HOW TO WRITE CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Guidelines in Writing the Introduction
Composed of three paragraph enabling the readers
to see at a glance the entire content of the research
work
The first paragraph is to provide the reader a mental
warm-up, thus giving them information and
readiness as to what the research is all about.
Guidelines…
The second paragraph carries the bulk of the
introduction.
The statement of the problem is the best frame of
reference in writing paragraph.
This will help in mentioning the purpose of the study
Determine what is exiting or not exiting between the
independent and dependent variables
Guidelines…
The third paragraph is a sort of closing portion that is
intriguing and challenging to the readers so that they
will be interested in knowing the results of the study.
It is one or two sentences which show
the link between the introduction and the
statement of the problem
Guidelines…
This part is 2 – 3 pages discussion
STATEMENT OF THE PROBLEM
This is the focus of the study and all questions stated
should be categorically answered
 GUIDELINES IN WRITING THE STATEMENT
OF THE PROBLEM
It should be stated in general and in specific terms.

The general statement of the problem is usually a

reiteration of the title of the study
Guidelines…..
It is always in an interrogatory form

It must ask a question and sub-problems that follow the

main problem which are the key point for investigation
Guidelines…
It should be stated in the infinitive to (action words)
Examine, analyze, determine, measure, assess, evaluate,
recommend, find-out,
4 –5 research objectives
Guidelines…
Specific questions should be stated
How
Will
What
Is there
Example
This study will be conducted to investigate all aspects
of teaching of Science in the High Schools of the
province of Aurora during the school year 2005 –2006
as perceived by the science teachers.
Specifically, the study will attempt to answer the
following:
1. How do the respondents’ profile be described in
terms of:
1.1.educational qualifications,
1.2. field of specialization,

1.3. kind of examination taken, and

1.4. membership in organization?

2. How effective are the method and strategies used
by the respondents in teaching science?
3. How adequate are the instructional and the non-
instructional facilities for teaching science?
4. How adequate are the forms of supervisory
assistance extended to the respondents relative to the
teaching of science?
5. What problem are being encountered by the
respondents?
6. What suggestions are offered by the respondents to
improve the teaching of science?
HYPOTHESIS
A statement of what one expects to find;
A statement to be proven;
An initial answer to the research question;
A common sense statement;
 An expected relationship between variables
TYPES OF HYPOTHESIS
Null hypothesis
This says “there is no difference,” meaning the
independent variable does not affect the dependent
variable
If data reject the null hypothesis, then the alternative
hypothesis should be true
Alternative hypothesis. This says “there is a
difference,”
The independent variable affect the dependent variable
The real concern of the research
This is what the research hopes to determine
Guidelines in the Formulation of
Explicit Hypothesis (H)
H have to be explicit; they have to be formulated
H is seldom expressed if not entirely absent. No
research is conducted without any H at all
Stated in null hypothesis
H’s are formulated from the specific questions upon
which they are based
Question

Is there any significant difference between the

effectiveness method and that of the inductive method
in the teaching of science
Operational Hypothesis
There is a significant difference between ……………….
Null Hypothesis
There is no significant difference between………….
SIGNIFICANCE OF THE STUDY
Express the value or importance of the research study
Significant contributions of the result of the study are
enumerated
Contributions may be viewed from the point of the
target beneficiaries like researcher himself, service
provided, client, society, administrator, planners….
Guidelines in Writing Significance
of the Study
The rational, timeless and relevance of the study to
exiting conditions must be explained or discussed
Possible solutions to exiting problem or
improvements to unsatisfactory condition
It must be shown who are the individuals, group,
communities who may be placed in a more
advantageous position
Possible contribution to be a fount of knowledge
It should discuss the implications, including the
possible cues of the problems discovered, the positive
effect of the problem, and the remedial measure to
solve the problem
Phrases that could help to express
Significant of the Study
The results of this study could help them realize…….
The useful and relevant information acquired from
the study will encourage them to continue…….
This study will encourage them to……
This study will enhance involvement in the………
Results could help benefit……
Researcher may find the finding useful as…..
Hopefully, this study will eventually help…..
SCOPE AND LIMITATION OF THE
STUDY
It identifies the boundaries or coverage of the study
in terms of subjects, objective, facilities, area, time
frame and the issues to which the research is focused.
Limitation of the study defines the constraints or
weaknesses, which are within the control of the
researcher.
Phrases that could help to express
Scope of the Study
This study will focus on ….
The coverage of the study….
The study covers the….
It includes….
It is concerned with…
The study consist of …..
Limitation could express using the
ff. phrases
The study is limited to…..
The study does not cover the….
The investigator limited this research to….
It does not seek to include….
DEFINITIONS OF TERMS
Important and key terms should be substantially and
clearly defined according to how they are used in the
study
To facilitate understanding of the problem
Avoid ambiguous meaning to term which can be
otherwise interpreted in different way.
TWO CATEGORIES
Operational Definition

express the meaning of the terms as used in the

particular field of the study
Conceptual Definition
Is usually taken from dictionary.
It carries a universal meaning easily understood by
people

Conceptual definition then operational definition

Alphabetical Order and acronym should always be
spelled out fully
GUIDELINES IN WRITING
DEFINITION OF TERMS
Define those terms, which, though common, may
have a special specific meaning or are differently used
Define some special terms created by some
disciplines
Define only what is absolutely necessary and do so
precisely by using an authoritative document
If you cannot find an authoritative definition, find
one or two such definitions;cite them and try to
create your own definition a used in research
Complicated and lengthy definition like those in
Math should be placed in an appendix