12

SENIOR HIGH
SCHOOL

PRACTICAL RESEARCH 2
First Semester – Quarter 1
Week 6
Learning Activity Sheets (LAS)

TAGO 2 DISTRICT
 Development Team of the SHS-LAS

Writer and School: Marivic P. Montero – GNHS

Content Editor: Shekaina Faith C. Lozada
Marivic P. Montero

Language Editor: Femabel B. Patis

Social Content Editor: Marvelous Saint P. Jumanoy

Mary Ann S. Olaco

Lay Out and Design Editor: Michelle Z. Diamola

Reviewer: Basiliza M. Raz

Management Team: Josephine M. Aroa

Archie S Pagaura
Basiliza M. Raz

For inquiries or feedback, please write or call:

Department of Education – Division of Surigao del Sur
TAGO 2 DISTRICT
Gamut, Tago, Surigao del Sur
Telephone: 214-2215
Email Address: surigaodelsur.division@deped.gov.ph

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 WEEKLY LEARNING ACTIVITY SHEETS
Practical Research 2- Quarter 1, Week 6

BACKGROUND, RESEARCH QUESTIONS, SCOPE AND DELIMITATION AND

STATEMENT OF THE PROBLEM

Learning Objectives:
- Write a research title (CS_RS12-ld-e-2)

Specific Objectives:

At the end of the session, the students are expected to:

• Describe background of research (CS_RS12-Id-e-3);

• State research questions (CS_RS12-Id-e-4);
• Indicate scope and delimitation of study (CS_RS12-Id-e-5);
• Present written statement of the problem (CS_RS12-Id-e-7).
I. Remember: To get the most of this Learning Activity Sheets, here are
some reminders for you:

1. Take your time in reading the lessons.

2. Write down points for clarification and discuss this with your teacher.
3. Read instruction carefully before doing each task.
4. Perform all activities and answer all worksheets.
5. Answer all tests in this learning activity sheets and check your
answer to the answer key found on the self-check part.
6. Have fun while learning with this learning activity
sheets.

REFERENCES
Baraceros, Esther L. Practical Research 2. Sampaloc, Manila: Rex Bookstore, Inc.,
2016.

Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City,
Philippines: C & E Publishing, Inc., 2017.
Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E Publishing,
2018.

Fraenkel, Jack R. and Wallen, Norman E. How to Design and Evaluate Research in
Education. Asia: Mc-Graw Hill Companies, Inc., 2006.

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 THE CONCEPT OF THE LESSON

II. Activity 1
Activity 1:
Directions: Read and analyze the statements below. Write your answer on a separate
sheet of paper.
1. What part of the research study states rationale of the problem and basic literature
background?
A Statement of the Problem C. Background of the Study
B. Significance of the Study D. Scope and Delimitation

2. Quantitative research problem dealt more with

A. description and general explanation of phenomena
B. description and explanation of situations
C. precision and specificity of the problem
D. trends and patterns of chosen group

3. “What are the various learning modalities offered in Gusa Elementary School for SY
2020-21?” This is an example of research question of what type of quantitative
research?
A. Quasi-experimental research C. Correlational Research
B. Descriptive Research D. Ex post facto
4. “What is the relationship between time spent in texting and spelling ability? This is an
example of research question of what type of quantitative research?
A. Correlational Research C. Experimental research
B. Descriptive Research D. Ex post facto

5. “Is there a difference in the scores of group A from group B after the special tutorial
program? This is an example of research question of what type of quantitative
research?
A. Correlational Research C. Experimental research
B. Descriptive Research D. Ex post facto

III. DISCUSSION

Reading a well-written research title gives the reader an insight of what the
research study is all about. Although it captures the main point of the study, it does not
sufficiently
explain all the details of the study. Hence the reader opts to read on for better
understanding.
When introducing your study to the readers, you must bridge the gap from
what is known to what is unknown. Establishing the importance of finding the answer to
the question makes the reader feel the need to answer such a question. Thus, it makes
the research project more meaningful and valuable.
Choosing a sound research topic entails a considerable amount of time, focus,
and preliminary research. Before a topic was finalized, you may have read and
evaluated the question many times and even consulted professionals or instructors to

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ensure its validity and feasibility. How you relay to the reader the implication of the
research problem formulated is what constitutes the background of the study section of
your paper.
Background of the Study
The background of the study is the part of your paper where you inform the
reader of the context of the study. When we say context, it means the situation or
circumstances within which your research topic was conceptualized. Ideally, this part is
written when you have already conducted a literature review and has a good perception
of the topic so you can articulate the importance and validity of the research problem. It
is also in this part of the paper where you justify the need to conduct a research study
about the topic selected by establishing the research gap.
A research gap is an under or unexplored area of a topic that requires further
exploration. The gap can be in a form of other variables, conditions, population,
methodology, or test subject. To identify research gaps, an exhaustive literature review
regarding the topic is required. You may have to look for similar or related studies
employing quantitative, qualitative, or mixed-methods from legitimate sources and
examine the gray areas. Reading through the Discussion, Conclusion, or the
Recommendations sections of the articles will help
you know potential areas of study that need further attention. Identifying research gaps
sometimes would even make researchers modify their research problem as they get
noteworthy ideas from fellow researchers.
While both the Background of the Study and the Review of Related Literature
involves reading past related studies, they differ in some aspects. The former is at the
introductory part of the paper with the purpose of relaying the importance of your
research study; the latter is more comprehensive and thoroughly discuss the studies
mentioned in the background of research. Moreover, the background of the study will
answer the following questions:
1. What is already known about the topic?
2. What is not known about the topic?
3. Why do you need to address those gaps?
4. What is the rationale of your study?
While answering these questions, keep in mind that the studies you include in
this part of the paper are laid down as part of the introduction and should not be
discussed in great detail. The depth and length of the background information largely
depend on how much information you think the reader needs to know to have a full
grasp of the topic being discussed.
Nature of Quantitative Research Problem
Once a person encountered uncertainty, being inquisitive, you will find ways
for answers or solution. Ignited by interest, curiosity, or need you will find yourself
pondering about the current problem you are facing. When you are thinking and
behaving this way, you are then confronted by a problem that can be a source of a
research problem.
A research problem is simple as a problem you would like to research.
Quantitative Research Problem dealt more with the precision and specificity of the
problem. Furthermore, the quantitative research problem describes trends and patterns
of a phenomenon.

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 When you have identified your quantitative research problem, you can now
state it and make sure to establish its place in your study. In your written paper, this can
be found as Statement of the Problem, where it formally introduces the problem that
you want to investigate or address. Then you will start specifying what you want to
answer in your study.
Research Problem and Research Questions
The research questions help to clarify and specify the research problem.
Research questions are also considered as sub-problems of your research problem.
These questions are informative in nature. It specifies the method of collecting and
analyzing data and the type of data to be collected since you are exploring a
quantitative research problem.
Characteristics of Good Research Questions
Once you have already enumerated your research questions for your study, it
is important that you consider its quality to answer and explain your research problem.
The following are good characteristics of research questions, as described by Fraenkel
and Wallen (2020).
Feasible. Consider the amount of time, energy, money, respondents, and
even your current situation as a student-researcher. Is the research problem possible?
Will it not spend unreasonable amount? Consider these examples: “How do parents
feel about the blended learning modality for elementary learners?” and “How would
giving each learner their own laptop to be used in this blended learning modality affect
their performance tasks?” The first example is definitely a more feasible research
question. Considering the resources, it is more possible to gather the data needed to
answer the question.
Clear. The clarity of how the questions stated lead to agreement of meaning
of the readers of your study. Since your research questions are also considered as the
main focus in the gathering and analyzing the data, it is therefore very important that
these are stated clearly.
Significant. Ask if your research questions are relevant or important to ask.
Will answering these questions provide an additional contribution to address the given
research problem? In other words, are the research questions really worth
investigating? importantly, the value of what you are trying to investigate. So aside from
the reason that your chosen research problem is within your interest, you should also
provide a sound justification of your choice as a researcher.
Ethical. Always consider the welfare of people, animals or who so ever
involve in your study. Look into ways of answering the research questions without
inflicting physical and psychological harm to persons involved.
Formulating Research Questions
Research questions can be generally classified into two: general and specific.
The general question of the study is derived from the research problem while the
specific questions are anchored on the general research problem.
For example:
This study aims to determine the relationship between the types learning
delivery mode and students’ learning styles. Furthermore, it seeks to answer the
following research questions: (1) What are the different learning delivery modes of the
school? (2) What the various learning styles of the students? (3) Is there a significant
relationship between the different learning delivery modes of the school and the

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learning styles of its students? Notice that a general problem was presented first. Then
it was followed by the specific questions considered as research questions of the study.
In stating quantitative research questions, you should also consider the design
of your quantitative research. For the purpose of writing your research question, here’s
a quick guide of research questions for descriptive research, correlational research, Ex
Post Facto research, Experimental, and Quasi-experimental research.
Research Questions for Descriptive Research focuses on observing and
reporting factors or aspects of the research problem. Phrases such as how
often/frequently, how many/much, what is/are, to what extent/degree, and the likes are
used in these questions. For example, you study the use of social media among Senior
High School Students, you can ask the following questions:
What are the various social media platforms used by Senior High Students?
How many hours students spend on social media per week?
Research Questions for Correlational Research aim to determine the
relationships among two or more variables in your research problem. Correlational
research questions usually begin with the phrases “Is there a significant relationship” or
“What is the relationship between/among”. In the study of use of social media and level
of digital literacy of students following questions can be asked:
What is the relationship between the length of hours spent on social media and level
of digital literacy of students?
Is there a significant relationship between the type of social media used and
the level digital literacy of students?
Research Questions for Ex Post Facto Research attempt to identify the
causes of the phenomenon in the context of your research problem. It is also assumed
that no control or manipulation of variable has been done in order to cause the effect. It
is understood that the cause of the problem already exists before you conducted your
study. For example, ex post facto study on family background and digital literacy of
students, the following questions can be asked:
Is there a difference in the literacy level of students between their cultural and
educational family background?
Research Questions for Experimental and Quasi-experimental Research
suggests that answers to these questions are brought about by manipulation or control
of a certain variable during the conduct of the study. These questions provide
explanation to the causal relationship of variables. The following research questions
can be asked on studies on elementary student’s remedial sessions and academic
performance of students:
Is there a significant difference in the posttest scores of the control group and
experimental group?
Scope and Delimitation
In doing research study, we make sure that we have certainty and reasons for
drawing the inclusion and exclusion of research variables. We do not write for the sake
of writing the parts of the research paper; such as setting the scope and delimitation of
your study. It is important because it draws the boundary of your study. Without doing
so, research procedures and results will not be coherent to the goal of your study.
The scope specifies the coverage of your study such as variables, population
or participant, and timeline. Delimitation cites factors of your study that are not included
or excluded or those you will not deal in your study.

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 In this section of your research paper, you may also state the reasons why
you did not include the variables. A clearly written scope and delimitation of the study
will make it definitely easier to answer questions which are related or not related to your
study.
Components of Scope and Delimitation
In writing the scope and delimitation of your study, you are also asking the
basic profile questions of your research. The following are the components of the scope
and delimitation of the study but not limited to:
Topic of the Study. What are the variables to be included and excluded?
Objectives or Problems to be Addressed. Why are you doing this study?
Time Frame. When are you going to conduct this study?
Locale of the Study. Where are you going to gather your data?
Characteristics of the Respondents. Who will be your respondents?
Method and Research Instruments. How are going to collect the data?

Difference between Delimitation and Limitation of the Study

The delimitation of the study describes the various limitations that arose during
the design and conduct of the study. Along the way of conducting your study, you will
encounter limitations which you have not drawn before you start – these are the
delimitations of study. Most of the delimitations arose from the applicability or
usefulness of the findings of the study to the current problem.
Variables not included in your study are also determined by delimitation of your study.
While on the other hand, limitation of the study are those variables included in your
study. Hence, limitation of the study is actually the identified scope of the study.
Getting this far means you have already completed the first part of the
research paper. The next step is to present your Statement of the Problem. The
following topics were already discussed and practiced so it is time to present your
output for this Module.
Research Title
Background of the Research
Research Questions
Scope and Delimitation of the Study

IV. Activity 2
Directions: As you have learned from this lesson, answer each question
comprehensively.
1. What I know about scope and delimitation of the study?

V. Activity 3
Directions: As you have learned from this lesson, answer each question
comprehensively.
1. What I know about research question?

VI. Activity 4- Directions: As you have learned from this lesson, answer each question
comprehensively.

1. What is the relevance of the Background of the Study in your research paper?

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VII. SELF-CHECK
ANSWER KEY

II. Activity 1

1. C

2. C

3. B

4. A

5. C

VIII. FORMATIVE ASSESSMENT

Directions: Read and analyze the statements below. Encircle the letter of the correct
answer.
1. Which of the following is NOT an essential characteristic of a researchable question?
A. The question is answerable by some sort of data that can be collected.
B. Answering the question provides a positive outcome to society.
C. The question is comprehensive.
D. The question is interesting.

2. Which of the following questions is most suitable for quantitative research?

A. Will the colors of the wall affect children’s preference and engagement during play
time?
B. Is there a relationship between soil components and shape of seeds?
C. Do online materials enhance the performance of students?
D. What are the features of herbal plants in the province?
3. If you are going to look for a topic idea for your research study, what is the most
reliable source you are going to consider?
A. Review of literature C. Wikipedia
B. Folklores D. Blogs

4. Which of the following best describes the development process for a research
question?
A. To focus your literature review, research topic must be refined first before doing a
preliminary research.
B. Preliminary research helps trim down a broad topic to a more manageable question.
C. As specific question can be broadened to make study more significant.
D. A broad topic is trimmed down to make it more interesting.

5. What refers to an issue that has not been fully addressed by previous studies?
A. Research problem C. Research question
B. Research topic D. Research gap

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