SCOPE OF THE STUDY

The scope of the study is determined primarily by the selection of variables that the research study will focus on.
Defining the scope of the research requires the careful selection of variables that will be investigated, as well as the
attributes that will define and measure these variables
Scope refers to the breadth and depth at which the research area will be explored.
For instance, one might decide to carry out a study of the impact of mobile devices on the behavior patterns of
elementary school children. However, it is not feasible to cover all aspects of the selected subject. Thus, the scope will
have to be restricted to a specific section of the target population over a specified duration.
A variable refers to any characteristic that can have different values or traits that may vary across research
participants. Variables are measured, controlled, and manipulated by the researcher.
Examples include age, gender, height, and weight. Based on the research problem, the researcher identifies the possible
variables that will be investigated to address the problem.
Attributes are important elements of a variable. It refers to the value assigned to a specific variable.
For example, if the researcher focuses on gender as a significant variable in the study, he or she then identifies male and
female as attributes of gender. Meanwhile, agreement as a research variable may have the following attributes: strongly
agree, agree, disagree, and strongly disagree.

VARIABLES HAVE THE FOLLOWING IMPORTANT CHARACTERISTICS:

1. Dependence - this refers to how the variable is considered in a cause-and-effect relationship.
Independent variables are variables that are changed, manipulated, or selected by the researcher.
Dependent variables, on the other hand, are those that change because of changes applied to the independent
variable.
For example, in a study that investigates the use of computer-aided teaching instruction on student
performance, the independent variable is teaching instruction as the researcher chooses to implement computer-aided
teaching in the classrooms. The dependent variable, therefore, is student performance as it is expected to change in
reaction to the introduction of computer-aided teaching.
2. Mutual exclusivity - this means that a participant or respondent cannot possess two attributes of a variable.
For instance, a person cannot be both male and female.
3. Exhaustiveness - this means that the researcher should consider all possible attributes of a certain variable. In
identifying the possible responses of the participants to survey questions, the researcher must identify all possible
answers or reactions. In reality considering all possible attributes and including them in the research study is a difficult
and almost impossible task. Therefore, selecting the most relevant attributes for each variable is part of setting the
scope of the study.

KINDS OF VARIABLES
1. Continuous variables - variables that may have an infinite number of values and may vary widely among the research
participants. Examples include age and weight.
2. Discrete variables - variables that have specific limits to their value. Examples include income, number of children, or
years of employment
3. Categorical variables - these cannot be expressed in numbers but are given in non-quantitative, descriptive terms.
Examples include civil status (single, married, coins, widowed), and educational achievement (high school graduate,
college graduate, post-graduate).

LIMITATION AND DELIMITATION OF THE STUDY

Delimitation of the Study:
 Describes the various choices made by the researcher in the conduct of the study.
 Sets the boundaries for the study (include the characteristics of the research design and methodology that affect
or influence the findings)
 identifies the other variables that were not considered for the study.
 Primarily defined by the scope of the study
Limitation of the Study:
 It will be encountered during design and actual conduct of the study
 Affect interpretation of data, applicability, and usefulness of results and findings
 Factors potentially affect validity and scope and is out of the researcher's control
 Only significant limitations or have had an impact on the findings of the study are highlighted
For example, in the study on the effect of computer-aided teaching on student performance, the researcher only
focused on students in a specific school.
As a conscious choice of the researcher, this is then a delimitation of the study. Therefore, it implies that one
limitation of the study is that the findings and conclusions are only applicable to the particular school that was selected
and may not apply to other schools in the country, which, in essence, may affect the validity of the study.
The characteristics of chosen respondents, as well as the time period and place where the research was done, are
major variables that define the scope, limitation, and delimitation of a research (Simon & Goes, 2012).
The following may be the possible delimitations that may arise from the research design and methodology, all of
which must be initially recognized by the researcher as these are implications of choices for the study:
1. Sample size. The choice of research design and methodology will determine whether the research will have a
small or large sample size.
2. Lack of available and/or reliable data. Missing and unreliable data will limit the scope of analysis and the ability
of the researcher to determine meaningful trends and relationships among the data.
3. Lack of prior studies. This will limit the effectiveness of the literature review and may limit the initial
understanding of the research problem.
4. Chosen data collection method. Unclear or vague questions in a questionnaire will result in unclear or
erroneous answers from the respondents.
5. Nature of the information collected. Relying on preexisting data may impose limits on the researcher as he or
she can no longer clarify certain data, Self-reported data have the risk of being false and unverifiable.

The following are several limitations that may result from the characteristics of the researcher and the challenges and
restrictions may encounter in the conduct of the research:
1. Access. The amount and quality of data will depend on the ability of the researcher to access people,
organizations, libraries, and documents that can provide him or her the best available data.
2. Time period. The length of time devoted to the study will affect almost all aspects of the research. It is advisable
to select a research topic, problem, and design that gives way to more manageable time period.
3. Bias. This refers to a way of viewing a certain thing, issue, or idea, and may be influenced or so by the
researcher's background. The researcher, therefore, should be aware of his or her Personal biases and how
these affect the conduct of the research.
4. Language. This may have an effect on data collection, especially if the researcher is involved with respondents
that speak a variety of languages. This is especially a challenge in studies that involve documents that are written
in different languages.

SIGNIFICANCE OF THE STUDY

Consider the breadth and depth of impact that the study can make. Use this pattern when writing the significance,
going from general to specific (University of Southern California, n.d.):
1. Broadly- describe or illustrate the impact of the study to the field of knowledge it is part of.
Example: "the effects of video games on grade 11 students' academic performance," means contribute to a better
understanding of students, the teaching-learning process, and the field of education
2. Generally- clarify and elaborate how the researcher plans to extend the current literature.
Same Example: "the effects of video games on grade 11 students' academic performance," a discovery of these effects
can lead researchers to explore similar studies that treat other variables not mentioned in the study.
3. Specifically- determine who benefits from the study and how that set of people will benefit from the findings.
Using the same Example: "the effects of video games on grade 11 students' academic performance," parents can benefit
in order to think of ways on how to help their children balance school and leisure time. Teachers can benefit, as they
may be urged to find ways to integrate games into their lessons. School administrators can benefit, as these effects can
serve as basis for policy decisions.

THE REVIEW OF LITERATURE is the process of compiling, classifying, and evaluating what other researchers have written
on a certain topic. It can be a partial component of a research undertaking, but it can also stand alone as a self-
contained review of writing on a subject.
The review of literature is a crucial aspect of research, and serves the following purposes:
 It helps in placing the work being reviewed in its context.
 It describes the relationship of each work to the research being undertaken.
 It identifies new ways to interpret and shed light on various gaps based on previous researchers.
 It helps in solving conflicts among seemingly contradictory previous studies.
 It identifies the areas that are subject to a prior study to prevent duplication of efforts.
 It points to another research undertaking.
Types of Reading
At a glance, reviewing the literature entails not only a lot of reading for understanding, but also calls for critical
evaluation and careful selection of sources. These sources can either make or break the study as their role is to ensure
that a clear context is provided for the study.
In the book, Research in Nursing, Wilson (1990) identifies four types of reading:
1. Elementary reading. This is the most common kind of reading. It consists merely of the recognition of letters and basic
sounds and the literal comprehension of sentences. It is primarily useful that an individual can recognize letters and
sounds correctly, but it is better if he or she comprehends the ideas presented in each sentence after reading.
2. Systematic skimming. Research demands a lot of reading, Hence, the reader must establish a system through which
he or she can maximize time in searching for pertinent or relevant literature. The reader must therefore choose wisely
before investing time in a book or an article.
 The following are some guidelines for systematic skimming:
 The title page and the preface of the abstract should be quickly read.
  The table of contents should be studied carefully. Alternatively, the headings or subheadings of the article can
be scanned. These act as roadmaps by informing the reader in advance where he or she is headed.
 The index should be checked. A quick estimate of the range of topics included should then be made to see which
ones are relevant to the study.
 The publisher’s blurb or any boldface excerpts should be read. It is common for authors to summarize their main
points in these parts.
 From the reader’s knowledge of the general nature of the book’s or article’s contents, chapters or sections that
seem important should be carefully examine carefully. For example, in the case of a research report, the section
with the heading “findings” or “conclusions” should be read.
Finally, the whole paper should be leafed through. It should be remembered to read a few lines, because most
authors sum up important points at the end.
3. Analytical reading. The reader asks questions to understand the article such as, “What is the book or article all
about?”, “What is being said in detail and how?”, and “What of it?” He or she takes time to understand every detail of
the piece.
The following are some guidelines to analytical reading:
 It should be discerned whether the findings reported or an article result from a scientific process, simple trial
and error, or other means. On top of this, statements must be classified either as facts or opinions, and in
particular, evaluate their logic and sense.
 It should be stated in a sentence or two what the reader has gained from reading.
 The book or article should be thoroughly scanned to uncover the structure and organization of the major parts.
 The main questions or problems that the article or book is set out to answer or solve should be determined.
When reading a thesis, the reader should be able to do this by comparing findings and conclusions to the
purpose of objectives.
 Important and unfamiliar words should be noted and defined.
 The most important sentences in an article or book should be marked, and the propositions they contain should
be uncovered. This is best done when reading the conceptual framework of the study proposal or report.
 The basic arguments or premises should be identified.
 The solutions or conclusions an author has to come up with should be recognized even before reading about
them.
 Before writing a critique paper, the reader should have thorough understanding of its contents.
4. Comparative reading. This is the highest level of reading which requires the reader to place what he or she is currently
reading in relation to other materials he or she has previously read. This type of reading helps the reader identify the
similarities and differences between two or more articles in terms of their variables and propositions.
The following are some guidelines to comparative reading:
 The passages that bear one's questions, needs, or interests should be identified or opinions, and in particular,
evaluate their logic and sense.
 The ideas of the various authors using one's own words should be expressed.
 The reader should formulate his or her own set of questions. He or she should read comparatively to determine
how the respective authors address them.
 Issues that emerge should be defined so that one can recognize, sort out, and resolve controversies or
contradictory findings in the literature.
 The discussions read should be analyzed by asking, "Are they true?"

CONDUCTING A REVIEW OF LITERATURE

Finding relevant materials. It is the researcher's priority to enrich his or her work by reading literatures containing
important data related to the research problem in order to fully comprehend the variables being studied. The library is a
good source for reference materials such as journals, textbooks, reference books, abstract of theses, dissertations, and
computers with Internet access.
Selecting credible sources. References come in different sorts and shapes. Hence, the researcher should keep in mind
that the critical evaluation of sources is crucial to the credibility of one's research. Because of the enormous number of
sources that can be found on the Internet and in libraries, choosing the most credible ones can be a boring and tiring,
esp. because long or often repeated task.
When evaluating the credibility of sources, it is important to ask the following (Perfecto, Paterno, & Pison, 2011):
 Who published it?
 Who wrote it?
 For whom is it written?
 Is the information current?
 Does the author provide his or her sources?
 What type of publication is it?
 How is it reviewed?
 Is there any bias?
These questions help establish the credibility of a source. The more information the researcher knows about the
resource material, the more credible it becomes.
The hierarchy of sources shows the arrangement of the different types of library sources from the most authoritative,
down to the least authoritative.
The following are the different sources mentioned in the hierarrchy:
1. General encyclopedia – a book or set of books giving brief information on different the different sources
mentioned in the hierarchy: subjects typically arranged alphabetically, e.g. Encyclopedia Britannica
2. General interest magazines and newspapers - periodically printed publications (usually daily, weekly, or
monthly) that contain news, feature articles, ; advertisements, and correspondence, e.g. Inquirer, Time,
Newsweek
- Specialized magazines - periodicals that focus on a special topic or subject of interest, e.g. Top Gear for car enthusiasts
- Reference materials - textbooks and general information pamphlets
- Government documents - legal documents, government issuances, copies of laws and orders, e.g. Official Gazette of
the Philippines
- Vertical files - news clippings, booklets, pamphlets, and other gray documents which are created by libraries for the
purpose of grouping information on a specific subject or topic
- Theses/dissertations - documents in support of candidature for an academic subject or topic qualification presenting
the author's research and findings, and are usually created in academic institutions, such as universities and colleges
- Scholarly books - references (generally books) that disseminate research and academic discussion among professionals
and experts within disciplines
- Academic journals - a periodical publication in which scholarly research by field experts and academicians is published.
This is usually peer-reviewed by experts from the same field.
In the hierarchy of sources, it is important to highlight that the degree of authority and credibility of a source
heavily depends on the level of review the material has gone through. Academic journals are considered most credible
compared to others because of the difficult review process that articles go through before being published.
Some tips in evaluating Internet sources include the following:
- Governmental or educational sources are preferred than commercial ones (.gov.,edu, and .org extensions are
preferred than .com sites)
- The presence of ads indicate that it is a commercial site; that makes it less credible
- Authored documents are preferred than non-authored ones (check author credibility for this)
Strategies in Reading Literature
Reading sources and literature are basic yet critical tasks in gathering research Information and constructing the review
of literature. To do this task effectively, here are the strategies the researcher can do:
1. Previewing. It is the process of reading to get a general idea of the things to look for in the text. Systematic skimming
is done here.
2. Highlighting. It is done by marking the text to identify key details and to note the relationships among ideas.
In using highlighting symbols, one should take note of the following:
a. The important ideas are underlined.
b. Words, phrases, or images that need further analysis should be boxed.
c. Question marks are written beside confusing passages, unfamiliar references, words that need to be defined.
d. Related words, ideas, or images are encircled. Lines can be drawn to show their connection.
e. Incidents that occur in sequence are numbered.
f. Key portions of the text should be set off with a vertical line in the margin.
g. Stars are placed beside particularly important ideas.
3. Actual reading. After the pre-selection process, the researcher must thoroughly critique the contents of the materials.
Critiquing involves asking questions which, at this stage, should focus on the variables.
Some examples of questions to ask are as follows:
a. What variables are mentioned?
b. What are the characteristics or descriptions of the variables?
C. What relationship exists between the variables based on the information given?
d. How can the information provided in this material be of use to my research?
4. Note-taking. One of the characteristics of a good researcher is being systematic. The researcher must establish a
system of note-taking to save time and effort. He or she must take notes, putting only the important data in his or her
own words. It is suggested that the researcher prepare index cards on which he or she can take down notes before
gathering or searching for reference materials for the review of literature. The note- taking process is useful, especially
when the researcher is already synthesizing and compiling ideas from different references. Note-taking also facilitates
consolidation of the literature gathered. The titles of the journals read should also be indicated in the index cards.
5. Annotating. This pertains to the recording of the reader's reactions as marginal notes. In these notes, one defines
new words and identifies references to other texts. In annotating. it is important to distinguish essential versus
nonessential ideas and details in the text. Details that lead to the main idea are essential, while details that are not
become nonessential. To do this, always note that the main idea in a paragraph is important to know, as supporting
details play a part in carefully understanding the details. It is then important to highlight or emphasize the essential
details to allow for a good grasp of the material. Consequently. annotations will help one find ideas to write about.