and differentiate various
research variables and its uses. Identifying your research variables is very important since it
will set the parameters of your study. Carefully selecting your research variables also helps
you to determine what will be investigated. As a result, it will be easier for you to set the
scope and delimitation of the study. This lesson focuses on how you are going to indicate the
scope and delimitation of your study.
What’s New

Activity 2. It’s the Scope and Limitation

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

✓ Objective of the study or problems to be

addressed
 ✓ Time frame in which the study will be
conducted

✓ The locale or area where the study will be

conducted

✓ Characteristics of the participants of the

study

✓ Other parameters

What Is It
Scope and Delimitation

In doing research study, we make sure that we have certainty and reasons for drawing the
inclusion and exclusion of research variables. We do not write for the sake of writing the
parts of the research paper, such as setting the scope and delimitation of your study. It is
important because it draws the boundary of your study. Without doing so, research
procedures and results will not be coherent to the goal of your study.

The scope specifies the coverage of your study such as variables, population or participant,
and timeline. Delimitation cites factors of your study that are not included or excluded or
those you will not deal in your study.

In this section of your research paper, you may also state the reasons why you did not
include the variables. A clearly written scope and delimitation of the study will make it
definitely easier to answer questions which are related or not related to your study.

Components of Scope and Delimitation

In writing the scope and delimitation of your study, you are also asking the basic profile
questions of your research. The following are the components of the scope and delimitation
of the study but not limited to:

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?

Difference between Delimitation and Limitation of the Study

The delimitation of the study describes the various limitations that arose during the
design and conduct of the study. Along the way of conducting your study, you will encounter
limitations which you have not drawn before you start – these are the delimitations of
study. Most of the delimitations arose from the applicability or usefulness of the findings of
the study to the current problem.

Variables not included in your study are also determined by delimitation of your
study. While on the other hand, limitation of the study are those variables included in your
study. Hence, limitation of the study is actually the identified scope of the study.

What’s More

Activity 4. Let’s go online.

Practice what you have learned from this lesson. Visit the following:
https://bit.ly/2ZF6tXK https://bit.ly/3el7Ui4

What I Can Do

Indicate your Scope and Delimitation of the Study

Directions: Perform the following task. Specify the scope and delimitation of your study by
answering the basic contents of this research section.

1. What are the variables to be included and excluded?

_______________________________________________________________

2. Why are you doing this study?

___________________________________________________________________

3. When are you going to conduct this study?

___________________________________________________________________

4. Where are you going to gather your data?

 ___________________________________________________________________

___________________________________________________________________

5. Who will be your respondents?

___________________________________________________________________

Lesson
SCOPE AND DELIMITATION
5 OF THE STUDY

What Is It
Getting this far means you have already completed the first part of the research paper. The
next step is to present your Statement of the Problem. The following topics were already
discussed and practiced, so it is time to present your output for this Module.

Research Title
Background of the Research
Research Questions
Scope and Delimitation of the Study
Significance of the Study or Beneficiaries (if applicable)

What’s More
Activity 1. Personal Work Evaluation
Direction: Rate your own paper using the rubric below. For the purpose of improvement, rate
your output as honestly as you can. Use the following scale in evaluating your
own paper.

5 – Very Good, 4 – Good, 3 – Fair, 2 – Poor, 1 – Needs Improvement

Self-
Indicator
Rating
1. Title Formulation
Variables, goal, respondents are clearly stated
2. Background of the Study
Rationale, basic literature background, gravity of the chosen problem are
established
3. Statement of the Problem
General problem, research questions are correctly stated
4. Scope and Delimitation
Indicators to be included and excluded are mentioned
5. Significance of the Study
Benefits and beneficiaries are discussed completely
Total Rating
 Activity 3. Let’s go online

Visit the following links to further enhance your written problem and to improve your
preparation for presentation.

https://bit.ly/2TFhfcy

https://bit.ly/2Aat7fW

What I Can Do

Direction: Get ready for presentation of your written statement of the problem. The rubrics
below will serve as a guide on how you will be rated by your teacher. The 4C
(content, coherence, creativity, communication) technique will be used so that
you can easily remember.

Rubrics for Written Statement of the Problem

5 4 3 2 1
Content (35%)
▪ The title is concise and understandable.
▪ The Research Problem is relevant and well-
explained.
▪ Research gap is established.
▪ The scope and delimitation of the study is
clearly stated and explained.
▪ Overall content is comprehensive.
Coherence (25%)
▪ Cohesive of devices are effectively used.
▪ Organization of ideas is smoothly
presented.
Creativity (25%)
▪ Writer’s voice is showcased.
▪ Paper uses variety of sentence structures.
▪ Uses appropriate language.
Communication (15%)
▪ Sentences are well structured.
▪ Grammatical conventions are observed.
▪ Correct spelling and proper research format
is followed.
Legend: 5 – to a very great extent, 4 – to a great extent,
3 – to some extent, 2 – to a little extent, 2 – not at all

Summary
• Steps in developing a research topic include;(1) Choose a broad topic, (2) Do a
preliminary research, (3) Define the problem, and (4) Refine the question
• Background of the study states the situation or circumstances within which your
research topic is conceptualized.
• Research Problem is the focus of investigation.
• Characteristics of good research questions are feasible, clear, significant, and ethical.
• The scope specifies the coverage of your study such as variables, population or
participant, and timeline. Delimitation cites factors of your study that are not included or
excluded or those you will not deal in your study.

Assessment: (Post-Test)

Directions: Read and analyze the statements below. Encircle the letter of the correct
answer.

1. Which of the following is NOT an essential characteristic of a researchable question?

A. The question is answerable by some sort of data that can be collected.
B. Answering the question provides a positive outcome to society.
C. The question is comprehensive.
D. The question is interesting.

2. Which of the following questions is most suitable for quantitative research?

A. Will the colors of the wall affect children’s preference and engagement during
play time?
B. Is there a relationship between soil components and shape of seeds?
C. Do online materials enhance the performance of students?
D. What are the features of herbal plants in the province?

3. If you are going to look for a topic idea for your research study, what is the most reliable
source you are going to consider?
A. Review of literature C. Wikipedia
B. Folklores D. Blogs

4. Which of the following best describes the development process for a research question?
A. To focus your literature review, research topic must be refined first before doing a
preliminary research.
B. Preliminary research helps trim down a broad topic to a more manageable
question.

C. As specific question can be broadened to make study more significant.

D. A broad topic is trimmed down to make it more interesting.
5. What refers to an issue that has not been fully addressed by previous studies?
A. Research problem C. Research question
B. Research topic D. Research gap

6. Which of the following statements is a characteristic of a good research title?

A. It is short but accurate description of the content of the study.
B. It uses abbreviations to shorten the number of characters.
C. All beginning letters of each word is capitalized.
D. It indicates all variables in the study

7. Which of the following is the most common form of the research title?
A. Interrogative C. Question form
B. Phrase D. Declarative

8. What part of research expresses the context of the problem that will support the validity
and rationale of the study?
A. Research title C. Background of the study
B. Research topic D. Research problem

9. Which of the following characteristics describes a good research question?

A. Feasible, clear, significant and hypothetical
B. Feasible, clear, significant, and ethical
C. Clear, significant, and ethical
D. Feasible, clear, and ethical

10. Which if the following statements is NOT true about the background of research?
A. It elaborates on the findings or information from the literature cited.
B. It explains how the research question
was derived.
C. It justifies the need to conduct the study.
D. It establishes the research gap.

11. What part of the research study states rationale of the problem and basic literature
background?
A. Statement of the Problem
B. Significance of the Study
C. Background of the Study
D. Scope and Delimitation

12. Quantitative research problem deals more with

A. description and general explanation of phenomena
B. description and explanation of situations
C. precision and specificity of the problem
D. trends and patterns of chosen group

13. “What are the various learning modalities offered in Gusa Elementary School for SY
2020- 21?” is an example of research question of what type of quantitative
research?
A. Quasi-experimental research C. Correlational Research
B. Descriptive Research D. Ex post facto
14. “What is the relationship between time spent in texting and spelling ability?” is an
example of research question of what type of quantitative research?
A. Correlational Research C. Experimental research
B. Descriptive Research D. Ex post facto

15. “Is there a difference in the scores of group A from group B after the special tutorial
program?” is an example of research question of what type of quantitative research?
A. Correlational Research C. Experimental research
B. Descriptive Research D. Ex post facto