MEANING OF RESEARCH

 Research, to some people, connotes a specialized field of study enshrined in technical, esoteric language and procedures as
though it were a secret ritual practiced only by scientists in white laboratory gowns, studying mice in a laboratory setting.
Thus, if one asks a group of college students their impression of research, they would say such statement as "difficult, time-
consuming and requiring basic knowledge and skills in statistics."
 Students often see research as a part of the scientifically inclined. Such an attitude is often validated, unfortunately, by
how research is taught. The research course becomes a battle-ground where the students struggle hard to survive. What
we have here is the failure to communicate research in order for the students to understand the full value and importance
of learning the research discipline.
 Research becomes a meaningful activity when we find it useful. It is important in acquiring knowledge and indispensable in
problem-solving
 Research is simply a systematic and refined technique of thinking, employing specialized tools, instruments, and
procedures in order to obtain a more adequate solution to a problem than would be possible. It starts with a problem;
collection of data; analysis of facts, which are critical and reaching decisions based on actual observations. It involves
original work, instead of more exercises on personal opinion, a genuine desire to prove not only what, but how much.

 Research is also defined as "systematic, controlled, empirical, inquiry, subject-topic, problem-solving and methods." The
key concepts of words in these definitions can explain the very nature and characteristic of research as follows:

1. Systematic- points to the need to examine topic on a step-by-step procedure rather than to plunge hap-hazardly into source
of data, following the generally accepted principles and practice of research.
2. Controlled- the degree to which the observation are controlled and alternative explanations of the outcome are ruled out.
3. Empirical- points to the need to gather factual data and to test subjective reality and have the findings open to further
scrutiny and testing.
4. Inquiry- the why" of the research, focused on the need to investigate and search for truth and knowledge, which separates
research from everyday ways of learning.
5. Subject/topic- the "what" of research which includes the scope covering the phenomenon of its problem with some limits of
the investigation.
6. Problem solving-the essence of research in finding out the answer to the problem raised more specifically, addressing the
objectives formulated.
7. Method-the "how" of research which explains the means to an end or arriving at data specifying the designs, identifying
samples/respondents of the study, preparing the tools/instruments for data gathering, procedures and statistical treatment of
the gathered data.

PURPOSES OF RESEARCH
The principal goal of research is the preservation and improvement of the quality of human life. All kinds of research are
directed toward this end. The purpose of research is to serve man. The goal of research is the good life. Because of research,
man has attained great progress and comfort in life.
For more specific purposes and goals of research, the following are as follows:

1. Discover new facts of known phenomena

2. Find solution to problem that are only partially solved.
3. Improve or develop new products
4. Discover unrecognized substances or elements
5. Validate generalizations into systematic order
6. Provide basis for decision-making in any undertaking
7. Satisfy the researcher's curiosity
8. Acquire better and deeper understanding about one phenomenon to another
9. Verify existing knowledge
10. Improve educational practices by raising the quality of school products
11. Promote health and prolong life
12. Enhance man's basic life

CHARACTERISTIC OF RESEARCH
1. Empirical. Research is based on direct experience or observation by the researcher. The collection of data relies on practical
experience without benefit of the scientific knowledge or theory.
2. Logical. Research is based on valid procedures and principles. Scientific investigation is done in an orderly manner, so that the
researcher has confidence in the results. Logical examination of the procedure used in the research enables the researcher to
draw valid conclusions; thus, the logic of valid research makes it important for decision-making.
3. Cyclical. Research is a cyclical process. It starts with a problem and ends with a problem, For instance, a researcher who
completes his study states his findings and draws up his conclusions and recommendation. In his recommendations, many
problems may crop up as other subjects for the study; hence, the cycle is repeated.
4. Analytical. Research utilizes proven analytical procedures in gathering data, whether historical, descriptive, and experimental
or any alternative research methods. In historical research, the data gathered focuses on the present situation, experimental,
future and in an alternative, either past, present, and the future.
5. Replicability. The research design and procedures are replicated to enable the researcher to arrive at valid and conclusive
results. Similarities and differences of replicated researches can be compared. The more replicated of researches there are, the
more valid and conclusive the results would be.
6. Critical. Research exhibits careful and precise judgement. A higher level of confidence must be established, i.e., at 1.0 percent
or 5.0 percent level of confidence. Based on these levels, the researcher is confidently precise in his interpretation on whether
the result are significant or insignificant, or whether to reject or accept the hypothesis.

KINDS AND CLASSIFICATION OF RESEARCH

There are many kinds of research which are classified according to their distinctive features. Some of the classification are as
follows:

1. ACCORDING TO PURPOSE:
a. Predictive or Prognostic. It has the purpose to determine the future operation of the variables under investigation with the
aim of controlling or redirecting such for the better. Its purpose to give the results from one specific educational practice and
seek to establish a close statistical connection between characteristics of students and a prediction of educational outcome.
b. Directive. It determine what should be done based on the findings. This is to remedy an unsatisfactory condition. If there is
any.
c. Illuminative. It is concerned with the interaction of the components of the variable being investigated; i.e., interaction of the
components of educational systems and aims to show the connection among student characteristics, organizational patterns
and policies and educational consequences.

2. ACCORDING TO GOAL:
a. Basis or Pure. It is done for the development of theories and principles. It is conducted for intellectual pleasure of learning.
Much of this is a kind research has been done in psychology and in sociology.
b. Applied. The application of the results of pure research. This is testing the efficiency of theories and principles. For instance, a
principle say that "praise reinforces learning." To determine is this is true, one conducts an experiment in which there are two
classes. In one class, he uses praises but in the other, there is no praise at all. All other things are kept equal. At the end of the
experimental period, he gives the same test to the two classes. If the scores of the students in the class with praise are
significantly higher than those in the class without praise, then the principle is true.

3. ACCORDING TO THE LEVEL OF INVESTIGATION

a. Exploratory. The researcher studies the variables pertinent to a specific situation.
b. Descriptive. The researcher studies the relationships of the variables.
c. Experimental. The researcher studies the effect of the variables on each other.

4. ACCORDING TO THE TYPE OF ANALYSIS:

a. Analytic Approach. The researcher attempts to identify and isolate the components of the research situation.
b. Holistic Approach. This begins with the total situation, focusing attention on the system first and on its internal relationships.

5. ACCORDING TO SCOPE:
a. Action Research. This involves the application of the steps of the scientific method in the classroom problems. It is a firing line
on the job-type problems used by teachers, supervisors, administrators and managers, to improve the quality of their decision-
making and actions. It seeks more dependable and appropriate means of promoting and evaluating growth in line with specific
and general objectives and attempts to improve practices without reference of whether would be applicable beyond the group
studied or not.

6. ACCORDING TO CHOICE OF ANSWERS TO PROBLEMS. This is concerned with the findings that's answer the problems into
evaluation and developmental research.
a. Evaluation. These are all possible course of action, which are specified and identified in which researchers try to find out the
most advantageous.
b. Developmental. This focused on the findings or developing a more suitable instrument or process than has been available.

7. ACCORDING TO STATISTICAL CONTENT:

a. Quantitative or Statistical Research. This is one in which inferential statistics are utilized to determine the results of the study.
Inferential statistics such as correlation, chi-square and analysis of variance, are used to test the hypothesis. This type of
research usually includes comparison studies, and cause-and-effect relationships.
b. Non-quantitative Research. This is used for quantity or statistics, which is practically nil (nothing or zero). This is especially
true in alternative research such as anthropological ethno-cultural studies, indigenous and participatory where description is
usually used. Descriptive data are gathered rather than qualitative data.
8. ACCORDING TO TIME ALLOTMENT:
a. Historical research describe what was.
b. Descriptive research describe what is.
c. Experimental research describe what will be.

9. ACCORDING TO THE TYPES AND KINDS OF RESEARCH THIS FOCUSES ON THE AREA OR FIELD OF ACTIVITY.
a. Proprietary Research. This is conducted for a specific audience and is not shared beyond that evidence.
b. Scholarly Research. This promotes public access to knowledge.
c. Behavioral Research. This is based on the belief that objectives knowledge is obtained through careful and systematic
observation and measurement of what people do. This is most reliable on operationalism, which is the transformation of
abstract concepts into behaviors that can be precisely qualified. The goal is to identify and test laws that can explain, predict and
lead to the control of behavior.
d. Phenomenological Research. This is based on the belief that what people do depends on what they perceive or what goes on
their minds. It focuses on the internal, psychological meaning that guides behavior, describes how people understand their life
experience, tend to be theory-generated or inductive, and aim to shape the development of a theory.
e. Communication Research. This is an investigation of five communication elements where possibly, some research problems
may be analyzed such as:
e.1. Control analysis (Source). This refers to the performance of the communicator. These are the essential factors affecting their
performance such as their credibility, capability, expertise, functions, structures and needs/problems.
e.2. Content Analysis (Message). This determines the nature and characteristics of message, manifestations of any of the scopes
and themes, slant and treatment, text or visuals and the message appeal.
e. 3. Media Analysis (Channel). This refers to the media's comparative advantages, media features, and costs.
e.4. Audience Analysis (Receiver). This concerns audience behavior, tastes, interest, opinions, they were reach and can be
conducted on the following feedback level, audience level and experience.
e.5. Impact Analysis (Effects). This is to know the current trends in such areas as community media system, information diffusion,
media socialization, children and television, and media motives, uses and gratification and can be done on an awareness,
attitude, change, behavior change and practice level.

IMPORTANT TERMS USED IN RESEARCH

There are important terms that are used in research. The most common are:
1. Variable. In the broadest sense, a variable is anything in a research situation that varies and can be measured. It can be
human characteristic (pupils, teachers, or instructional material. The various characteristic are called variables and can be
measured. Educationally relevant traits of human, include age, intelligence, reading scores, learning comprehension, level of
motivation, level of motivation, sensitivity to noise and light, and ethnicity. Another relevant unhuman characteristic include the
size and print of books, the frequency as event occurs, the location of classes, the economic status of teachers and pupils and
pupils' attendance records.

2. Research design. The research design is the plan used to study a problem or issue. There are two basic research designs based
on the way data information are collected, synthesized and analyzed are quantitative research (statistical data analysis) and
qualitative research (non-statistical data analysis). In the example of the research used in this topic, it may be noted that a
combination of these type was used, the researcher also used three sub-categories of quantitative research, descriptive,
comparative and causative. Describe research provides information about one or more variables. Comparative provides an
explanation about the extent of a relationship between two or more variables, Experimental or causative, research provides
information about how one or more variables influence another variable.

3. Hypothesis. A hypothesis is a tentative statement about how one or more variables are related many researchers convey the
relationship as used by the researcher in our example, the question. For the causative design used by the researcher in our
example, the question is which of the instructional programs help pupils with learning disabilities write effectively in content
area classes, could be approached in these forms:
a. Directional hypothesis. There will be an improvement in the way pupils with learning disabilities write after receiving
effective writing instructions in content area classes.
b. Prediction. Instructional program X will produce a quarter improvement in the way pupils with learning disabilities write in
content area classes than with instructional program Y.
c. Statement of Purpose. The purpose of this study is to determine whether either of the instructional programs help pupils with
learning disabilities to improve their writing.
d. Question. Which of the two instructional programs cause pupils with learning disabilities to write more effectively?

4. Subjects. The subjects are the particular individuals used in the research. One group of subjects in the example in this chapter
consisted of pupils classified as learning disabled in grade five. In the comparative and causative designs, the research also used
as subjects a small group of pupils who were not learning disabled. He randomly selected a portion of the pupils without
learning disability. The randomly selected group is a sample of all the pupils without learning in the school. The population is the
larger group with which the researcher thinks his results can be used.
3. Control group. The group of subjects in experimental research not receiving the experimental research not receiving the
experimental conditions or treatment (something called the comparison group).

4. Correlation. A measure of the extent to which two or more variables have a systematic relationship.

5. Dependent variable. The variable researchers make the acted upon variable. It is the variable whose value may change as a
result of the experimental treatment.

6. Independent variable. The influencing variable in experimental research, the one to which researcher attributes causation
(sometimes called experimental variable) which each research project is unique in some ways, all projects involve the same
stages. These are choosing the problem, formulating the research design, gathering the data, coding and analyzing the data, and
interpreting the results. Each of these stages is dependent upon the others, and the total research process is quite circular. If the
hypothesis is rejected, the researcher must revise the study and begin again. Even if the hypothesis is not rejected, the
researcher may wish to replicate the study, to make sure the finding are accurate.

THE RESEARCH PROBLEM AND OBJECTIVES

 One of the critical steps that anyone takes in thesis writing is the choice of a problem. A great number of students find this
stage stimulating, if not challenging. Most often, this hinders a researcher from writing a thesis. It is, therefore, common to
hear a student lament, saying "I simply cannot find a good problem." One dean of a graduate school says, that this is the
stage when the student does a "starting up the ceiling" in search of a topic. He is so desperate that it seems that the ceiling
or the sky will provide an answer to his query. On the other hand, adds the same dean, if, at the start of the student's work,
he develops a positive attitudes, the vast amount of literature he encounters in his field of specialization from day to day
will provide the background of his problem. Moreover, if all teachers of their classes attend to point out to the class some
possible areas for research, every time there is an opportunity, this, in effect, will find choosing a problem very naturally,
an outgrowth of work in the courses that one has taken.
 The difficulty met in the school may be another reason for a student to write a thesis. The presence of underachiever, the
difficulty of learning a subject, the lack of information concerning a better way of teaching, the possible problem observed
in the creativity of teaching, the preponderance of behavior problems. may all be topics for research depending on a
perceived difficulty.
 Other students pick their problems from journals, books, or abstracts available in the library. Even the concluding part of a
series or recommendations in thesis can serve as a good source of a problem. The latter seems to be potent source of a
problem in as much as the writer of the thesis has considered the topics that are recommended as an offshoot to the
present work. It is accepted that one good source of a problem is theory because it presents generalizations and principles
that are subject to investigations. The fact that some studies have been recommended for investigation is an indication
that a set of generalization or principles has been woven into a theory.
 A good research problem should be SMART that is Specific, Measureable, Achievable, Realistic, and Time-bound, whether
it is historical, descriptive, and experimental or any alternative studies.
 A problem is 1.) Any significant, perplexing and challenging situation, real or artificial, the solution of which requires
reflective thinking, 2.) A perplexing situation after it has been translated into a question or a series of questions that help
determine the direction of subsequent inquiry.

CHARACTERISTIC OF RESEARCH PROBLEM

The characteristic of a good problem possesses the acronym S-M-A-R-T. This means that a research problem should be:
1. Specific. The problem should be specifically stated.
2. Measurable. It is easy to measure by using research instrument in collecting data.
3. Achievable. The data are achievable using correct statistical technique to arrive at precise results.
4. Realistic. Real result are not manipulated, and
5. Time-bound. Timeframe is required in every activity because the shorter the completion of the activity is the better.

SOURCES OF RESEARCH PROBLEM

1. Actual Problem Encountered. Many of the problems confronted in the classroom, the school or the community lead
themselves for investigation and they are perhaps more appropriate for the beginning researcher than problems more remote
from his experience.
2. Technological changes and curricular developments. These changes and development are constantly bringing forth new
problems and new opportunities for research, like educational innovations that are being advocated in classroom organization.
The teaching materials and procedures and the application of technical devices and equipment.
3. The graduate academic experience. This kind of experience, stimulates the questioning attitude toward prevailing practices
and effectively promotes problem awareness.
4. Consultation. This pertains to graduate student's consultation with course professor and adviser.
5. Specialization. The scholarship that should result from intensive specialization in one or more subdivisions of the chosen field
of training will reveal both the accomplishment of completed research and the problem yet unsolved.
6. Analysis of an area of knowledge. In analyzing a field of knowledge, the area under consideration should be reasonably
limited in scope. More appropriate areas for analysis are physical growth, mental development, reading readiness test, prenatal
conditioning.
7. Consideration of existing practice and needs. A systematic analysis of existing practice and needs in a particular field is local,
provincial, regional or national. The gaps in knowledge, identified through such a canvass should be viewed as challenge rather
than accepted in laissez faire fashion as inseparable barriers to improvement. Included among such problems are those manifest
in actual practice how a left-handed child learns to write, the unit plan of teaching and the effect of school competition on social
attitudes.
8. Repetition or extension of investigation. It is sometimes pointed out, that history is never complete, that surveys of status
can be accurate for the time and area represented, and that many experiments should be repeated for purposes of verification.
The physicist and chemist defend in a duplication of experiments, under various condition in different laboratories, for fear that
some uncontrolled factor may have been present in the original experiment.
9. Off-shoots of studies under way. Sometirnes a problem, method or discovery that "buds out" of an investigation in progress
proves more fruitful that the original line of research.

VARIABLE
It is quantity or characteristic that has two or more mutually exclusive values or properties of objects or people that can be
classified, measured or labelled in different ways.

CHARACTERISTIC OF VARIABLES
1. It is an observable characteristic of a person or object being studied.
2. It is capable of assuming several values representing a certain category.
3. These are raw data or figures gathered by a researcher for statistical purposes.
4. They are values that may arise from counting and or from measurement.
5. They are the predicted values on one variable on the basis of another.

TYPES OF VARIABLES

1. Discrete Variables.it is one that can take on only a finite or potentially countable set of values.

The example is:

1. The number of the students at any college that may be 5652 students or 5653 students but not 5652 ½ students. The number
of students takes on a definite countable set of values.
2. The number of people living in the city.
3. The number of children in the family.
4. The number of burglar (breaking into a building with intent to steal) in a year.
5. The number of automobiles registered in a state.

2. Continuous Variable. It is one that can take on an infinite set of values between any two levels of the variables. They are the
result of measurement.

The example is:

1. Measurement of weights. It is possible that you may have a scale that indicates your weight only in whole pounds, such as 135
or 136 pounds. Yet your weight is not limited to the specific values. It may take on value between 135 and 136 pounds.
2. Psychological variables. Such as anxiety or intelligence, exist as continuous variables, although they may be measured by
scales that, assign discrete scores to a person.
3. Measurement of heights. In this type of number, decimals have meaning. You can say that a child's height is 4.5 or that he has
48.7 cm. by agreement, we can assign limits to a continuous number. Far example, the lower limits of the number 3 is 2.5 while
the upper limit is 3.5. This concept will be useful later on. To understand this better, refer to the number line below.

3. Independent Variable. This is the stimulus variable, which is chosen by the researcher to determine its relationship to an
observed phenomena. This is called the cause object and variate of the investigation. This May be an observed event, factor that
is expected to affect another variable.

The example is:

1. To determine the effects of National Secondary Aptitude Test (NSAT) percentile rank (dependent variable). He takes a group of
students with high NSAT percentile rank and observes their achievement. Likewise, he takes another group of students with low
NSAT percentile rank and also observes their achievement. The NSAT percentile rank is the independent variable because it is
stimulus variable that is manipulated.
2. To ascertain the effect of educational qualification (EQ) on performance. He takes a group of high EQ teachers and observes
their performance. Educational qualification is independent variable because it is manipulated.
3. Suppose we have the equation y=3+2x. The equation means that, for every value of x, there is a corresponding value of y. Here,
y is the dependent variable, and x is the independent variable. In general, we can write the relationship as y=f(x), which means
that the value of y depends on the value of x.

4. Dependent Variable. This is the response variable, which is observed and measured to determine the effect of the
independent variable. This is sometimes called effect, results, criterion in the study. It is the observed event, factor that is
expected to be affected by the independent variable.

The example are:

1. A researcher wishes to determine the effect of National Secondary Aptitude Test (NSAT) percentile rank or achievement. He
takes a group of students with high NSAT percentile rank and observes their achievement. The dependent variable is
achievement because it changes when the independent variable (NSAT percentile rank) varies.
2. An investigator wants to determine the effect of educational qualification (EQ) on performance. He takes a group of high EQ
teachers and observes their performance. In this example, the dependent variable is performance because it changes as a result
of variation in EQ. if EQ is high, what happens to performance? If EQ is low, what happens to performance?

5. Moderate Variable. This is secondary or special type of independent variable chosen by the researcher to ascertain if it alters
or modifies the relationship between the independent and dependent variable.

The example is:

1. A researcher wants to determine the effect of the independent variable Fon the dependent variable M, but suspects that a
third factor O, alters or modifies the relationship between F and M; then, O is considered the moderate variable.

6. Control Variable. This is a variable controlled by the researcher in which the effects can be neutralized by eliminating or
removing the variable.

The example is:

1. A researcher wishes to determine the effect of x (independent variable) on y (dependent variable). He may control Z (control
variable) because he cannot do many variables simultaneously. In other words, he may remove or eliminate Z to neutralize the
effects. Control variable will guarantee that he will not have a moderately effect on the relationship between x and y.

7. Intervening Variable. This is a variable which interferes with the independent and dependent variables, but its effects can
either strengthen or weaken the independent and dependent variables. This is an observed event or factor that is expected to
affect possibly the relation between the independent and dependent variable.

The examples are:

1. A researcher wants to ascertain how X (independent variable) will affect Y (dependent variable). It is possible that Z
(intervening variable) might have an effect on Y.
2. The effect of educational qualifications on performance. Educational qualification is the independent variable and
performance is the dependent variable; but it is possible that age, gender, civil status, experience, socio-economic status, values,
and attitudes as intervening variables might have an effect on performance.
3. The effect on National Elementary Assessment Test (NEAT) percentile rank on achievement. NEAT percentile rank is the
independent variable and achievement tis the dependent variable; but it is possible that age, gender, socio-economic background,
values and attitudes towards the study an intervening variable might have an effect on achievement.

MEASUREMENT OF VARIABLES

1. Nominal Measurements is a classification of the measured variables into different categories. It is the simplest scale. The
numbers of letters are assigned to objects as labels for identification or classification. Classes or categories may be donated by
numbers as in grouping by sex where zero correspond to male and 1 to female. Other variables under this measurements are
race, religion, origin, marital status; dichotomous response or references.
a. Real nominal measurement refers to variables, which are classified based on a naturally occurring attribute like
nationality, sex distribution and ethnic origin.
b. Artificial nominal measurement means variables, which are classified, based on man-made attributes following
certain rules like passing or failing a test, being introvert and extrovert and being a mild smoker or heavy smoker.

2. Ordinal measurement. Is the amount of a variable placed in the order of magnitude along dimension? A scale that arranges
object or alternatives according to their magnitude in an ordered relationship.
Examples' are hardness of materials, high average, or low Intelligence Quotation (10), ranking in a certain contest, graded
responses to certain issues (strong, moderate and weak).
3. Interval Measurement. Is the amount of variable and ordered along a dimension and the difference between the assigned
numbers represent equal amounts in the magnitude of the variable measured? The zero point of an interval scale is an arbitrary
point, a scale that not also distinguishes the ordered arrangement in units of equal intervals.
The classic example of an interval scale are the Fahrenheit and Celsius scales in measuring temperature and the grading system
in a course. It is used to measure psychological attributes and the researcher can comment on the magnitude of the average
differences.

4. Ratio measurement. It is the amount of a variable along a dimension where the difference between the assigned numbers
represent equal amounts in the magnitude of the variable measured. A scale having absolute zero where there is an absence of
a given attribute. It also refers to a variable where equality of ratio or proportion has meaning.

CLASSIFICATION OF VARIABLES
1. Quantitative Data. Data that are obtained from ordinal, interval, or ratio measurement indicating how much of a variable
exists. It also refers to the numerical information gathered about the sample. Numerical data gathered about the samples are
either discrete or continuous.
2. Qualitative Data. These are the data obtained from nominal measurement, indicating that variable differ in quality. It refers
to the attributes or characteristics of the samples. It also indicates information such as sex (male or female), attitude (favorable
or not favorable), emotional condition (happy or sad).

GUIDELINES IN WRITING THE TITLE

1. The title should be clear and specifically stated.
2. The main concepts should be included like subject matter of the study, the place of the study, the population involved, the
period when the data were gathered.
3. The variable being investigated should always be written as part of the title.
In case of the studies where many variables are being studied, there must be some ways to choose terms that will summarize
these variables.
4. The number of words in the title should not exceed twenty substantive words, function words not to be included in the
counting (Baker and Shutz, 1999).
5. Certain form of title phrasing such as a "Study of...", "An analysis...","A scientific study of...","An experimental Investigation...",
and "A preliminary Study of...", are to be avoided. They are vague and not acceptable for inclusion in a research title.
6. If the title contains more than one line, it must be written like an inverted pyramid, all words in capital letters.

Example 1.
a.) Subject matter. The teaching of Science
b.) Locale of the Study: High Schools of the Province of Abra
c.) Population involved: The Science Teacher and the Students
d.) Period of the Study: School Year 2002-2003
e.) Complete Title

HOW TO WRITE CHAPTER 1 THE PROBLEM AND ITS BACKGROUND 1

The Introduction
This is not a title of a chapter. It is actually a paragraph side head, which begins Chapter 1. Statement in this chapter should not
only signify the importance of the topic but should also cause an impact on the reader.

Guidelines in Writing the Introduction

It may be composed of three paragraphs enabling the readers to see at a glance the entire contents of the research work.
1. The intention of the first paragraph is to provide the readers a mental warm-up, thus giving them information and readiness
as to what the research is all about. It should introduce the study and justify the problem.
2. The second paragraph carries the bulk of the introduction. The statement of the problem can best be used as frame of
reference to write this paragraph. It is simply telling the readers the scope and coverage of the study. This will help revolve
around mentioning the purpose of the study, which is to determine the existing or not existing between the independent and
dependent variables.
3. The third or last paragraph is a sort closing portion that is intriguing and challenging the readers to become interested in
knowing the results of the study. It is one or two sentences to link between the introduction and the statement of the problem.
4. This part is a 2-3 page discussion.

Statement of the Problem

This is one of the most important parts of research report. This is the focus of the study and all questions stated should be
categorically answered.
Guidelines in Writing the Statement of the Problem
1. The problem should be stated both in general and in specific terms. The general statement of the problem is usually a
reiteration of the title of the study.
2. The problem is always in an interrogatory form, hence, it must ask a question and sub-problems must follow the main
problem which are the key points for Investigations in the research.