Topic 3 Formulating a Clearly Stated Research Problem Content Standards The learner demonstrates understanding the range of research topics in the area of inquiry, the value of research in the area of interest, the specificity and feasibility of the problem posed. Performance Standards The learner is able to formulate clearly statement of research problem. Most Essential Learning Competencies • states research questions (CS_RS11-IIIc-e-4) • indicates scope and delimitation of research (CS_RS11-IIIc-e-5) • cites benefits and beneficiaries of research (CS_RS11-IIIc-e-6) • presents written statement of the problem (CS_RS11-IIIc-e-6) GUIDELINES IN DEVELOPING RESEARCH QUESTIONS • • • • Note that a qualitative research question revolves on the “why and how” aspects of the topic that does not require any statistical tools. It does not require large population, and the methodology classifies data into patterns and significant statements to conclude results. Data can be derived in many forms, such as text, image, sounds, etc. The most crucial requirement for the success of a qualitative research is an in-depth understanding of the subject. Key Considerations • Start with focus question words – “How, What, or Why”. • Keep the research focused on a single concept or phenomena. • Avoid using the words such as “impact” or “effect” and directional phrases. • Think ahead if the questions will result to open-ended inquiry Sample • (How or What) is the (“story of” research; “meaning of” phenomenon; “theory that explains”; “culture sharing pattern”; or “issue in the case of” your research) of (main research topic) for (participants) at (research site). Source: https://www.proprofssurvey.com/blog/qualitative-researchquestions/ Research Question Prompts • What is the nature of…? • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • What are the lived experiences of…? What is it like being…? How does…? What does it mean to be…? What factors influence…? How would you describe…? What factors do you think influenced your success…? How would you characterize…? What is the status of…? What are the concerns of…? What are the issues encountered by…? What are the challenges met by…? What are the barriers…? How do these barriers affect…? What are the coping strategies? What are the strategies used by…in…? How do … adjust with…? What are the practices of…? Can be specified to political, economic, social practices. What are the management practices…? Can be specified to financial, human resource, organizational management. What are the supports needed by…? What are the initiatives of…? What are the perceived benefits of…? What are the physiochemical properties of… (proponents may interview an expert who can explain this) How may the development/production of … be qualitatively described? How may the traditional method of … be described? What are the processes involved in…? What are the manual practices in…? What are the issues encountered by… in the manual processing of …? WRITING THE SCOPE AND LIMITATIONS Guidelines in Writing the Scope and Limitations Scope • It states the general aims, defines where and when the study was conducted and who the subjects where. It therefore presents the coverage of the study. • The coverage is in terms of general purpose, population or sample, time or duration, subject matters and topics discussed, and area or locality. Limitations • Also known as the bounds, are influences that the researcher cannot control. • They are the shortcomings, conditions, or influences that cannot be controlled by the researcher that place restrictions on your methodology and conclusions. • Characteristics of design or methodology that influenced the interpretation of the findings from your research • This may include constraints on generalizability, applications to practice, and utility of findings. • It points out strengths and weaknesses of the research. • It may include the following methodological limitations like research design, sample size, lack of available data, instrument, time constraints, limited literatures, access, duration, cultural and other type of bias, variables, and fluency in language. Delimitations • This section allows the researchers explain why certain aspects of a subject were chosen and why others were purposely excluded. • These are definitions you set as the boundaries of your own, so delimitations are in your control. • These are set so that your goals do not become impossibly large to complete. • Examples of delimitations include research questions, variables, theoretical objectives that you have adopted, research instruments, and population chosen as targets to study. Example: This phenomenological research covers the description of the modular distance learning experiences of Senior High School students from Bauan Technical Integrated High School for the school year 2021 – 2022. The aspects looked into were the challenges, issues, and coping strategies of the students in MDL. Given the qualitative nature of this research, the use of Focused Group Discussion (FGD) is one of its limitations. It will only involved ten Science, Technology, Engineering, and Mathematics students. It is therefore delimited to the use of survey questionnaire and observation. Students from other track and strand will not be included in this study. You may use the following key phrases in writing this section such as: • “The coverage of this study …” • “The researcher limited this research to …” • “The study covers the …” • “The study does not cover the …” • • “This study is focused on …” “This study is limited to …” STATING THE BENEFITS AND BENEFICIARIES OF THE STUDY Guidelines in Writing the Significance of the Study This section usually requires the researcher to describe the implication of his or her research to several audiences to assert its importance and potential benefits to be gained from reading and using the study (Creswell, 2014, 119). There are several question that you may reflect on when writings this portion. These include the following. • Who may possibly benefit from your research? • What crucial information can you bring? • What knowledge might they be interested in that they could get from your research? • What possible impact can your research have on the existing body of knowledge about the topic? • What practical implications does your research have? • Will your research bring forth recommendations to policy and decisionmaking? • Will your research have impact on practice? Useful Prompts • Researchers may find the findings useful as… • This study will encourage them to… • It will also serve as basis in the study of… • This study will contribute to… • The study will provide… • This study can help boost the… • Through this study, students will become aware of… • The results of this study will provide some insights and information on how they… References: Amorado, R.V., and Talili, I.N. (2017). Qualitative research a practical approach. Malabon City: Mutya Publishing House. Henson, R.M., and Soriano, R.F. (2016). Practical research 1 qualitative research world of reality dissections. Malabon City: Mutya Publishing House. Clemente, R.F., Julaton, AB. E., Orleans, A.V. (2016). Science in today’s world for senior high school research in daily life 1. Quezon City: Sibs Publishing House, Inc.
