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4 - Introduction

This document provides guidance on writing an introduction for a research proposal or study. It discusses including trends, issues, objectives and contributions; how to write a statement of the problem as declarative statements or questions; examples of general and specific statements; objectives of the study; forms of hypotheses like null, alternative, and cause-and-effect; significance of the study; time and place; definition of terms; scope and limitations; operational definitions; conceptual frameworks as narratives or diagrams.

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Desiree Pescasio Dimasuay
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4K views29 pages

4 - Introduction

This document provides guidance on writing an introduction for a research proposal or study. It discusses including trends, issues, objectives and contributions; how to write a statement of the problem as declarative statements or questions; examples of general and specific statements; objectives of the study; forms of hypotheses like null, alternative, and cause-and-effect; significance of the study; time and place; definition of terms; scope and limitations; operational definitions; conceptual frameworks as narratives or diagrams.

Uploaded by

Desiree Pescasio Dimasuay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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CHAPTER 1: INTRODUCTION

INTRODUCTION

TRENDS, ISSUES, OBJECTIVES AND


CONTRIBUTION TO THEORY AND
PRACTICE
HOW TO WRITE YOUR INTRODUCTION?
 TRENDS – may be presented through studies and statistics related to
the topic from the international, national and to the local setting
 ISSUES – may be presented with related literature on actual
situations involving statistics and legal provisions.
 Last paragraph may be devoted to a short discussion on why you
decided to conduct the study based on the trends and issues and the
possible outcome contribution of the study linking it to the problem
at hand.
STATEMENT OF THE PROBLEM
STATEMENT OF THE PROBLEM

This should contain the description of the


problem or problems that will be investigated
in the proposal.
This can be written as declarative statements
in paragraph form or as questions that need to
be answered.
STATEMENT OF THE PROBLEM

General statement and specific research questions


For General Statement, follow this pattern:
The purpose of this [type of study] study is to (understand,
describe, develop, discover) [what: indicate the central
phenomenon of the study] of [who or what: indicate the
participants involving [what or who: a general definition of
the central concept] from [when] to [purpose]
EXAMPLE
The purpose of this ethnographic study is to
describe the training of Aeta Teachers from
Castillejos, Zambales for the past ten years to
provide insights into the formulation of a
teacher education model for indigenous
people.
EXAMPLE

Title: A Phenomenological Study of the Levels of Pain Experienced by


Children Aged 3-5 years Undergoing an Intravenous Injection in the
Presence of their Mothers
General Statement: The purpose of this phenomenological study is to
describe the levels of pain experienced by children 3-5 years undergoing
intravenous injection in the presence of their mothers.
EXAMPLE

Sub-question: How do the children describe their levels of pain


while undergoing intravenous injection in the presence of their
mother?
How do the children compare the levels of pain they
experienced while undergoing intravenous injection while their
mother was with them and their mother was not around?
OBJECTIVES OF THE STUDY

Objectives are another way of detailing the purpose of


the study.
They are set by the researcher to explain in detail what
the study is expected to achieve.
HYPOTHESES

An “educated guess”


Based on prior knowledge, experiences an
observations
Includes an explanation why the guess may
be correct
Result of a process of inductive reasoning
where observations lead to the formation of
a theory
CHARACTERISTICS OF A GOOD HYPOTHESIS

1.Hypothesis should be simple.


 Should be direct to the point
 NO DOUBLE MEANING
 It is necessary that the hypothesis should only show
relationship between one independent variable and one
dependent variable
 Positive history of albinism increases the rate of transfer
of the trait to male first-degree relatives
CHARACTERISTICS OF A GOOD HYPOTHESIS

2. Hypothesis should be specific.


 Leaves no ambiguity about the subjects and variables or
about how the test of statistical significance will be applied
 Uses concise operational definitions that summarize the
nature and source of the subjects and the approach to
measuring variables
 Formulated from specific questions upon which they are
based.
CHARACTERISTICS OF A GOOD HYPOTHESIS

3. Hypothesis should be
testable.
 Can be proven right or
wrong depending upon
the outcome of the
experiment.
FORMS OF HYPOTHESES

1. Null Form (Ho)


 The null hypothesis states that there is
no association or significant
difference between the results of two
conditions being tested.
 Formal basis for testing statistical
significance
NULL FORM (HO)

 Hypothesis of no difference or equality


 i.e There is no significant difference between the
effects of animal manure and urea on the height
of plant, color or the leaves and the yield
produced y plant.
FORMS OF HYPOTHESES

2. Alternative Form
 States the nature of the connection between or among the variables
that the researcher expects
 It shows that there is a significant difference between the results of
the two conditions being tested.
FORMS OF HYPOTHESES
3. Cause-and-effect
 States that if a certain condition (cause) is true, then a
supporting observation (effect) occurs.
 i.e If there is a difference between the effect of animal manure
and urea, then the growth of the plant will differ significantly
in terms of height of plant, colors of the leaves and the yield
produced by plants.
WRITING THE SIGNIFICANCE OF THE STUDY

Identify the groups who will benefit from your study


Discuss the specific benefit that they would get from
it by discussing how the study would help in solving
existing problems of these identified groups
TIME AND PLACE OF THE STUDY

Inlcudes the period when the study was


conducted
also includes where the study was
conducted
DEFINITION OF TERMS

Important terms should


be defined
Should be brief, clear
and unequivocal as
possible
WRITING THE SCOPE AND LIMITATIONS

QUESTION: WHERE TO START?


WHERE TO END? WHAT IS THE
SCOPE? WHAT IS THE STUDY ALL
ABOUT?
FORMING ALL OPERATIONAL DEFINITIONS (DEFINITION OF
TERMS)
THE TERMS SHOULD BE CEARLY DEFINED
ACCORDING TO HOW THEY ARE USED IN THE
STUDY. (OPERATIONAL DEFINITION)
CONCEPTUAL DEFINITION – TERMS ARE DEFINED
BASED ON ACTUAL CONCEPTS
TO DEFINE, START FROM THE TITLE 
GENERAL STATEMENT OF THE PROBLEM 
OTHER TERMS TO BE USED IN THE STUDY
CONCEPTUAL FRAMEWORK
Serve as a basis for the formulation of the
research hypotheses
Shows the variables and the relationships
between these variables needed
Central theme, main focus of the study
Narrative or in a diagram
CONCEPTUAL FRAMEWORK (NARRATIVE)
A researcher might want to test Lamarck’s
Theory of Use and Disuse. Basically the theory says
that whatever characteristic the organism acquires
during its lifetime, this can be passed on to its
offspring. And this trait is strengthened or
developed with constant use during its lifetime.
Otherwise, the trait is lost.
CONCEPTUAL FRAMEWORK (NARRATIVE)

The classic example used to illustrate this theory


is the long neck of giraffes. Giraffes stretch their
necks to reach the leaves of tall, flat topped trees
in the savanna. If they don’t stretch their necks,
then their necks would be shorter. And those traits
will be passed on to its offspring.
CONCEPTUAL FRAMEWORK (NARRATIVE)

Two variables in this case may be used. These are


the length of necks of giraffes and their habitat – a
place where they can stretch their necks to feed and
a place where they need not do.
CONCEPTUAL FRAMEWORK (DIAGRAM)
Anti-Microbial Property of
Pomacea canalicuta Dependent Variable:
Effectiveness of
Independent Pomacea canalicuta
Variable: mucus as growth
inhibitor of bacillus
Pomacea subtilis and Bacillus
canaliculata mucus cereus

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