I. Below is a sample background of the study of a research.

Science subject has always been a part of the curriculum in education. In the new curriculum, when a
child starts to learn, it is already one of their subjects until they go to senior high school in basic education and
even until the tertiary education. Science is part of people’s everyday life since it seeks to explain the
phenomena happening in the surroundings and students are learning the Science subject for 13 years in the basic
education that is from Kindergarten to Grade 12 and if they are to pursue the tertiary level, then additional years
will be added to it. With this, students are expected to be proficient in Science with all the years of learning it.
With this in mind however, students in the Philippines experience problems on science proficiency with that of
Math and English subjects. As the learners move from one grade level to the next, it was observed that they lack
the necessary knowledge and skills.
In America alone, the National Assessment of Educational Progress (NAEP) in the U.S. shows that as
of 2017, most of the students in 4th, 8th, and 12t

h graders did not demonstrate proficiency in Science. The study shows that the students perform better
in Reading and Math than in Science (Student Proficiency, 2017). This implies that even at the first world
countries who have the necessary tools in teaching Science and advance technologies they also experience
problems on the science proficiency of their students. Therefore, this does not guarantee that having the
materials needed would make the performance of the students proficient.
Also, from the statistical analysis report on Science proficiency and course taking in High School,
the study found out that male students will likely improve their proficiency in Science between 8th and 12th
grade compared to that of female students. This is supported by the result of the Programme for International
Student Assessment (PISA) in Spain in 2015 which presents that males outperformed females. This remained
from 2006 until 2015. In terms of socio
economic status also, the study presents that students with higher socio-economic status are more likely
to increase proficiency. Students coming from Catholic and private schools are more likely to increase
proficiency than those students from public school. Lastly, the study found out that students from the academic
curriculum are more likely to increase their science proficiency level than those in the general or vocational
curriculum.
The Organisation for Economic Cooperation and Development (OECD) identified some factors
which may affect the proficiency of the students as well as their career choices which could be related to
science. These factors include opportunity to learn science at school, extracurricular activities, teaching
strategies in science, learning resources, and learning environment.
With all the studies conducted, there are no studies conducted on the level of proficiency in Science
among Grade 11 students in the Philippine context as well as in the regional and local levels. The research
conducted in the country are those of the English and Mathematics subject. Therefore, this study would focus
on knowing the level of proficiency of Grade 11 students in Science as well as the factors affecting it.
Excerpt from Academic Proficiency in Science among Grade 11 Senior High School
Students by Mildred Pa-ac (2019)

Lesson: Background of the Study

The first portion of the research paper that you will be writing is the Introduction which
includes the Background of the study. Background of the study “includes the information which
would focus attention on the importance and validity of the problem” (Faltado, et al., 2016). In
other words, it provides background information for the research.
What must be included in the background of the study? Let’s take a look at its parts as
we process our answer from the previous activity.
1. Topic – This part should introduce to the readers what the research is all about. It
should clearly point the importance of dealing with the topic at hand. The topic can be
introduced in at least 2 sentences.
Example:
Science subject has always been a part of the curriculum in education. In the new curriculum, when a child starts
to learn, it is already one of their subjects until they go to senior high school in basic education and even until the tertiary
education. Science is part of people’s everyday life since it seeks to explain the phenomena happening in the surroundings
and students are learning the Science subject for 13 years in the basic education that is from Kindergarten to Grade 12 and
if they are to pursue the tertiary level, then additional years will be added to it. With this, students are expected to be
proficient in Science with all the years of learning it. (Excerpt from Academic Proficiency in Science
Among Grade 11 Senior High School Students by Mildred Pa-ac (2019)
In here, the proficiency in Science among students is already discussed. Also, it points out
that proficiency in Science is expected among students looking at the years they’ve been
learning it.

2. Situational analysis (problem statement) – This part indicates the general problem
 faced – an area of conflict, concern, or controversy (a gap between what is wanted
and what is observed) or a perceived discrepancy on between what is (current) and
should be (standard). It must also present and explain the existence of the problem
and how serious it is. Some questions being asked are as follows:
a. Does the problem really exist? Cite evidence (includes the most relevant reference that supports
them)
b. How serious is the problem? Who and how many are affected?
c. How widespread is the problem? What places are affected?
d. Does the problem occur often?
Example:
With this, students are expected to be proficient in Science with all the years of learning it. With this in mind
however, students in the Philippines experience problems on science proficiency with that of Math and English subjects.
As the learners move from one grade level to the next, it was observed that
they lack
the necessary knowledge and skills. (PROBLEM)
According to Mateo (n.d.), Education Secretary Leonor Briones said that the performance of the students in Math
and Science is improving when the program on senior high school was implemented. This is in contrary to the
article on Poor Science Education (2014) where the author said that “science is
weak”. According to Luz (2014), the Philippines ranked 7th among the 9 Southeast
Asian nations in the area of education
and innovation. (RELEVANT REFERENCE) (Excerpt from Academic Proficiency in
Science Among Grade 11 Senior High School Students by Mildred Pa-ac (2019)
3. Brief Literature Review – This part includes the evidence and relevance from the literature and
published or archival data showing the problem exists. Theoretical basis for the study may be included. As you
review related literature, you do it carefully to be able to answer questions such as:
a. What answers or solutions have been found/tried in the past to solve the problem?
Are these successful? How successful were they?
b. What questions/problems remain unanswered?
c. What aspects of the problem need to be studied further?
Also, read various sources (primary or secondary) to fully understand your research and exhaust all
possible means. Do not always rely on the internet as your only reference. Always apply the knowledge gained
from your practical research 1 on how to review relevant literature to avoid citing unreliable sources. In
addition, in writing the reviewed literature, either summarize the key ideas, quote directly the material, or
paraphrase. As you do so, remember to adhere always to the ethical guidelines.
Furthermore, when you place references, use them properly. Avoid, constructing a paragraph coming
from various references without expounding or including your inputs in it. In doing so, you are losing your
credibility as a researcher. It’s just like putting together the ideas of other people without your own. This will no
longer be called yours since the ideas placed are not yours, but the ideas of other researchers/people put
together in one paper.
Example:
In America alone, the National Assessment of Educational Progress (NAEP) in
the U.S. shows that as of 2017, most of the students in 4th, 8th, and 12th graders did not demonstrate proficiency in
Science ….
(Excerpt from Academic Proficiency in Science Among Grade 11 Senior High School
Students by Mildred Pa-ac (2019)

4. Research Gap – This includes a brief discussion that details the area of need (in
relation to the problem) and the deficiency or lack of evidence in the literature.
Example:
With all the studies conducted, there are no studies conducted on the level of proficiency
in Science among Grade 11 students in the Philippine context as well as in the
regional and local levels. The research conducted in the country are those of the
English and Mathematics subject. Therefore, this study would focus on knowing the level of proficiency of
Grade 11 students in Science as well as the factors affecting it. (Excerpt from Academic Proficiency in Science
Among Grade 11 Senior High School Students by Mildred Pa-ac (2019)
Formulating the background of the study for quantitative research is no different from that of the
qualitative research. Also, there is no exact arrangement on the parts of the background of the study. As you
formulate your research, organize your thoughts for the readers to understand what you are trying to convey.
Remember, no matter how eye catchy or informative your research title is if in the introduction alone, the
readers cannot grasp what you are trying to inform them, it would be a waste. Therefore, exert efforts in
formulating the background of the study. This part as you know is the most tedious, for in here, you are to
establish the problem or the need for the study. Once it is not established, you cannot go further on the other
parts of your research.
Activity on Friday 1 whole sheet of paper: I. Below is a sample background of the study of research. Read it
carefully and then determine the topic, problem statement, brief literature review and the research gap. Place
your answer on a separate sheet of paper.

The K to 12 Curriculum was adopted in the Philippines in the school year 2012-2013 utilizing the spiral
progression approach especially in the fields of Math and Science under the Elementary and Junior High
School Level. The spiral progression works in a way that the learners learn simpler or basic concepts during
lower grades which becomes more complex as they progressed to a higher grade. This approach which was
based from Bruner’s theory of Learning would seek to help learners in their mastery of the lesson and retention
as they progressed from one grade to the next grade until they finished schooling.

In the old curriculum, Earth Science is being tackled in the 1st year level, Biology in the 2nd year level,
Chemistry in the 3rd, and Physics in the 4th level but with the new curriculum today, the four areas or fields are
now being tackled in every level from Grade 1-10, one field per quarter so the topics were decongested. As the
students now progressed into senior high, they will still have to take science subjects regardless of their track
and strand. In its first implementation, the students were confused on the focus of their discussions in one level
until such time that they adapted to it already. The problem now is, as they go to a higher level, they tend to
forget what they have learned in the previous years/levels especially the basic concepts that they need.

From the case study on the use of spiral progression approach in teaching science conducted by
Samala (2015), she found out that teachers encountered a problem on the retention of concepts learned
among the students, wherein, teachers need to review the previous concepts learned in order to refresh the
minds of the students. Though this was effective for students in remembering the concepts, it posed a problem
also to the teachers as well as the students. Teachers would consume much time in reviewing rather than
starting a new lesson. In the worst case scenario, the allotted time for new lessons are already being used up
in re-discussing the previous concepts since some students are requesting the teacher to rediscuss the topic.
This poses also a problem to the other students who knew the topic already and this would result to boredom
on their part and less motivation to learn. As supported by the study of Mangali, Tongco, Aguinaldo,
Calvaderos (2019), one student said that they spend more time in discussing the past lesson and less time for
the new lesson. Also, according to Romulo (2015) as cited by Capili,Capilitan, Sequete (2015), students are
having difficulty in relating new topics being learned to the previous ones
and they have less retention rate to the previous topics learned. This would imply that as the students
progressed from one level to another, they tend to forget the concepts that they are learning, thus mastery of
the subject matter is also poor.

Retention of learned concepts is not only a problem in the Philippine context but also in other countries.
In Nigeria alone, teachers had encountered a problem on the retention of concepts in Chemistry among senior
high school students as well as in Ecology and for this, several studies were conducted to improve the
performance of the students as well as their retention.

With all the research and literatures cited, the studies focused on specific fields of Science such as
Biology, Chemistry, and Ecology. In the Philippines alone, there were no studies conducted on the rate of
retention among the senior high school students on their science subject as a result of the spiral progression
approach in their junior high. Also, the concept on retention mentioned in the studies were results of the
studies conducted but not the focus of the entire research. Therefore, this study aims to determine the rate of
retention of senior high school students in the various fields of Science like Biology, Chemistry, Earth Science,
and Physics in which learned concepts from these fields are useful in their Physical Science, Earth and Life
Science/Earth Science subjects for all strands and General Biology 1 and 2, General Chemistry 1 and 2,
General Physics 1 and 2 for STEM and GAS students as well as the factors which affect their rate of retention
to fully determine the necessary interventions/actions to be made to improve their mastery of lessons leading
to retention. This would also serve as the springboard for widening the area of the research in the Division of
Baguio City to be able to remedy the problems on retention of concepts experienced by teachers of various
expertise. Furthermore, this study could lead to the development of various learning materials and strategies to
enhance learning.

Excerpt from Retention of Basic Science Concepts among Senior High School Students by
Mildred Pa-ac (2019)