Lesson 5 Stating The Problem

BENITO SOLIVEN NORTH DISTRICT
300503 – BENITO SOLIVEN NATIONAL HIGH SCHOOL
PRACTICAL RESEARCH II:

LESSON V: STATING THE PROBLEM and
HYPOTHESIS
STATING THE PROBLEM
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).
Characteristics of Good RQs
FEASIBLE – Feasibility speaks of attainability +
convenience. Consider the amount of time,
energy, money, respondents, and even your
current situation as a student-researcher in
conducting your study.
1. What is the average satisfaction of parents
on Modular Learning?
2. What is the impact of giving laptops to
students to their academic performance?
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. DO NOT USE QUANTIFIERS; these
are VAGUE or UNCLEAR (i.e. “most”, “many”,
“some”, etc.)
SIGNIFICANT – This is the “SO WHAT?” factor of
the research. “Will answering these questions
provide an additional contribution to address the
given research problem?”
In other words, are the research questions really

worth investigating? At this point, you do not just
consider the time and money that you will spend,
but more importantly, the value of what you are
trying to investigate. Aside from it being your
interest, it should have a reasonable justification.
SIGNIFICANT – For example:
If your research problem states that there is the
need for awareness on child-abuse cases, your
questions should be:
1. What is the degree of child-abuse awareness of
students in BSNHS?
There is no need to ask:

1. What is the degree of addiction to mobile games
of child-abuse victims?
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.
Do NOT ask questions like: “What are the

common details of child-abuse experiences
of the respondents?”
FORMULATING THE RQs
Formulating research questions, particularly
those of inferential research designs,
(correlational, causal, experimental, etc.) it
is an unwritten rule that RQs should follow a
definite pattern. This is what makes
quantitative research rigid. You cannot
simply formulate whatever question that
pops in your head.
FORMULATING THE RQs
There are primarily two types of research
questions:
Descriptive research questions ask “What is”

and seeks only to describe a certain
variable in question. For example:
“What is the academic performance of the
respondents?”
FORMULATING THE RQs
Inferential research questions try to make
inference and ask “Is there a significant…”
This is also called the statistical “Yes-No”
questions.
For example:
“Is there a significant relationship between
the test anxiety levels and test scores of the
respondents?”
FORMULATING THE RQs
Research Topic
Safety of Students from Mosquitos inside the
Campus
Research Problem
The relationship of frequency of mosquito

bites with frequency of dark clothes worn
What is the relationship of wearing dark

clothes and mosquito bites?
FORMULATING THE RQs
Specific questions:
1. What is the frequency of mosquito bite of
students in a week?
2. What is the frequency of wearing black
clothes in a week?
3. Is there a significant relationship between
wearing black and getting mosquito bites?
FORMULATING THE RQs
For Descriptive Research
These focus 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 similar are used in these
questions.
FORMULATING THE RQs
For Descriptive Research
For example:
• What are the various social media

platforms used by Senior High Students?
• How many hours students spend on social
media per week?
FORMULATING THE RQs
For Correlational Research
These aim to determine the relationships among
two variables in your research problem.
Correlational research questions usually begin
with descriptive questions of the 2 variables, then
followed by a question beginning with the phrase
“Is there a significant relationship…”
FORMULATING THE RQs
For Correlational Research
For example:
3. What is the relationship between the length of hours

spent on social media and level of digital literacy of
students?
or
3. Is there a significant relationship between the type of
social media used and the level digital literacy of
students?
FORMULATING THE RQs
For Causal-Comparative Research
Causal-comparative research questions begins
with 2 research questions asking a descriptive
question for each of the IV and DV. The third
research question asks “Is there a significant
difference…”
Causal-comparative design assumes that, if there are

differences in the DV when grouped according to IV, it
means that the IV is a predictor of (or it affects) the DV.
FORMULATING THE RQs
For Causal-Comparative Research
For example:
Impact of Parental Academic Achievement to Student’s
Academic Motivation
3. Is there a significant difference in Motivation level of
students among different Parental Academic
Achievement backgrounds?
IF there are differences in motivation when respondents

are grouped by PAA, then PAA affects motivation levels.
FORMULATING THE RQs
For Experimental Research
In the first 2 questions, experimental questions
asks the state of the control and experimental
group before and after the treatment. In the third
question, it typically asks:
3. Is there a significant difference in the (insert

DV) of the control group and experimental group
after the treatment?
STATING HYPOTHESIS
If your research questions contain inferential
questions such as that of correlational, causal, or
experimental research, you are required to
present one hypothesis per inferential question.
There are two types of hypothesis: the null

hypothesis (Ho) and the alternative hypothesis
(Ha). You can write either or both in a separate
section after the “Statement of the Problem”.
STATING HYPOTHESIS
Null Hypothesis
This is the hypothesized result which proposes that
there is no significant difference or relationship
between variables in a study.
Alternative Hypothesis
The alternative hypothesis proposes that there is
a significant difference or relationship between
variables in a study.
STATING HYPOTHESIS
For example, the inferential question is:
“3. Is there a significant relationship between the
Math and the English test scores?”
Hypothesis
Ho: There is no significant relationship between
the Math and the English test scores.
Ha: There is a significant relationship between the
Math and the English test scores.
STATING HYPOTHESIS
GROUP ACTIVITY
In preparation for your pre-Title
Defense, perform the following:
PROCEED TO YOUR GROUPMATES
AND REFINE YOUR RESEARCH
QUESTIONS.
ANNOUNCEMENT
TITLE DEFENSE
Date:
Parts of the Concept Paper
1. Title
2. Background of the Study
3. Statement of the Problem
4. Conceptual / Theoretical
Framework
5. Scope and Delimitation
6. Research Design

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BENITO SOLIVEN NORTH DISTRICT

300503 – BENITO SOLIVEN NATIONAL HIGH SCHOOL

PRACTICAL RESEARCH II:

Once you have already enumerated your

In other words, are the research questions really

There is no need to ask:

Do NOT ask questions like: “What are the

Descriptive research questions ask “What is”

The relationship of frequency of mosquito

What is the relationship of wearing dark

• What are the various social media

3. What is the relationship between the length of hours

Causal-comparative design assumes that, if there are

IF there are differences in motivation when respondents

3. Is there a significant difference in the (insert

There are two types of hypothesis: the null

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