MIDTERMS PRA CRE

THE RESEARCH TITLE

What is a Research Title?
A research title prefaces the study by providing a summary of the main idea and is usually short and concise. Writing it
may seem to be a simple task but it actually requires more consideration on the part of the researcher. While he or she
may have written the contents of the study in great detail, researchers may find it hard to create a research title for their
study that is concise and represents all the relevant elements of the study at the same time.
A research title should have the following characteristics:
1. 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.
In general, 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.
What is a Research Problem?
The 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. However, 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
Research problems may be derived in almost any kind of setting such as hospitals or clinics, schools, offices, homes, or
any part of the community. Research problems can be commonly based from circumstances with the following
characteristics:
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 advanced 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.
Furthermore, 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

 In the book A Research Guide in Nursing Education, Barrientos-Tan (1997) discusses the different criteria for choosing a
problem for research. These are as follows:
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, teachers, 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 considered.
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
a 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 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
The background of the researcher is an important factor that defines the selection of research problems and topics. A
researcher in a particular field, like medicine, engineering, or the social sciences, focuses on topics within their field or
discipline. A student researcher, on the other hand, focuses on more practical and relatable topics for research. One useful
guide to student researchers taking this course is to consider their respective tracks for Senior High School. Students on
the STEM track should consider researching on topics related to science and technology. ABM track students, meanwhile,
should consider topics on business and management. Finally, HUMSS track students can choose from the wide variety of
social science and humanities topics such as history, politics, society, culture, arts, and music.
Researchers should also be aware of the following factors in determining their research problem and topic:
 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.
 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.
 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
THINGS TO REMEMBER
 The title of the research should summarize the main idea, and include the major variables and the participants of
the study.
 The potential sources of problems in research can stem from circumstances which conveys a feeling of
discomfort; have perceived difficulty; displays a gap between theory and practice; involves experiences of
oneself; shows some kind of pattern or trend; makes use of literature review; and involves a personal curiosity or
interest.
 The chosen topic or problem in research must pass different external and internal criteria.
 The external criteria include novelty, availability of subjects, support of the academic community, availability
and adequacy of resources, and ethical considerations.
 The internal criteria consist of experience, training and qualifications of the researcher, motivation, interest and
curiosity, time factor, and cost and returns.
 Special considerations for high school students in choosing research problems should be considered such as the
relevance to the K-12 tracks, feasibility of the study, external support, and innovative quality of the chosen study.
BRAINSTORM
The research question or research title is one of the most important parts of your research project, thesis or
dissertation. It will guide you in which information to search, data to be collected, and how you’re going to design
your writing process.
Formulating a research question helps you focus your research into a specific concern or issue by defining exactly
what you want to find out.

TOPIC – use of social media

RESEARCH QUESTION – why do teenagers make up the largest percentage of instagram users?
How does frequent use of youtube affect people’s social behaviour
 HOW DO I FORMULATE A RESEARCH QUESTION?

1. CHOOSE A TOPIC - For this step it will be helpful if you choose a topic youre interested in since you'll be
working on it for some time.

2. NARROW THE TOPIC - Choose a certain aspect of your topic that you want to focus on.

3. ASK SOME QUESTIONS - Think of some questions you can ask about it.

4. FOCUS ON THE QUESTIONS - pick one and try to make it more specific and relevant. For example if your
choice topic is mental health you can narrow the topic down by simply choosing a certain aspect of it. Once you have
chosen a certain topic, sub topic, think of some questions you would want to ask about it. Then choose one and
develop it into a strong research question by making sure that it is focused, specific, researchable, feasible, complex
and relevant.

A research question is a question which states the aim of your research and pinpoints exactly what you want to find
out. To formulate your own research question, first choose a topic or research problem, decide what you want to know
about this concern write down sample questions then pick one and make sute that it is answerable, not too broad or
too narrow, relevant anf focused on your research problem.

ANOTHER TIP WHEN FORMULATING A RESEARCH QUESTION

-after choosing a topic do some preliminary reading to find out topical debates and issues about it. This will also help
you narrow down your topic and help you think of relevant research questions.

BEGINNING OF THE RESEARCH: Introduction and Statement of the Problem

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 study. It has
the following essential elements:
1. Introduction
2. Statement of the problem
3. Scope and delimitation
4. Significance of the study
5. Definition of terms
INTRODUCTION

The introduction is important in establishing the cognitive setting of the research. It has the following elements:
1. Rationalization of the need to research on the problem
2. Clarification of the important terminologies for the reader to easily understand what the research is about
3. Establishment of the degree of seriousness of the problem which prompted the researcher to look for solutions
The following questions can aid the researcher in formulating the introduction:
1. What is the rationale of the problem? This question is answered by sharing the reasons why the researcher
decided to look for solutions to the problem. A rationale may include the narration of personal experiences, a
description of an article read, a scene witnessed, a news heard, or a theory that needs to be clarified. The
researcher should describe the existing and prevailing problem based on his or her experience. The scope may be
local, national, or international. Ideally, the rationale can start from a global perspective to a more personal one.
Example:
As a Grade 12 student, Arjohn David, experienced some difficulties in performing well because of various factors such as
the attitude of his teachers as well as their teaching methods, the absence of laboratory facilities, and inadequacy of books
in the library. He is having difficulties in his quizzes and class performance.
2. What is the setting of the problem? The setting forms part of the delimitation of the study. It defines the
geographic boundaries and certain demographic characteristics of the research. This describes the place where the
research was conducted, since the setting has a significant bearing on the variables being studied. In the
description of the setting, its distinctive characteristics must be highlighted.
Example:
Puting Capunitan Elementary School is one of the barrio schools in Orion, Bataan where most enrollees are from
disadvantaged families whose immediate ancestors are either laborers or fisher folks. This school is one of the schools
with poorly performing students in their division according to the Department of Education.
3. What is the basic literature foundation of the study? This is different from the review of the related theories,
conceptual literature, and research literature. This part seeks to provide the researcher clarity on the terms or
variables used in the study. The terms and variables must be clear to the researcher for an easy understanding of
the readers. As such, sufficient background can assist the investigator in determining the boundaries of the study.
This part is derived from different literature sources. The use of various references is crucial in this part of the
first chapter.
Example:
As teaching is considered to be a complex activity (Medley, as cited in Iqbal,
1996), the scholars and researchers in the field of education have since long been exploring into and analyzing the
teaching phenomenon. Teaching is an arrangement and manipulation of a situation in which a learner tries to overcome
the learning problems. Teaching is also a multidimensional set of activities intended to facilitate learning (Torrington et
al., 2003). However, it is universally recognized that teachers’ instructional performance plays a key role in students’
learning and academic achievement (Panda and Mohanty, 2003).
4. How serious is the chosen research problem? The researcher is tasked to identify the intensity and magnitude
of the problem. When the gravity of the problem has already been described, he or she may then gauge the kind of
action to be used to identify the problem. In most cases, the researcher at this point looks for statistical or
quantitative evidence to assess the significance of the problem at hand.
Example:
Based on the DepEd Division Memo series 2012, among the 12 schools with the most poorly performing students, Puting
Capunitan Elementary Schools ranked 12th.
5. What is the general objective of the problem? This is the general statement of the problem or the major tasks of
the researcher to discharge and should also be the basis of the enumerated statements of specific problems.
Example:
With the abovementioned scenario and situations, it is the main objective of the researcher to determine the common
reasons of the poor performance of the students. Therefore, the research findings on that objective become the basis of an
intervention program for school effectiveness.
6. What is the overall purpose of the problem? It is important to note that the researcher must be totally aware of
the purpose of the research problem. He or she must fully understand the implications of the resulting findings of
the study.
Example:
This is mainly for the purpose of letting the students acquire the needed competencies before graduation and enabling the
school to perform better in the
Regional Achievement Examinations.
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
In the book Principles of Qualitative Research: Designing a Qualitative Study, Creswell and
Clark (2014) provide the following criteria in writing the purpose statement:
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.
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 is provided below.
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 be generally defined as (a general definition of the central concept)
(Creswell and Clark, 2014).
Below are some examples of a general problem.
Example 1:
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 2001-
2002. 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.
 
The general problem is followed by an enumeration of the specific problems. These problems are usually stated as
questions that the researcher seeks to answer. Therefore, the specific problems must meet the following criteria:
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.
According to Creswell and Clark (2014), there are two types of research questions. These are as follows:
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.
Creswell and Clark (2014) also provide some guidelines in formulating the research question:
1. The question should begin with words such as “how” or “what”.
2. The readers should be informed of the information 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 over time?” should be asked to explore the process.
In addition, Cresswell and Clark (2004) also provide the following scripts as a guide in designing qualitative central and
sub-questions:
1. Central question script
2. “What is the meaning of/what does it mean to (central phenomenon)?”
Examples:
 What is the meaning of intrapersonal competencies?
 What does it mean to differentiate the customs and traditions of Aetas to those of the locals?
 What does it mean to characterize the study habits of the top 10 students of the class?
 “How would (participants) describe (central phenomenon)?”
Examples:
 How would school managers describe intrapersonal competencies?
 How would the Aetas and locals of Zambales differentiate their customs and traditions?
 How would the top ten high school students characterize their general study habits?
2. Sub-question script
“What (aspect) does (participant) engage in as a (central phenomenon)?”
Examples:
1. What level of self-concept does the school managers engage in as a characteristic of interpersonal competencies?
2. What nature of practices do the Aetas and locals of Zambales engage in as a part of their customs and traditions?
3. What kind of preparation does the top 10 high school students engage in as an indicator of their general study
habits?
 
TYPES OF RESEARCH QUESTIONS
In general, there are two types of questions formulated in research. These are as follows:
1. Non-researchable questions – These are questions of value and are answerable by yes or no.
Examples:
 Should all mothers breastfeed their babies?
 Should high school teachers be watchful over their Grade 7 students?
 Should the schools offering different majors in senior high schools require their students to have a mandatory
review before taking the National Assessment Exam?
 Do all head teachers have a master’s degree?
 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:
 What are the common preparations done by Grade 7 students during their first days in school?
 How do senior high school students respond to their Math teacher?
 What are the study habits of students who are poorly performing?
 What is the relationship of the attitudes of the adviser to the classroom behavior of Grade 9 students?
 How do the officers of the Parent-Teacher Community Association assist in the improvement of school facilities?
Dickoff et. al (as cited by Wilson, 1989) provide further classification to research questions.
These are as follows:
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:
1. What is the profile of school principals in terms of the following?
i. Age
ii. Management experience
iii. Civil status
1. 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 question “What is happening here?” The goal of these questions is to
determine the relationship among factors that have been identified.
Examples:
 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 School of Professional Studies?
 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:
 What are the effects of computer-learning assisted methods of teaching to the interest level of the sophomores to
their history subjects?
 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.
Examples:
 Based on the findings, what human relation intervention program can be adopted to enhance or improve
effectiveness of existing teaching methods?
 What faculty development activities can be sponsored by the PTCA to improve the performance of graduating
students in the UP College Admission Test (UPCAT)?
THINGS TO REMEMBER
1. The introduction of the problem has the following elements: rationale, setting, literature foundation, proof of
urgency, general research objectives, and general purpose.
2. The rationale is formulated not only by stating the reasons of the conduct but also narrating incidences from
international to local scenarios.
3. The setting of the problem describes the distinctive characteristics of the geographical location of the place where
the study is to be conducted.
4. The definition and the description of the major variables must be done through analyzing literatures.
5. The urgency of the problem must be proven by citing statistical evidences.
6. The general objective of the study is the major task of the researcher and is the general statement of the problem.
7. The general purpose is the general benefit or significance of the study.
8. In writing a good qualitative general problem or central question, the following criteria should be considered:
 It should be written in a single sentence.
 It should include the purpose of the study.
 It should include the central phenomenon.
 It should use qualitative words.
 It should identify the participants in the study.
 It should specify the research site.
 The general problem can be followed by specific problems or sub-questions which must satisfy the following
criteria:
 They must be in question form.
 They should define the population and the samples of the study (respondents).
 They should identify the variables being studied.
1. Questions in qualitative research usually ask how or what questions.
2. The two general types of research questions are researchable and non-researchable questions. These are further
classified into four (4) types: factor-isolating, factor-relating, situation-relating, and situation-producing
questions.