Module 4

WRITING CHAPTER 1

Whether the researcher is a student intending to write a thesis or an experienced

researcher, a research proposal is almost always required. If you have followed and learned
by heart all the ideas discussed and explained in the previous two modules, you should find it
relatively simple and easy to develop and write your proposal. This module will help you tie
together all the ideas you have learned in previous modules to compose Chapter 1 of the
thesis proposal.

4.1 Objective: At the end of the module, students are expected to compose the different
parts of Chapter 1 including the preliminary pages following the
appropriate mechanics and style of writing thesis proposal.

4.2 The Thesis Proposal

After identifying the research problem, reviewing the literature, determining the
feasibility of the study, formulating the research questions and hypotheses for a quantitative
study, you are ready to develop a research proposal to guide your research study.

Part of working a thesis is communicating about your research. Much of the

communication takes place through written words but there is also some verbal
communication, for example, presentation during pre-oral and final oral examinations or
during conferences and in-house-reviews.

Formal communication is focused at two points - at the beginning of the research

endeavor (research/thesis proposal) and at the end of the research endeavor (terminal
report/bound thesis). Thesis proposal and research report have common characteristics but
they differ basically on intent and length. A thesis proposal involves writing and discussing
what research is intended, how it is intended to be done, and why the research is intended.
On the other hand, a bound thesis describes a completed research which includes all the
chapters.

Generally, a thesis proposal is composed of the Preliminary pages (title page and
table of contents) and Chapter 1 (THE PROBLEM AND ITS SETTING), Chapter 2
(RELATED LITERATURE AND STUDIES), Chapter 3 (METHODOLOGY), References,
and Appendix (usually the research instrument).

Two types of proposals are used in academe – working proposal and

comprehensive proposal.

The working proposal is a briefer form that has only enough detail to get you started
in the research. The comprehensive proposal is a very detailed and full description of the
proposed research. Generally, thesis proposals are comprehensive in nature.

Chapter Comprehensive Working

The Problem and It’s Setting 15 5
Related Literature and Studies 25 5
Methodology 15 15
Appendix: Proposed Timeline 1 1
Total 76 26

Table 4. Length of Comprehensive and Working Proposals

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 To clarify the difference between the two, Table 4 above shows how the length
(number of pages of short bond paper) of each chapter might vary in typical comprehensive
and working proposals (Glatthorn, 1998). In your case, it is advisable to write a ‘semi-
comprehensive’ proposal.

In writing the proposal, students are advised to refer to their institution’s Research
Manual for the mechanics and style of writing like font size, font style, spacing, indention,
etc. or refer to a bound thesis.

Another important reminder is to use the future tense, not the past tense, in referring
to your study.

4.3 The Title Page

The title page of the thesis proposal is not included in the pagination of Chapter 1. It
is a separate page which is part of the preliminary pages. Take note of the spacing and the
complete format of the title page. Usually, pagination of the preliminary pages use lower case
Roman numeral placed at the upper right corner of the page with page number appearing at
the second page and succeeding pages.

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 If you have composed your thesis title as suggested in Module 3, you can still modify
it. The following are some guidelines in finalizing the title.

• It must be reflective of the research problem that includes the main and auxiliary
variables.
• It must be short, concise and brief, preferably not more than 14 words or two
lines. If the title contains more than one line, it must be written like an inverted
pyramid, all words in capital letters.
• It must be descriptive and clear.
• Avoid the use of such starter phrases such as “A Study of …”,”An Analysis of
…”, An investigation of …”, etc. They tend to lengthen the title unnecessarily.
• Keep in mind the scholarly impact of using colon in your title. Many scholarly
books, articles, theses, dissertations, use a colon in the title. Below are examples
to illustrate this point of view.

Poor: A Qualitative Study of How Teacher Leaders Actually Function in a

Site-Based Management School

Better: Teacher Leadership: New Roles in Site-Based Management

All prints are centered in short bond papers (8” x 11”) with margins 1.5” on the left
side; 1.0” on the right, top and bottom and this include all pages.

4.4 Chapter 1 – THE PROBLEM AND ITS SETTING

The first chapter of the thesis proposal introduces the research problem. Chapter 1
includes the following:

1. Introduction
2. Statement of the Problem
3. Hypotheses
4. Theoretical Framework
5. Conceptual Framework
6. Significance of the Study
7. Scope and Delimitation
8. Definition of Terms

Chapter 1

THE PROBLEM AND ITS SETTING

This chapter presents a brief background on the how the study was conceived. It

also includes the problem statement, significance of the study to chemistry education,

including its scope and limitations.

Introduction

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

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 Depending on the suggested format of the institution, the chapter begins with one
short paragraph to get the reader into the chapter. If this is the case, the simplest way to
accomplish this goal is to state the purpose of the proposed study or the contents of the whole
chapter. Refer to the figure above.

Again, the sentences of the introductory paragraph are double-spaced and 3 spaces
after the chapter title and the next section or heading (Introduction).

4.5 Introduction

The first section or heading of Chapter 1 is the ‘Introduction’, highlighted and

underlined. The ‘Introduction’ of any thesis or research work is that part which informs
readers the background information of the problem being investigated.

It is in this part that the researcher tries to arouse the interest of the readers and
convince them that the research is worth reading. It is presumed that the researcher had
already conducted a semi-extensive review of the literature and studies of the research
topic or problem to come up with a convincing ‘Introduction’. Otherwise, the researcher will
not be able to compose a convincing background of the study if he or she had not scanned the
literature by reading books, theses, dissertations, journals, magazines and even surfing the
Internet.

The introduction should not be too lengthy as to discourage the reader from reading
nor should it be too short that it will fail to cover salient items of the introduction.

In writing the introduction, the researcher should consider the following:

• Create reader interest in the topic.

• Lay the broad foundation for the problem that leads to the study by considering
global, national and/or local forces whenever applicable.
• Cite the legal bases of the study (if applicable).
• Place the study within the larger context of the scholarly literature and link the
situation to the existing body of knowledge. Where applicable, present
historical developments and authoritative sources to support the idea.
• Make a clinching statement that will relate the background to the proposed
research problem.
• Reach out to a specific audience.
• Some committees/oral-defense members expect the discussion of the
background to explain how the proposed study will contribute to the
knowledge base.
• Depending on the nature of the study, this section should take a minimum of 3
or 4 double- spaced pages.

The discussion is ‘V’ shaped, that is, moving from general to specific information about
the research problem and its variables. It includes a discussion of prior relevant research and
significance. Finally, it ends with the research purpose.

4.6 Statement of the Problem

Some institutions would present the Statement of the Problem section in only one
paragraph – the ‘main research problem’ (modified problem statement) and specific
questions integrated in one paragraph.

Some would compose this section in two paragraphs. The first paragraph introduces
the ‘main research problem’. The succeeding introduces the ‘specific questions’.

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 Statement of the Problem
This study will examine whether college students of Samar State University,
Catbalogan City during school year 2011-2012 possess positive beliefs towards learning and
locus of control when they become members of fraternities.
Specifically, this study will seek answers to the following questions:
1. What is the profile of the members in terms of:
1.1 age;
1.2 sex;
1.3 course; and
1.4 name of organization?
2. What are the beliefs about learning of the respondents?
3. What is the locus of control of the respondents?
4. Is there a significant relationship between the respondents’ profile and beliefs
about learning?
5. Is there a significant relationship between the respondents’ profile and locus of
control?
6. Is there a significant difference in beliefs about learning between male and female
respondents?

The example above was taken from the study “Beliefs About Learning and Locus
of Control of Greek Organization Members” which adapted the later style.

The specific questions are numbered and indented. As explained in Module 3, null
hypotheses in interrogative form are part of the specific questions and such questions
immediately follow descriptive questions which mention the variables to be compared or
correlated.

Notice that ‘specific question 3’ (interrogative null hypothesis) follows immediately

‘specific question 1’ and ‘specific question 2’ since the relationship between the two
variables (profile variates and beliefs about learning) in these descriptive questions are to be
determined.

It must be borne in mind that the answers to all specific questions serve as answer or
outcome of the main research problem.

The sequential order of the specific questions will be followed in the presentation and
discussion of results in Chapter 4 of the completed thesis.

There is no hard and fast rule in formulating specific questions. However, the
following steps are suggested to help you in writing specific questions.

Step 1. Write the ‘main problem statement’ of the research problem. The first paragraph of
the statement of the problem is just an improved version of the problem statement
wherein the following ingredients are present: purpose or aim, main and auxiliary
variables, respondents, research locale, and period covered.

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Problem Statement: This study will determine the status of chemistry teaching in
public high schools.

Main Problem Statement:

“This study will determine the status of chemistry teaching among

chemistry teachers in public high schools in Catbalogan City during school
year 2014-2015.”

Step 2. Depending on the trend or culture of the school, usually the first specific question
pertains to the profile of the respondents or those who will be involved in the study.
This question solicits direct information – descriptive. Example:

1. What is the profile variates of the teacher-respondents in terms of the following:

1.1 age and sex;

1.2 civil status;
1.3 years of teaching experience; and
1.4 educational qualification?

Step 3. This step pertains to the main or key variable of the study for studies focused on one
variable only. Again, it is a type of question that asks for first-hand information.

2. What is the status of chemistry teaching of teacher-respondents?

Step 4. If the main variable is a compound one (“status”), it could be broken down into
several categories. Meaning, the primary or main or key variable of the study is
broken down into as many auxiliary variables. For example, status of chemistry
teaching could depend on: influence performance of chemistry teachers and type of
curriculum of adopted.

2. What is the status of chemistry teaching of teacher-respondents along the

following:
2.1 teaching performance; and
2.2 type of curriculum?

(Note: At the beginning of the research study, especially after conducting a thorough review
of the literature, the researcher should firmly set in mind what are the main and
auxiliary variables. Which among the characteristics or measures do you intend to be
the outcome or objective? What characteristics of conditions will make the outcome
or objectives vary or differ?).

Step 4. The next question would probably be about relationship between the main variable
and profile variates if the researcher would like to probe relationship. Usually the
question starts with the verb “is” or “are” depending on the variable if it is a
compound one or not, plus the term ”significant” in preparation for the “hypothesis”
statement to be tested. (Recall null hypothesis in interrogative form).

3. Are there significant relationships between profile variates of teacher-respondents

and status of chemistry teaching along:

3.1 teaching performance; and

3.2 type of curriculum?

Step 5. After the question on relationship, the next question(s) would be about difference in
the main variable according to the grouping (profile variates – like sex, age group,
civil status, etc). The question could start with the verb “is” or “are” depending of

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 the number of groups plus the term ”significant” in preparation for the “hypothesis”
statement to be tested.

4. Are there significant differences in status of chemistry teaching of teacher-

respondents according to sex along:

4.1 teaching performance; and

4.2 type of curriculum?

(Note: Two groups are compared in terms of the variable teaching performance and type of
curriculum between male and female chemistry teachers. The statistical tool could be
the t-test or z-test. Difference could also imply the type of research design – can be
experimental in nature.)

5. Are there significant differences in status of chemistry teaching of teacher-

respondents according to civil status along:

5.1 teaching performance; and

5.2 type of curriculum?

(Note: Several groups are compared along the main variable “status” in terms of the auxiliary
variable civil status – single, married, separated or widow(er). The statistical tool
would be “one way analysis of variance”.)

Only information to be solicited from the respondents through the descriptive specific
questions will appear on the research instrument or commonly called by many as the
‘questionnaire’. Specific questions (interrogative null hypotheses) are not solicited from the
respondents as part of the questionnaire but rather they are answered by hypotheses testing
by the researcher and the data used are the information from the WHAT questions.

Specific questions that ask for direct information, relation or difference, are not the
only questions posted as specific questions in theses and dissertations in theses and/or
dissertation by schools in Catbalogan City. Another type of specific question is the question
that asks about expected conclusions, implications and recommendations of the research
study like the examples below:

“What training design model to improve the teaching competencies of

secondary English teachers in the City Division of Catbalogan can be drawn
from the results of the study?” or

“What implications could be derived from the findings of the study to improve
teachers’ level of understanding on the nature of science?”

A research study without implication(s) is useless. It is understood that any research

endeavor always has implication. So, questions pertaining to implications should not be
included as specific research question.

4.7 Hypotheses

This section follows immediately the ‘Statement of the Problem’. All hypotheses
under this section are null hypotheses expressed in negative declarative form. These null
hypotheses are derived from the interrogative hypotheses posed as specific questions under
the ‘Statement of the Problem”. Refer to the examples below:

Specific questions in interrogative format:

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 3. Are there significant relationships between profile variates of teacher-respondents
and status of chemistry teaching along:

3.1 teaching performance; and

3.2 type of curriculum?

4. Are there significant differences in status of chemistry teaching of teacher-

respondents according to sex along:

4.1 teaching performance; and

4.2 type of curriculum?

5. Are there significant differences in status of chemistry teaching of teacher-

respondents according to civil status along:

5.1 teaching performance; and

5.2 type of curriculum?

Null hypotheses:

1. There are no significant relationships between profile variates of teacher-

respondents and status of chemistry teaching along:

1.1 teaching performance; and

1.2 type of curriculum.

2. There are no significant differences in status of chemistry teaching of teacher-

respondents according to sex along:

2.1 teaching performance; and

2.2 type of curriculum.

3. There are no significant differences in status of chemistry teaching of teacher-

respondents according to civil status along:

3.1 teaching performance; and

3.2 type of curriculum.

Of course the numbering will change and ensure that the “question mark” is changed
to a “period”. So, from specific question phrased using the words “Is/are there . . . . “ is
simply transformed into negative declarative null hypotheses by using words “There is/are no
. . . . “.

4.8 Theoretical Framework

Having now introduced and motivated the topic, formulated the research questions
and hypotheses, this section of the manuscript is devoted to establishing the theoretical
orientation or framework within which the study will take place. Let’s analyze this
compound term which is consists of – theory and framework.

A theory is an organized body of concepts or concepts synthesized from studies,

related facts or observations which serves as an accepted explanation for the existence of
truth of something.

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 Theories play three crucial roles in the development of scientific knowledge:
organizing knowledge and explaining laws, predicting new laws, and guiding research.

In research, the role of a theory is to inform, clarify, and justify the variables and
research questions.

On the other hand, a framework is simply the structure of ideas or concepts and how
they are put together. Put in another context, a framework is the fundamental structure of
ideas which supports and gives shape to the problem under investigation. On the other hand,
Johnson and Christensen (2014) described a theoretical framework as “a structure that guides
research by relying on a formal theory… constructed by using an established, coherent
explanation of certain phenomena and relationships”.

It follows then that a theoretical framework is the logical presentation of theory(ies)

on which the study is premised in order to establish the relationship among the variables of
the research problem which serves as the fundamental structure of the thesis. A theoretical
framework is an “essay” that interrelate the theories about the research variables involved in
the study.

Every investigation or study must be anchored on a framework just like every

construction of a house must be anchored on a housing plan. The theoretical framework
justifies the rationale behind the investigation. It gives the reason for searching for few data
and for analyzing, interpreting and synthesizing these data.

A theoretical framework is the synthesis of the researcher’s investigation or

application of the theory or theories to the problem. This framework could be based on the
reading of the literature or observations of a phenomenon in relation to what one plans to
study. As such, it is very important that the researcher reads and review literature related to
his topic of research.

Now, consider this method in developing the theoretical framework where each
variable or concept of the study is linked to a theory or theories.

Step 1. Identify the key and auxiliary variables and related concepts of the study.
Step 2. Search for established or scientifically accepted associated theory or theories
about the variables and concepts. List down their key points.
Step 3. Make a diagram connecting the theories to the variables and related concepts
of the study with an arrow each from the theory box to the
variables/concepts boxes.
Step 4. Present the textual explanation of the association of the theories with the
variables and concepts of the study.

To illustrate the above method, suppose a researcher wanted to know if using

computer simulation will improve the academic performance of students in learning selected
topic in mathematics. After exploring different theories, the researcher decided to test the
applicability of “constructivist learning theory” and “multiple intelligence theory” and
listed keys points of the two learning theories.

Step 1 – Variables and concepts: 1) computer simulation

2) academic performance of students
3) learning style of students

Step 2 – Theory/Theories: 1) Constructivist Learning Theory

2) Multiple Intelligences

Some key points made by constructivist learning theory:

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 • Learning is not passive or incidental, it is an active process in which learners make
meaning out of their own experiences. The learner constructs knowledge through
experiences of the physical world and through social interactions.
• Learning involves linking new ideas with prior knowledge through the generation,
testing and re-shaping of ideas (including those ideas formerly held by the learner).
• The learner plays an active, at times unconscious role, in defining their own goals and
controlling their own learning.
• Constructed meanings may be accepted and assimilated by the learner or they may
ultimately be rejected by the learner.
• Some constructed meanings may be unique to individuals and some may be shared by
many students.

On the other hand, the following are some key points of Multiple Intelligences:

• Different individuals possess different intelligences.

• There are eight types of intelligence – logical-mathematical, linguistic, musical,
spatial, bodily kinesthetic, interpersonal, intrapersonal, and naturalist.
• These eight intelligences can also be considered as learning styles. A person who is
strong musically and weak numerically will be more likely to develop numerical and
logical skills through music, and not by being bombarded by numbers alone. . . . . .
• M.I. pedagogy implies that teachers teach and assess differently based on individual
intellectual strengths and weaknesses.
• Teachers develop strategies that allow for students to demonstrate multiple ways of
understanding and value their uniqueness.

Step 3 – Make a theoretical framework map connecting the theories, variables and
related concepts of the study

individual differences

Constructivist Learning Multiple Intelligences

Theory

computer simulation improves

academic performance

Figure 4.1. Theoretical Framework Map

Step 4 – Present the textual explanation of the association of the theories with the
variables and related concepts of the study. Do not fail to end the
discussion with a clinching or concluding statement/paragraph.

Here are additional reminders in formulating the theoretical framework:

1. Virtually almost all quantitative studies are theory driven. Concepts and variables
are by definition abstraction of observable phenomena. What often happens is that
researchers fail to clarify the conceptual underpinnings of their research variables, thereby
making it more difficult to integrate research findings. For example, a researcher undertaking
a study concerned with ‘learning’ should make clear which perspective on learning he or she
has adopted.

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 Theoretical Framework

This study is anchored on von Glasersfeld’s (1989) “constructivist learning theory”.

According to this theory, learning is not a passive process but is an active mental reconstruction
of ideas in which learners make meaning out of their own experiences. This has led many
educators to believe that the best way to learn is by having students construct their own
knowledge instead of having someone construct it for them. In other words, students will learn
best by trying to make sense of something on their own with the teacher as a guide or provider
to help them along the way.

One of the first things a teacher must do when considering how to teach students is to
acknowledge that each student does not learn in the same way because of individual
differences. This means that if the teacher chooses just one style of teaching (direct instruction,
collaborative learning, inquiry learning, etc.), the students will not be maximizing their learning
potential. Obviously, a teacher cannot reach every student on the same level during one lesson,
but implementing a variety of teaching approaches throughout the course will allow all students
the chance to learn in at least one way that matches their learning style.

Using computer simulation is one such approach that a teacher could employ to
enhance learning among students. Most lessons in mathematics are abstract concepts.
Employing computer simulation would help students visualize abstract concepts such graphing
and animation. As a result, learning will be enhanced which could lead to the improvement in
students’ academic performance.

This study also rest on Gardner’s “multiple intelligence theory.” According to this
theory, different individuals have different intelligences or abilities of learning.

Much of the material used to educate students is largely text and lecture based, which
have significant limitations. While reading is a very important learning mode, not all students
learn effectively from reading. In this type of a learning environment, students have limited
opportunity of constructing their own understanding of a concept.

Some students respond better to visual and audio stimuli which can be provided by
using computer simulations. . . . . . . . . . . . . . .

With the aforecited theories, it can be inferred that the success or failure in
mathematics education is highly dependent on the teacher and his/her method of teaching.
The mathematics teacher, therefore, is the key to excellence in the subject.

2. If you begin with a research problem and are trying to identify a suitable
theoretical framework, it is probably wise to confer with others – specially with people who
may be familiar with the broad range of theoretical perspective and are thus in a better
position to identify an appropriate framework.

3. It is often suggested that a theory first be evaluated before it is used as a basis for
a theoretical framework – an enterprise that may be difficult for beginning researchers.

4. If you begin with a research question and then subsequently identify an

appropriate framework, be willing to adopt or augment your research problem as you gain
greater understanding of the framework. The linking of the theory and research questions
often requires an iterative approach.

5. If you are basing your study on a specific theory, be sure to read about the theory
from a primary source. It is important to understand fully the conceptual perspectives of the
theory.

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 6. It may also be useful to read research reports of other studies that were based on a
selected framework even if the research problem is not similar to your own. By reading other
studies, you will be better able to judge how much empirical support the theory has received
and perhaps how the theory should be adopted.

7. Once you have identified the appropriate framework, it is important to strive on

maximal congruity between the theory and its components, the research problem and
hypothesis, the definition and operationalization of the concepts and selection of research
design.

8. The review of the literature should logically lead to the theoretical framework that
will guide your study. The organizing questions in the selection of your theoretical
framework are:

a. What is the theoretical framework you have selected and why?

b. What is the relationship between theory and research design?
c. How does theory inform selection of research questions and design and in what
ways?
d. How does the inclusion of the chosen theoretical orientation contribute to an
understanding of the problem being investigated?
e. Why was this particular theoretical orientation chosen out of the field of available
theories?
f. How will the theoretical orientation aid in the organization of the inquiry and the
analysis of data?

The discussions just presented hopefully would guide you in formulating your
theoretical framework.

4.9 Conceptual Framework

The theoretical framework is about theories to support the choice of concepts or

variables.

On the other hand, a conceptual framework is about relationships of concepts or

variables.

A conceptual framework is the foundation and the basic structure outlining how the
proposed answer to the problem will proceed and be achieved. It is the skeleton that
interconnects and directs the activities, the analyses, the conclusions, the recommendations
and all the other essential parts of the study.

The conceptual framework contains and presents the variables sought, their sequential
or precedent flow, their relationships sought to be tested and the tools required to be able to
analyze the values that the variables may generate and test the hypothesized relationship
between the variables.

How these variables and concepts are connected or related are presented in a diagram.
The diagram specifies the key variables showing their interrelationships. The different
variables are enclosed in boxes and then connected using arrows (single-head or double-
headed depending on the specific questions) to show the interrelatedness of the variables.
The simplest way of arranging the variables and their sequential flow is the “input-process-
output” model with a “feedback” mechanism (Figure 5). This simple diagram is modified to
fit all variables and relationships. The arrangement of variables could be horizontal or
vertical.

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 Feedback

Input Process Output

Feedback

Figure 4.2. Input-Process-Output Framework

In this way, the diagram guides the research investigation, determining what things
are to be measured, and statistical procedures used for analyses.

Although a picture of diagram is worth a thousand words, a narrative and/or visual

description of how the variables are related to one another accompany the diagram or
schema. The conceptual framework is a visual at the same time verbal description of the
relations of the variables and/or research question and hypotheses.

The schematic diagram is labeled “Conceptual Framework of the Study.”

Guided by the different ideas above about a conceptual framework, the steps in
developing the conceptual framework are (kindly refer to complete thesis):

1. Identification of the research variables carried/mentioned in specific questions.

2. Determination of the sequential or precedent flow of the variables by starting from
the “input-process-output” model.
3. Determination of the relationship between the variables that must be tested. Use
double-headed arrows for relationship or difference.
4. Identification of the tools required to analyze the values or attributes that will fit the
variables and test the relationship.
5. Drawing the diagram or paradigm that will project the visual presentation of steps 1
to 4 and the feedback mechanism.
6. Organizing the textual description (sometimes explanation) of the diagram.

However, some institutions require the inclusion of the research environment, the
expected outcome, and ultimate goal of the study. The expected outcome of the study is
connected with a broken arrow to the research environment as feedback mechanism and
same with the ultimate goal of the study from the expected output.

4.10 Scope and Delimitation

Let us start this section by unlocking the terms “scope”, “delimitation”, and
“limitation”.

Scope refers to the ‘area of coverage’ or ‘boundary’ of the study. By ‘area of

coverage’ or ‘boundary’ , it means

1. the population or respondents used,

2. the sample or respondents drawn from this population,
3. the variables or factors involved in the study such as the topic or subject matter,
4. the time frame of the study, or
5. the logistics

In other words, scope refers to the extent to which the researcher decided to cover the
study on the boundaries stated above.

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 Scope of the study encompasses the problem, the review of related literature, the
methodology, the analysis, the result and the recommendations.

It also refers to the boundaries where the results of the study cannot be applied. In
general, when we say “scope of the study”, means the level of generality of the intended
results.

Limitation refers to the furthest extent within the area of coverage or boundary of the
study which the researcher could cover due to inevitable restrictions beyond the control of
the researcher. For example, due to financial or time constraints, a researcher may not be
able to sample from a larger population thus limiting the extent of the study.

It also pertains to the “potential” weaknesses of the study beyond the control of the
researcher. It is tells the accepted shortcomings of the study.

In identifying the limitation of the study, think about your analysis, your instruments,
the sample. Think about threats to internal validity that may have been impossible to avoid or
minimize - then explain them.

Delimitation is a specifically fixed limitation. It is the extent which the researcher

decided to cover. A delimitation addresses how a study will be narrowed in scope, that is,
how it will be bounded. This is the part to explain the things that the researcher will not be
doing and why the researcher has chosen or decided not to do them. For instance, the
literature that will not be reviewed (and why not), the population that will not be included in
the study (and why not), the methodological procedures that will be used or employed (and
why it will be will not used), or the variables of the investigation and the reason or
justification why they were not included.

In other words, limit your delimitations to the things that a reader might reasonably
expect you to do but that you, for clearly explained reasons, have decided not to do them.

Why include “scope and delimitation” section in a thesis? There are several
compelling reasons.

Basically, the scope and delimitation and limitation of the study is included in any
thesis report in order to inform the reader or reviewer the coverage of the investigation.

The thesis abstract, the title, the statement of the problem, and the specific questions
might give the reader or reviewer a false picture of what the thesis is all about and what it
offers. This might lead either to overestimation or underestimation on the part of the reader
or reviewer. By just knowing the title, the statement of the problem, and the specific
questions, the reader or reviewer might read or review the whole thesis manuscript or leave
it.

Before the reader is driven into going through the details of the thesis manuscript with
false hopes of finding something not there, it is important that the reader be made to know of
what to expect and what not to expect in the manuscript. This is one reason why “scope and
limitation” is set in a thesis. The scope and delimitation of the study set the boundaries of
the study.

On the part of the student researcher, the scope and delimitation fixes the boundaries
and lays down the constraints which he/she has to operate within. By clearly defining the
delimitations and limitations of the study, the researcher guides other people interested in
conducting studies in the same field about certain gaps which they can fill in. In effect, the
scope and delimitation offers clues on what research problems others may pursue.

In formulating your scope and delimitation, follow the following tips:

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 1. Indicate the principal variables used in the study and the exclusion of other
relevant variables not included in the study.
2. Indicate the extent of applicability of results arising from the sampling population.
3. Include justification (s) for 1 to 2 above.

At this point, let’s clarify what is the appropriate title of this section of the thesis –
scope and limitation or scope and delimitation!

Certain thesis evaluators suggest ‘limitation’ as the appropriate term since the
decision of the researcher to delimit is based on certain restrictions (money, technical
competence, time, etc.). Other evaluators suggest ‘delimitation’ as it connotes researcher’s
discretion or freedom, while ‘limitation’ connotes incapacity of the researcher.

Another difference between ‘limitation’ and ‘delimitation’ is the time of fixing the
conduct of the study. When a researcher delimits, he/she does this before the conduct of the
study. The delimitation already sets constraints to the scope. ‘Limitation’ on the other hand
may be set before the conduct of the study where it becomes synonymous to ‘delimitation’
but may also occur, most of the time unexpectedly beyond the control of the researcher,
during the conduct of the study.

If a researcher sets the size of the respondents to 75 for interview, the researcher
‘delimits’ the sample size. It is, however, possible that due to uncontrollable events he/she
may be able to interview only 25. The unexpected decrease in sample size marks a
‘limitation’ to the study.

To avoid technical confusion, the safest terminology to use would be limitation. It

will include both ‘delimitation’ and ‘limitation’ during the conduct of the study. For the
mean, unless the institution you are enrolled have made radical changes, use the title “scope
and delimitation”.

There are also some members of the committee who will require a map of the
location of respondents’ location and is usually included in this section.

4.11 Significance of the Study

Recall that one criterion in selecting a research problem is its significance. Although
empirical result certainly may be important, research is seldom conducted solely for the
purpose of generating data. Regardless of the type of research, the study should contribute to
the extension of knowledge in a particular field or solution to a problem.

Moreover, researches will be of no value if it will not contribute something

specifically to a body of knowledge or solutions to problems or to some intended
beneficiaries. Otherwise, your study once finished will just gather dust in shelves since to
nobody will be interested to read it.

The significance of the research investigation to education is pretty well established

through review of the literature and the background for the problem. The case for the results
being relevant to education rests on the effects of the anticipated research outcomes. If these
outcomes have potential benefit or impact, either practically or theoretically, the case can be
made. Since this connection exists, the potential relevance to education depends on the
likelihood that the anticipated outcomes will be attained.

Take note that for a thesis proposal, when discussing the significance of the research,
it is important to indicate how the anticipated results of this research will tie in to the
research results already reported in the literature. The writer should not hesitate to use

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previously cited or additional references at this point. The discussion is usually written in
general perspective but once the results of the study had been identified, the discussion is
revised and becomes more specific.

Significance of a study is expressed as discussions or explanations. The discussions

or explanations could be 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 this is a
strong reason why an investigation of the teaching of science in the said high school is
necessary. Also, the study is very timely and relevant because today, it is science and
technology that are making some nations very highly industrialized and progressive.

2. Solutions to existing problems or improvements to unsatisfactory conditions.

The poor performance of the students in the high school 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. Contribution to the fund of knowledge.

Indicate how the expected results (proposal) or results (report) could contribute to the
refinement, revision, or extension of existing knowledge in the area under investigation.
Such contribution may be in the form of:

a. new knowledge in the filed

b. a check on the major findings of other studies
c. a check on the validity of findings in a different population
d. a check on trends over time
e. a check on other findings using a different methodology

Note further that such refinements, revisions, or extensions could have substantive,
theoretical, or methodological significance. For example, if in the study it was 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.

4. Think about possible implications.

How results of the study may affect scholarly research, theory, practice, educational
interventions, curricula, counseling, policy could be included. It should be discussed here
that the implications include the possible causes of the problem discovered, the possible
effects of the problems and the remedial measures to solve the problems. Implications also
include the good points of the system which ought to be continued or to be improved if
possible.

5. The intended or target beneficiaries of the study.

This one is quite controversial in the sense that there are theses where the supposed
beneficiaries include parents, students, teacher, school administrators, the community, etc.
regardless of the nature of the research investigation. This is not supposed to be case all the
times. Most educational research studies have two potential audiences - practitioners and
professional peers. Statements relating the research to both groups are in order on how they

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are going to be benefited but not to include everybody. The beneficiaries of the study vary
according to the topic investigated.

However, for researches pertaining to academic performance of students, the

beneficiaries or end-users could be the students, teachers, administrators, the parents and
others. The specific benefits each of these clients or end-users may get out of the result of
the investigation are included. The concrete benefit that each client or end-user will get from
the investigation is written after the data has been gathered, analyzed and interpreted. As
mentioned above, for purposes of research proposal preparation, the researcher merely
projects HOW the client or end-user will get benefit from the results of the investigation
usually in general perspectives. But once the results of the study are identified, the benefit
that each client will get from the research has to be modified.

Lastly, this section can be a difficult section to write especially for beginners. When
thinking about the significance of your study, ask yourself the questions given below.

1. What will the research results mean to practicing educators?

2. Will the results, regardless of outcome, influence program or methods?
3. If the research will set the stage for deciding on alternative courses of action for
improving education, can this be a significant contribution?
4. What will be improved or changed as the result of the propose research?
5. How will the results of the study be implemented, and what innovations will come
about?
6. What will results mean to the theoretical framework that framed the study?
7. What suggestions for subsequent research arise from the findings?
8. What will the results mean to the practicing educator?
9. Will results influence programs, methods, and/or interventions?
10. Will results contribute to the solution of educational problems?
11. Will results influence educational policy decisions?
12. What will be improved or changed as a result of the proposed research?
13. How will results of the study be implemented, and what innovations will come
about?

Your answers to the above questions will guide you in writing and discussing the
significance of your study.

4.12. Definition of Terms

Recall that one purpose of defining the variables and other terms is to enable the
readers to better understand and appreciate the research work being reviewed. This is
because words are human inventions and as such will mean differently among people or
professionals.

Terms are defined either conceptually or operationally or both. Terms defined

conceptually should be documented. For instance, the term ‘pre-test’ as used in an
experimental study:

Pre-test. This term means a test given before the introduction of the experimental
factor or project (Herrin, 1987). In this study, this is an achievement examination composed
of 30 multiple-choice items administered to both experimental and control groups before the
start of the experimental treatment to determine the entry behavior of the two groups.

[Reference: Herrin, A. (1987). Evaluating Development Projects: Principles and Applications.

Philippines: NEDA Population/Development Planning and Research
Project.]

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 In the example above, the term ‘pre-test’ had been defined both conceptually and
operationally. The first definition is ‘conceptual’ while the second definition is ‘operational.’

There are instances where a reader is not familiar with a certain word or term.
Although the term as mentioned in the write-up has not been ‘operationalized’ by the
researcher, there is need to define it ‘conceptually’ and include the same in the definition of
terms.

Example, the term “cognitive structure”.

Cognitive Structure. Refers to a learner’s organization, stability, and clarity of

knowledge in a particular subject matter at any given time (Driscoll, 1994).

[Reference: Driscoll, M. (1994). Psychology of Learning for Instruction. Boston: Allyn and
Bacon.]

Compound terms may or may not possess conceptual or operational definitions or

both.

Clear operational definitions should be stated for all important variables, especially if
these are to be measured by means of specific instruments or a combination of devices.
What are those terms to be defined and how are they presented?

1. The terms to be defined are those used throughout the study and may be a word or
a phrase, usually (but not exclusively) taken from the title, the statement of the
problem, assumptions and hypotheses.
2. Terms that have universal and/or legal meanings are no longer defined because
we presume that their universal meaning will apply as long as they have not been
operationalized in the study.
3. The operational definition of terms used may specify tests, measures, indices, etc.
used in measuring each concept and as employed in the gathering of the data. It
may refer to responses in the data-gathering instrument.
4. The terms should be arranged either alphabetically or logically, stated in complete
sentences.
5. It is a good habit that after finalizing the research title or statement of the problem
and specific questions, the variables and other terms be defined.

To close this section, how does one identify which terms are to be defined?
Identifying which terms and concepts to be defined is one of the problems beginning
researchers usually encounter. It should be understood that not all terms used in the research
be defined. Go through the whole manuscript and list down terms which you think are not
commonly understood.

The best advice also is to discuss it with your adviser! During the pre-oral
presentation the committee members may suggest other terms to be defined but it is a good
habit to ask them what specific terms are to be defined rather accept immediately the
suggestion coming from a panel member like “Add more terms”. What terms should be
defined by such kind of comment? Another common comment – “make it 10 terms to be
defined”. Who said (textbook authors?) that there should be 10 terms that should be defined
in a thesis?

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4.13 References

Glatthorn, A. (1998). Writing the Winning Dissertation: A Step-by-Step Guide. Thousand

Oaks, California: Corwin Press, Inc.

Johnson, B. and Christensen, L. (2014). Educational Research: Quantitative, Qualitative and

Mixed Approaches, 5th Ed. New York: Sage Publications, Inc.

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