Research Title, Sources and Considerations

RESEARCH TITLE - prefaces the study by providing a summary of the main

idea and is usually short and concise.

- it may seem to be a simple task but it actually requires more

consideration on the part of the researcher.

Characteristics of a Research problem:

l. It should summarize the main idea of the paper

2. It should be a concise statement of the main topic

3. It should include the major variables of the research study

4. It should be self-explanatory

5. It should describe or imply the participants of the study.

Note

The researcher should avoid using words that serve no useful purpose and
can mislead indexers. Words such as “ methods”, “results”, and
investigations”` should not appear in the title. In many cases, the general
problem of the research or even the specific question that the researcher
intends to answer, when rewritten in a statement form, can serve as the title.

RESEARCH PROBLEM - states the area of concern of the research paper

whether it is a circumstance needing development, a difficulty requiring
attention, or an inquiry necessitating an answer.

this section sets the direction of the research study as it provides the
foundation for the research hypothesis and defines what kind of research
study is suitable to address the problem.

- it is important to note that this section should only state the problem
and not preface or suggest a solution for it.

SOURCES OF RESEARCH PROBLEMS

1. It conveys a feeling of discomfort or difficulty.

2. It has a perceived difficulty in broad subjects such as family affairs,
home management, and leadership system.
 3. It displays a gap between theory and practice: what is said by the
elders and what the students see and observe.
4. It utilizes a procedure requiring technologically enhanced equipment.
5. It involves the experience of any kind of individual.
6. It shows some kind of pattern or trend.
7. It makes use of literature reviews, continuous readings, and past
studies. These readings can lead a student to a topic, and its scope and
clues for further studies. The repetition of a prior research study in a
different setting and time is called replication.
8. It relates to an individual’s curiosity and interest.

A discerned problem is said to be researchable when the following criteria

are met:

1. Solutions are available but not yet tested and not yet known by the
practitioner.
2. No solutions are available to answer the gap or the problem being
assessed.
3. When the given answers or solutions, as well as the possible results,
are seemingly untested or are factually contradictory with each other.
4. A phenomenon requiring an explanation has occurred.
5. There are several possible and plausible explanations for the existence
of an undesirable condition.

Considerations in formulating the Research Problem

According to Barrientos-Tan (1997), in the Book, “’A Research Guide in

Nursing Education’” discusses the different criteria for choosing a problem
for research:

1. External Criteria –

a. Novelty – this refers to the practical value of the problem due to

its “newness” in the field of inquiry.

b. Availability of subjects – this refers to the people with the desired

capability and willingness to participate in the study. The sample of the
study participants must be representative enough to ensure reliability and
validity of the results.

c. Support of the academic community – this refers to the assistance

given by the members of the institution, like the principal, teacher, staff,
students, and the parents, in the gathering of data and defraying the cost
of the study. Permission of those concerned for the participation in the
study of staff members, children, the aged, and the mentally challenged
should be secured.

d. Availability and adequacy of facilities and equipment – devices such

as computers, and telephones used in undertaking the study must be
consunethical

e. Ethical considerations – these include the avoidance of research

problems that pose unethical demands on the part of the research
participants.

2. Internal Criteria –

a. Experience, training, and qualifications of the researcher - these

constitute the researcher’s” knowledge and expertise as result of
experience and study.

b. Motivation, interest, intellectual curiosity, and perceptiveness of the

researcher - these are essential attitudes that bring anticipated
satisfaction or enjoyment in the completion of research tasks

c. Time factor - this considers the fact that studies must be pursued
within a given time frame.

d. Costs and returns - these factors matter in choosing a research

problem. Research is an expensive undertaking. The amount of funding
needed, after all, depends on the size of the sample, the place where the
research is to be conducted, the treatment of the data, and the kind of
research design.

e. Hazards, penalties, and handicaps – these depend upon the

researcher’s physical and intellectual capacity and moral judgment.

Choosing the research Problem as a High School Student

A student researcher focuses on more practical and relatable topics for

research. Researchers should be aware of the following factors in
determining their research problem and topic:

1. The feasibility of the research study is a very important consideration

in choosing the problem. The time needed to conduct the study must
be measured and its setting should be defined and located. The
 researcher must have ready access to the relevant materials to the
subjects to be studied. The entire cost of the study must be estimated-
the travel expenses when meeting with the respondents, purchase
costs of the instruments to be used, and expenses incurred in encoding
the results.
2. External Support is also an essential element to look into when
determining whether a research is feasible or not. Is the teacher or
adviser present when conflicts arise in the conduct of research? Are
experts in the field accommodating? Do they lend a hand when
requested for technical assistance in finishing the paper? These
questions are also important concerns to be addressed.
3. The innovative quality of the topic should still be considered. A review
of literature and studies ensures that solutions are yet to be proposed
for the problem, thus showing the need to conduct the study.

SELECTING A RESEARCH TOPIC

Research Topic - is an area of interest you will explore in your study as well
as the specific area of concern of the research.

Considerations when selecting a research topic:

1. Relevance - a relevant topic addresses the needs of the target

audience of the research paper.
2. Interest – an interesting topic should be appealing both to your readers
and to you as a researcher.
3. Manageability -a manageable topic can be explored within your
abilities and a certain time limit. Furthermore, this topic is neither too
broad nor too narrow.
4. Availability of resources -this refers to the accessibility of financial
resources, references, and human resources required for the
completion of the research.

Presenting the Background of the Study and Establishing the Research Gap

Four Components of the Background of the Study:

1. Description of the current state of the field

State that

Beginning of The Research The first chapter of the research paper is entitled
“The Problem” or The Problem and Its Background.” Its purpose is to
introduce the problem and clarify important variables, its delimitations, and
its significance to the field of the study.

Essential Element

1. Introduction
2. Statement of the Problem
3. Scope and delimitation
4. Significance of the study
It should be noted that the researcher has to introduce the different
elements of the first chapter by giving a brief description of each element,
so that the reader knows what to expect from the chapter.
STATEMENT OF THE PROBLEM

After the investigator has clarified the rationale, identified the degree of
seriousness of the problem, provided the literature review, and set the
overall objective, the formulation of the heart of the thesis – the statement of
the general and the specific problems must be done. The opening paragraph
of this section contains the general problem of the study.

Writing the General Problem in a Qualitative Study

-the following are criteria in writing the purpose statement:

(Principles of Qualitative Research: Designing a Qualitative Study, Creswell

and Clark(2014) ).

1. It should use single and not compound sentences

2. It should clearly express the purpose of the study
3. It should include the central phenomenon (an issue or a process the
researcher would like to study)
4. It should use qualitative words, e.g., explore, discover, and explain
5. It should identify the participants in the study
6. It should state the research site

A sample pattern for the purpose statement:

The purpose of this (narrative, phenomenological, grounded theory,

ethnographic, case) is to understand, describe, develop, discover) the
(central phenomenon of the study) for ( the participants) at ( the site). At
this stage in the research, the (central phenomenon) will generally defined
as ( a general definition of the central concept) (Creswell and Clark, 2014)

Examples of General Problem:

Example l:

The overall objective of this phenomenological study is to describe the

intrapersonal and interpersonal competencies of school principals, and their
relationship to the school effectiveness in the Division of Bataan for the
school year 200102002. The result is used as a basis for an intervention
program (Cristobal,2003). Here, intrapersonal is the school managers’ own
self-concept and personality while interpersonal is their communication and
expressions in dealing with subordinates.

Example 2:
The objective of this ethnographic study is to differentiate the customs and
traditions of the Aetas and the locals of Zambales enrolled in Olongapo
National City High School for the school year 2014-2015. In this research,
the customs and traditions are defined as their practices in the celebration
of feasts.

Example 3:

The objective of this grounded theory study is to characterize the general

study habits of the high school students that belong to the top ten of the
class. The study habits are concentrated on the student’s preparation before
attending classes daily.

Criteria for Specific Problems:

1. They must be in question form

2. They must define the population and the samples of the study
(respondents)
3. They must identify the variables being studied

TWO TYPES OF RESEARCH QUESTIONS (Creswell and Clark, 2014)

1. Central Questions - these are the most general questions that can be
asked
2. Sub-Questions - these questions subdivide the central question into more
specific topical questions and are only limited in number.

Guidelines in Formulating the Research Question:

1. The question should begin with the words such as “how” or what
2. The readers should be informed of the formation that will be discovered,
generated, explored, identified, or described in the study.
3. The question “What happened?” should be asked to help craft the
description
4. The question “What was the meaning to people of what happened?”
should be asked to understand the results
5. The question “What happened overtime?” should be asked to explore the
process.

Scripts as a Guide in Designing Qualitative Central and Sub-Questions:

1. Central Question Script

a. “What is the meaning of/what does it mean to (central phenomenon)?”
Examples:

i. What is the meaning of intrapersonal competencies?

ii. What does it mean to differentiate the customs and traditions of
Aetas to those of the locals?
iii. What does it mean to characterize the study habits of the top 10
students of the class?
b. “How would (participants) describe (central phenomenon)

Examples

i. How would school managers describe intrapersonal

competencies?
ii. How would the Aetas and locals of Zambales differentiate their
customs and traditions?
iii. How would the top ten high school students characterize their
general study habits?
2. Sub-question Script

"What (aspect) does (participants) engage in as a (central phenomenon)?"

Examples:

a. What level of self-concept does the school managers engage in

as a characteristic of interpersonal competencies?
b. What nature of practices do the Aetas and locals of Zambales
engage in as a characteristic of interpersonal competencies?
c. What kind of preparation does the top 10 high school students
engage in as an indicator of their general study habits?

TYPES OF RESEARCH QUQUESTIONS

1. Non- Researchable Questions - these are questions of

value and are answerable by yes or no.

Examples:

a. Should all mothers breastfeed their babies?

b. Should high school teachers be watchful over their Grade 7
students?
c. Should the schools offering different majors in senior high schools
require their students to have a mandatory review before taking the
National Assessment Exam?
d. Do all head teachers have a master's degree?
 e. Are family members helping their children in reviewing their
lessons?
2. Researchable Questions - these are questions of opinions,
perceptions, or policy that are raised to accumulate data.
Formulating a clear, significant question prepares the
researcher for subsequent decision- making on research
design, data collection, and data analysis.

Examples:

a. What are the common preparations done by Grade 7 students

during their first days in school?
b. How do senior high school students respond to their Math teacher?
c. What are the study habits of students who are poorly performing?
d. What is the relationship of the attitudes of the adviser to the
classroom behaviour of Grade 9 students?
e. How do the officers of the Parent-Teacher Community Association
assist in the improvement of school facilities?

CLASSIFICATION OF RESEARCH QUESTIONS:

1. Factor-Isolating Questions - these ask the question "What is

this?"

These questions are sometimes called factor-naming questions because they

isolate, categorize, describe or name factors and situations.

Examples:

a. What is the profile of school principals in terms of the following?

i. Age
ii. Management Experience
iii. Civil Status
b. What are the levels of competencies of school principals as
described by their respective teachers and themselves in terms of
the following?
i. Intrapersonal
ii. Interpersonal
2. Factor-Relating Questions - these ask the questions ""What is
happening here?" The goal of these questions is to determine
the relationship among factors that have been identified.
Examples:

a. What is the relationship of the level of

performance of the senior high school teachers
to the OJT performance of the students enrolled
in the business track of Saint Paul of
Professional Studies?
b. How does the performance level of volleyball
teams of boys differ to that of the girls?
3. Situation-Relating Questions - these questions ask the question
"What will happen if...?" These questions usually yield
hypotheses testing or experimental study designs in which the
researcher manipulates the variables to see what will happen.

Examples:

a. What are the effects of computer-learning assisted methods of

teaching to the interest level of the sophomores to their history
subjects?
b. How significantly different is the performance of the call center agents
who are well rested than those who are not?
4. Situation-Producing Questions -These ask the question "How can
I make it happen?" These questions establish explicit goals for
actions, develop plans or prescriptions to achieve goals, and
specify the conditions under which these goals will be
accomplished

Example:

a. Based on the findings, what human relation intervention program can

be adopted to enhance or improve effectiveness of existing teaching
methods?
b. What faculty development activities can be sponsored by the PTCA to
improve the performance of graduating students in the UP College
Admission Test (UPCAT)?