Session 1B:

Identifying Inquiry and

Stating the Problem
SHS Mass Training of Teachers, Practical Research
2
Identifying Inquiry and Stating the
Standards and Competencies
Problem

Content Standard: The learner Learning Competencies

demonstrates understanding of: The learner"
(1) the range of research topics 1! int
introd
roduces
uces a resear
research
ch useful
useful in daily life;
life;
in area; (2) the value of research 2! #r
#rite
itess a resea
researc
rch
h $tle;
$tle;
in area; and (3) the specicity 3! descr
descries
ies ac%gr
ac%ground
ound of
of resear
research;
ch;
and feasiility of prolem &! stat
states
es res
resear
earch
ch 'ues
'ues$ons;
$ons;
posed! ! cites ene
enets
ts and
and eneciar
eneciaries
ies of
of study;
study;
Performance Standard: The ! indi
indicate
catess scope and
and delimita$
delimita$on
on of study
study;;
learner is ale to formulate and
clearly the statement of the *! pre
present
sentss #ri+en
#ri+en statemen
statementt of the prolem
prolem!!
research prolem!
This slidesho# presenta$on #ill e made availale through the trainer,s #esite:
mathbychua.weebly.com !
Chapter
Content

Chapter I
INTRODUCTION
Bac%ground of the Study
Statement of the .rolem
Signicance of the Study
Scope and -elimita$on
 7hat can e said of the follo#ing pictures8

7hat variales can #e determine from these pictures8

Picturing
/0TT T4566
the
Problem
  A research topic is the broad
subject matter addressed by the
study.

 A research problem is a general

educational issue, concern, or
controversy addressed in
research that narrows the topic.
 A purpose is the major intent or
objective of the study used to
address the problem
 A research question
narrows the purpose
into specific questions
that the researcher
would like answered
or addressed in the
study.
 7hat are good sources of researchale prolems8
 Theories to e validated9 etended9 or
modied

2 ther studies9 par$cularly through research

recommenda$ons

! <a$onal or interna$onal trends or situa$ons

to e descried or improved

" 5eal=life prolems9 issues9 eperiences9 or

See#ing situa$ons of S4S students
a
Problem
 7hat are the standards in #ri$ng the research $tle8
/ research $tle must"
 >ists %ey variales

 e #ri+en in scien$c or technical style

 e concise (no more than 12 #ords)

and non=repe$$ve
 re?ect S4S students, contet

 not eplicitly provide reference to the

research design
$raming
the Title
75@S4.9
The Research
ST/5T<A 5C S05T/04

Title
 As a group,
group, decide on a
researcha!e
researcha!e topic !eading to a
"uan#ta#$e research suited to
the !e$e! of S%S students&
 This is the descrip$on that leads the reader to
understanding the research 'ues$ons and appreciate
#hy they are as%ed!
n #ri$ng this sec$on9
 ntroduce and rie?y dene the variales under study
 cite the most important study or related literature
 e consistent #ith terms used
 ensure that paragraphs summariDe unresolved issues9
con?ic$ng ndings9 social concerns9 or educa$onal9
%ac#grou na$onal9 or interna$onal issues!
nd of the  #rite the last paragraph to highlight the research gap

Study
 This sec$on contains the purpose statements
and the research 'ues$on(s)!

n #ri$ng this sec$on9 follo# the prescried format:

EThis study (or research) aims to…(make congruent with tle).”
<e# paragraph:
“Specifcally this research (or study) seeks to answer the
!ollowing "uesons#”
Statemen .hrase 'ues$ons #ith the data to e collected in mind!
/ns#er the 'ues$ons and rephrase 'ues$on9 if your
t of the intended ans#er does not match the 'ues$on!
Problem
 -etermines the audience #ho #ill enet from a
study of the prolem and eplains ho# eactly #ill
the results e signicant to them!
n #ri$ng this sec$on9
 n paragraph form9 cite eneciaries (e!g!9 teachers9
teacher trainers9 educators; curriculum developers9
tetoo% #riters; oFcials of school9 division9 region9
central oFce; policy ma%ers) of results of study!
 or each eneciary group9 specically descrie ho# it
Signi&can #ill enet from the ndings!
 <o need to cite students: understood to enet from
ce of the research; not in a posi$on to implement
Study recommenda$ons
 This presents the coverage of the research in terms of
loca$on9 $me9 respondents9 etc!9 and the poten$al
#ea%nesses or prolems #ith the study iden$ed
y the researcher!

n #ri$ng this sec$on9

 cite data collec$on (period and school year);
 iden$fy schools involved9 numer of classes9 their
gradeGyear level9 numer of par$cipants (or respondents9
suHects)9 and topics of lessons covered (if applicale)!
Scope  state inade'uate measures of variales9 loss or lac% of
and par$cipants9 small sample siDes9 errors in measurement9
and other factors typically related to data collec$on and
'elimitati analysis!
on
75@S4.99 04/.T65
75@S4. 04/.T6 5 <6

Introduction
Bac%ground of the Study
Statement of the .rolem
Signicance of the Study
Scope and -elimita$on