Chapter 2 - THE RESEARCH PROBLEM

Lesson 1 - Introduction to Research Problem

Lesson 2 - Elements of Research Problem
Lesson 3 - Guidelines in the Selection of Research Problem
Lesson 4 - Guidelines for Writing the Title and Formulating
General and Specific Problems
Lesson 5 - Identifying Variables/Hypotheses
Lesson 6 - Scope and Delimitation/Limitation
Lesson 7 - Importance/Significance of the Study
Lesson 8 - Defining Terms and Expressions

Lesson 1 - Introduction to Research Problem

Objectives:
At the end of the lesson, the students are expected to:
1. Define a research problem;
2. Provide the terms related to the research problem;
3. Recognize the tips in sharpening skills for discovering and
identifying problems; and
4. Distinguish the criteria in choosing research problems.

The Research Problem

A research problem in general, refers to some difficulty that a

researcher experiences (unsatisfactory or difficult) in the context of either
a theoretical or practical situation and wants to obtain a solution for the
same. The research problem undertaken for the study must be carefully
selected. The task is a difficult one, although it may not appear to be so.
Nevertheless, every researcher must find out his salvation for research
problems cannot be borrowed.

Sharpening Skills for Discovering and Identifying Problems

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1. Reading a lot of literature in your field of concentration and being
critical of what you read.
2. Attending professional lectures.
3. Being a keen observer of situations and happenings around you.
4. Thinking out the possibility of research for most topics or lessons
taken in content courses.
5. Attending research colloquia/seminars.
6. Conducting mini-researches and noting the obtained findings
closely.
7. Compiling research.
8. Visiting various libraries for possible discovery of researchable
topics.
9. Subscribing to journals in your field.
10. Building up a library of materials in your field.

Choosing the Research Problem

Good and Scates classified factors or criteria into external and
internal
External Criteria
 Originality and avoidance of unnecessary duplication. Concerned
with the element of newness
 Importance in the field
 Availability of Data
 Choice of method – institutional or administrative cooperation
 Funding support or sponsorship
 Facilities and equipment
 Ethical Considerations
Internal Criteria
 Interest/Experience of the Researcher
 Training
 Cost
 Time
Sources of Problem
 Actual problem encountered
 Technological changes and curricular development
 The graduate’s academic experience
 Consultation with experts

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  Specialization
 Analysis of an area of knowledge
 Consideration of existing practices and needs
 Repetition or extension of investigation
 "Off-shoots" of studies underway

Lesson 2 - Elements of Research Problem

Objectives:
At the end of the lesson, the students are expected to:

1. Recognize the elements of the research problem; and

2. Formulate a research problem and identify the elements.

The term research problem implies that an investigation, inquiry, or

study is ready to be conducted. There are certain elements that a problem
must possess before it becomes a research problem ready for
investigation (See, et al., 2000). These are:
1. Aim or purpose of the problem for investigation. This answers
the question WHY? Why is there an investigation, inquiry, or
study?

2. The subject matter or topic to be investigated. This answers

the question WHAT? What is to be investigated?

3. The place or locale where the research is to be conducted.

This answers the question WHERE? Where is the study to be
conducted?

4. The period or time of the study during which the data are to
be gathered. This answers the question WHEN? When is the
study to be carried out?

5. Population or universe from whom the data are collected. This

answers the question WHO? Or from WHOM? Who are the
respondents? From whom are the data to be gathered?

It answers the questions – why, what, where, when,

and who or from whom?
In formulating the title, the aim is usually omitted and sometimes
the population and time are omitted.

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Ex. Title: The Continuing Professional Nursing Education in Laguna
Aim/Purpose: To determine the profile of
Subject Matter: Continuing Professional Nursing Education
Place or Locale: Province of Laguna
Period: Calendar Year 2000-2004
Population/Universe: The respondents are nurses in Laguna

Lesson 3 - Guidelines in the Selection of Research Problems

Objectives:
At the end of the lesson, the students are expected to:

1. Identify the guidelines in the selection of the research

problem;
2. Formulate research problems based on the guidelines
identified; and
3. appreciate the tips in identifying research problems.

GUIDELINES IN THE SELECTION OF RESEARCH PROBLEMS

The following are some guides in the selection of research

problems:

1. Interest: The research problem or topic must be chosen by the

researcher. This is to avoid blaming others or offering excuses
for any obstacle encountered. It must be within the interest of
the researcher. This is to make sure that the researcher will
focus attention on the research work.

2. Level of expertise: It must be within the specialization of the

researcher, and have an adequate level of
Knowledge/knowledge. This will in some way make the work
easier for him because he is working on familiar grounds.
Besides, this may improve his specialization, skill, and
competence in his profession.

4. Measurement of concepts: It must be within the competence of

the researcher to tackle. He must have a workable
understanding of the study and be clear about the indicators
and measurement of concepts.

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 5. Magnitude and manageability: It is researchable and
manageable That is:

a) data are available and accessible;

b) The data must meet the standards of accuracy, objectivity,

and verifiability. The data gathered must be accurate,
objective, and not biased and can be verified if the study
will not be valid and the generalizations formulated will be
faulty;

c) answers to specific questions can be focused;

d) the hypotheses formulated are stable, that is, they can be

accepted or rejected; and

e) Equipment and instruments for research are available and

can give valid and reliable results. The construction and
validation are fully discussed in the methodology.

f) It can be completed within a reasonable period.

6. Relevance: It is significant, important, and relevant to the

present time and situation, timely, and of current interest.
Ensure that your study adds to the existing body of
knowledge, bridges current gaps is useful in policy
formulation, and can make a substantial impact upon
situations and people. This will help you to sustain interest
in the study.

7. Ethical issues: How ethical issues can affect the study

population and how ethical problems can be overcome
should be thoroughly examined at the problem-formulating
stage. There must be a consideration of the hazards
involved, either physically, socially, or legally of the study
population.

8. The results are practical and implementable.

Tips for Developing Research Problems and Research

Questions

 Watch for recurring problems and see if you can discern (see) a
pattern in situations that lead to the problem.

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  Think about aspects of your work that are irritating, frustrating, or
do not result in an intended outcome – they try to identify factors
contributing to the problem that could be changed.

 Critically examine some of the decisions you make in the

performance of your functions. Are these decisions based on
tradition, or are they based on systematic evidence that supports
their efficacy? Many practices, in business, and in education that
becomes custom, might be challenged.

 As an alternative to identifying problematic situations, identify

aspects that you most enjoy or in which you have the greatest
interest.

 In a pinch, do not hesitate to replicate a study that is reported in the

research literature. Replication provides a valuable learning
experience and has the potential to make a meaningful contribution
because it can corroborate (or challenge) earlier findings.

 In wording your research or statement of purpose, it may be useful

to look at published research reports for models.

NOTE: Once you have identified the research problem, you can now
formulate your topic, your title, and research questions.

Components of Research

1. Title of the Study

2. Chapter 1 – Introduction or Background of the Study
 Introduction
 Statement of the Problem
 Hypothesis
 Purpose of the Study (usually in the introduction)
 Assumption
 Definition of Terms
 Significance of the Study
 Scope and Delimitation
3. Chapter 2 - Review of Related Literature
4. Chapter 3 - Theoretical Framework
5. Chapter 4 - Methodology and Design
6. Chapter 5 - Analysis and Findings
7. Chapter 6 - Summary, Conclusions and Recommendations

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1. Title of the Study

The title of the study gives a general idea of what the research study is all
about. Research titles must be clearly stated, concise, and should be limited to at
most 15 words, if possible. The variables of the study are reflected in the title,
particularly the relationship among variables and the proposed target population.

Examples:

 “Occupational Stress, Coping Strategies and Quality of Life Among

University Employees During Covid 19 Outbreak”
 “Work Values of Nurses and Their Clinical Performance in Selected
Government Hospitals in Metro Davao”

Lesson 4 - Guidelines for Writing the Title and Formulating the

General and Specific Problem

Objectives:
At the end of the lesson, the students should be able to:

1. Appreciate/apply the guides in writing the title;

2. Apply the guides in writing the sub-problems or specific
questions;
3. Be acquainted with the steps in writing sub-problems; and
4. Create sub-problems using the guide.

GUIDELINES IN WRITING THE TITLE

1. Generally, the title is formulated before the start of the research work.
It may be revised or refined later if there is a need.

2. The title must contain the subject matter of the study, the population,
and the period when the data were gathered or will be gathered.

3. It must be broad enough to include all aspects of the subject matter to

be studied. Hence, the title indicates what is expected to be found
inside the thesis report.

4. It must be as brief and concise as possible.

5. Avoid using the terms “An Analysis . . . An Investigation of . . . A Study

of . . .”

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6. If the title contains more than one line, it must be written like an
inverted pyramid, all words in capital letters.

2. Introduction or Background of the Study

This section presents a brief discussion of the rationale and background of the
problem or subject of inquiry. The introduction serves as springboard for the
statement of the problem. It should stimulate the interest of the reader and set the
stage for the presentation of the study.

The introduction part includes the following:

a. The context of the problem and its historical background;

b. Authoritative viewpoints on the problem;
c. The researcher’s interest in working on the problem;
d. The purpose of the study in relation to the problem.

Examples:

1. “Nurses Emotional Intelligence and Safety Climate: Action Program Towards

Healthy Work Environment”

For many years, management and leaders of companies have been directed to
leave their feelings and emotions at the door when they enter their workplace. But
nowadays, researches have shown that it is impossible to separate emotions from
their influence actions in an organization (Mathew and Gupta, 2015).

The nursing work itself is a career that demands a large amount of emotional
labor to effectively communicate and provide care (Karimi, et. al. 2014; Por,
Barriball, Fitzpatrick and Robers, 2011). The physical work is complex and most of
the time I demands an emotional strain and delivering compassionate care (karimi,
et. al. 2014; Sharif, et. al. 2013).

It is by nature an emotionally charged profession, with nurses serving at the

frontline of healthcare in the highly stressful situation of death and illness. Their
training and work environment must prepare and encourage them to withstand
this constant level of emotional stress in an effort to buffer against physical
exhaustion and mental distress (Noquez, 2019). Emotional intelligence is a
predictor of leadership and management success. Failure to take steps to build
cultures of engagement can or will lead the staff to feel that they are not supported
in their work. It may also result in staff making decision to leave the organization.

Nurse managers’ caring abilities, including emotional intelligence, had some

positive effects in the workplace to engage nurses in preventing stress, job burnout

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 and turnover. They are responsible for the delivery of high-quality nursing care.
Their capabilities and efficiency will improve and will assure a quality care with
creation and maintenance of a good professional job environment for promotion of
nurses’ clinical performance. Improving clinical nurse work environment was a
major challenge faced by nurse managers today. To meet the challenge, nurses
must implement the ‘right’ structures and best leadership practices that are
empirically linked to quality patient outcomes (Hoar, 2011; Karimi et. al., 2013).

Personal characteristics of nurse manager could also influence their

management, leadership and quality of services at any organization and personnel’s
performance as well. There is a need of emotional intelligence of high level in
becoming an effective leader. A nurse manager must practice their emotional
intelligence in becoming the effective and efficient leader which is helpful in
attaining effective leadership skills. Emotional intelligence contributed to success,
influencing efficiency, team collaboration and productivity. For the purpose of
achieving or attaining success, emotional intelligence was the essential factor that
played an effective role.

Based on the premise that was mentioned above, the study aimed to describe
and recognize the impact of nurses’ emotional intelligence and safety climate
towards a healthy work environment. the researcher aimed to explore to what
extent emotional intelligence contributes to the successful nursing management
and the ability of nurse managers to lead their teams to and promote healthy work
environment.

3. Statement of the Problem

The problem refers to the question that the research seeks to answer. The
problem must be clearly stated. It must be expressed in precise terms, identify its
key components, the population and the major variables of the study which need to
be subjected to empirical testing.

The problem is typically broken down into the main or general problem and
the specific or sub-problems which will be worked out in response to the inquiry.
Research problems may be stated in various ways, as follows:

a. The Interrogative Form. A major question is followed by specific questions

or several questions to answer single problem. The question is expressed
simply and direct to the point such that they serve to focus attention on the
main problem itself.

Example:

“What is the relationship between the dependency levels of a post-renal

patients and their rate of recovery?”

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 The forgoing query is simple, direct and focuses on the subject of the inquiry.
It guides the researcher on the kind of data to be gathered.

b. The Declarative Form followed by specific statements. Other researchers

use a set of statements each statement consists of variables to clarify and give
greater specificity to the statement purpose.

Example:

 “The Impact of Grading on the Academic and Clinical Achievement of

Junior Nursing Students”
 Labor and Birth Outcomes”

Guidelines in Formulating General and Specific Problems

1. The general statement of the problem and specific sub-problems

should be formulated first before conducting the research.

2. It is customary to state the specific problems in the interrogative

form.

3. Each specific question must be unequivocal that is, it has only one
meaning. It must not have dual meanings.

4. Each specific question is researchable apart from the other questions

that is, answers to each specific question can be found even without
considering the other questions.

5. Each specific question must be based upon known facts and

phenomena. Besides, data from such known facts and phenomena
must be accessible to make specific questions researchable.

6. Answers to each question can be interpreted apart from the answers

to other specific questions.

7. Answers to each specific question must contribute to the

development of the whole research topic.

8. Summing up the answers to all the specific questions will give a

complete development of the entire topic.

9. The study of specific questions should be enough to cover the

development of the whole research problem. Before writing down the
specific questions, determine first the different aspects of the
research problem to be studied, and then for each aspect make one
specific question with sub-questions if there is a need.

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10. Generally, there should be a general statement of the problem and
then, this should be broken down into as many sub-problems or
specific questions as necessary.

Steps in Writing the Specific Problems

The following are the easy steps in writing specific problems:

Step 1. Write the general problem of the study. In writing the

general problem, always be guided by the title of the study
and/or the elements of research problems i.e., purpose or aim,
subject matter, research locale, the period covered, and
population or universe). Other elements, however, could be
deleted in writing the general problem like the population or
universe of the study.

Example 1: The main problem of this study is to determine the

status of teaching Mathematics in national high
schools in Metro Manila

Example 2: The main problem of this study is to determine the

Continuing Professional Nursing Education in
Northern Christian College.

Step 2. Identify the variables of the study. In this step, primary or

key concerns as well as secondary or auxiliary concerns may be
identified. The student could list down as many variables as he
can identify. A variable is a characteristic that has two or more
mutually exclusive values of properties (Sevilla, et al., 1988).
Variables or constructs are those that the researcher wants to
investigate. If you are investigating Grade VI pupils, the grade is
NOT a variable since there is only one grade level in this regard.
If you are trying to determine the effectiveness of two or more
teaching methodologies, then, teaching methods become a
variable.

At the beginning of your research study, you should firmly set in

mind what your variables are. Which among the characteristics
or measures do you intend to be your outcome or objective?
What characteristics of conditions will make the outcome or
objectives vary or differ? (Sevilla, et.al., 1988).

Illustration: “Status of Teaching Mathematics in National High

Schools in Metro Manila”

Key Concern/Variable - Status of Teaching Mathematics

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 Auxiliary Concerns - adoption of curriculum, comparison of
teaching performance of
mathematics
teachers

Factors that may influence the

performance of mathematics
teachers

Step 3. Analyze how the key and auxiliary concerns may be classified.
The classification serves as the specifics.

Illustration: The status of teaching Mathematics along adoption

of curriculum may be classified according to:

 Science and Math-Oriented

 SEDP
 Other curricular offerings

The performance of teachers teaching Mathematics may be

classified according to the nature of work:

 Knowledge of the subject matter

 Student-teacher relation
 Classroom management

The performance of teachers teaching Mathematics may also be

classified according into:

 Delivery of instruction i.e., methods and strategies)

 Course Content

Comparison of performance of mathematics teachers may be

classified into:

 Academic rank
 Year level assigned
 Types of curriculum

Factors that may influence mathematics teachers may be

classified according to:

 Personal factors
 Institutional factors

With the foregoing outline, the student would have an idea of the
options to undertake in dealing with the main problem.

Step 4. Decide on the option

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 a. Focus only on the key concerns

b. Include the auxiliary concerns which one. Or, include all the
identified auxiliary concerns

c. Focus on one classification of key concern and include all the

auxiliary concerns

d. Other probable mix

Step 5. Write the specific questions based on Steps 3 and 4.

Types of Research

A descriptive research question typically asks "What is?"

Examples:

1. What are the leadership values professed by student-leaders

of the UPHSL College of Nursing?

2. What is the level of commitment of the clinical instructors to

their job?

3. What is the performance of the nursing seniors in their RLE

classes?

A difference research question typically asks “Is there a difference

between two groups or two more variables?” In this case, two or more
observations are being compared.

Examples:

1. How do male and female nursing students compare in their

coping mechanisms?

2. Is there a significant difference in the work values of the nursing

seniors when grouped according to the profile variables?

3. How significant is the difference in the coping mechanisms

employed by nursing faculty when they are categorized
according to the profile variables?

A relationship research question asks “What is the

relationship/association between two or more variables?” and implies a
correlation/association design.

Examples:

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 1. Is there a significant association between the work values of
nurses and their clinical performance?

2. How significant is the relationship between job stressors and

coping strategies of UPHSL deans?

3. Does self-concept relate to pupil achievement in English,

Mathematics, and Science?

4. Is organizational commitment related to the staff nurses’ length

of service in the College of Nursing?

Illustration:

1. The Major Problem

The major problem directs attention to the purpose of the investigation,

particularly the main issue to be answered. This also refers to the goal of the study
that requires long-term inquiry and broader solutions.

Example:

a. To determine the causes and effects of stress among workers in

manufacturing companies, along with the coping strategies they
implement to minimize such stressful situations as basis for designing a
therapeutic intervention model on minimizing, coping with, and
preventing stress to maintain, promote and improve quality of work.

The statement includes the subject matter of the inquiry (stress and coping),
the population (employees of manufacturing companies) and the purpose of the
study, (basis to design a therapeutic intervention model on minimizing, coping and
preventing stress towards improved quality of life.)

2. Minor/Specific or Sub-Problems

These are the problems implicitly contained in the major problem. The major
problem is broken down for purposes of analysis. The minor problems support the
major problem and their solutions leads to the solution of the major problem. They
also serve to guide data collection, measurement and analysis.

Minor or sub-problems also refer to the objectives of the study which require
short-term inquiry and specific or narrowed down solutions. The main problem is
usually broken down into 3 to 8 sub-problems, with each sub-problem contributing
to the solution of the major problem.

Examples:

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 A. Occupational Stress and Coping of Employees in Manufacturing
Companies: Basis for Health Promotion

1. What is the profile of respondents in terms of:

a. age;
b. gender;
c. civil status; and
d. length of job experience?

2. How do the following variables cause stress:

a. organizational climate;
b. implementation of administrative and institutional policies;
c. leadership style and management practices;
d. work environment; and
e. designated tasks and responsibilities?

3. What are the effects of stress on the workers in terms of

emotional and physical?

4. What coping strategies do the workers implement to relieve

stress?

5. Is there a significant difference in the assessment of caring

behavior when nurses are grouped according to their profile?

6. What action plan can be offered to improve nursing care?

A well-stated problem guides the researcher in determining the research design.

The researcher must, however, ensure that:

a. The variables in the study are clearly identified and stated. There may be only
one variable (univariate), two variables (bi-variate) or more than two study
variables (multi-variate). Statement of variables must always be
grammatically correct to avoid confusion.

Example: What sources of work stress are identified by NICU nurses

which affect their clinical performance?

“Sources of work stress” is a single variable.

b. Findings are expressed in data obtained through direct or indirect inquiry and
observation;

c. The scope or coverage of the study is well defined. The sample population
should be delimited or narrowed down to the target group.

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 Example: NICU Nurses; First Year nursing students; Primigravida
Women

d. Sampling must be representative enough to ensure reliable results.

e. Limitations and manageability of the study are ensured; and

f. There is possibility of empirical testing, that variables are factual and the
hypotheses derived from theory can be validly supported and tested.

3. The Purpose of the Study

The researcher should state the reason or reasons for undertaking the study
and leave no doubt in the readers’ mind regarding the true intent of the study.

The statement of purpose should describe the intent of the inquiry and the
rationale for it. It should reflect both the major problem it wants to address as well
as the corollary issues. The purpose of the study has the following characteristics:

 The goals of the study are expressed in a broad statement of purpose. The
goals of the study will identify, describe or explain a situation, predict a
solution to a situation or control a situation to produce positive outcomes in
practice.

 The specific objectives of the study are expressed in a statement that

pinpoints the main concern or intent of the inquiry. Objectives must be well-
defined, measurable and logical. Concepts must be drawn from the general
objectives(s) or goal(s) of the study.

Good research objectives have the following characteristics:

S - Specific
M - Measurable
A - Attainable
R - Realistic and results-oriented
T - Time-bound
E - Evidence-based
R - Rewarding

Specific objectives, should focus on the problem chosen and not on some esoteric
purposes or totally unrelated to the topic. It should also be capable of achieving its
results and this is known when it is subjected to empirical testing.

If time-bound, then it can cover only a certain period that the study seeks to
accomplish. Most of all, the objective is something that eventually will provide a form of
satisfaction not only to the researcher but also to all stakeholders.

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Examples:

 “The purpose of this study is to identify the cultural values, traditions, and
perceptions of diabetes risk and self-care among Filipino Americans in
Hawaii with type 2 diabetes that facilitate or impede engagement in
diabetes self-management behaviors and education classes.”

 “The purpose of this study is to identify factors that maximize

opportunities for mothers of hospitalized children to participate in their
care.”

 “This study will determine which parental style and attitude are most
significant to the emotional intelligence development of the child. It will
also investigate other factors that may contribute to effective parenting.
Hence, this study will ascertain if parents are really worthy to be real
parents in rearing their children to become responsible and proficient
adults.”

 “The study aims to identify the extent of comfort and health care needs of
the elderly in selected home care institutions in San Pablo City. This study
serves as basis to formulate a nursing care plan to enhance the comfort
level and meet the health care needs of the elderly.”

4. Assumptions

These are statements or assertions taken for granted or are considered true
even if they have yet to be proven scientifically. Assumptions are not synonymous
to mere guess because despite the absence of scientific proof, they have good
logical basis. Assumptions are related to the problem usually drawn from the
theoretical framework. They may be explicit or implicit.

Types of Assumptions

There are three types of assumptions: universal assumptions, study assumptions,

theory or research-based assumptions.

a. Universal Assumptions
These are assumptions derived from the personal knowledge of the researcher or
from observed facts, experiences and findings of previous researches which are directly
related to the problem of inquiry. They are also beliefs taken as true by most people,
but may or may not need testing or verification.
Examples:
 All human beings need love.
 Breast milk is the best food for infants.
 Cigarette smoking is dangerous to health.

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b. Study Assumptions

These are assertions needed in the pursuit of the study which are taken as starting
points from where a study can proceed. They provide the basis for presuming the
validity of the explanatory variables and used as basis for formulating the hypotheses of
the study.

Examples:

 Parental behavior affects the growth and development of children.

 Nursing care influences the recovery of patients
 Parallel Play in Toddlers promotes social interaction and moral
development.

c. Theory or Research-Based Assumptions

These are assumptions derived from theories generated by previous research in a

field of study but which await further confirmation and validation.

Examples:

 Attitudes and behaviors of nurses are affected by the type of disease and
severity of manifestations felt by the patient.
 Development of mothering capability is determined by the mother’s
previous experience, her current life situation, and the inborn traits of
infants.
 Growth and development in infants are influenced by the extent of
Maternal-Infant Bonding, Breastfeeding and a Loving Atmosphere.

In brief, assumptions have the following characteristics:

 They are universally accepted truths which do not need any testing.
 They are theories applicable to a particular field of study.
 They refer to findings of previous related researches.
 Theories and research instruments are developed on the basis of assumptions
that may or may not be recognized by the researcher.
 Several assumptions are required for theory to be accepted as an explanation
to the phenomenon under study.
 Assumptions are not testable but rather a belief one must accept before making
use of a theory as an appropriate and adequate explanation of the
phenomenon.

Example:
 The theory of Stress – the assumption is, the amount of stress energy one
might have a throughout life is not measurable, since everyone is born

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 with a finite amount of stress energy and death ensues when energy is
depleted.

5. Definition of Terms

Definition of terms facilitates better understanding of the study by explaining the

meaning of terms or variables as they are used in the study.

Reasons for defining the variables:

 Guide and direct the researcher in quantifying and qualifying the vriables.
 Ensure clarity of the meaning of the variables and minimize the reader’s
misconceptions.
 Direct the reader into the meaning of the word according to the researchers own
interpretation and analysis of variables.

Types of Definitions
There are at least three (3) types of definitions. These are conceptual, operational,
and lexical definitions or definitions from authoritative sources.

a. Conceptual Definition
This is a definition that is universally understood. It is a general statement of
properties or qualities common to a number of cases or examples. It uses hypothetical
criteria to identify a phenomenon rather than what is observable.

Hence, it projects an abstract meaning to the reader and can be subjected to several
interpretations. This type of definition also refers to the subjective or
theoretical/textual meaning of the word.

Sources: Dictionary, Related Literature, Authoritative sources

Example:
 Motivation – Something that causes a person to act
 Problem – A source of perplexity or vexation
 Pain – A subjective experience perceived to the unpleasant, initiated by
potentially damaging stimuli but influenced by effective variables.

b. Operational Definition
This is the researcher’s own definition of terms as used in the study. It is concrete
and measurable, based on observable characteristics of what is being defined within the
context of the phenomenon being investigated. This also refers to the objective or
practical/functional meaning of the word.

Sources: Empirical data, related literature, research studies, established theories.

Example:

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  Motivation – ability of the nurse on duty to accomplish her tasks on time
 Problem – Inability of the patient to meet his daily dietary requirements
 Pain – Refers to the score obtained, in a 10 cm visual analogue scale in
which zero (0) represents “no pain” and ten (10) represents the worst
pain imaginable.

Kinds of Operational Definitions

1. Denotative Definition. Variables or concepts are defined in terms of what the

concepts is or what it represents.
Examples: Father – a male parent
Nurse - one who cares for people, sick or well

2. Connotative Definition. Variables are defined according to implications or

associations one might make with the variable. It suggests what one might think when
considering the term.
Examples: Father – strong, provider, head of the family, disciplinarian
Nurse – warm, gentle, mannered, health provider

These are terms associated with Father and Nurse.

c. Lexical Definitions or Definitions from Authoritative Sources

These are definitions taken from authorities on the subjects or terms being defined.
These must be properly acknowledged in the footnotes or endnotes.
Examples:
 Morale – According to Keith (1990), is a state of well-being that elevates
the spirit, generates self-confidence and arouses pride in being part of
group endeavor.
 Comfort – Peterson (Peterson & Zderard, 1988) stated that comfort is a
construct that communicates the nature or experience of the nurse. She
believed that comfort was an umbrella under which all other nursing
terms could be sheltered, such as growth, health, freedom and openness.

Definitions are more meaningful when stated in sentences rather than in isolated
words or phrases. The usual practice, when using these types of definitions is to state
first the conceptual, followed by the operational, although, preference is for the latter.
Conceptual definitions may be embodied in the theoretical framework and
operationalized through concrete examples.

Table 2. Examples of Conceptual and Operational Definition

Variable Conceptual Definition Operational Definition

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 (as used in the study)
A professional An individual who practices a Any individual with four years of
profession education in a particular college
Introversion Self-directed interest The tendency of a student to
isolate from the group

Definitions supplied by the researcher are needed, so the reader may know what
the researcher means with the concepts or variables used in the study.

The variables of the study reflect the researcher’s own perception and definition of
reality that the concept is supposed to represent.

The concept or variables of the study may be open to many interpretations.

Therefore, it must be the researcher’s meaning of the concept that must be used before
the reader can understand the meaning intended by the researcher.

Lesson 5 - Identifying Variables

Objectives:
At the end of the lesson, the students should be able to:

1. define a variable;
2. Recognize the different types of variables; and
3. Identify the variables from the sub-problems identified.

IDENTIFYING VARIABLES

A variable is something whose value or name property or

characteristics, which are yet to be known is sought for the researcher. It
is called a variable because of the possibility that the value or name
property or characteristic for it may vary from each data source (See, et
al., 2000). According to Calderon and Gonzales (1993), a variable is
anything that may change or may be changed from one condition to
another, either qualitatively or quantitatively.

See et.al., (2000) identified the following types of variables:

Qualitative/Quantitative Variables

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  Qualitative variable – when what is looked for in a variable is an
attribute such as type, name, brand, gender, or educational
attainment which classifies respondents, responses, or objects, it is
termed as qualitative variable.
 Quantitative variable – when what is to be found out in a variable
is a value such as 5%, ½., or kg. which indicates how much or how
many of a given property, it is termed a quantitative variable.

Independent/Dependent Variables

 An Independent variable is one whose value of an attribute is to

be known so that the value or attribute of another variable can be
determined, and whose change in value and/or attribute is
presumed to influence the change in value and/or attribute of
another variable. It should be noted that the independent variable
does not require the existence or presence of a dependent variable.
Calderon, et al., define an independent variable as any condition,
or process which is controlled and manipulated by the experimenter
and applied to another thing, condition, or process (dependent
variable) intended to have or produce a change in or reaction from
the latter.
 A dependent variable is one whose value of attribute can be
determined only after the value and/or attribute of another variable
has been known, and/or whose value of attribute is presumed to
change as another variable changes. Calderon, et al., define a
dependent variable as anything, a condition, or a process
exposed to or upon which treatments or actions from the
independent variable are applied. The response of or change in the
dependent variable is measured and some statistical methods are
applied to determine the effects of the dependent or experimental
variable.

Regular/Intervening Variables

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  Regular variable refers to the customary input variable or output
variable in research using an input-output transformation model.
 Intervening variable means the process or throughout variables
that sometimes come in between the input variable and output
variable.

HYPOTHESES

A hypothesis is a tentative answer to a specific question posed at

the beginning of the investigation or as specified in the sub-problem.

In writing the hypotheses, the researcher should be guided by the

dependent and independent variables previously identified.

Although most quantitative research does test hypotheses, only a

minority of research reports formally state upfront what those hypotheses
are. In designing a quantitative study of your own, do not be afraid to
make a prediction, that is to state a hypothesis. Being wrong (or having
insufficient evidence to demonstrate that you are right) is part of the
learning process.

Format of hypothesis predicting difference

People who are high in (or low in) economic status will have greater
(or more, or higher, or less) attitudinal change in reaction to info-
commercials than others who are low (or high) in economic status.

Format of hypothesis predicting simple relationships

There will be a direct (positive, negative, inverse, or curvilinear)

relationship between the level of knowledge and attitudinal change. As
the level of knowledge increases, attitudinal change increases.

Non-directional hypotheses simply state that there will be some kind

of relationship between variables. Oftentimes, they are referred to as
“two-tailed” hypotheses.

Ex. There is a difference in the amount of television watched by

children from sectarian and non-sectarian schools.

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 Directional hypotheses state the form of the differences.

Ex. Children from sectarian schools watch more television than

children from non-sectarian schools.

Hypotheses may either be in the alternative or the null form.

Alternative otherwise called operational hypothesis (Ha), which is usually
found in Chapter 1 is in the affirmative, that is, without using no or not.
The null hypothesis (Ho), which is used in Chapter 4 along with data
analysis specifically when statistical tests are performed, is stated in the
negative, that is, with the use of no or not.

Hypotheses and Variable Identification

Hypothesis Variable Identification
Computer-literate people will Level of computer literacy (IV)
initiate fewer conversations than Amount of initiation of
computer-illiterate people. conversation
(DV)
Stuttering children will report Stuttering level of children (IV)
higher levels of anxiety than Anxiety (IV)
nonstuttering children
National politicians will use more Type of politician-national or local
ambiguous examples than local (IV)
politicians. Amount of ambiguous examples
(DV)
Children from sectarian schools Children of sectarian or non-
watch more television than sectarian school (IV)
children from non-sectarian Amount of TV watched (DV)
schools.

Lesson 6 - Scope and Delimitation

Objectives:
At the end of the lesson, the students are expected to:

1. Differentiate limitation from delimitation of the study, and

2. Recognize the contents of the scope and
delimitation/limitation of the study.

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 The scope and delimitation/limitation of the study are included
in any thesis report to know the coverage of the investigation. When titles
and sub-problems are formulated, the researcher/reader is given a
general picture of what the study is all about and what it offers.

Since some research topics may be very broad in scope such that
the researcher might find difficulty covering them all, the scope and
delimitation of the study should be identified. Without explicitly stating in
the thesis/research the coverage and delimitation of the study, the reader
will have false hopes of finding something not in the research report. It is
therefore important that the reader be made to know what to expect and
what not to expect in the research report.

The scope and delimitation of the study set the boundaries of the
investigation. This part specifically discusses the variables included in the
investigation and the justification why they were included. Likewise, it
cites the variables that were excluded from the study and the reason for
their exclusion.

By setting the scope and delimitation/limitation, the researcher also

guides other researchers who are interested in conducting the same
research about the gaps that they can fill in. In other words, the scope
and delimitation/limitation offer clues on what research problems other
researchers may pursue.

Definition

Scope refers to the area of coverage of the study. It spells out the
context of the study in terms of subject, concepts, and specific
characteristics of the phenomenon, treatment, sampling and time frame.
The who, what, when, where, how and the why of the study shall then be
clarified, and specifically stated.

Limitation refers to the furthest extent within the coverage of the

study that the researcher could cover due to inevitable restriction (See, et
al.) The study may be limited by anticipated shortfalls and specific
constraints, hindrance or difficulties that may occur such as foreseen
weaknesses in methodology and design, the exclusion of certain sectors
of the population, the inaccessibility of data, statistical treatment and
analysis, and failure to get a representative sampling.

According to Calderon et al, the limitation of the study includes the

weaknesses of the study beyond the control of the researcher.

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 Delimitation is a specifically fixed limitation. It is the extent to
which the researcher decided to cover in the study. Delimitations sets the
parameters of the study by accepting what should be included, and
rejecting what should be excluded. In delimiting aspects of the study, the
researcher states specific constraints such as the following:

a. Scope or Coverage

This spells out the context of the study in terms of subject,

concepts, and specific characteristics of the phenomenon, treatment,
sampling and time frame. The who, what, when, where, how and the why
of the study shall then be clarified, and specifically stated.

Lesson 7 - Significance of the Study

Objectives:
At the end of the lesson, the students are expected to:

1. Identify the need for the inclusion of the "importance of the

study" in a research work; and
2. Name the beneficiaries or end-users of the study on specific
topics given.

Researchers will be of no value if they do not contribute something

specifically to a body of knowledge or some intended beneficiaries.

The significance or importance of the study contains explanations

or discussions of any or all of the following:
1. The intended or target beneficiaries of the study. Simply, the
researcher should be able to identify WHO will benefit from the
results of the investigation. The beneficiaries of the study vary
according to the topic investigated. For research that focuses on
the academic performance of students, the beneficiaries or end-
users could be the students, teachers, administrators, parents, and
others.

2. The specific benefit each of the intended clients/end-users

may get out of the result of the investigation. The concrete
benefit that each client or end-user will get from the investigation is

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 written after the data have been gathered, analyzed, and
interpreted. However, for purposes of research proposal
preparation, the researcher merely projects HOW the client or end-
user will benefit from the results of the investigation. The
discussion is usually written from the general perspective. Once the
result of the study is identified, the benefit that each client will get
from the research will change. In other words, a justification for why
there is a need to conduct the study is explained and discussed in
this portion.

3. The contribution of the study to a body of knowledge.

Calderon, et al. stress that any or all of the following may be

included under the Importance of the Study, to wit:

1. The rationale, timeliness, and/or relevance of the study. The

rationale, timeliness, and/or relevance of the study to existing
conditions must be explained or discussed. For instance, a
survey test in science reveals that the performance of the
students in the high school of Province A is poor. It must be
pointed out that this is a strong reason why an investigation of
the teaching of science in the said high school is necessary.
Also, the study is very timely and relevant because today,
science and technology make some nations very highly
industrialized and progressive.

2. Possible solutions to existing problems or improvements to

unsatisfactory conditions. The poor performance of the
students in the high schools of Province A in a survey test in
science should be explained as a problem and an unsatisfactory
condition. So if the inquiry is made, the possible causes of the
poor performance of the students in the science survey test
may be discovered so that remedial measures may be
instituted to solve the problem or the unsatisfactory situation.

3. Who are to benefit and how they are to be benefited? It must

be shown who the individuals, groups, or communities that may
be placed in a more advantageous position on account of the
study.

4. Possible contribution to the fund of knowledge. If in the study,

it is found that the inductive method is very effective in the
teaching of science, it should be pointed out that this can be a
contribution of the study to the fund of knowledge.

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 5. Possible implications. It should be discussed here that the
implications include the possible causes of the problems
discovered, the possible effects of the problems, and the
remedial measures to solve the problems. Implications also
include the good points of the system which ought to be
continued or to be improved if possible.

============================================
==================

NAME:
TIME:
CLASS DAYS: SCORE

ACTIVITY 1. MULTIPLE CHOICE: Choose the letter/s that best

represents each item.

_____ 1. The following are the main distinguishing characteristics of

scientific research. Which is not
a. purposiveness f. replicability
b. rigor g. precision and
confidence
c. testability h. generalizability
d. subjectivity i. Parsimony
e. objectivity

_____ 2. The following are the characteristics of a dependent variable in

research, viz:
a. it is of primary interest to the researcher
b. it has a strong contingent effect on the independent variable
c. it is the main variable that leads itself as a visible issue for
investigation

_____ 3. A variable whose value of attribute can be determined only after

the value and/or attribute of another variable has been known.
a. dependent variables c. intervening variables
b. independent variables d. regular variables

_____ 4. Referred to as the “throughput” variable

a. dependent variables c. intervening variables
b. independent variables d. regular variables

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_____ 5. Research objectives are statements which focus on the end
results to be achieved through the empirical research process,
hence such research objective should be
a. intangible c. observable
b. realistic d. measurable

_____ 6. Is something whose value or name or property or characteristic,

which is yet to be known is sought for by the researcher.
a. variable c. independent variable
b. problem d. hypothesis

_____ 7. In writing the sub-problems, the researcher should first identify

the
a. primary variables c. secondary variables
b. independent/dependent d. tertiary variables
variables

_____ 8. A hypothesis could stated in

a. alternative form c. parallel
b. null form d. conditional form

_____ 9. Good researches should have the following external criteria,

except
a. importance for the field
b. availability of data
c. choice of method – institutional or administrative cooperation
d. interest of the researcher

_____10. The coverage of the study is discussed in

a. Statement of the Problem c. Importance of the Study
b. Scope and Delimitation d. Definition of Terms

_____11. It shows the contribution of the study to various end-users and

to pool of knowledge
a. Statement of the Problem c. Importance of the Study
b. Scope and Delimitation d. Definition of Terms

_____12. A definition which comes from authoritative sources

a. conceptual definition c. technical definition
b. theoretical definition d. no answer given

_____13. A tentative intelligent guess set forth as possible explanation for

an occurrence is
a. problem c. statistical test
b. hypothesis d. no answer given

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_____14. In a research, the answer to the question “where the study is to
be conducted” could be found in
a. aim or purpose d. universe of the study
b. subject matter e. design of the study
c. period or time of the study f. place or locale

Activity II. Answer the following. Write your answers on the

spaces provided.

A. Write your research topic and formulate the general and as

many specific problems as you can.

1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________
___________________________________________________________________
________________________________________________________________

GOOD LUCK ! ! !

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