You are on page 1of 25

IDENTIFYING THE INQUIRY

&
STATING THE PROBLEM
DAPHNIE S. MONTEVERDE, LPT
DO YOU “MAZE” ME?
WAYS TO WIN?
STRATEGIZE
REACH THE END GOAL
FIND A WAY

Starting a research investigation is similar


to embarking a journey through the maze.

There may be different routes to the exit point, but the


key is where to begin
LET’S GET STARTED!

+
KEY QUESTIONS

1. Where should a research begin?


2. How is a topic chosen?
RESEARCHER’S INTEREST
DO YOU KNOW

WHERE TO
BEGIN?
SOURCES OF INTEREST
DAILY LIFE EXPERIENCES
• Ex. Fishermen could have developed the most effective
way to grow fish because they are exposed to these
things.

ACADEMIC READINGS
• Can stimulate one’s interest to explore a particular topic.

PERSONAL HOBBIES
• Ex. Survey the views of people about a certain issue
because they enjoy doing so

ATTENTION-CATCHING SITUATION
• Researchers can formulate questions as to how this thing
became possible, how that thing is able to do those, etc.
IDENTIFYING A RESEARCH
TOPIC
1. Reading books, research articles, and
other professional publications
2. Asking helps from experts
3. Observing things for some experiences
about this interest
NARROWING DOWN A RESEARCH TOP

REMINDERS:
• What is current and what is new;
• Recommendations of researchers who have
conducted similar studies;
• What has already been studied; and
• New ways of gathering data
NARROW IT DOWN!

Health services

Malnourished children

Southeast Asia

Last 10
years

Historical
NARROW IT DOWN!

Housing projects

Informal settlers

Philippines

Last 6 years

economic
GIVE IT A TRY!
1. Look for a partner.
2. Think of a broad topic that interests you (e.g., animals,
ICT, games, medicine, etc.)
3. From this broad topic, think of a possible smaller topic
connected to this broad topic.
4. Make this topic more specific.
5. Ask questions regarding the specific you have chosen.
6. Use the inverted pyramid to concretize your idea.
RESEARCH PROBLEM
A statement about an area of concern, a
condition to be improved upon, a difficulty to
be eliminated, or a troubling question that
exists in scholarly literature, theory, or
practice that points to the need for a
meaningful understanding and deliberate
investigation.
CHARACTERISTICS OF A RESEARCH
PROBLEM
1. A research problem is not just answerable by yes or
no. It should imply that explanations and
justifications regarding the true situation or
observation are required.
2. It implies relationship between the variables of the
study.
3. The problem should be stated in clear,
unambiguous manner.
4. A researchable problem must imply interpretation
and analysis of data.
RESEARCH PROBLEM

It is what the
researchers aim to
answer later on as
they go through the
research endeavor.
WORK AT HOME 
1 whole yellow paper

1. Look for at least 5 research


TITLES.
2. Identify whether each can lead to
good research problems. Explain
your answer.
CRITERIA FOR EVALUATION OF A GOOD
RESEARCH PROBLEM

NOVEL

COST-
INTERESTING
EFFECTIVE

INNOVATIVE PRACTICAL
RESEARCH PROBLEM SHOULD
BE:
S • SPECIFIC

M
• MEASURABLE

• ATTAINABLE
A

• REALISTIC
R
• TIME-BOUND
T
RESEARC
H TITLE
RESEARCH TITLE
• Give weight and reputation to the research paper.
• In QUALITATIVE research, a researcher starts with a
tentative title. As the study progresses, the context of
the study and the manner of the research respondents
are revealed. The highlights of the research are then
included in the final title.
ELEMENTS OF A RESEARCH
TITLE
• PURPOSE • SUBJECT • LOCALE
• Why do I want MATTER • Where do I
to conduct this • What do I want conduct the
study? to study study?
about?

AIM TOPIC PLACE

• How long • From whom


will it take will my data
come from or
for me to be collected?
finish my
study? Population/Responde
PERIOD nts
LET’S GIVE IT A TRY!
Problems Met by Science and Mathematics Teachers in Public
High Schools in NCR for the School Year 2005-2006 to School
Year 2010-2011

Aim: To determine the problems met by the science and


mathematics teachers

Topic:
science and mathematics teaching and learning
Place:
public high schools in NCR
Period:
7 years
Population:
students, teachers, and school administrators
LET ME CHECK YOUR BRAIN 

BLUE PINK
WHITE

YELLOW
IDENTIFY THE ELEMENTS OF THE
GIVEN RESEARCH BELOW
Relationship of Perceived Stress and Self- Esteem among Grade 9
Students in Region IX for the School year 2015-2016.

Aim: Determine the relationship of perceived stress and self-esteem


Topic: perceived stress and self-esteem

Place: Region IX
Period: 1 year
Population: Grade 9 students
SHORT QUIZ

From the research titles you had gathered, identify the elements of each
title

Aim: ___________________________________

Topic: ___________________________________

Place: ___________________________________

Period: ___________________________________

Population: ___________________________________

You might also like