Unit III.

Identifying the Inquiry and Stating the Problem

Lesson 1: Designing a Research Project Related to Life

Objective:
• Explain the nature of the research question.
• Identify sources of research topics
• Distinguish a good research question from a bad research question.

Designing a research is similar to making a house, car, bag, dress, cake, etc. which needs
appropriate materials and necessary process or steps to follow. Then, you have to consider
whether what you intend to make or invent has significance to you as a person. Otherwise, your
efforts will not be put to use.

In designing your qualitative research, you have to consider whether the topic you have
chosen is relevant to you as a learner, as a constituent in your barangay, and as a citizen of this
country.

Therefore, the first question you should answer is, “What is the issue, phenomenon or
problem in my school, at home, and in the community that needs my special attention by
conducting a research?”

Examples:
1. In School
Based on observation, what are the issues and problems I encounter inside the classroom? Is it the
lesson, teachers, learners’ attitude and hindrances to graduation?

2. At Home
Considering my life on a daily basis, what are the things that bother me at home?

3. In the Community
What are the usual complaints of my neighbor regarding ordinances,practices and activities in the
barangay? Or, what are the situations in my community that need to be improved?

Once you have decided on area where you can focus on, you need to remember the design of the
qualitative research you will venture into.

Design of Qualitative Research

Qualitative research is an emergent design which means that it emerges as you make ongoing
decisions about what you have learned.

As a design, qualitative research requires researcher’s decision-making like how to gather data, from
where and whom to collect, when to gather, and for how long is the process will be.

To have a holistic picture of qualitative research project, you have to remember that in deciding on a
topic, you have to consider the kind and the field it belongs, as well as its relevance to your daily life.

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Lesson 2: Writing a Research Title
Objectives:

• Develop a working title based on the research problem.

• Explain the reasons for conducting qualitative research
• Identify a qualitative research problem from a general topic of interest.

Guidelines in Choosing a Topic

1. Interest in the subject matter

You are interested about the topic because you have experienced it.
2. Availability of information

It is important that when you decide on a topic, sources of information are available.
3. Timeliness and relevance of the topic

The topic you have chosen can be of significance to the community.

4. Limitations on the subject
Sometimes, topic is limited to what the teacher suggests. An example of this is when the teacher asks

the entire class to focus on COVID-19 pandemic, then you have no freedom to explore other topics

aside from what is given.

5. Personal resources
Consider also if you can finish the research in terms of your intellectual and financial physical capabilities.

Topics to be Avoided
1. Controversial topics

Avoid highly opinionated topics.

2. Highly technical subjects

Too technical topics requires expertise. If you don’t have enough knowledge about it, then look for

another one.
3. Hard-to-investigate subjects
Unavailability of reading materials and materials that are not updated make the subject hard to

investigate.
4. Too broad subjects
You lack focus if you deal with broad topics. The remedy is to narrow it down.
5. Too narrow subject
Some subjects are too narrow that extensive and thorough reading are required.
6. Vague subjects
Titles that start with indefinite adjectives such as several, many, some, etc., make the topic vague.

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Sources of Research Topics

1. Mass media communication-television, newspaper, ads, radio, films, etc.

2. Books, internet, journals, government publications
3. Professional periodicals- specialized periodicals in different fields
4. General periodicals- Reader’s Digest, Time Magazine, Women’s Magazine, etc.
5. Previous readings
6. Work experience

Examples of Research Topics and their Sources

Identifying a Research Problem

▪ Studies always start with a problem to solve.

▪ Read available source materials about your topic to identify what is already known and what is
still unknown about your topic.
▪ Formulate research problems that are SMART!

Tips:
▪ A good research problem is usually based on unknown information about the topic.
▪ Consider the constraints or limitations, such as time and budget, when refining the research
problem.

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Narrowing Down a General or Broad Topic

How to Narrow Down a Topic

1. You can narrow down the topic by exploring and extending the explanation of a theory.
2. Talk over ideas with people who know research.
3. Focus on specific group. Ex: Students, Mothers, Teachers
4. Define the aim or desired outcome of the study.
a. Is the study exploratory, explanatory, or descriptive?
b. Is the study applied or basic?

Before deciding on your topic, ask:

1. What areas are not yet explored that I want to investigate?

2. Is my research useful to me, to my school, to my family and to my community?

Remember, a research study must be significant enough to make it worth your efforts as the
researcher.

Example of a Broad Topic Narrowed Down to Specific One

General Concept: Early Pregnancy
Narrow: Early Pregnancy among Senior High School Students
Narrow: Prevention of Early Pregnancy among Senior High School Students

More Examples of broad and specific topics:

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Research Title

To guide you in writing a working study title, answer the following questions:

What type of research will it use?

What is the study all about?
Who is involved in the research?
Where will the study happen?

Now, we will tackle how you will formulate your research title.

⮚ Research title is the most important element of your research as it clearly expresses the
problem to be explored.

⮚ A research title capsulizes the main thought or idea of the whole research paper. It also
reflects the variables under study.

⮚ It is expressed in few words possible and just enough to describe the contents and the
purpose of your research.

⮚ It needs to be informative.

⮚ It contains the:
● What: the subject matter or topic to be investigated
● Where: place or locale where the research is to be conducted
● Who: the participants of respondents of the study
● When: the time period of the conduct of the study

Examples:
● Struggles in Online Learning Modality among Students of Quezon National High School
during School Year 2021-2021
What: Struggles in Online Learning Modality
Where: Quezon National High School
Who: Students
When: School Year 2021-2021
● Less Mastered Competencies of Senior High School Students in Bukidnon during School
Year 2020-2021
What: Less Mastered Competencies
Where: Bukidnon
Who: Senior High School Students
When: School Year 2020-2021

Qualitative Research Problem

A research problem is considered to be qualitative when the nature of answering it is on making
meanings from nonnumerical information.

In qualitative research, it is not necessary to complete the data on what, where, who, and
when in the title. Consider the research titles below.
● Study Habits of Senior High School Students in Public Schools of Bukidnon
● Understanding the Academic Journey of Senior High School Students
● The Pulse of the People on the Leadership Style of President Rodrigo R. Duterte

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● Phenomenology of Pioneering Senior High School Students in Private Schools
● Body Tattoo: Is it an Art?

Relevance of the Research

The relevance of the research describes the reasons or justifications for the conduct of the study.

Remember:
A good research problem has clear scientific, social, and practical relevance.

Wrap Up:
▪ The research problem is the central basis for the other parts of the research.
▪ The research process starts with identifying a broad topic of interest and narrowing it down to
a more specific topic.
▪ Qualitative research deals with understanding, describing, and drawing out meaning from
nonnumerical information.
▪ The research title describes what the research is about and is based on the statement of the
research problem.
▪ The relevance of the research describes the importance and justification for conducting the
research.

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Lesson 3: Justification and Reasons for Conducting Qualitative Research

Objectives:
▪ Understand the importance of providing justifications for conducting research, including
addressing gaps in knowledge, solving problems, or meeting societal needs.
▪ Formulate and articulate clear and compelling reasons for conducting their research,
supported by evidence and relevance to the field of study.
▪ Develop a sense of purpose and accountability by appreciating the significance of well-
justified research in contributing to academic and practical advancements.

I. Introduction
• A. Definition of Qualitative Research
o Explanation: Qualitative research is a method of inquiry that focuses on
understanding human behavior, experiences, and social phenomena through in-
depth, non-numerical data.
o Comparison with Quantitative Research: Unlike quantitative research, which seeks
to quantify variables and analyze statistical relationships, qualitative research aims to
provide a deeper understanding of complex issues by exploring participants'
perspectives and contexts.
• B. Importance of Qualitative Research
o Role in Understanding Complex Phenomena: Qualitative research is essential for
exploring areas where little is known, understanding the context of behaviors, and
capturing the richness of human experiences.
o Contribution to Various Fields: It is widely used in social sciences, education, health,
and other fields to generate insights that inform policy, practice, and further research.
II. Justification for Conducting Qualitative Research
• A. Exploring New Areas
o Identifying Gaps in Existing Research: Qualitative research helps identify areas that
have not been extensively studied and generates new questions and hypotheses.
o Generating New Theories: It allows researchers to develop theories grounded in
real-world observations and experiences.
• B. Understanding Contexts and Settings
o In-Depth Exploration: Qualitative research provides a detailed understanding of
specific environments, cultures, and social settings.
o Cultural and Social Context Analysis: It helps uncover the meanings and
interpretations that individuals and groups attach to their experiences.
• C. Capturing Lived Experiences
o Personal Narratives and Stories: Qualitative research captures the richness of
individuals' stories and personal experiences.
o Subjective Experiences and Meanings: It emphasizes the importance of
understanding how people perceive and make sense of their world.
III. Reasons for Choosing Qualitative Research
• A. Flexibility in Research Design
o Adaptability: Qualitative research designs are flexible and can be adjusted as the
study progresses to explore emerging themes and insights.
o Open-Ended Data Collection Methods: Methods such as interviews, focus groups,
and observations allow for the collection of rich, detailed data.
• B. Rich, Detailed Data
o In-Depth Interviews: These provide comprehensive insights into participants'
thoughts, feelings, and experiences.
o Focus Groups: Group discussions reveal collective views and social dynamics.
o Observations: Direct observation of behaviors and interactions in natural settings.

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 • C. Participant-Centered Approach
o Emphasis on Participants' Perspectives: Qualitative research prioritizes the voices
and perspectives of participants, ensuring their experiences are accurately
represented.
o Collaborative and Participatory Methods: Researchers often work closely with
participants, fostering a sense of collaboration and co-creation of knowledge.
IV. Methods of Qualitative Research
• A. Ethnography
o Description: Immersive observation and participation in the daily lives of participants
to understand their culture and practices.
o Example: Studying the rituals and traditions of a specific community.
• B. Phenomenology
o Description: Exploring the lived experiences of individuals to understand the essence
of a phenomenon.
o Example: Investigating the experiences of patients living with chronic illness.
• C. Grounded Theory
o Description: Developing theories based on systematic data collection and analysis.
o Example: Creating a theory on how people cope with job loss.
• D. Case Study
o Description: In-depth analysis of a single case or multiple cases within a real-life
context.
o Example: Examining the implementation of a new teaching method in a specific
school.
• E. Narrative Research
o Description: Collecting and analyzing personal stories to understand how individuals
make sense of their experiences.
o Example: Analyzing the life stories of refugees to understand their resettlement
experiences.
• F. Action Research
o Description: Collaborative problem-solving approach involving researchers and
participants to address practical issues.
o Example: Working with teachers to develop and implement strategies to improve
classroom management.
V. Ethical Considerations in Qualitative Research
• A. Informed Consent
o Ensuring Understanding and Agreement: Participants must be fully informed about
the study's purpose, procedures, and potential risks before agreeing to participate.
• B. Confidentiality and Anonymity
o Protecting Identities and Data: Researchers must ensure that participants' identities
and personal information are kept confidential and anonymous.
• C. Reflexivity
o Researchers' Awareness of Biases: Researchers must be aware of their own biases
and how these may influence the research process and findings.

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Lesson 4: Stating Research Questions

Objectives:
▪ Use the techniques in narrowing a topic to a research question
▪ Formulate a good research question for one’s study.
▪ Demonstrate confidence and initiative in framing meaningful research questions that address
significant issues or gaps in knowledge.

Research Questions
Research questions are specific inquiries that are enumerated to answer the research problem.
Research Problem
A research problem is a general expression of what you want to investigate.

A research question is an answerable inquiry into a specific concern or issue. It is

the initial step in a research project. The research question is the first active step in the
research project. Let us use this metaphor--the research project is a house. Your data
collection forms the walls, and your hypothesis that guides your data collection is the
foundation. So, what is the research question? It is the ground beneath the foundation. It
is what everything in a research project is built on. Without a question, you can't have a
hypothesis. Without the hypothesis, you won't know how to study what you're interested
in.

A research question forms the base of where you are going, so we have to write a
good research question. If your foundation is built on something shifty, like a house built
on sand, then everything following that will be about correcting that initial issue instead of
on making an awesome home/research project.

Writing a Research Question

Writing a good research question means you have something you want to study.
Let's say you're interested in the effects of television. We will examine the steps and then
look at how you could write a research question.

✔ Specify your specific concern or issue

✔ Decide what you want to know about the specific concern or issue
✔ Turn what you want to know and the specific concern into a question
✔ Ensure that the question is answerable
✔ Check to make sure the question is not too broad or too narrow
✔ This is the basic process in writing a research question. Writing a good
question will result in a better research project.

A research question should be (from the Writing Center of George Mason University):
✔ Clear. It provides enough specifics that one’s audience can easily understand its
purpose without needing additional explanation.
✔ Focused. It is narrow enough that it can be answered thoroughly in the space the
writing task allows.
✔ Concise. It is expressed in the fewest possible words.
✔ Complex. It is not answerable with a simple ‘yes’ or ‘no’, but rather requires
synthesis and analysis of ideas and sources prior to composition of an answer.
✔ Arguable. Its potential answers are open to debate rather than accepted facts.

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Writing the Thesis Statement

Every paper you write should have a main point, a main idea, or central message. The argument(s) you
make in your paper should reflect this main idea. The sentence that captures your position on this main
idea is what we call a thesis statement.

A thesis statement focuses your ideas into one or two sentences. It should present the topic of your
paper and also make a comment about your position in relation to the topic. Your thesis statement
should tell your reader what the paper is about and also help guide your writing and keep your
argument focused.

You should provide a thesis early in your essay -- in the introduction, or in longer essays in the second
paragraph -- in order to establish your position and give your reader a sense of direction.

Tip: In order to write a successful thesis statement:

A. Avoid burying a great thesis statement in the middle of a paragraph or late in the paper.

B. Be as clear and as specific as possible; avoid vague words.

C. Indicate the point of your paper but avoid sentence structures like, “The point of my paper is…”

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Tips in Writing Clear Thesis:

Your thesis statement is no exception to your writing: it needs to be as clear as possible. By being as
clear as possible in your thesis statement, you will make sure that your reader understands exactly
what you mean.

Tip: In order to be as clear as possible in your writing:

✔Unless you're writing a technical report, avoid technical language. Always avoid jargon, unless you
are confident your audience will be familiar with it.

✔Avoid vague words such as "interesting,” "negative, "exciting,” "unusual," and "difficult."

✔Avoid abstract words such as "society," “values,” or “culture.”

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Lesson 5: Scope and Delimitation of Research

Objectives:
▪ Identify the scope and the delimitation of research.
▪ Write the scope and delimitation of one’s research.

Scope, Limitations, and Delimitations

Boundaries or restrictions that can affect the flow of conducting the research study

The scope of study in your research paper contains the explanation of what information or subject is
being analyzed. It is followed by an explanation of the limitation of the research. Research usually
limited in scope by sample size, time and geographic area; while the delimitation of study is the
description of the scope of study. It will explain why definite aspects of a subject were chosen and why
other were excluded. It also mentions the research method used as well as the certain theories applied
to the data

YOUR STUDY AND ITS SIGNIFICANCE

Writing a research paper has its purpose-- may it be for you (as a researcher) oreven for others. That is
why, you need to identify the key reason/s why you are taking astep forward and make your query
into a formal writing. In this stage, your ‘WHYs’ and ‘HOWs’ will be answered and explained. Before
taking this step, read the following notes:

Tips in Writing the Significance of the Study (Regoniel, 2015)

A. Refer to the statement of the problem

Your problem statement can guide you in identifying the specific contribution of your study. You can
do this by observing a one-to-one correspondence between the statement of the problem and the
significance of the study.

For example, if you ask the question ‘Is there a significant relationship between the teacher’s teaching
style and the students’ long quiz scores in Mathematics?’ then the contribution of your research would
probably be a teaching style or styles that can help students perform better in Mathematics. Your
research will demonstrate that teaching style really works. That could be a groundbreaking approach
that will change the way teachers teach Mathematics which students are hesitant of.

B. Write from general to specific contribution

Write the significance of the study by looking into the general contribution of your study, such as its
importance to society as a whole, then proceed downwards—towards its contribution to individuals
and that may include yourself as a researcher. You start off broadly then taper off gradually to a
specific group or person.

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Lesson 6: Benefits and Beneficiaries of Research

Objectives:

▪ Identify the potential benefits and beneficiaries of research, including individuals, groups,
organizations, and society.
▪ Clearly articulate and document the specific advantages of the research and the stakeholders
who stand to gain from its outcomes in written or oral presentations.
▪ Appreciate the broader impact of research by recognizing its role in addressing societal needs
and improving the well-being of various communities.

Significance of Qualitative Research

The section in any research paper that describes the importance of the study to its stakeholders.

It can be based on the following:

• the need to address conflicting results from previous research
• unresolved gaps in information
• recommendations from prior studies
• arising interest trends
•
Identifying the significance of the research provides justifications on why the study needs to be
conducted.

Stakeholders

• These are persons, individuals, groups, or organizations that affect or are affected by the
conduct of the research.
• Stakeholders can be identified as people with influence and interest in a research.

• Stakeholders may include groups of people that are affected directly or indirectly by the
study.

Remember:

In writing the section on the significance of the study, the contributions of the study to
stakeholders who can gain positive effects must be prioritized.

Benefits of the Study

• Benefits are defined as the positive impacts of an activity toward a targeted (or sometimes
untargeted) subject.
• Benefits of the study must be included in the discussion on the significance of the research.
• While there are costs associated with any research study, a convincing discussion of the
benefits of the study would reflect that the benefits would outweigh the costs.

Remember:

Stakeholders are individuals or groups of people that may be positively or negatively affected
by the research.

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Beneficiaries of the Study
These are the individuals, groups, or organizations that are positively affected by the research.

Examples of beneficiaries of the research:

• the researcher himself
• the individuals or groups whose knowledge and awareness about the topic will be increased
due to the research
• the organization(s) that will make use of the information in the research study
• the community that may craft policies or enhance their knowledge based on the findings of
the study

Tips:
Identify the stakeholders by making a list of all possible individuals or groups that may influence or be
affected by the study.

Define beneficiaries of the study by identifying the ones who will be positively affected by the
research through various means such as gains, improvements, or developments.

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Lesson 7: Presentation of Written Statement of the Problems

Lesson Plan: Presenting a Written Statement of the Problem in Practical Research 1

I. Introduction

• A. Definition of a Problem Statement

o Explanation of what a problem statement is.

o Importance of a clear and concise problem statement in research.

• B. Purpose of a Problem Statement

o Identifying the research problem.

o Guiding the direction of the study.

o Establishing the significance of the research.

II. Components of a Problem Statement

• A. Context and Background

o Providing context for the problem.

o Explaining the background and setting of the research problem.

• B. The Problem Itself

o Clearly stating the specific problem to be addressed.

o Ensuring the problem is researchable and significant.

• C. Justification of the Problem

o Explaining why the problem is important.

o Discussing the potential impact of solving the problem.

• D. Objectives of the Study

o Outlining the main objectives and goals of the research.

o Connecting the objectives to the problem statement.

III. Steps to Write a Problem Statement

• A. Identify the Problem

o Conducting a literature review to understand the existing research.

o Identifying gaps or issues that need to be addressed.

• B. Define the Problem Clearly

o Using precise and clear language.

o Avoiding vague or broad statements.

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 • C. Provide Evidence

o Supporting the problem statement with evidence from the literature.

o Using statistics, quotes, and references to justify the problem.

• D. State the Objectives

o Clearly outlining the research objectives.

o Ensuring the objectives are specific, measurable, achievable, relevant, and time-
bound (SMART).

IV. Examples of Problem Statements

• A. Example 1: Education

o Context: Increasing dropout rates in high schools.

o Problem: High school dropout rates have been increasing over the past decade,
leading to a lack of skilled workforce.

o Justification: Addressing this problem is crucial for improving educational

outcomes and economic development.

o Objectives: To identify the factors contributing to high dropout rates and develop
strategies to reduce them.

• B. Example 2: Health

o Context: Rising cases of diabetes in urban areas.

o Problem: The prevalence of diabetes in urban areas has been rising, leading to
increased healthcare costs and reduced quality of life.

o Justification: Understanding the causes of this rise is essential for developing

effective prevention and management strategies.

o Objectives: To investigate the lifestyle factors contributing to the rise in diabetes

and propose interventions to mitigate these factors.

V. Common Mistakes to Avoid

• A. Vague Problem Statements

o Ensuring the problem is specific and well-defined.

• B. Lack of Justification

o Providing a strong rationale for why the problem is important.

• C. Overly Broad Objectives

o Keeping the objectives focused and achievable.

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Detailed Example: Problem Statement

Research Topic: The Impact of Social Media on Teen Mental Health

I. Context and Background

• Context: Over the past decade, social media usage among teenagers has skyrocketed.
Platforms like Instagram, TikTok, and Snapchat have become integral parts of their daily
lives.

• Background: While social media offers opportunities for connection and self-
expression, there is growing concern about its potential negative effects on mental
health. Studies have shown correlations between social media use and issues such as
anxiety, depression, and low self-esteem among teens.

II. The Problem Itself

• Problem: Despite the widespread use of social media, there is limited understanding of
how specific aspects of social media usage contribute to mental health issues among
teenagers. This lack of understanding hinders the development of effective
interventions and support systems.

III. Justification of the Problem

• Importance: Addressing this problem is crucial because mental health issues during
adolescence can have long-term consequences, affecting academic performance,
social relationships, and overall well-being.

• Impact: By identifying the specific ways in which social media affects teen mental
health, educators, parents, and policymakers can develop targeted strategies to
mitigate these negative effects and promote healthier social media habits.

IV. Objectives of the Study

• Objective 1: To investigate the relationship between the amount of time spent on social
media and the prevalence of anxiety and depression among teenagers.

• Objective 2: To explore how different types of social media interactions (e.g., passive
scrolling vs. active engagement) impact self-esteem and body image.

• Objective 3: To identify the role of social media in shaping teenagers' perceptions of

social norms and peer relationships.

Specific Examples of Problem Statements

Example 1: Education

• Context: Increasing dropout rates in high schools.

• Problem: High school dropout rates have been increasing over the past decade, leading
to a lack of skilled workforce.

• Justification: Addressing this problem is crucial for improving educational outcomes

and economic development.

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 • Objectives: To identify the factors contributing to high dropout rates and develop
strategies to reduce them.

Example 2: Health

• Context: Rising cases of diabetes in urban areas.

• Problem: The prevalence of diabetes in urban areas has been rising, leading to
increased healthcare costs and reduced quality of life.

• Justification: Understanding the causes of this rise is essential for developing effective
prevention and management strategies.

• Objectives: To investigate the lifestyle factors contributing to the rise in diabetes and
propose interventions to mitigate these factors.

Example 3: Environmental Science

• Context: Increasing levels of air pollution in metropolitan cities.

• Problem: Air pollution levels in metropolitan cities have reached alarming levels, posing
significant health risks to residents.

• Justification: Reducing air pollution is vital for protecting public health and ensuring
sustainable urban living.

• Objectives: To analyze the sources of air pollution and evaluate the effectiveness of
current policies in reducing pollution levels.

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