HOW TO WRITE CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

GROUP 3
DELOS REYES, REE ANNE S.
ENCARNACION, CARL BERNADETH T.
ROBINES, HONEY GRACE Z.

ENGR. STALLONE ESGUERRA

METHODS OF RESEARCH/ UNDERGRADUATE THESIS
MWF 9:00AM 10:00AM
 HOW TO WRITE CHAPTER 1
The Problem and Its Background
Chapter 1 is composed of:
Introduction
Background of the Study
Statement of the Problem
Assumptions
Hypothesis
Importance or Significance of the Study
Scope and Delimitations of the Study
Theoretical and Conceptual Framework
Definitions of Terms

INTRODUCTION
Provide the readers a mental warm-up, thus giving them
information and readiness as to what the research is all about. It
should introduce the study and justify the problem.
Telling the readers the scope and coverage of the study. This will
help revolve around mentioning the purpose of the study, which
is to determine the existing or not existing between the
independent and independent variables.
Intriguing and challenging the readers to become interested in
knowing the results of the study.

Guidelines in Writing the Introduction

(The introduction of a thesis should contain a discussion of any or any
of the following :)
Presentation of the problem.
This is how you will start your introduction. Presentation of the problem
is stating what the problem is all about. This will show what you will
cover in your study.
The existence of an unsatisfactory condition, a felt problem that needs
a solution.
 You need to discuss the current situation and elaborate the problem
that is present. Tell the readers how grave the problem is, thus a
solution is necessary.
Rationale of the study.
Here, you need to discuss the reason/s why it is necessary to conduct
your study. What will you achieve if your study was conducted?
Historical background of the problem.
You can actually add some information about the past. This can give
more details on how and why the main problem occurred.
Desire to have a deeper and clearer understanding of a situation,
circumstance, or phenomenon.
You as the researcher must explain your earnest desire to have a
deeper and clearer understanding of the situation. Doing this will put
you in a better position to initiate remedial measures.
Desire to find a better way of doing something or improving a product.
If you think that theres something wrong with the usual way of doing
things, you should explain your desire to find a better way to improve
the outcome.
A desire to discover something.
State your desire to discover what is wrong with the current situation.
Aside from that, show your desire to discover a better way to improve
it.
Geographical conditions of the study locale.
This is necessary in anthropological and economic studies. If the
subject if the investigation is rice production, the terrain, soil, climate,
rainfall, etc. of the study locale should be described.
A link between the introduction and the statement of the problem.
Two sentences can be written to show the link between the
introduction and the conducting of the researcher.
BACKGROUND OF THE STUDY
This section describes the history of the problem. That is, it is an
overview of factors which have led to the problem, comprise the problem ad
historical significance relative to the problem.

STATEMENT OF THE PROBLEM

A "Problem Statement" is a description of a difficulty or lack that needs
to be solved or at least researched to see whether a solution can be found. It
can also be described as either a gap between the real and the desired or a
contradiction between principle and practice.

Guidelines in Writing Statement of the Problem

Start with a general problem identifying the need for the study
o E.g. The problem of this study is ___________

State the specific problem proposed for research.

o use citation & usually a number to make it clear to the reader,
e.g. 30% of the farms have been affected by the Napier grass
disease

Introductory words describing Methodological approach

o (i.e. Research Design) are given and are appropriate to the
specific proposal problem, e.g. this qualitative study will
explore or this quantitative study will examine)

General population group of proposed study is identified

o E.g. Small scale farmers in affected locations will be surveyed to
determine
Format (Parts of a Problem Statement)
1. Part A (the ideal) Describe a desired goal or ideal situation; explains
how things should be.
2. Part B (the reality) Describes a condition that prevents the goal,
state, or value in Part A from being achieved or realized at this time;
explains how the current situation falls short of the goal or ideal.
3. Part C (the consequences) Identifies the way you propose to improve
the current situation and move it closer to the goal r ideal.

Steps to Write a Statement Problem

Step 1 (statement 1)
Construct statement 1 by describing a goal or desired state of a
given situation, phenomenon etc. This will build the ideal
situation (what should be, what is expected, desired)
Step 2 (statement 2)
Described a condition that prevents the goal, state, or value
discussed in step 1 from being achieve or realized at the present
time. This will build the reality, the situation as it is and
established gap between what ought to be and is
Step 3
Connects steps 1 and 2 using a term such as but, however,
unfortunately, or in spite of;
Step 4
Using specific details show how the situation in step 2 contains
little promise of improvement unless something is done. Then
emphasize the benefits of research by projecting the
consequences of possible solutions as well.

ASSUMPTIONS
presumed to be true on the basis of observation or experience
provide general direction to the study
 does not require confirmation or discussion in the study
should be justified to be probably true

Guidelines in Writing and Use of Assumptions

1. Descriptive & Historical Researches
Assumptions are not explicit (unwritten)
2. Avoid assuming the value, reability of the instruments and the
population of the study.
Example:
Problem: How qualified are the teachers handling science?
Implicit Assumption: There are certain qualifications that one should
possess before he can teach science.
Examples:
1. The participants in the study freely provided the researcher with the
ratings of importance regarding the professional education
competencies.
2. The respondents based their ratings on the importance of the
professional education competencies objectively.

HYPOTHESIS
Educated guess; states an expected pattern, a relationship, a cause
A clear statement of what is intended to be investigated
A hypothesis is a conjectural statement of the relation between two or
more variables. (Kerlinger,1956)
Allows to identify:
o Research objectives
o Key abstract concepts involved in the research
o Its relationship to both the problem statement and literature
review
Forms of Hypothesis
1. Null Hypothesis (H0)
there is no difference, nothing happened
Independent variable does not affect the dependent variable
2. Alternative/ Operational Hypothesis (H1)
there is a difference, something happened
Independent variable affects dependent variable
Only reached if H0 is rejected
What the research hopes to determine
Is frequently the desired conclusion of the researcher

Guidelines in the Formulation of Explicit Hypothesis

1. Experimental investigation
To be expressed in comparative and correlational studies
2. Descriptive and Historical investigation
Seldom expressed if not entirely absent
3. Hypotheses are usually stated in null form.
4. Hypotheses are formulated from the specific questions upon which
they are based.

Ways of Stating the Alternative Hypothesis

1. Non-directional form
Does not tell if the relationship is direct or inverse
2. Directional form
States very explicitly that the relationship is direct or inverse

Example
 1. Question: Is there any significant difference between the
effectiveness method and that of the deductive method in the teaching
of science?
Null: There is no significant difference between the effectiveness
method and that of the deductive method in the teaching
of science?
Alternative: There is a significant difference between the effectiveness
method and that of the deductive method in the teaching
of science.
2. In a clinical trial of a new drug, the null hypothesis might be that the
new drug is no better, on average, than the current drug.
Null: There is no difference between the two drugs on average.
Alternative: The two drugs have different effects, on average.
The new drug is better than the current drug, on average.
IMPORTANCE OR SIGNIFICANCE OF THE STUDY
Enumerates significant contributions of the result of the study
Elaborates on the significance of researchers, practitioners and
policymakers

Guidelines in the Writing the Importance or Significance of the

Study
1. The rationale, timeless and or relevance of the study to existing
conditions must be explained.
2. Possible solutions to existing problems or improvements to
unsatisfactory conditions.
3. It must be shown who are the individuals, groups, or communities who
may be placed in a more advantageous position on account of the
study.
4. Possible contribution to be a fount of knowledge.
 5. It should discuss implications including the possible causes of the
problems discovered, the positive effects of the problems, and the
remedial measures to solve the problems.

Frequently used phrases in expressing importance of the study:

The results of this study could help them realize
The useful and relevant information acquired from the study will
encourage them to continue
The study will enhance involvement in the
Results could help benefit
It will also serve as basis in the study of
Researchers may find the findings useful as

SCOPE AND DELIMITATIONS OF THE STUDY

Scope identifies the boundaries/ coverage of the study in terms of
subjects, objectives, facilities, area, time frame and issues
to which the research is focused.
Delimitation defines the constraints or weaknesses, which are not
within the control of the researcher; not expected to be
covered by the study.
Frequently used phrases in expressing scope:
This study will focus on
The coverage of this study
The study covers the
It includes
It is concerned with
It also involves the
The study consists of
Frequently used phrases in expressing delimitation:
The study is limited to
The study does not cover the
The investigator limited this research to
It does not seek to include

THEORETICAL FRAMEWORK
shapes the justification of the research problem objectives in order to
provide the basis on its parameters
a symbolic construction, which uses abstract, concepts, facts or laws,
variables and their relations that explain and predict how an observed
phenomenon exists and operates

Purposes of Theoretical Framework

1. To test theories
2. To make research findings meaningful and generalizable
3. To establish orderly connections between observations and facts
4. To predict and control situations
5. To stimulate research

Constructing Theoretical Framework

1. Consider the field of knowledge in which the problem statement can be
classified
2. Decide to focus on one or more theories
3. Practice to modify or reconstruct the theory into new general
framework containing the variables and relationships for the purposes
of the research undertaken
4. Cite the theory that will be used by:
a. Giving the assumptions
b. Defining term-concepts
c. Identifying the variables
d. Stating the relationship of variables and presenting hypothesis
 5. It helps when the variables and their proposed relationships are
illustrated by drawing a chart

CONCEPTUAL FRAMEWORK
presents specific and well-defined concepts, which are called
constructs
its function is similar with theoretical framework because the
constructs used are derived from abstract, concepts of the theoretical
framework
represents less formal structure and used for studies in which existing
theory is inapplicable or insufficient
based on specific concepts and propositions, derived from empirical
observation and intuition
may deduce theories from a conceptual framework

Purposes of Conceptual Framework

1. to clarify concepts and propose relationships among the concepts in a
study
2. to provide a context for interpreting the study findings
3. to explain observations
4. to encourage theory development that is useful to practice

Constructing Conceptual Framework

1. It is anchored on the theoretical framework and needs to be consistent
and related
2. It is the detailed presentation of:
a. the variables to be observed in the current study
b. The concepts defined in a way the researcher wants
c. The operationalization of the variables-concepts
d. The scheme of measuring the variables
3. Stipulated and operational definition of the concepts and variables
4. Stating approach
a. Theories used
b. The discipline or field of knowledge
c. The data-analysis technique employed
Styles of Presenting Theoretical/Conceptual Framework
Journalistic Style
o Theoretical and conceptual framework is integrated with the
problem in chapter 1
o Review of related literature is incorporated in chapter 1
o The term theoretical or conceptual framework is labeled or not
Chapter 1 consists of theoretical and conceptual framework and a
separate chapter for RRL
Usual content of chapter 1 is presented, chapter 2 consists of RRL and
theoretical framework

Paradigm
The diagrammatic representation of a conceptual framework
Depicts a more vivid way what the conceptual framework wants to
convey

Context Input Process Product Model (CIPP)

Developed by Daniel Stufflebeam and Egon Guba
An illustration used

input

proces
s

produ
ct

Input-Process/ Throughputs-Outputs Model (IPO)

Guides anybody to picture out how big or small an institution is
 Helps us to think systematically

inputs

processes

throughputs
or
outputs
Combined Variables Model (CVM)
 Guides the reader to determine the causes-relationships-effects of the

Independent Moderator Control

Variables Variables Variables

Intervening Variables

Dependent Variables

research study

o Independent Variables -source of feedback (cause)

o Moderator Variables - concrete, abstract (modifier)

o Control Variables - hypothesis (avoided)

o Intervening Variables - formal (inferred)

o Dependent Variables - satisfaction (effect)

Interactional System Model (ISM)
Pictures the organization as an interactional system in the research or
study

Input

Transformation Variables in the Organization

Environmental Variables Affecting the Output

Output

DEFINITION OF TERMS
This section includes important or key terms that should be
substantially and clearly defined according to how they are used in the
study
May be of two categories:
o Operational definitions express the meaning of the terms as
used in a particular field of study
o Conceptual/lexical definition definition taken from the
dictionary

Guidelines in Writing Definitions of Terms

 Define those terms, which, though common, may have a specific
meaning or are differently used
Define some special terms or languages created by some disciplines.
This applies as well as to terms familiar in one discipline and borrowed
or transformed by another discipline
Define only what is absolutely necessary and do precisely by using an
authoritative document
If you cannot find an authoritative definition, find one or two such
definitions; cite them and try to create your own definitions as used in
the research
Complicated and lengthy definitions like those required in mathematics
or science, should be placed in appendix

Alternative Ways of Generating Operational Definitions

TYPE A
in terms of operations that which must be performed to cause
the phenomenon or state of being defined to occur. It is the
statement of what preconditions of the experimenter creates or
looks for to indicate that a certain phenomenon exists
TYPE B
Includes how a particular object or term operates, that is, what
it does or what constitutes its dynamic properties
TYPE C
Can be constructed in terms of what the object of phenomenon
being defined looks like: that is, what constitutes its static
properties (qualities, traits, or characteristics of people and
things)