CHAPTER 3: The Research Problem

In research process, the first and the foremost step happens to be that of selecting
and properly defining a research problem. It makes the researcher well aware of
the tasks that he has to perform in order to accomplish the research. Research
problem is paramount to the success of a research effort. According to Powers,
Meenaghan & Twoomey (1985), potential research questions may occur to us on
a regular basis but the process of formulating them in a meaningful way is not at
all an easy task. It requires considerable knowledge of both the subject of interest
and research methodology. Once a researcher examines a question more closely,
he will realize the complexity of formulating a research problem into something
that is researchable. It is essential then for the problem a researcher formulates to
be able to withstand critical observation in terms of the procedures required.
Moreso, a researcher should spend considerable time in thinking to formulate a
researchable research problem.

LEARNING OUTCOME

By the end of the discussion, you should be able to:

1. Discuss the meaning and the core elements a background of the study
should contain;
2. Define what is a research problem,
3. Identify factors to consider in selecting research problems; and
4. Classify sources of research problem

3.1 BACKGROUND OF THE STUDY

Before we embark on a detailed discussion on how to write the background of the study of your proposed
research, it is important to first discuss its meaning and the core elements that it should contain. Why?
Because understanding the nature of the background of the study in research and knowing exactly what to
include in it, allow us to have both greater control and clear direction of the writing process.

Background of the study:

1. forms the first section of the introduction to a research paper

2. provides the overview of the study, in other words, it is the section of the research that establishes
the context of the study
3. explains why the proposed research is important and essential to understanding the main aspects
of the study
Therefore, the background of the study is the section of the research paper that identifies the problem or
gap of the study that needs to be addressed and justifies the need for conducting the study. Given this
brief understanding of the background of the study, we can anticipate what readers expect from it.
Background of the study should contain the following major points:
1. a brief discussion on what is known about the topic under investigation
2. an articulation of the research gap or problem that needs to be addressed
3. what a researcher would like to do or aim to achieve
4. the main argument or contention of the paper (thesis statement)
5. major significance or contribution of the study in a particular discipline
6. depending on the nature of the study, an articulation of the hypothesis of the study

Thus, when writing the background of the study, we should plan and structure it based on the major points
mentioned above. With this, you will have a clear picture of the flow of the tasks that need to be completed.

It is very important to know that there are different styles of writing the background of the study. There is
no one-size-fits-all style of writing this part. Hence, you are free to do and develop your own. However,
whatever style it would be, it always starts with a plan.

3.1.1 How to write the opening paragraphs of the background of the study ?

To begin with, let us assume that you have already:


conducted a preliminary research on your chosen topic

read a lot of literature and gathered relevant information

identified the gap of your proposed research and have already developed the research questions and thesis
statement
Below mentioned steps are just some of the most effective ways of writing a background of the study in
research.

a) Begin the background of your study with an overview of your research topic.

Provide definition of the key concepts

Highlight the main developments of the research topic

Example 1: Supposed that the topic of your research is: Lived Experiences of Students with
Mathematical Anxiety

 Start the background of the study with a discussion on the meaning, nature and dynamics of the
term “mathematical anxiety”. The reason why is because mathematical anxiety is a highly technical
term that is only specific to mathematics. Hence, the term is not readily understandable to none
specialist in this field.

“Mathematical anxiety refers to the individuals’ unpleasant emotional mood responses when confronted
with a mathematical situation. (Eliot, 2020)”
“Lou, 2019, specifically identifies some of the manifestations of this type of anxiety, which include, but
not limited to, depression, helplessness, nervousness, and fearfulness in doing mathematical and
numerical task s.”

Note that since you do not invent the definition of the term “mathematical anxiety” then you need to provide
citation to the source of the material from which you are quoting.

b) After explaining to your readers the meaning, nature and dynamics of the term “mathematical
anxiety”, proceed to showing the problem or gap of the study.
 the research gap is the problem that needs to be addressed
 this is important because no research activity is possible without the researcher gap
Example 2: Supposed that your research problem or gap is: Mathematical anxiety can negatively affect not
just the academic achievement of the students but also their future career plans and total well being. Als o,
there are no known studies that deal with the mathematical anxiety of senior high school students.

“If left to rule uncheck ed, as Shapiro (2019) claims, this problem will expand and create a total avoidance
pattern on the part of the students, which can be expressed most visibly in the form of cutting classes and
habitual absenteeism. As we can see, this will negatively affect the performance of students in mathematics.
In fact, the study conducted by Luttenberger and Wimmer (2018) revealed that the out comes of
mathematics do not only affect the students’ performance in math-related situation, but also their future
career as professionals. Without a doubt, therefore, mathematical anxiety is reoccurring problem for many
individuals which will negatively affect the academic success and future career of the students”

c) Now that you already have both explained the meaning, nature and dynamics of the term
“mathematical anxiety” and articulated the gap of your proposed research, you may now state the
main goal of your research.

Example 3:

“Hence, it is precisely in this context that the researcher aims to determine the lived experiences
of senior high school students with mathematical anxiety and identify the factors that caused
them to become disinterested in mathematics.”
* Note that it is not advisable that you end the first paragraph of your background of the study
with articulation of the research goal.

d) You also need to articulate the thesis statement which usually comes after the research goal.
 This is the statement of your argument or contention in the study.
 It is more of a personal argument or claim of the researcher which specifically highlights the
possible contribution of the study.
Example 4:
“The researcher argues that there is a need to determine the lived experiences of these students with
mathematical anxiety because k nowing and understanding the difficulties and challenges that they have
encountered will put the researchers in the best position to offer some alternatives to the problem. Indeed, it is
only when we have performed some k ind of diagnosis that we can offer practical solutions to the problems.
And in the case of senior high school students who having mathematical anxiety, determining their lived
experiences as well as identifying the factors that cause them to become disinterested in mathematics are the
very first steps in addressing the problem.”

Now if we combine the bits and pieces that we have written, we can now come up with the opening of
your background of the study.

“Mathematical anxiety refers to the individuals’ unpleasant emotional mood responses when confronted with a
mathematical situation.” (Eliot, 2020) Lou, 2019, specifically identifies some of the manifestations of this type of an xiety, which
include, but not limited to, depression, helplessness, nervousness, and fearfulness in doing mathematical and numerical task s. If left
to rule uncheck ed, as Shapiro (2019) claims, this problem will expand and create a total avoidance pattern on the part of the students,
which can be expressed most visibly in the form of cutting classes and habitual absenteeism. As we can see, this will negatively affect
the performance of students in mathematics. In fact, the study conducted by Luttenberger and Wimmer (2018) revealed that the
outcomes of mathematics do not only affect the students’ performance in math-related situation, but also their future career as
professionals. Without a doubt, therefore, mathematical anxiety is reoccurring problem for many individuals which will negatively affect
the academic success and future career of the students. Hence, it is precisely in this context that the researcher aims to determine the
lived experiences of senior high school students with mathematical anxiety and identify the factors that caused them to become
disinterested in mathematics. The researcher argues that there is a need to determine the lived experiences of these students with
mathematical anxiety because k nowing and understanding the difficulties and challenges that they have encountered will put the
researchers in the best position to offer some alternatives to the problem. Indeed, it is only when we have performed some k ind of
diagnosis that we can offer practical solutions to the problems. And in t he case of senior high school students who having
mathematical anxiety, determining their lived experiences as well as identifying the factors that cause them to become disinterested in
mathematics are the very first steps in addressing the problem. ”
As we can see on the example, we can find 5 essential elements that must be articulated in the
background of the study which are:
1. a brief discussion on what is known about the topic under investigation
2. an articulation of the research gap or problem that needs to be addressed
3. what a researcher would like to do or aim to achieve
4. the main argument or contention of the paper (thesis statement
5. major significance or contribution of the study in a particular discipline

3.1.2 How to write the body of the background of the study?

One of the best ways to write the body of the background of the study is to: Attack it from the vantage
point of the research gap
Example: There are senior high school students in Pangasinan who are experiencing mathematical anxiety.
* Remember: A statement remains assumption until you can provide concrete proofs to it. To validate
the knowledge therefore, is to provide concrete proofs to our statements.
The reason why we need to provide proofs to our claim that there are indeed senior high school students
in Pangasinan who are experiencing mathematical anxiety is the obvious fact that if there are none, then,
we cannot proceed with our study. We have none to interview with in the first place. In short, we do not
have respondents.
The body of the background of the study, therefore, should be a presentation and articulation of the proofs
to our claim that indeed there are senior high school students in Pangasinan who are experiencing
mathematical anxiety. (Please note however that this idea is true only if you follow the style of writing that
is discussed in this study guide.)

So, how do we do this?

a) Look for a literature on mathematical anxiety among senior high school students in Pangasinan
and cite them in the study.
b) However, if there is no enough literature in this topic in Pangasinan, then, we need to
conduct initial interviews with these students or make actual classroom observations and
record interferences of mathematical anxiety among these students.
***Note that it is always a good idea if we combine literature review with interviews and actual
observations.
Assuming that you already have the data, then you may now proceed with the writing of the body of your
background of the study.

Example:
“According to records and based on the researcher’s firsthand experience with students in some senior
high school in Pangasinan, indeed, there are students who lost in mathematics. For one, while check ing
the daily attendance and monitoring of the students, it was observed that some of them are not always
attending classes in mathematics but are regularly attending the rest of the required subjects. “
After these sentences, you may insert some literature that will support this position.
“As a matter of fact, this phenomenon is also observed in the work of Estonanto. In his study titled “Impact
of Math Anxiety on Academic Performance in Pre-Calculus of Senior High School”, Estonanto (2019)
found out that, inter alia, students with mathematical anxiety have the tendency to intentionally prioritize
other subjects and commit habitual tardiness and absences. ”
Then you may proceed saying:
“With this initial k nowledge in mind, the researcher conducted initial interviews with some of these
students. The researcher learned that one student did not regularly attend his math subject because he
believed that he is not good in math and no matter how he listens to the topic, he will not learn. ”
 Then you may say:
“Another student also mentioned that she was influenced by her friends’ perception that math is hard;
hence she avoids the subject. Indeed, these are concrete proofs that there are some senior high school
students in Pangasinan who have mathematical anxiety. As already hinted, “disinterest” or the loss of
interest in math is one of the manifestations of mathematical anxiety. ”
If we combine what we have written above, then we can have the first two paragraphs of the body of our
background of the study. It reads:
“According to records and based on the researcher’s firsthand experience with students in some senior high
school in Pangasinan, indeed, there are students who lost in mathematics. For one, while check ing the daily
attendance and monitoring of the students, it was observed that some of them are not always attending
classes in mathematics but are regularly attending the rest of the required subjects. As a matter of fact, this
phenomenon is also observed in the work of Estonanto. In his study titled “Impact of Math Anxiety on
Academic Performance in Pre-Calculus of Senior High School”, Estonanto (2019) found out that, inter alia,
students with mathematical anxiety have the tendency to intentionally prioritize other subjects and commit
habitual tardiness and absences. With this initial k nowledge in mind, the researcher conducted initial
interviews with some of these students. The researcher learned that one student did not regularly attend his
math subject because he believed that he is not good in math and no matter how he listens to the topic, he will
not learn. Another student also mentioned that she was influenced by her friends’ perception that math is hard;
hence she avoids the subject. Indeed, these are concrete proofs that there are some senior high school
students in Pangasinan who have mathematical anxiety. As already hinted, “disinterest” or the loss of interest
in math is one of the manifestations of mathematical anxiety. ”

c) Then, validate the observation by conducting another round of interview and observation in
other schools.
Example:
“To validate the information gathered from the initial interviews and observations, the researcher conducted another
round of interviews and observations with other senior high school students in other schools of Pangasinan. ”

“On the other hand, the researcher found out that during mathematics time, some students felt uneasy; in
fact, they showed a feeling of being tensed or anxious while work ing with numbers and math problem.
Some were even afraid to seat in front, while some students at the back were secretly playing with their
mobile phones. These students also show remark able apprehension during board work s lik e trembling
hands, nervous laughter and the lik e.”
Then provide some literature that will support your position. You may say:
“As Finlayson (2017) corroborates, emotional symptoms of math anxiety involve feeling of helplessness, lack of
confidence, and being nervous for being put on the spot. It must be noted that these occasionally extreme
emotional reactions are not triggered by provocative procedures. As a matter of fact, there are no personally
sensitive questions or intentional manipulation of stress. The teacher simply ask ed a very simple question lik e,
identifying the parts of a circle. Certainly, this observation also conforms the study of Ashcraft (2016) when he
mentions that student with mathematical anxiety shows a negative attitude towards math and hold self -
perception about their mathematical abilities.”
And then you proceed:
“On the other hand, when the class had their other subjects, the students show a feeling of excitement.
They even hurried to seat in front and attentively participating in the class discussion without hesitation
and without the feeling of being tensed and anxious. For sure, this is another concrete proof that there are
senior high school students in Pangasinan who have mathematical anxiety. ”

d) To further prove the point that there are indeed senior high school students in Pangasinan who
have mathematical anxiety, you may solicit observations from other math teachers.

“The researcher further verified if the problem is also happening in other sections and whether other math
teachers experienced the same observation. This validation is important in establishing credibility of the
claim ( Buchbinder, 2016) and ensuring the reliability and validity of the assertion (Morse et al,.,2002). In
this regard, the researcher attempted to open up the issue of math anxiety during the Departmentalized
Learning Action Cell, a group of discussion of educators per quarter. ”
“During the session, one teacher corroborates the researcher observation that that there are indeed
senior high school students in Pangasinan who have mathematical anxiety. The teacher pointed out that
truly there were students who showed no extra effort in mathematics class in addition to the fact that
some students really avoided the subject. In addition, another math teacher expressed his frustrations
about these students who have mathematical anxiety. She quipped: “How can a teacher develop the
critical think ing sk ills or abilities of the students in it the first place, these students show avoidance and
disinterest in the subject?”
If we combine what we have written above, then we can now have the body of the background of
our study. It reads,
“To validate the information gathered from the initial interviews and observations, the
researcher conducted another round of interviews and observations with other senior high
school students in other schools of Pangasinan.
On the other hand, the researcher found out that during mathematics time, some students felt
uneasy; in fact, they showed a feeling of being tensed or anxious while working with numbers and
math problem. Some were even afraid to seat in front, while some students at the back were
secretly playing with their mobile phones. These students also show remarkable apprehension
during board works like trembling hands, nervous laughter and the like.
As Finlayson (2017) corroborates, emotional symptoms of math anxiety involve feeling of
helplessness, lack of confidence, and being nervous for being put on the spot. It must be
noted that these occasionally extreme emotional reactions are not triggered by provocative
procedures. As a matter of fact, there are no personally sensitive questions or intentional
manipulation of stress. The teacher simply asked a very simple question like, identifying the
parts of a circle. Certainly, this observation also conforms the study of Ashcraft (2016) when
he mentions that student with mathematical anxiety shows a negative attitude towards math
and hold self-perception about their mathematical abilities.
On the other hand, when the class had their other subjects, the students show a feeling
of excitement. They even hurried to seat in front and attentively participating in the class
discussion without hesitation and without the feeling of being tensed and anxious. For sure,
this is another concrete proof that there are senior high school students in Pangasinan who
have mathematical anxiety.
On the other hand, when the class had their other subjects, the students show a feeling
of excitement. They even hurried to seat in front and attentively participating in the class
discussion without hesitation and without the feeling of being tensed and anxious. For sure,
this is another concrete proof that there are senior high school students in Pangasinan who
have mathematical anxiety.
The researcher further verified if the problem is also happening in other sections and
whether other math teachers experienced the same observation. This validation is
important in establishing credibility of the claim ( Buchbinder, 2016) and ensuring the
reliability and validity of the assertion (Morse et al,.,2002). In this regard, the researcher
attempted to open up the issue of math anxiety during the Departmentalized Learning
Action Cell, a group of discussion of educators per quarter.
During the session, one teacher corroborates the researcher observation that that there are
indeed senior high school students in Pangasinan who have mathematical anxiety. The teacher
pointed out that truly there were students who showed no extra effort in mathematics class in
addition to the fact that some students really avoided the subject. In addition, another math teacher
expressed his frustrations about these students who have mathematical anxiety. She quipped: “How
can a teacher develop the critical thinking skills or abilities of the students in it the first place, these
students show avoidance and disinterest in the subject?”
To validate the information gathered from the initial interviews and observations, the
researcher conducted another round of interviews and observations with other senior high
school students in other schools of Pangasinan.
On the other hand, the researcher found out that during mathematics time, some
students felt uneasy; in fact, they showed a feeling of being tensed or anxious while working
with numbers and math problem. Some were even afraid to seat in front, while some
students at the back were secretly playing with their mobile phones. These students also
show remarkable apprehension during board works.
 3.2.3 How to write the conclusion of the background of the study?

The conclusion of the background of the study is just a rehashing of the research gap and the main goal of the
study started in the introductory paragraph but framed differently. The purpose of this is just to emphasize, after
presenting the justifications, what the study aims to attain and why it wants to do it.

“Given the above discussion, it is evident that there are indeed senior high schools students in Pangasinan who arr
experiencing mathematical anxiety. And as we cam see, mathematical anxiety can negatively affect not just not just the
academic achievement of tje students but also their future career plans and well being. Again, it is this for reason that the
researcher attempts to determine the lived experiences of those senior high school students in Pangasinan who are
experiencing mathematical anxiety. ”

As you can see, the background of the study enables you to move in the right direction with a strong focus
as it has set clear goals and the reasons why we want to do it.

SELF-CHECK 1

1. Make a simple background of the study of your proposed

research and identify atleast three core elements.

3.2 RESEARCH PROBLEM

A research problem is the preliminary step in conducting a research study. It helps you understand the
research procedure in a better manner. However, in identifying the research problem, you must be truly
sensitive to what is happening in the environment. It is then necessary to identify and choose a research
problem that is not only worthy of your time, money, and effort but is academically significant as well .

3.2.1: Research as Defined

- Kerlinger (1873): Research is a systematic controlled,
empirical and critical investigation of hypothetical
propositions about the presumed relations among natural
phenomena.
3.2.2: Problem as Defined
- “A problem, then, is an interrogative sentence or statement
that asks: what relation exists between two or more
variables?” (Kerlinger, p. 17)

A research problem is a statement about an area of concern, a condition to be improved, a difficulty to be

eliminated, or a troubling question that exists in scholarly literature, in theory, or in practice that points to
the need for meaningful understanding and deliberate investigation.
Components of Research Problem are:
a) There must be an individual or a group which has some difficulty or the problem.

b) There must be some objective to be attained at.

c) There must be alternative means for obtaining the objective (it means that there must be at
least two means available).

d) There must remain some doubt in the mind of the researcher with regard to the
selection of alternatives.

e) There must be some environment to which the difficulty pertains.

Thus, a research problem requires you to find out the best solution for the given problem, i.e., to find out
by which course of action your objective can be attained optimally in the context of a given environment.

The following questions are also helpful in knowing and understanding

the research problem:

– What is your area of interest?

– Where could you look for help in deciding upon a specific research problem?
– What criteria will you apply when deciding upon a specific research problem?
– How could you narrow down your research problem?
– How might your value-judgments (preconceived ideas) affect your research endeavors?

The purpose of a research problem is to:

1. Introduce the reader to the importance of the topic being studied. The reader is oriented to the
significance of the study and the research questions or hypotheses to follow.
2. Places the problem into a particular context that defines the parameters of what is to be
investigated.
3. Provides the framework for reporting the results and indicates what is probably necessary to
conduct the study and explain how the findings will present this information.

Figure 3.2.a: Relationship between research problem (input) and quality of content (output)

The formulation of a research problem is like the “input” for a research work and the “output refers to
quality of contents of the research report and the validity associated is entirely dependent upon it, as
illustrated in Figure 3”.2.a above. You must remember that formulating research problem is the most
 crucial step. Hence, you should take time in formulating the research problem because a clearer
research problem means clearer research output and progress.

SELF-CHECK 2

2. Define “research problem”.

3. Explain why formulating a research problem is the most
crucial step in research process.
4. Do you believe that a research problem is the heart of
the research process? Why? Why not?

3.3
SELECTING THE RESEARCH PROBLEM
Selecting a research problem doesn’t just fall on trees and hit your head. You
must be sufficiently knowledgeable about the topic of your interest to know what
problems might make a difference and give important contributions.
A research problem can begin with something simple to something complex,
depending on the nature of the research theme. As you begin the process of
identifying a suitable research problem to study, keep two criteria in mind. First,
the problem should address an important question, such that the answer can
actually “make difference” in some way. And second, it should advance the
readers knowledge, perhaps by leading to new thinking, suggesting possible
applications, or paving the way for further research in the field. To accomplish
both of these ends your research.

Criteria in Selecting the Research Problem

1. Interest – the whole research process is normally time consuming and a lot of hard work is
needed so better choose a research problem which greatly interest and motivates you. However,
try to consider a problem that others will find interesting and worthy of their attention as well.
2. Data Availability - if your research needs collection of information, make sure you have
these materials readily available and in the relevant form.
3. Researchable – can be investigated through the collection and analysis of data.
4. Significance – contributes to the improvement and understanding of educational theory and practice.
5. Expertise – before selecting a research, you need to ensure that you met certain level of
expertise in the area you are proposing.
6. Ethical – does not embarrass or harm participants in the research process.
In selecting a research problem, a researcher must:

A. Identify Broad Area Broad Area (problem) – is a general

educational issue, concern, or
controversy addressed in research
that narrows the topic.

Theme – is a long term-goal which

usually reveals what the research is
really about and can be helpful in
forming insights and analysis.

Topic – is the subject matter

addressed by the study.

B. Narrow down and identify the problem

b.1: Steps in narrowing down the research problem

 C. Formulate the problem (operationalize problem)

D. Identify key variables

E. Define key variables

Some problems are not suitable for research because they lack the interpretation-of-data component; they do not
require the researcher to go beyond the data themselves and reveal their meaning. The following are
situations to avoid when considering a problem for research purposes:
1. The research problem should not be simply a ruse for achieving self-enlightenment.
Self –enlightenment is not the primary purpose of research. Gathering information to know more
about a certain area of knowledge is entirely different from looking at a body of data to discern how
it contributes to the solution of the problem.

Example: The problem of the research is to learn more about the way in which Grand Canal in
Taguig was built.
The information-finding effort would only provide satisfaction of having gained more knowledge
about a particular topic, but it would not have led to new knowledge.

2. A problem whose sole purpose is to compare two sets of data is not a suitable research
problem.
Take this proposed problem for research: The problem will compare the increase in the number of
women employed over 100 years from 1870 to 1970 with the employment of men over the same
time span.

A simple table completes the project (Historical Statistics, 1975)

1870 1970
Women Employed 13,970,000 72.744,000
Men Employed 12,506,000 85,903,000
The “research problem” showed above involves nothing more than a quick trip to the library to
reveal what is already known.

3. Simply calculating a correlation coefficient between two sets of data to show a relationship
etween them is not acceptable as a problem of research.
Why? Because the basic requirement for research is ignored: a human mind struggling to make a
sense of data. A correlation coefficient is nothing more than a statistics that express how closely
two characteristics or other variables associated with each other. It tells us nothing about why the
association might exist.

4. Problems that only results from a yes or no answer are not suitable problems for research. Why?
Because merely finding a correlation coefficient is unsatisfactory. Both situations simply skim the surface of
the phenomenon under investigation, without exploring the mechanisms underlying it.

Example: Is homework beneficial to children?

That is no problem in research, at least not in the form in which it is stated. The researchable issue
is not whether homework is beneficial, but wherein the benefit of homework lies. e.g. which
component of homework is beneficial? Which one, if any, is counterproductive? If we knew the
answers to these questions, then teachers could better structure homework assignments to
enhance students “learning and classroom achievement".
 SELF-CHECK 3

1. Site two criteria in research problem.

2. Explain why problems that only result from a yes or no
answer are not suitable problems for research.

3.4 SOURCES OF PROBLEM

Research problems can arise from range of sources such as:
1. Personal Experiences
Day-to-day experience of a researcher may serve as a good source of ideas to formulate a research problem.
 For example: A researcher observed a domestic violence suffered by wives of alcoholic
husbands. This experience may provide ideas to identify several research problems related to
domestic violence against women. There may be so many such life experiences of a researcher
which could be used to develop a research problem.

2. Professional Experiences
3. Interface between Theories and Practices
4. Literature and Media
There are many sources of literature, such as books, journal articles, newspapers, etc.
When searching and reading literature it is possible to encounter gaps in information and knowledge,
and problems for which there is currently no solution. These may provide good basis for research. We
are also flooded with information presented by the media, such as television, which again might give
rise to research ideas.
5. Situational needs
6. Technological and Social Advancement
7. Policies and Priorities

It can be said with complete confidence that any scientist of any age who
wants to make important discoveries must study important problems.
Dull or piffling problems yield dull or piffling answers. It is not enough
that a problem should be “interesting” --- almost any problem is
interesting if it is studied in sufficient depth.
- Peter Medawar, 1973 p.13
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Lori Fitterling; Researching and Writing an Effective Background Section of a Research Paper
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a university in South Africa
https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-020-00256-x
https://www.youtube.com/watch?v=XypPNOLQZWc&t=2s
https://www.youtube.com/watch?v=ZUONw3wpgyk
https://www.youtube.com/watch?v=yDYucgb1fKk
https://www.youtube.com/watch?v=G7coxDzLo3o

Prepared by:
Jyne Chlouie S. Barrientos
MAED GAC