SHS

Republic of the Philippines

Department of Education
REGION V - BICOL
SCHOOLS DIVISION OF MASBATE CITY
MASBATE NATIONAL COMPREHENSIVE HIGH SCHOOL
MASBATE CITY

LEARNING ACTIVITIY SHEET

(LAS)

INQUIRIES, INVESTIGATIONS AND IMMERSION

QUARTER 1 – Week 3: Identifying the Problem
And Asking the Question

JUSTICE.COURAGE.MAGNIFICENCE.HONOR.TEMPERANCE

Address: Quezon St., Masbate City

 3I’s
School ID: 302148 Identifying
Email Add:the Problem and Asking the Question
[email protected] Week 3
Tel.: (056) 333-2255 Fax: (056) 333 – 5353

l. INTRODUCTORY CONCEPT
This LEARNING ACTIVITY SHEET (LAS) contains discussion and activities that will
help
you explore possible sources of research problems, and finally help you come up with your
statement of the problem and specific research questions.

ll. LEARNING SKILLS FROM THE MELC

In this LAS, you are expected to formulate clearly the statement of research problem and provide an
output of the following research parts, to wit;

1. Background of The Problem;

2. Conceptual Framework;
3. Research Hypothesis (for quantitative research);
4. Statement of the problem;
5. Definition of terms;
6. Importance of the study; and
7. Scope and Limitations of the study

lll. LEARNING CONTENT AND ACTIVITIES

Vocabulary List

 Casual Questionis when a study is designed to determine whether one or more variables
causes or affects one or more outcome variables.
 Conceptual Definition is one that is found in the dictionaries. This is also called constitutive
definition.
 Conceptual framework refers to the research paradigm that sets out the constructs important in
the research area and the relationships between these constructs.
 Definition of terms is an alphabetical list of the important words acronyms that researcher
defines particularly those used in a special way in the study so as to avoid ambiguity.
 Delimitation is the part that establishes the boundaries of the study.
 Descriptive Question is when a study is designed primarily to describe a particular phenomenon
 Framework is a set of concepts that serves as scaffolding to something. In research, it serves as
the building foundation.
 Limitation is a statement that lays the weakness of the study. An honest acceptance of the
limitation brings more credence to the study.
 Paradigm of the Study refers to the presentation of a study in a form of diagram to summarize it.
 Scope refers to the part of the research that defines where and when the study was conducted and
who the subjects where
 LESSON PROPER 1

1. RESEARCH PROBLEM is a statement about an area of concern, a condition to be improved, a

difficulty to be eliminated, or a troubling question that exists in scholarly literature, in theory, or in
practice that points to the need for meaningful understanding and deliberate investigation. It is
typically posed in the form of a question.

 To make research more manageable, the following shall be considered:

A) ASPECT - Choose one aspect through which you look at the research problem. To put it more
simply, look at just one facet of the issue or problem. E.g. A study about the effect of the
Corona pandemic to the life of the people is just too broad and has multiple aspects which will
be complicated for a student researcher.

B) COMPONENTS - determine if your initial variables or unit of analyses can be divided into
more particular parameters which can then be analyzed more precisely. For example, a study
about vaping will be too broad. Topic is too broad when there are so many different ideas about
it. [e.g., a study of tobacco use among adolescents can focus only on vaping among male
adolescents rather than adolescents in genera or focus on female adolescents of a certain age.

C) CURIOSITY - Choose a topic that you know a little about, however you have the desire to
explore and learn more. There is no point in studying something you already knew as there will
be no place for finding new knowledge.

D) INTEREST - Choose a topic that seems interesting to you. If you do not have any interest in a
topic you will not be able to do the study with passion and probably you will not duly devote
time for it. As a senior high school student what are the most interesting topics in your field that
you want to explore. But remember that apart from your interest, topic you chose must be
objective and researchable. Moreover, your interest must be about a novel topic. Avoid overly
discussed or explored topic.

E) TIME and PLACE --Remember that the smaller the area of analysis, the narrower the focus.
Moreover, the shorter the available time period, the narrower the focus should be. Narrow
down your topic and review it several times. Get feedback from your teacher about your chosen
topic.

F) TYPE -- Focus your topic in terms of a specific type or class of people, places, or things.
Otherwise, the conduct of the study will not be manageable.

G) AVAILABILITY of RESOURCES - Check the availability of references by visiting online

libraries, journals and research gates. Once you realize the non-availability of resources, change
the subject.
H) SIGNIFICANCE of the TOPIC - The research topic chosen must be significant, and must
address a particular problem that will impact the life of the people in general.

2. CONCEPTUAL FRAMEWORK - Researchers create conceptual frameworks that include a

 philosophical and methodological model to help design their work. The data collection and analysis
are also based on the theoretical and conceptual framework. Miles and Huberman (1994) defined a
conceptual framework as a visual or written product, one that ‘explains, either graphically or in
narrative form, the main things to be studied—the key factors, concepts, or variables—and the
presumed relationships among them. One of the most important things about conceptual framework
is that it primarily becomes the model of what is out there that you plan to study.
2
 Guide on How to Make the Conceptual Framework

1. Pick your research topic. Remember the considerations in choosing the research topic. You
may refer to the previous discussion in this module.
2. Do a literature review. Read relevant and updated research on the general topic that you
decide to work on.
3. Identify the important variables. Find studies with the same variables and figure out how
these are related to your study. You may go over the abstract of the published research. Some
abstracts contain the variables. If variables are not apparent from the abstract, you may do a
skimming of the discussion.
4. Then build your conceptual framework using the variables from the related studies you
have read. IPO (Input-Process-Output) is one of the most used paradigms that seek to
understand a factor or variable that causes a problem or change in the subject.

INPUT PROCESS OUTPUT

Example:

3. HYPOTHESIS is a statement that can be tested by scientific research. If you want to test a
relationship between two or more things, you need to write hypotheses before you start your
experiment or data collection. Hypothesis states a prediction about what the study will find.
It is a tentative answer to a problem that has not yet been tested.

Variables in hypotheses
In experimental and correlational research, hypotheses propose a relationship between two or
more
variables. An independent variable is something the researcher changes or controls. A dependent
variable is something the researcher observes and measures.
 Developing a Hypothesis

1. Ask a question. Hypothesis begins with a research question that you want to answer. The
question should be specific and researchable.
2. Do some preliminary research of the previous studies. Your initial answer to the question
should be based on what is already known about the topic. Look for theories and previous
studies to help you form educated prediction.
3
3. Formulate your hypothesis. Foresee the idea of what you expect to find. Write your initial
answer to the question in a concise sentence.

WRITING A STATEMENT OF THE PROBLEM

After identifying a research problem, the next step is to write a problem statement. It has to be
concise and concrete. Writing a problem statement can help the researcher put the topic in context
and have a deeper understanding of its significance. A problem statement may be written in several
paragraphs or in several sentences incorporated in the introduction.

 For practical research, look at the concrete details of the situation and ask yourself these
questions:
a) Where and when does the problem arise?
b) Who are affected by the problem?
c) What attempts have been made to solve the problem?

4. PROBLEM STATEMENT should also address the relevance of the research: why is it important
to
resolve the problem. The problem statement need not lay worldchanging impact. What is important is
that the he problem statement should lay how you intend to address the problem. Your goal should
not
be to find a conclusive solution, but to seek out the reasons behind the problem and propose more
effective approaches to understanding it. So a researcher must set the objectives of the study. You
may
start with the following phrases:

a) The aim of this study is to determine…

b) This project aims to explore…
c) I aim to investigate…

 The following are tasks that may help a researcher enhance skill in discovering and identifying
a research problem

a) Refer to related literature.

b) Attend webinars.
c) Be observant of the situations around you.
d) Visit libraries and online research gates.
e) Subscribe to research journals
f) Conduct mini researches and note the gaps in the findings.
 General problem statement is usually followed by specific problems which are in a form of a
question.
There are two types of questions: researchable questions and non-researchable questions. Non-
researchable questions are those answerable by yes or no. Researchable questions are questions of
value or opinion.

5. DEFINITION OF TERMS is an alphabetical list of the important words acronyms that

researcher 4
defines particularly those used in a special way in the study so as to avoid ambiguity.

Your proposed study will likely include words that are not widely known outside your discipline. It
may include constructs, formulas and operational definitions that differ from colloquial definitions or
other schools of thought. This part of your study offers provides the reader a list of definitions of
these
terms. Your definition can considerably affect how the reader understands your thesis. Be sure you
use these terms in a consistent manner from the start to finish of your study.

 In writing your definition of terms, make an introductory sentence or paragraph. It must also
be noted that a word may be defined conceptually and operationally in the study.

Example: The following words defined are used in this study:

Photo Manipulation. This refers to editing of the pictures using the different features available in
the mobile phone or computer. Its purpose is for the person to look better and beautiful and
handsome before they post it on social media platforms.

Self-esteem. This is operationally defined as the manner the students value themselves through the
affirmation and motivation they get through the posting they make in the social media platform.

6. SIGNIFICANCE OF THE STUDY answers the fifth W of an academic quest. That is the why.
Why
do you think your study is significant? When discussing this, you deal with the general contribution
that your study makes.

According to Unite for Sight, the goal of research is to inform action. Your study must contextualize
its
findings within the larger body of research. It must have a high quality that is applicable outside of the
research setting.

Dissemination of the research outcomes is the expressed contribution of the researcher. Leann Zarah
in her article offered 7 reasons why research is important. They are as follows:

1. Research is a tool for facilitating learning.

2. It is a way to understand various issues and it increases public awareness.
3. Research leads to business success.
4. It is a way to negate fallacious claims.
5. It finds and seizes opportunities.
6. Research is a key to love reading, writing, analyzing, and sharing valuable Information
 7. Research nourishes and exercises the brain.

To be guided in drafting your Significance of the study, ask yourself these questions:

Q1: What is the specific significance of your research to yourself or other individual?
Q2: Why is it important to communicate the value of your research?

A study without sharing its findings is a mere brain exercise and will never give an opportunity for
more learning discoveries. If that is the case, it may not be considered significant.

Here is an example of a Significance of the Study.

5
tSignificance of the Study
The study is beneficial to the following people:
The Students. This study will give awareness to students on the effects
of social media addiction on their behavior. Moreover, they can be enlightened
and practice using social media in an appropriate way.

The Parents. This study will help the parents to understand why their
children are being addicted to social media. Through this study, they can think
of some preventive measures to help their children control the use of social
media.

Future Researchers. This study may benefit future researchers since

this will serve as blueprint of the findings and conclusions which may lead to
further studies. to social media. Through this study, they can think of some

7. SCOPE AND DELIMITATION

Everything must have limits. Government, politics, power, rights and sports have its own bounds.
Conduct of a study must have bounds as well. It is necessary to narrow down research topic and
limitits bounds. Otherwise, it will not be manageable and your study will go nowhere. Readers of
your research must know these limits. The scope identifies the boundaries of the study in term of
subjects, objectives, facilities, area, time frame, and the issues to which the research is focused.

Given here are examples of opening phrases to express the scope of the study:

The coverage of this study ___________________________________________.

The study consists of _______________________________________________.
The study covers __________________________________________________.
The study focuses on _______________________________________________.
 The purpose of the delimitation of the study is to delimit by geographic location, age, sex, population
traits, population size, or other similar aspects. Delimitation makes study more manageable and
feasible. Part of it sets the constraints or weaknesses of a study which are beyond the control of the
researcher. An example of limitation is accessibility of data. The quality of the research findings will
depend Students. Another example of limitation is the time that a research has to devote in the
conduct
of the study. So, the researcher must be careful in deciding on a research problem. Interest over the
topic will not suffice. It must be practicable within a manageable period of time.

Example: 6
Predictors of Students’ Performance in Chemistry Laboratories Of Selected Private Schools

(Estrella, 2009)

This study was focused on the factors affecting students’ performance in Chemistry laboratory in
selected schools in Balanga City for the School Year 2008-2009. In this study, the students’ performance refers
to the average grade of the students in their Chemistry laboratory from the first to third grading period.
Chemistry, the chosen field for the study is the science with more abstract theories which must be proven with
actual events through experiments by the students.

The study considered the following schools in Balanga City Schools as the research locale of the
investigation Tomas del Rosario College Asia Pacific College of Advance Science of Bataan Christian School.
This is because these schools belong to the same category as private institutions.

Specifically, the factors in this research were students-related ones which pertain to the attitude of the
students in Chemistry laboratory. Teacher related factors pertain to the teaching strategies, competencies and
teachers’ attitude in conducting experiments in the Chemistry laboratory. Lastly, laboratory related factors
pertain to the adequacy, availability and usability of the laboratory equipment and the laboratory manual and
facilities. The grade point average (GPA) were gathered and tabulated to measure their performance in the
Chemistry laboratory.

DO THE TASKS

TASK 1. Instructions: Read and analyse the questions below. Find the correct answer in the
box.
Write the letter of the corresponding answer on the space provided before the number.

A. Research Problem B. Conceptual Framework C. Hypothesis

D. Definition of Terms E. Scope and Delimitation F. Significance of the Study

____1. It is a statement about an area of concern, a condition to be improved, a difficulty to be

eliminated, or a troubling question that exists in scholarly literature, in theory, or in
 practice that points to the need for meaningful understanding and deliberate
investigation.
____2. a visual or written product, one that ‘explains, either graphically or in narrative form,
the
main things to be studied—the key factors, concepts, or variables—and the presumed
relationships among them.
____3. It is a statement that can be tested by scientific research.
____4. It is an alphabetical list of the important words acronyms that researcher defines
particularly those used in a special way in the study so as to avoid ambiguity.
____5. What part of a research does answer the fifth W of an academic quest?

TASK ll. Instructions: To practice writing your research paper related to your elective give what is
asked 7
in Column A. Put your brief descriptions/answers in Column B. Use separate
sheet
of paper in answering the activity.

A B
Topic related to your elective
Background of the problem
Scope and Delimitation
Propose solution to the problem
Beneficiary/ies of your research

TASK lll: Instructions: Refer to Task ll , what will be its significance to your field of elective?
(elucidate)
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

lV. RUBRIC

OBSERVE THE FOLLOWING RUBRICS IN PERFORMING TASK lll:

Rubric Excellent (5pts.) Average (3pts.) NI (1pt.)

Organization The idea is well The idea is somewhat The idea is not
organized organized organized
Relevance The idea is very timely The idea is somehow The idea is not
and significant significant and still significant
existing
Grammar and Precise, illustrative use Limited word choice Minimal variety of
 Style of a variety of words with some grammar words with no
with correct grammar. error. correct grammar.

V. REFLECTION
What did you learn in this LAS? (Write it on a separate sheet of paper)

_____________________________________________________________________________
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_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________________________

Vl. ANSWER KEY

8
TASK l: 1. A 2. B 3. C 4. D 5. E
TASK ll: Answer may vary
TASK lll: Answer may vary

Vlll. REFERENCES
1. Region V module
2. Burkhardt, MacDonald & Rathemacher (2012). Teaching Information Literacy: 50 Standards-
Based Exercises for College Student. File Retrieved from https://library.wlu.ca/sites/default/
files/pdfs/tutorials/researchquestionworksheet
3. Camp. (2001). Definition of Conceptual Framework. Retrieved from
https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPap ers.aspx?
ReferenceID=799522
4. Cristobal Jr, Cruz-Cristobal MC. (2017). Practical Research 1 for Senior High School. 1st Edition.
Philippines: C & E Publishing, Inc.
5. Cristobal Jr, Cruz-Cristobal MC. (2017). Practical Research 2 for Senior High School. 1st Edition.
Philippines: C & E Publishing, Inc.
6. Regoniel, P. (2015). Conceptual Framework: A Step by Step Guide on How to Make One. File
Retrieved From https://simplyeducate.me/2015/01/05/conceptualframework-guide/

Prepared by: Checked:

 (SGD) RAFFY C. UBAC (SGD) MARK BRYAN B. LOTERTE
Teacher ll Master Teacher ll (3I’s Coordinator)

Noted: Approved:

(SGD) HANNIE LISA B. AGUILAR (SGD) EDWIN G. RETURAN

Master Teacher ll (Coordinator) OIC-SHS/Head Teacher lll