Chapter 1 THE PROBLEM AND ITS BACKGROUND

Chapter 1 of a thesis should contain a discussion of each of the following topics:

o Introduction
o Background of the study
o Theoretical Framework
o Conceptual Framework
o Statement of the Problem
o Assumptions and Hypotheses
o Scope and Limitations of the Study
o Significance or Importance of the Study
o Definitions of Terms

The Introduction

Guidelines in writing 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. This will indicate what will be covered by the study. Example:
Suppose that the investigation is about the teaching of science in the high schools of Province A. The
discussion may start with this topic sentence: There is no other period in world history when science
has been making its greatest impact upon humankind than it is today. (Prolong the discussion citing the
multifarious and wonderful benefits that science is giving to humanity today. Later, in connection wit
science, the topic for inquiry may be presented as the teaching of science in the high schools of
Province A during the school year 1989- 1990 as perceived by the science teachers and students.)

2. The existence of an unsatisfactory condition, a felt problem that needs a solution. Example: The
teaching of science in the high schools of Province A has been observed to be weak as shown by the
results of the survey tests given to the students recently. The causes must be found so that remedial
measures may be instituted. (The discussion may be prolonged further)

3. Rationale of the study. The reason or reasons why it is necessary to conduct the study must be
discussed. Example: One of the Thrust of the Department of Education, Culture and Sports and of the
government for that matter is to strengthen the teaching of science. It is necessary to conduct this
inquiry to find out how to strengthen the instruction of science in the province. (This may be
prolonged)

4. Historical background of the problem. For a historical background of the research problem of the
teaching of science, the first satellite to orbited the earth, educational systems all over the world
including that the Philippines have been trying hard to improve their science curricula and instruction,
(This can be explained further)
5. A desire to have deeper and cleared understanding of a situation, circumstance, or phenomenon. If
the teaching of science in the high schools of Province A is the topic, the researcher must explain his
earnest desire to have a deeper and clearer understanding of the situation so that he will be in a better
position to initiate remedial measures.

6. 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 in teaching science in the high schools of Province A to
improve the outcome of instruction.

7. A desire to discover something. In connection with the teaching of science in the high schools of
Province A, the researcher may have the desire to discover what is wrong with the instruction and a
desire to discover better ways of teaching the subject. He may discuss his desire to discover such thing.

8. Geographical conditions of the study locale. This is necessary in anthropological and economic
studies. If the subject of investigation is rice production, then the terrain, soil, climate, rainfall, etc. of
the study locale have to be described.

9. A link between the introduction and the statement of the problem. A sentence or two should how
the link between the introduction and the conducting of the researcher. Example: The researcher got
very much interested in determining the status of teaching science in the high schools of Province A
and so he conducted this research.

Background of the study

This segment consists of statements on what led the investigator to launch the study. A historical
background may be given. Situations that may have spurred the researcher to undertake the study are
included. The background of the study may have been generated by some empirical observations, the
need to explore the problem and some other relevant conditions.

Begin this section with a clear description of the background of the study and the social, institutional
context which will frame the project. Be careful to describe as clearly as possible the problem intended
to be addressed and refer to the relevant literature in the field.

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 and historical significance relative to the problem. This should take
between one (1) to one and a half (½) pages. (Salvador et al.)

Theoretical Framework

This is the foundation of the research study. These are highly related theories and principles that were
established and proven by authorities which are very useful to the present study. Almost all research
studies that were conducted in the past were based on universally accepted theories and principles.

Theoretical Framework means relating to or having the characteristic of the theory. Theoretical
Framework, therefore, refers to the set of interrelated construct, definitions, and prepositions that
presents a systematic view of phenomena by specifying relations among variables. The theoretical
framework becomes the basic of the research problem. It explains the phenomena upon which the
thesis investigation hopes to fill the vacuum in the stream of knowledge.

Pursuing the linkage between the theory and the problem at hand, the researcher views theoretical
framework as an organized body that explains what has been done and what has been said on the
topic or problem being investigated. Moreover, the body of knowledge establishes relationships
among the variables concerned. The present study is the missing link to the body of knowledge.
Accordingly, if and when the research study is consummated, the gap of missing link disappears since
the study will have closed the gap. The theoretical framework is now more complete until another
researcher discovers another gap, inconsistency, or weakness which will be the object of another
investigation.

WHAT DATA MUST BE OBTAINED FROM A THEORY?

1. The name/s of author/s of the theory must be taken including the place and the time / year when he
or she postulated such a principle or generalization.

2. Next, copy exactly the part or parts of the theory that are relevant to your study. Make sure you will
use a parenthetical reference to recognize the parts copied.

3. Finally, you will have to make a synthesis by relating to your findings what the theory has to say
about the phenomenon being studied. (Salvador et al.)

Conceptual Framework

From the review of related literature and studies, the researcher may formulate a theoretical scheme
for his research problem. This scheme is a tentative explanation or theoretical explanation of the
phenomenon or problem and serves as the basis for the formulation research hypotheses. Thus, the
conceptual framework consists of the investigator’s own position on a problem after his exposure to
various theories that have bearing on the problem. It is the researcher’s new model which has its roots
on the previous models which the researcher had studied. (Sanchez, pp. 14-15)

The conceptual framework becomes the central theme, the focus, the main thrust of the study. It
serves as a guide in conducting investigation. Briefly stated, the conceptual framework for the teaching
of science can be: The effectiveness of a science instructional program depends upon the qualifications
of the teachers, the effectiveness of their methods and strategies of teaching, the adequacy of
facilities, the adequacy of supervisory assistance, and the elimination of the problems hampering the
progress.

Currently, however, most theses do not have a discussion of their conceptual frameworks. Very few
thesis writers endeavor to include an explanation of their conceptual framework in their theses.

Paradigm. A paradigm is a diagrammatic representation of a conceptual framework. It depicts in a

more vivid way what the conceptual framework wants to convey. Following are examples of a
paradigm for the conceptual framework for the teaching of science as mentioned above. A paradigm
may take different diagrammatic forms.

Example 1

Inputs Process Outputs

Qualified

teachers Science Superior

science

Effective knowledge

methods

Instructional and

Adequate

facilities skills

Adequate Program of

Supervisory

assistance

Figure 8. Paradigm for science teaching in high school.

Statement of the Problem

There should be a general statement of the whole problem followed by the specific questions or sub
problems into which the general problem is broken up. These are already formulated at the beginning
of the study and so they should only be copied in this section. (See the first section of the Statement of
Problem, pp. 28-29, for further guidance in writing the general problem and the specific questions pp.
29-30.)

Assumptions and Hypotheses

Historical and descriptive investigations do not need explicit hypotheses and assumptions. Only
experimental studies need expressly written assumptions and hypotheses. Since these are already
formulated at the start of the experiment, they are just copied in this section. (See the sections
Assumptions and Hypotheses, pp. 30-3, for further guidance in writing assumptions and hypotheses).
Scope and limitations of the Study

Guidelines in writing the scope and delimitations. The scope and delimitations should include the
following:

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 or universe 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: This investigation was conducted 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
school year 1989-1990. the aspects looked into were the qualifications of teachers, their methods and
strategies, facilities forms of supervisory assistance, problems and proposed solutions to problems.

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

Subject matter: The teaching of science.

Topics (aspects) studied: Qualifications of teachers. Their methods and strategies, facilities, form of
supervisory assistance, problems and proposed solutions to the problems.

Population or universe: teachers and students

Locale of the study: High schools of province A.

Period of the study: School year 1989-1990.

Limitations of the Study

Limitations of the study include the weaknesses of the study beyond the control of the researcher. This
is especially true in descriptive research where the variables involved are uncountable or continuous
variables such as adequacy, effectiveness, efficiency, extent, etc. The weaknesses spring out of the
inaccuracies of the perceptions of the respondents. For instance, library facilities may be rated as very
adequate by 50 students, fairly adequate by 30 students, inadequate by 20 students, and very
inadequate by 15 students. Certainly, with these ratings, not all of them could be correct in their
assessment. Some could have inaccurate if not entirely wrong perceptions.
Importance or Significance of the Study

Guidance in explaining the importance of the study. The rationale, timeliness, and/or relevance of the
study to existing conditions must contain explanations or discussions of any or all of the following:

1. The rationale, timeliness and/or relevance of the study. The rationale, timeliness and/or relevance
of the study to existing conditions must be explained or discussed. For instance, a survey test in science
reveals that the performance of the students in the high schools of Province A is poor. It must be
pointed out that it is a strong reason why an investigation of the teaching in science in the said high
schools is necessary. Also, the study is timely and relevant because today, it is science and technology
that are making some nations very highly industrialized and progressive. So, if science is properly
studied and taught and then applied, it can also make the country highly industrialized and progressive.

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

performance of the students in the high schools of Province A in a survey test in science should be
explained as a problem and an unsatisfactory condition. So if the inquiry is made the possible causes of
the poor performance of the students in the science survey test may be discovered so that remedial
measures may be instituted to solve the problem or the unsatisfactory situation.

3. Who are to be benefited and how they are going to be benefited. 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. In the inquiry conducted about the teaching of science, for instance, some weaknesses of
the instructional program may be discovered. This will benefit the administrators of the high schools in
Province A because they can make the findings of the study as a basis of formulating their supervisory
plans for the ensuing year. They may include in their plans some measures to correct the weaknesses
so as to strengthen the instruction. In turn, the students will also benefit for learning more science. In
the long run, the whole country will enjoy the good results of the study.

4. Possible contribution to the fund of knowledge. If in the study it is found out that the inductive
method is very effective in the teaching of science, it should be pointed out that this can be a
contribution of the study to the fund of knowledge.

5. Possible implications. It should be discussed here that the implications include the possible causes
of the problems discovered, the possible effects of the problems, and the remedial measures to solve
the problems. Implications also include the good points of a system which ought to be continued or to
be improved if possible.

Definition of Terms

Guidelines in defining terms:

1. Only terms, words, or phrases which have special or unique meanings in the study are defined. For
instance, the term non-teaching facilities may be used in the study of the teaching of science. Non-
teaching facilities may be defined as facilities needed by the students and teachers but are not used to
explain the lesson or to make instructions clearer. Examples are toilets or comfort rooms, electric fans,
rest rooms or lounges, and the like. They may also be called non- instructional facilities.

2. Terms should be defined operationally, that is how they are used in the study. For instance, a study
is made about early marriage. What is meant by early marriage? To make the meaning clear, early
marriage may be defined as one in which the contracting parties are both below eighteen years of age.

3. The researcher may develop his own definition from the characteristics of the term defined. Thus, a
house of light materials may be defined as one with bamboo or small wooden posts, nipa, buri, or nipa
walls; split bamboo floor and cogon or nipa roof. This is also an operational definition.

4. 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.

5. Definitions should a\be 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.