how to write chapter 1
TRANSCRIPT
How to write Chapter How to write Chapter 11
How to write Chapter How to write Chapter 11
The Problem and Its The Problem and Its SettingSetting
ContentIntroduction
Statement of the ProblemHypotheses
Significance of the StudyDefinitions of Terms
Scope and Delimitation of the StudyConceptual Framework
The Introduction
The introduction of a thesis should contain a discussion of any or all of the following:
1.Presentation of the problem– The start of the introduction is the
presentation of the problem, that is, what the problem is all about.
The Introduction2. The existence of an unsatisfactory
condition, a felt problem that needs a solution.
3. Rationale of the study• The reason or reasons why it is necessary
to conduct the study must be discussed.
4. Historical background of the problem5. A desire to have a deeper and clearer
understanding of a situation, circumstance or phenomenon.
The Introduction
6. A desire to find a better way of doing something or of improving a product.
7. A desire to discover something.8. Geographical conditions of the study
locale• This is necessary in anthropological and
economic studies.
9. A link between the introduction and the statement of the problem.
Statement of the Problem
There should be a general statement of the whole problem
into which the general problem is broken up.
Hypotheses
• Should be in line with the objectives of the research study •Historical and descriptive investigations do not need explicit hypotheses and assumptions. Only experimental studies need expressly written assumptions and hypotheses.
Hypotheses
Operational hypothesis• stated in the affirmative form; there is difference between the two phenomena Null hypothesis • stated in the negative form; there is no difference between the two phenomena
HypothesesExample #1
Hi: There is a significant difference between the perceptions of the teachers and those of the students concerning the different aspects in the teaching of science.
Ho: There is no significant difference between the perceptions of the teachers and those of the students concerning the different aspects in the teaching of science.
Significance of the Study
The significance or the importance of the whole study must contain explanations or discussions of any or all of the following:
1. The rationale, timeliness, and/or relevance of the study
2. Possible solutions to existing problems or improvement to unsatisfactory conditions
3. Who are the benefited and how they are going to benefited.
4. Possible contribution to the fund of knowledge
5. Possible implications
Definitions of Terms
Guidelines in defining terms:1. Only terms, words, or phrases which have special
or unique meanings in the study are defined.2. Terms should be defined operationally, that is,
how they are used in the study. 3. The researcher may develop his own definition
from the characteristics of the term defined4. Definitions may be taken from encyclopedias,
books, magazines and newspaper articles, dictionaries, and other publications but the researcher must acknowledge his sources. Definitions taken from published materials are called conceptual or theoretical definitions.
Definitions of Terms
5. Definitions should be as brief, clear, and unequivocal as possible.
6. Acronyms should always be spelled out fully especially if it is not commonly known or if it is used for the first time.
7. The terms must be listed and entered alphabetically.
Scope and Delimitations of the
StudyGuidelines in writing the scope and delimitations:1. A brief statement of the general purpose of
the study.2. The subject matter and topics studied and
discussed.3. The locale of the study, where the data were
gathered or the entity to which the data belong.
4. The population from which the respondents were selected. This must be large enough to make generalizations significant.
5. The period of the study. This is the time, either months or years, during which the data were gathered.
Example: Research Problem: To determine the status of the
teaching of science in the high schools of Province A as perceived by the teachers and students in science classes during the SY 2010 - 2011
General purpose: To determine the status of the teaching of science
Subject matter: The teaching of scienceTopics studied: Qualifications of teachers, their methods
and strategies, facilities, forms of supervisory assistance, problems and proposed solutions to the problems
Population: Teachers and studentsLocale of the study: High schools of Province APeriod of the study: School year 2010 - 2011
Scope and Delimitations of the
Study
Conceptual Framework
• A theoretical scheme for a research problem formulated from the review of related literature and studies
• A tentative explanation or theoretical explanation of the phenomenon or problem and serves as the basis for the formulation of research hypotheses
• Becomes the central theme, the focus, the main thrust of the study
• Serves as a guide in conducting the investigation
Conceptual Framework
PARADIGM• a diagrammatic representation of
a conceptual framework• depicts in a more vivid way what
the conceptual framework wants to convey
INPUTS PROCESS OUTPUTS
INPUTS
Qualified
teachers
Effective methods
Adequate facilities
Adequate supervisory assistance
PROCESS
Science
Instructional
Program
OUTPUTS
Superior science
knowledge and skills
of students