Reviewer in PR1 – 3rd Quarterly Exam

Statement of the Problem

Two types of problems which should be considered. These are the general problem and the specific problems.

 General problem pertains to the opening paragraph that gives specific details on other essential elements which are
the purpose, major variables, participants, setting, and time coverage of the study.

 The general problem which is stated in a declarative form, the specific problems are stated as questions. These
formulated questions, moreover, should all be anchored on the general problem. With this, the researcher will be
guided on how he/she will seek an answer to the problem.

 The researcher must also know that a specific question to be formulated must be a researchable question, that is, it
should begin with words such as “what” and “how.” In this case, the researcher may be able to solicit responses
which can ensure detailed data necessary to the study. Non-researchable questions, as in, those which are answerable
by “yes” or “no” should be avoided.

Scope and Delimitation

 Scope and delimitation is an informative part of your research.

 Scope of research- it is commonly refers to the depth your research area or parameters.

These are parameters used in Scope and limitation:

1. Population –According to Majid (2018), this stands for the entire pool from which the sample is drawn.

2. Research Locale – It refers to the particular location where the study is conducted.

3. Specific Duration- This stands for the exclusive time frame when the research is conducted.

4. Research Method – This refers to the systematic plan for conducting research which includes strategies, process,
techniques, and procedures for collecting and analyzing data (MacDonald and Headlam 2008).

Here are the four (4) most commonly used qualitative designs that you can use.

a. Ethnography – If your research is about a description or investigation about customs of individual and
culture, this design can be used (Elis and Bochner 1996).

b. Phenomenology – If your research is about the commonality of lived experience within a group of
individuals or description of a particular phenomenon, this research design can be used (Singh 2018).

c. Case Study – If your research is about an investigation of a phenomenon within the context of real-life
situation, you can use this design (Kothari 2004) .

d. Grounded Theory – If your research aims toward a development of a theory in an inductive manner,
you can use this design (VanderStoep and Johnston 2009).

5. Protocols Followed- This refers to the standard procedure, system, or rules that you follow in gathering data. It
can be the permission in the conduct of the study, communication letter to the respondents, or agreement on the
conduct of interview.

6. Data Gathering Procedure- This refers to the step-by-step procedures that you employ before and during the
data gathering.
 7. Instrument-These are measurement devices that you use in your research. It can be in a form of test, survey,
questionnaire, and the like. However, in qualitative research, you as the researcher is the instrument, and your
interview guide serve as a tool in gathering the data (Bahrami, Soleimani, Yaghoobzadeh, & Ranjbar, 2016).

8. Data Analysis-These are the systematical processes you employ to describe or interpret your data. It can be
thematic network analysis, dendogramming, structural analysis, text analysis, and Collaizi procedure.

Significance of the Study

 Cristobal and Cristobal (2017) states that research is a very noble undertaking if it makes significant
contributions to the community and to the academic field or discipline where the researcher is affiliated
with.

 After identifying the general significance of the study, the researcher also has to determine the beneficiaries
who will directly gain from the results of the study.

 Classification of Beneficiaries are academic or non-academic.

Academic beneficiaries may include educational staff, teachers, students and researchers, while
non-academic beneficiaries may include stakeholders, policymakers, agencies and organizations.

 Benefits may be classified as educational, professional and personal.

Educational
- Learning about issues and methods in the chosen field.
- Furthering creative and scholastic achievement.
- Applying concepts from courses to real-life situations.
- Sharpening problem-solving skills
Professional
- Exploring potential careers
- Learning new specialized techniques and skills
- Enhancing professional communication skills
- Networking same interests with others
Personal
- Building confidence and independence
- Promoting critical and thinking
- Enhancing awareness

Selecting and Synthesizing Information from Relevant Literature

 As cited from Bloomsburg University of Pennsylvania (2020), literature review requires for a survey of scholarly
articles, books, and other sources which will later be enumerated, summarized, and evaluated in order to form a
concrete basis and support for the current study.
 Purposes of Reviewing a Literature
a. It provides the researcher a clear understanding of the study to be investigated.
b. It justifies the need for conducting the study.
c. It serves as the basis for establishing concepts presented in the study.
 Conducting a Review of Literature
a. Decide on the area of research.
b. Search for the literature.
c. Find relevant excerpts in books and articles.
Wilson (1990) identified four types of reading. These are as follows:
Elementary reading- This type of reading pertains to word-recognition type of reading wherein sentences
are literally comprehended.
Systematic reading- This type of reading employs skimming strategy wherein the researcher-reader may
focus on the highlighted terms in the sample source manuscript.
Analytic reading-This type of reading requires the researcher-reader to break the whole scholarly work into
parts for better understanding.
Comparative reading. This type of reading considers two or more scholarly works which will be analyzed
for comparing-contrasting purposes.
d. Code the literature. Categorizing the themes of the concepts found in different literature must be done for better
analysis and evaluation. Themes can be categorized from the similarities to the differences found among those
relevant works.
Two of the commonly used tools for reading and review purposes are as follows:
Highlighting -This tool uses marks and symbols that will help the researcher to easily revisit the important
ideas found in a scholarly work. This can also aid the researcher to easily distinguish the similarities and differences
found in various sources.
Annotation -This tool uses words, phrases, and sentences which serve as written remarks of the researcher
reflecting his/her understanding and questions regarding the scholarly work.
e. Create conceptual schema. After coding the concepts perceived to be important by the researcher in the conduct
of the study, he/she may then organize them in order to see in a wider perspective the relevance, including their
similarities and differences, to the current work.
f. Begin writing literature review. With a complete vision of necessary data that came from reading and reviewing
literature, the researcher may now begin the draft of the manuscript for review of the related literature section.
He/she must not forget to cite the author of any data that will be used for the study. The use of transitional words
will also be helpful in order to arrange ideas accordingly (e.g., the use of “similarly” to present that ideas have in
common).