Identifying

the Inquiry
and
Stating
the
Problem
Research in Daily Life 2
OBJECTIVES:
At the end of the lesson, the students
should be able to:
1. Design a Research Topic useful in daily
life.
2. Write a Research Title.
3. Describe the Introduction &
Background of the Study
DESIGNIN
GA
RESEARCH
TOPIC
 Designing a Research Topic
Research describes
expanding natural
phenomena, explained
existing development,
explore or investigate
changes and try to provide
solution or clarification on
certain issues in life.
For us to understand life,
society, issues, phenomena
and other aspect in fast
changing world, research is
4 BASIC STEPS
IN DESIGNING A
RESEARCH
TOPIC
1. Choose a broad topic.
2. Do the preliminary
Research.
3. Define the Problem.
4. Designing Research
 1. CHOOSE A
BROAD
Start withTOPIC
a QUESTION, How, What.
Brainstorming with members can help
you create a research topic. Your
primary research topic is likely to be
general or broad, this is useful strategy
to gather more information about the
topic as possible. this will help to
create wider scope about the topic and
develop more clearer sense of
limitation.
 PRELIMINARY
RESEARCH
Narrow your focus, conduct initial
literature review about the chosen
topic, focus on the variables that you
want to conduct in-depth. It will help
you develop more clearer sense of the
scope of your topic.

Look also if similar researches already

conducted your topic, to prevent
academic dishonesty and plagiarism.
3. DEFINE THE PROBLEM
Identify the particular unit of
analysis, your focus or scope of
study. Considered the goal of
your study, set your objectives
and define the issues and
problems that the research
want to define and exactly how
it will be utilized in decision
making.
 DESIGNING
RESEARCH
Creating a plan or blueprint for
your research will guide you
how to solve the problem .

It will be your overall strategy

to develop a more valid
research methodology and
obtained reliable data.
DECIDIN
G ON A
RESEARC
H TOPIC
DECIDING ON A RESEARCH
TOPIC
Before making a final decision on your topic, reflect on the following
question:

1. What area/s are not covered in the existing researches related

that I want to investigate?

2. What are the recent issues related to my track that I want to

clarify and understand?

3. How useful is it to me as senior high school student or to the

community where I belong and who will be the beneficiaries of
the findings?
WRITING
A
RESEARC
H TITLE
WRITING A RESEARCH TITLE
A research title is a product of real-world
observation, dilemmas, selective viewing and wide
reading. Layer (2013) stresses that choosing a
research topic and writing a title, researcher’s
interest and motivation should be considered.
Although topics might close
to you, your own personal views,
ideas, opinion and judgement
should not influence the result. It
must be objective as possible,
freed from your personal
CHARACTERISTICS OF
A GOOD RESEARCH
TITLE
According to rhetoric scholars Hairston
and Keene, making a good title for a
paper involves ensuring that the title of
the research accomplishes four goals as
mentioned below:
1.It should predict the content of the
research paper.
2.It should be interesting to the
reader.
CHARACTERISTICS OF
A GOOD RESEARCH
TITLE
3. It should reflect the tone of the
writing. Tone refers to the complexity of
the writing, along with the formality of the
words used. A more formal piece might
reflect a more serious topic, while a
lighthearted story might use fewer formal
words and diction.
4. It should contain important
keywords that will make it easier to be
located during a keyword search.
TIPS FOR WRITING AN
EFFECTIVE RESEARCH
PAPER TITLE
The following tips can be helpful in writing
effective research paper.
1. Make sure your research title describes (a)
the topic, (b) the method, (c) the sample, and
(d) the results of your study.
Example: Meditation makes nurses perform
better: a qualitative study of mindfulness
meditation among German nursing
students.
TIPS FOR WRITING AN
EFFECTIVE RESEARCH
PAPER TITLE
2. Avoid unnecessary words and jargons.
Keep the title statement as concise as
possible. You want a title that will be
comprehensible even to people who are not
experts in your field.

3. Make sure your title is between 5 and 15

words in length.
TIPS FOR WRITING AN
EFFECTIVE RESEARCH
PAPER TITLE
4. If you are writing a title for a university
assignment or for a particular academic
journal, verify that your title conforms to the
standards and requirements for that outlet.
For example, many journals require that titles
fall under a character limit, including spaces.
Many universities require that titles take a
very specific form, limiting your creativity.
5. Use a descriptive phrase to convey the
purpose of your research efficiently
DESCRIBIN
G THE
BACKGROU
ND OF THE
STUDY
Background of the
Study
Background of the study is the overview of
the research topic, which also explain the
reason of choosing the topic.
It provides information that essential to the
main body of the research paper like
historical development, academic progress,
scientific innovation and cultural or
sociological modification. Such development
or issues could serve as your step board for
research question.
How to Write Research
Introduction and
Background of your Study
The introduction to a research paper is
where you set up your topic and approach
for the reader. It has several key goals:
• Present your topic and get the reader
interested
• Provide background or summarize existing
research
• Position your own approach
• Detail your specific research problem
• Give an overview of the paper’s structure
How to Write Research
Introduction and
Background of your Study
The introduction looks slightly different depending on
whether your paper presents the results of original
empirical research or constructs an argument by
engaging with a variety of sources.

1. Write your introduction. The first job of the

introduction is to tell the reader what your topic is and
why it’s interesting or important.
How to Write Research
Introduction and
Background of your Study
2. Describe the background of the study.

The presentation of the background depends on the

approach your paper is taking, such as argumentative
paper or empirical paper. For argumentative paper
provide background information about the topic,
recent issues or problems, while if the paper is
empirical approach describe previous research
conducted and the most relevant research conducted
about the topic.
How to Write Research
Introduction and
Background of your Study
3. Establish your research problem. The next step is
to clarify how your research will fit and how will you
address your problem. Give emphasis on the importance
of the result for argumentative paper while for empirical
paper focus on research gap, limitation of previous
research and its potential contribution to academe.

4. Specify the main objectives. State your rationale or

reasons why you want to major into a particular subject or
instead what problems you seek to solve in the subject
matter. Provide the potential benefits of significance of
the finding on the academe of in other field.
The Do’s and Don’ts in writing
Introduction
One of the things that should be evident throughout your
research paper introduction is honesty to your readers.

This will go a long way in establishing a piece of research

work that can be relied on by other students and
researchers in the future. You will also not find it hard
explaining the rest of the research paper to the panelists.
 Do’s

• Your research paper introduction should be short,

accurate and precise. Don´t tell stories at the
introductory level of your research.

• Pick-point the ideas you want to talk about and the

methodologies that you have derived from the course
work for you to solve the hindrances that you
encountered on the ground.
 Do’s

• Refer to diverse research paper introduction works

and make sure to look for up-to-date researches for
your thesis.

• Provide tangible shreds of evidence and supporting

arguments to blueprint your findings, and at least
prove the fact that what you are presenting is well
researched as well as authentic.
 Do’s
• Find it worth to include relevant terms, may it be scientific
or mathematical or even theological.

• Always remember to proofread your work.

• Scrutinize your research paper introduction before

presentation for reliability and present it with utmost logic
to show how it supports your research and not a mere
throwing in of figures.
 Don’ts
• Do not try explaining ideas that do not answer your
research questions. This is a mere waste of time and will
not lead to any new conclusion about your research paper
introduction work.

• Do not write a lengthy research paper introduction. What

will you write in the rest of the paper if you tell it all here?

• Do not state incomplete reasons for carrying out the

research. You want to be as convincing as possible in your
research paper introduction.
 Don’ts
• Do not exceed the stated word limit. It brings
about the fact that you do not know what you
are talking about, instead, you present yourself
as a bluff.

• Do not plagiarize your research paper

introduction, just like any other portion of your
research work. Check this before any
submissions. Make sure all the hypothetical
THANKS
Do you have any questions?

mark.galaura@pcu.edu
.ph

+63 997 913 2016

CREDITS: This presentation template was

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OBJECTIVES:
At the end of the lesson, the students
should be able to:
1. Formulate Statement of the Problem
and state research questions.
2. Construct the scope and limitation and
define the beneficiaries of the study
 STATING
RESEARCH
QUESTION
AND
STATEMEN
T OF THE
PROBLEM
Research in Daily Life 2
A research question is a question that a study or
research project aims to answer. This question often
addresses an issue or a problem, which, through
analysis and interpretation of data, is answered in
the study’s conclusion.

The primary importance of framing the research

question is that it narrows down a broad topic of
interest into a specific area of study (Creswell,
2014). Research questions, along with hypotheses,
also serve as a guiding framework for research.
These questions also specifically reveal the
boundaries of the study, setting its limits, and
ensuring cohesion.
To create a well-structured quantitative research
question, four steps can be considered:

STEP ONE:
Choose the type of quantitative research question
(i.e., descriptive, comparative or relationship) you
are trying to create

STEP TWO
Identify the different types of variable you are
trying to measure, manipulate and/or control, as
well as any groups you may be interested in
STEP THREE
Select the appropriate structure for the chosen
type of quantitative research question, based on
the variables and/or groups involved

- Structure of descriptive research questions

- Structure of comparative research questions

- Structure of relationship-based research

questions
Structure of descriptive research
questions
There are six steps required to construct a descriptive
research question:

(1) Choose your starting phrase;

(2) Identify and name the dependent variable;
(3) Identify the group(s) you are interested in;
(4) Decide whether dependent variable or group(s) should be
included first, last or in two parts;
(5) Include any words that provide greater context to your
question; and
(6) Write out the descriptive research question. Each of these
steps is discussed in turn:
FIRST: Choose your starting
phrase
You can start descriptive research questions with any of
the following phrases:

How many?
How often?
How frequently?
How much?
What percentage?
What proportion?
To what extent?
What is?
What are?
FIRST: Choose your starting
phrase
Some of these starting phrases are highlighted in blue text in
the examples below:

How many calories do American men and women consume per

day?
How often do British university students use Facebook each
week?
What are the most important factors that influence the career
choices of Australian university students?
What proportion of British male and female university students
use the top 5 social networks?
What percentage of American men and women exceed their
daily calorific allowance?
SECOND : Identify and name the
dependent variable
All descriptive research questions have a
dependent variable. You need to identify what this
is. However, how the dependent variable is written
out in a research question and what you call it are
often two different things. In the examples below,
we have illustrated the name of the dependent
variable and highlighted how it would be written
out in the blue text.
SECOND : Identify and name the
dependent variable
Name of the dependent variable How the dependent variable is
written out

Daily calorific intake How many calories do American men

and women consume per day?

Daily calorific intake What percentage of American men

and women exceed their daily calorific
allowance?
Weekly Facebook Usage How often do British university
students use Facebook each week?
Factors affecting career choices What are the most important factors
that influence the career choices of
Australian university students?
Use of the top 5 social networks What proportion of British male and
female university students use the top
5 social networks?
THIRD: Identify the group(s) you are
interested in
All descriptive research questions have at least one group, but
can have multiple groups. You need to identify this group(s).
In the examples below, we have identified the group(s) in
the green text.

How many calories do American men and women consume per

day?
How often do British university students use Facebook each
week?
What are the most important factors that influence the career
choices of Australian university students?
THIRD: Identify the group(s) you are
interested in
What proportion of British male and female university
students use the top 5 social networks?

What percentage of American men and women exceed their

daily calorific allowance?

The examples illustrate the difference between the use of a

single group (e.g., British university students) and multiple
groups (e.g., American men and women).
FOURTH: Decide whether the dependent
variable or group(s) should be included first,
last or in two parts
Sometimes it makes more sense for the dependent variable to
appear before the group(s) you are interested in, but
sometimes it is the opposite way around. The following
examples illustrate this, with the group(s) in green text and
the dependent variable in blue text:

Group 1st; dependent variable 2nd:

How often do British university students use Facebook each
week?
Dependent variable 1st; group 2nd:
What are the most important factors that influence the career
choices of Australian university students?
FOURTH: Decide whether the dependent
variable or group(s) should be included first,
last or in two parts
Sometimes, the dependent variable needs to be broken into two
parts around the group(s) you are interested in so that the research
question flows. Again, the group(s) are in green text and
the dependent variable is in blue text:

How many calories do American men and women consume per day?

Of course, you could choose to restructure the question above so that

you do not have to split the dependent variable into two parts.

For example:
How many calories are consumed per day by American
men and women?
FOURTH: Decide whether the dependent
variable or group(s) should be included first,
last or in two parts

When deciding whether the dependent

variable or group(s) should be included first or last,
and whether the dependent variable should be
broken into two parts, the main thing you need to
think about is flow: Does the question flow? Is it
easy to read?
FIFTH: Include any words that provide
greater context to your question
Sometimes the name of the dependent variable provides all
the explanation we need to know what we are trying to measure.

Take the following examples:

How many calories do American men and women consume per day?

How often do British university students use Facebook each week?

FIFTH: Include any words that provide
greater context to your question
However, sometimes a descriptive research question is not
simply interested in measuring the dependent variable in its entirety,
but a particular component of the dependent variable. Take the
following examples in red text:

What percentage of American men and women exceed their daily

calorific allowance?

What are the most important factors that influence the career choices
of Australian university students?
In the first example, the research question is not simply interested in
the daily calorific intake of American men and women, but what
percentage of these American men and women exceeded their daily
calorific allowance.

So the dependent variable is still daily calorific intake, but the research
question aims to understand a particular component of that
dependent variable (i.e., the percentage of American men and
women exceeding the recommend daily calorific allowance). In the
second example, the research question is not only interested in what
the factors influencing career choices are, but which of these factors
are the most important.

Therefore, when you think about constructing your descriptive research

question, make sure you have included any words that provide
greater context to your question.
SIXTH: Write out the descriptive
research question
Once you have these details:

(1) the starting phrase,

(2) the name of the dependent variable,
(3) the name of the group(s) you are interested in, and
(4) Decide whether the dependent variable or group(s) should be
included first, last or in two parts
(5) Include any words that provide greater context to your question:

You can now (6) write out the descriptive research question in full.
SIXTH: Write out the descriptive
research question
The example descriptive research questions discussed above are written out in
full below:

How many calories do American men and women consume per day?

How often do British university students use Facebook each week?

What are the most important factors that influence the career choices of
Australian university students?

What proportion of British male and female university students use the top 5
social networks?

What percentage of American men and women exceed their daily calorific
allowance?
Structure of Comparative research
questions
There are five steps required to construct a comparative
research question:

(1) choose your starting phrase;

(2) identify and name the dependent variable;
(3) identify the groups you are interested in;
(4) identify the appropriate adjoining text; and
(5) write out the comparative research question.

Each of these steps is discussed in turn:

FIRST: Choose your starting
phrase
Comparative research questions typically start with one of
two phrases:

Number of
dependent Starting phrase
variables
Two What is the
difference in?
Three or more What are the
differences in?
FIRST: Choose your starting
phrase
Some of these starting phrases are highlighted in blue text in
the examples below:
What is the difference in the daily calorific intake of American
men and women?
What is the difference in the weekly photo uploads on
Facebook between British male and female university
students?
What are the differences in perceptions towards Internet
banking security between adolescents and pensioners?
What are the differences in attitudes towards music piracy
when pirated music is freely distributed or purchased?
SECOND : Identify and name the
dependent variable
All comparative research questions have
a dependent variable. You need to identify what this
is. However, how the dependent variable is written
out in a research question and what you call it are
often two different things.

In the examples below, we have illustrated

the name of the dependent variable and
highlighted how it would be written out in the blue
text.
SECOND : Identify and name the
dependent variable
Name of the dependent variable How the dependent variable is
written out
Daily calorific intake What is the difference in the daily calorific
intake of American men and women?

Perceptions towards Internet banking What are the differences in perceptions

security towards Internet banking security between
adolescents and pensioners?

Attitudes towards music piracy What are the differences in attitudes

towards music piracy when pirated music
is freely distributed or purchased?

Weekly Facebook photo uploads What is the difference in the weekly photo
uploads on Facebook between British male
and female university students?
THIRD : Identify the groups you are
interested in
All comparative research questions have at
least two groups. You need to identify these groups.
In the examples below, we have identified
the groups in the green text.

What is the difference in the daily calorific intake

of American men and women?
What is the difference in the weekly photo uploads on
Facebook between British male and female
university students?
THIRD : Identify the groups you are
interested in
What are the differences in perceptions towards
Internet banking security between
adolescents and pensioners?

What are the differences in attitudes towards music

piracy when pirated music is freely
distributed or purchased?
THIRD : Identify the groups you are
interested in
It is often easy to identify groups because they reflect different
types of people (e.g., men and women, adolescents and
pensioners), as highlighted by the first three examples.
However, sometimes the two groups you are interested in
reflect two different conditions, as highlighted by the final
example.

In the final example, the two conditions (i.e., groups) are

pirated music that is freely distributed and pirated music that is
purchased. So we are interested in how the attitudes towards
music piracy differ when pirated music is freely distributed as
opposed to when pirated music in purchased.
Identify the appropriate adjoining
text
Before you write out the groups you are interested in
comparing, you typically need to include some adjoining text.
Typically, this adjoining text includes the
words between or amongst, but other words may be more
appropriate, as highlighted by the examples in red text below:

What is the difference in the daily calorific intake of American

men and women?
Identify the appropriate adjoining
text
What is the difference in the weekly photo uploads on
Facebook between British male and female university students?

What are the differences in perceptions towards Internet

banking security between adolescents and pensioners?

What are the differences in attitudes towards music

piracy when pirated music is freely distributed or purchased?
Write out the comparative research
question
Once you have these details:
(1) the starting phrase,
(2) the name of the dependent variable,
(3) the name of the groups you are interested in comparing, and
(4) any potential adjoining words –

You can write out the comparative research question in full. The
example comparative research questions discussed above are
written out in full below:
Write out the comparative research
question
What is the difference in the daily calorific intake of American
men and women?

What is the difference in the weekly photo uploads on Facebook

between British male and female university students?

What are the differences in perceptions towards Internet banking

security between adolescents and pensioners?

What are the differences in attitudes towards music piracy when

pirated music is freely distributed or purchased?
Structure of relationship-based
research questions
There are six steps required to construct a relationship-
based research question:

(1) choose your starting phrase;

(2) identify the independent variable(s);
(3) identify the dependent variable(s);
(4) identify the group(s);
(5) identify the appropriate adjoining text; and
(6) write out the relationship-based research question.
FIRST: Choose your starting
phrase
Comparative research questions typically start with one of
two phrases:
Number of
dependent Starting phrase
variables
Two What is the relationship
between?
Three or more What are the relationships
of?
FIRST: Choose your starting
phrase
Some of these starting phrases are highlighted in blue text in
the examples below:

What is the relationship between gender and attitudes

towards music piracy amongst adolescents?

What is the relationship between study time and exam scores

amongst university students?

What is the relationship of career prospects, salary and

benefits, and physical working conditions on job
satisfaction between managers and non-managers?
SECOND: Name the independent
variable(s)
All relationship-based research questions have at least
one independent variable. You need to identify what this is. In
the examples that follow, the independent variable(s) is
highlighted in the purple text.
What is the relationship between gender and attitudes towards
music piracy amongst adolescents?
What is the relationship between study time and exam scores
amongst university students?

What is the relationship of career prospects, salary and benefits,

and physical working conditions on job satisfaction between
managers and non-managers?
THIRD: Name the dependent
variable(s)
All relationship-based research questions also have
at least one dependent variable. You also need to
identify what this is.

At the undergraduate and master's level, it is likely

that your research question will only have one
dependent variable. In the examples that follow,
the dependent variable is highlighted in the blue
text.
THIRD: Name the dependent
variable(s)
What is the relationship between gender and attitudes
towards music piracy amongst adolescents?

What is the relationship between study time

and exam scores amongst university students?

What is the relationship of career prospects, salary

and benefits, and physical working conditions on job
satisfaction between managers and non-managers?
FOURTH: Name of the group(s)
All relationship-based research questions have at
least one group, but can have multiple groups. You
need to identify this group(s). In the examples
below, we have identified the group(s) in the green
text.

What is the relationship between gender and attitudes

towards music piracy amongst adolescents?
FOURTH: Name of the group(s)
What is the relationship between study time and
exam scores amongst university students?

What is the relationship of career prospects, salary

and benefits, and physical working conditions on job
satisfaction between managers and non-managers?
FIFTH: Identify the appropriate
adjoining text
Before you write out the groups you are interested
in comparing, you typically need to include some
adjoining text (i.e., usually the words between or
amongst):
Number of Groups Adjoining Text

One Amongst? [e.g. Group 1]

Between
Two or more Of? [e.g. Group 1 & Group 2]
FIFTH: Identify the appropriate
adjoining text
Some examples are highlighted in red text below:
What is the relationship between gender and attitudes
towards music piracy amongst adolescents?
What is the relationship between study time and exam
scores amongst university students?
What is the relationship of career prospects, salary and
benefits, and physical working conditions on job
satisfaction between managers and non-managers?
SIXTH: Write out the relationship-
based research question
Once you have these details,
(1) the starting phrase,
(2) the name of the dependent variable,
(3) the name of the independent variable,
(4) the name of the group(s) you are interested in, and
(5) any potential adjoining words

You can write out the relationship-based research

question in full.
SIXTH: Write out the relationship-
based research question
The example relationship-based research questions
discussed above are written out in full below:
What is the relationship between gender and attitudes
towards music piracy amongst adolescents?
What is the relationship between study time and exam
scores amongst university students?
What is the relationship of career prospects, salary and
benefits, and physical working conditions on job
satisfaction between managers and non-managers?
STEP FOUR:
Write out the problem or issues you are trying
to address in the form of a complete research
question
In the previous section, we illustrated how to write out
the three types of research question (i.e.,
descriptive, comparative and relationship-based
research questions).
Whilst these rules should help you when writing out
your research question(s), the main thing you
should keep in mind is whether your research
Hulley et al. (2007) suggest
using a set of criteria-
known as the “FINER”
criteria-to find out if you
have a good research
question. The FINER criteria
are outlined below:
F–FEASIBLE
A good research question is feasible, which
means that the question is well within the
researcher’s ability to investigate.

Researchers should be realistic about the

scale of their research as well as their ability
to collect data and complete the research
with their skills and the resources available to
them. It’s also wise to have a contingency
plan in place in case problems arise.
I–INTERESTING
The ideal research question is interesting not
only to the researcher but also to their peers
and community.

This interest boosts the researcher’s motivation

to see the question answered. For instance, you
can do research on student housing trends if it
is right up your alley, as they do change often.
N–NOVEL
Your research question should be
developed to bring new insights to the
field of study you are investigating. The
question may confirm or extend
previous findings on the topic you are
researching, for instance.
E–ETHICAL
This is one of the more important
considerations of making a
research question. Your research
question and your subsequent
study must be something that
review boards and the appropriate
authorities will approve.
R–RELEVANT
Aside from being interesting and novel,
the research question should be relevant
to the scientific community and people
involved in your area of study. If
possible, your research question should
also be relevant to the public’s interest.
 WRITING
SCOPE AND
LIMITATION
Research in Daily Life 2
Scope and Limitations are two terms that
address the details of a research project.

The term scope refers to the problem or issue

that the researcher wants to study with the
project.

Limitations is the term used for constraints

that impact the researcher’s ability to
effectively study the scope of the project.
The scope of the study refers to the
parameters under which the study will be
operating.

The problem you seek to resolve will fit within

certain parameters. Think of the scope as the
domain of your research—what’s in the
domain, and what is not.
You need to make it as clear as possible what
you will be studying and what factors are
within the accepted range of your study.

For example, if you are studying the ill effects

of bullying on middle school children, the
scope could include both face-to-face bullying
and cyber-bullying in grades 6 through 8.
Guidelines on How to Write a Scope
A good scope statement will answer the following six questions:
Guidelines on How to Write a Scope
• Why – the general aims and objectives
(purpose) of the research.
• What – the subject to be investigated and the
included variables.
• Where – the location or setting of the study, i.e.
where the data will be gathered and to which entity
the data will belong.
• When – the timeframe within which the data is
to be collected.
Guidelines on How to Write a Scope
• Who – the subject matter of the study and the
population from which they will be selected. This
population needs to be large enough to be able to
make generalizations.

• How – the research is conducted, including the

research design used ( e.g. whether experimental,
descriptive or qualitative research approach ). The
research methodology, the sampling technique,
research instrument and the data gathering
procedures plus the statistical treatment use.
Limitations are matters and occurrences that
arise in a study which are out of the
researcher's control.

They limit the extensity to which a study can

go, and sometimes affect the end result and
conclusions that can be drawn. Every study,
no matter how well it is conducted and
constructed, has limitations.
This is one of the reasons why we do not use
the words "prove" and "disprove" with respect
to research findings.

It is always possible that future research may

cast doubt on the validity of any hypothesis or
conclusion from a study. Your study might
have access to only certain people in an
organization, certain documents, and certain
data. These are limitations. Subsequent
studies may overcome these limitations.
SIGNIFICAN
CE OF THE
STUDY
Research in Daily Life 2
What Is the Significance of the
Study?

The Significance of the Study presents the

importance of your research. It gives you an
opportunity to prove the study’s impact on your
field of research, the new knowledge it
contributes, and the people who will benefit
from it.
Where Should I Put the Significance
of the Study?

The Significance of the Study is part of the first

chapter or the Introduction. It comes after the
research’s rationale, problem statement, and
hypothesis.
Why Should I Include the
Significance of the Study?
The purpose of the Significance of the Study is
to give you space to explain to your readers
how exactly your research will be contributing
to the literature of the field you are studying.
It’s where you explain why your research is
worth conducting and how significant it is to
the community, the people, and various
institutions.
How To Write
Significance of
the Study: 5
Steps
1. Use Your Research Problem
as a Starting Point
Your problem statement itself can provide
clues to what outcome your research study
will achieve and who will benefit from it.

Ask yourself “How will the answers to my

research problem be beneficial?”. In this
manner, you will have an idea of how
valuable it is to conduct your study.
1. Use Your Research Problem
as a Starting Point
Let’s say your research problem is “What is the level
of effectiveness of the lemongrass (Cymbopogon
citratus) in lowering the blood glucose level of swiss
mice (Mus musculus)?”

Discovering a positive correlation between the use of

lemongrass and lower blood glucose level may lead
to the following results:
-Increased public understanding of the plant’s
medical properties;

- Higher appreciation to the importance of lemongrass

by the community;

- Adoption of lemongrass tea as a cheap, readily

available, and natural remedy to lower their blood
glucose level.
2. State How Your Research
Will Contribute to the Existing
Literature in the Field
Think of the things that were not explored by
previous studies.

Then, write how your research tackles those

unexplored areas. Through this, you can convince
your readers that you are studying something new
and adding value to the field.
3. Explain How Your Research
Will Benefit Society

In this part, tell how your research will impact

society. Think of how the results of your research will
change something in your community.
4. Mention the Specific Persons
or Institutions Who Will Benefit
From Your Study
Using the same example above, you may indicate
that the results of this research will benefit those
people who are looking for an alternative supplement
to prevent high blood glucose levels.
5. Indicate How Your Study May
Help Future Studies in the Field
You must also specifically indicate how your research
will be part of the literature of the field you are
studying and how it will benefit future researchers. In
our example above, you may indicate that through
the data and analysis that your research will provide,
future researchers may explore other capabilities of
herbal plants in preventing different diseases.