This document provides an overview of the structure and content of a research paper's introduction chapter. It includes sections on the background of the problem, review of related literature, theoretical framework, conceptual framework, statement of the problem, hypotheses, significance of the study, scope and delimitations, and definition of terms. For each section, key points and considerations for writing are summarized. The introduction serves to introduce the research topic and provide necessary context to orient the reader before they proceed to subsequent chapters.

1. Chapter 1:
INTRODUCTION
REPORTERS:
ALYSSA MARIE R. ALITA
KRISHAH HIDALGO-OCAMPO
AILEEN GALE M. AGCAOILI
MBA 200: ADVANCED BUSINESS RESEARCH

2. Chapter 1: Introduction
• Background of the Problem
• Review of Related Literature
• Theoretical Framework
• Conceptual Framework
• Statement of the Problem
• Null and Alternative Hypotheses
• Significance of the Study
• Scope and Delimitations of the Study
• Definition of Terms

3. BACKGROUND OF
THE PROBLEM
RE PORTED BY: ALYSSA M AR IE R. ALITA

4. BACKGROUND OF THE PROBLEM
Background information identifies and describes
the history and nature of a well-defined research
problem with reference to the existing literature

5. BACKGROUND OF THE PROBLEM
Background information does not replace the
literature review section of a research paper

6. BACKGROUND OF THE PROBLEM
Background information expands upon the key
points stated in the beginning of your introduction
but is not intended to be the main focus of the
paper

7. BACKGROUND OF THE PROBLEM
-Cultural - Philosophical
-Economic - Physical/Spatial
-Gender - Political
-Historical - Social
-Interdisciplinary - Temporal

8. BACKGROUND OF THE PROBLEM
Background information can also include
summaries of important, relevant research studies

9. BACKGROUND OF THE PROBLEM
Background information serves as a bridge that
links the reader to the topic of your study

10. BACKGROUND OF THE PROBLEM
1. Are there concepts, terms, theories, or ideas that may
be unfamiliar to the reader and, thus require
additional explanation?
2. Are there historical elements that need to be explored
in order to provide needed context, to highlight
specific people, issues, or events, or to lay a foundation
for understanding the emergence of a current issue or
event?

11. BACKGROUND OF THE PROBLEM
3. Are there theories, concepts, or ideas borrowed from
other disciplines or academic traditions that may be
unfamiliar to the reader and therefore require further
explanation?
4. Is the research study unusual in a way that requires
additional explanation?

12. BACKGROUND OF THE PROBLEM
Background information should be brief and
succinct (Keep it simple and short!)

13. REVIEW OF RELATED
LITERATURE
RE PORTED BY: ALYSSA M AR IE R. ALITA

14. REVIEW OF RELATED LITERATURE
Literature reviews are designed to provide an
overview of sources you have explored while
researching a particular topic and to demonstrate
to your readers how your research fits within a
larger field of study

15. REVIEW OF RELATED LITERATURE
Literature review may consist of simply a
summary of key sources

16. REVIEW OF RELATED LITERATURE
Purpose
1. Place each work in the context of its contribution to
understanding the research problem being studied
2. Describe the relationship of each work to the others under
consideration
3. Identify new ways to interpret prior research
4. Reveal any gaps that exist in the literature

17. REVIEW OF RELATED LITERATURE
Purpose
5. Resolve conflicts amongst seemingly contradictory previous
studies
6. Identify areas of prior scholarship to prevent duplication of
effort
7. Point the way in fulfilling a need for additional research
8. Locate your own research within the context of existing
literature

18. REVIEW OF RELATED LITERATURE
Types of Literature Reviews
1. Argumentative Review
2. Integrative
3. Historical
4. Methodological
5. Systematic
6. Theoretical

19. REVIEW OF RELATED LITERATURE
Thinking about your literature review
1. Structure (overview, division, explanation, conclusion)
2. Critical evaluation of each work (provenance, methodology,
objectivity, persuasiveness, value)

20. REVIEW OF RELATED LITERATURE
Development of the literature review
1. Four Stages (Problem formulation, Literature search, Data
evaluation, Analysis and interpretation)
2. Consider the following issues before writing the literature
review (clarify, find models, narrow the topic, consider
whether your sources are current)

21. REVIEW OF RELATED LITERATURE
Ways to organize your literature review
1. Chronology of events
2. By Publication
3. Thematic (or the conceptual categories)
4. Methodological
5. Other Sections (Current Situation, History, Selection
Methods, Standards, Questions for Further Research)

22. REVIEW OF RELATED LITERATURE
Writing your literature review
1. Use Evidence
2. Be Selective
3. Use Quotes Sparingly
4. Summarize and Synthesize
5. Keep your Own Voice
6. Use Caution When Paraphrasing

23. REVIEW OF RELATED LITERATURE
Writing your literature review
7. Break Out of your Disciplinary Box
8. Do not just review for Content
9. Know when you stop looking and move on to your
literature review (repeating patters, sources of the
authors, citation tracking)

24. REVIEW OF RELATED LITERATURE
Common Mistakes to Avoid
1. Sources do not clearly relate to the research problem
2. Do not take sufficient time to define and identify the
most relevant sources to use
3. Relies exclusively on secondary analytical sources
4. Reports isolated statistical results

25. THEORETICAL
FRAMEWORK
RE PORTED BY: ALYSSA M AR IE R. ALITA

26. THEORETICAL FRAMEWORK
Theoretical framework introduces and
describes the theory that explains why the
research problem under study exists

27. THEORETICAL FRAMEWORK
Theory
Hypothesis

28. THEORETICAL FRAMEWORK
Theoretical framework is consists of concepts
and, together with their definitions and
reference to relevant scholarly literature,
existing theory that is used for your particular
study

29. THEORETICAL FRAMEWORK
Theoretical framework is most often not
something readily found within the
literature

30. THEORETICAL FRAMEWORK
1. An explicit statement of theoretical assumptions
permits the reader to evaluate them critically
2. Theoretical framework connects the researcher to
existing knowledge
3. Articulating the theoretical assumptions of a research
study forces you to address questions of why and how
4. Having a theory helps you identify the limits to those
generalizations

31. THEORETICAL FRAMEWORK
Developing the Framework
1. Examine your thesis title and research problem
2. Brainstorm about what you consider to be the key
variables in your research
3. Review related literature
4. List the constructs and variables
5. Review key social science theories
6. Discuss the assumptions or propositions

32. THEORETICAL FRAMEWORK
Purpose
Think of theories as the conceptual basis for
understanding, analyzing, and designing ways to
investigate relationships within social systems

33. THEORETICAL FRAMEWORK
Theoretical framework is used to limit the scope
of the relevant data

34. THEORETICAL FRAMEWORK
1. What is the research problem or
question?
2. Why is your approach a feasible solution?

35. THEORETICAL FRAMEWORK
Writing and Revising the Framework
1. Clearly describe the framework, concepts, models,
or specific theories that underpin your study
2. Position your theoretical framework within a
broader context of related frameworks, concepts,
models, or theories

36. THEORETICAL FRAMEWORK
Writing and Revising the Framework
3. Present tense is used when writing about the theory
4. You should make your theoretical assumptions as
explicit as possible
5. Don’t just take what the theory says as a given

37. THEORETICAL FRAMEWORK
Writing and Revising the Framework
6. Borrow theoretical constructs from other disciplines
7. Do not undertheorize
8. Be prepared to challenge the validity of an existing
theory

38. CONCEPTUAL
FRAMEWORK
RE PORTED BY: KR ISHAH HIDALGO-OCAMPO

39. What is Conceptual framework?
• Illustrates what the researcher expects to find in the
research, and it guides the researcher by giving
clear directions to the research itself.
• It explains the major variables in the study through
visual diagram or model representing the
relationship and connections of variables.

40. What is Conceptual framework?
• It defines the relevant objectives for your research
process and maps out how they come together to
draw coherent conclusions.
• Also called the “research paradigm”

41. Similarities of Theoretical and Conceptual Framework
 They point to the reliability of the study from the previous research
findings and theories.
 Both explain the future course of the research study justifying the
reliability of the study.
 Both are used to understand a research problem and guide the
development, collection and analysis of research.
 Both show the relationship between ideas and theories and how they
relate to the study.

42. Conceptual vs. Theoretical framework
THEORETICAL FRAMEWORK
It is developed from existing
theory/theories.
By itself, one theory alone can serve
as a theoretical framework.
Theoretical framework looks into the
current research problem using the
lens of past theories from existing
literatures.
Often used in quantitative researches
It is the literal meaning of the concept of
study using dictionary meaning and
empirical findings from other literature.
A conceptual framework is composed of
several concepts. Further, a conceptual
framework may include a theoretical
framework.
Conceptual framework looks into the
current research problem through the
lens of existing knowledge on the topic.
Often used in qualitative researches
CONCEPTUAL FRAMEWORK

43. 1. Taxonomy
In this type of conceptual framework, the phenomena of your study
are grouped together into categories without presenting the
relationship among them. The point of this type of conceptual
framework is to distinguish the categories from one another.
Different Types of Conceptual Frameworks?

44. 2. Visual Presentation
In this type of conceptual framework, the relationship between
the phenomena and variables of your study is presented. Using
this conceptual framework implies that your study provides
empirical evidence to prove the relationship between variables.
This is the type of conceptual framework that is usually used in
research studies.
Different Types of Conceptual Frameworks?

45. 3. Mathematical Description
In this type of conceptual framework, the relationship between
phenomena and variables of your study are described using
mathematical formulas. Also, the extent of relationship between
these variables are presented with specific quantities.
Different Types of Conceptual Frameworks?

46. How To Make Conceptual
Framework? (4 Steps)

47. STEP 1: IDENTIFY THE IMPORTANT VARIABLES OF YOUR STUDY
There are two important variables that you must identify in your study: the
independent and the dependent variables.
An independent variable is a variable that you can manipulate. It can
affect the dependent variable.
Meanwhile, the dependent variable is the resulting variable that you are
measuring.

48. STEP 1: IDENTIFY THE IMPORTANT VARIABLES OF YOUR STUDY
Example:
“Is There a Significant Relationship Between the Quantity of Organic
Fertilizer Used and the Growth Rate of the Plant?”
Independent Variable: ?
Dependent Variable: ?

49. STEP 1: IDENTIFY THE IMPORTANT VARIABLES OF YOUR STUDY
Example:
“Is There a Significant Relationship Between the Quantity of Organic
Fertilizer Used and the Growth Rate of the Plant?”
Independent Variable: quantity of organic fertilizer used
Dependent Variable: growth rate of the plant

50. STEP 2: THINK OF HOW THE VARIABLES ARE RELATED
Usually, the variables of a study have a direct relationship.
If a change in one of your variables leads to a corresponding change to another
variable, then they might have this kind of relationship.
However, note that having a direct relationship between variables does not
mean that they already have a cause-and-effect relationship. It takes statistical
analysis to prove causation between variables.

51. Using our example earlier:
The quantity of organic fertilizer may have a direct relationship to the
growth rate of the plant.
However, we are not yet certain that the quantity of organic fertilizer is
the sole reason for the changes in the growth rate of the plant.
STEP 2: THINK OF HOW THE VARIABLES ARE RELATED

52. STEP 3: CREATE A VISUAL DIAGRAM OR MODEL
Done by writing the independent and dependent variables inside rectangles.
Then, insert a line segment between them, connecting the rectangles.
This line segment indicates the direct relationship between these variables.
Using our example earlier:
Shown below is a visual diagram based on our example about the
relationship between organic fertilizer and the growth rate of a plant.
1. Independent-dependent variable model

53. An effective visual diagram you can use if you have multiple variables that
affect one another.
Example:
Research is about ”Coping to the
Remote Learning System: Anxiety
Levels of College Students.”
Presented on the right is the
concept map for the research’s
conceptual framework
2. Concept Maps
STEP 3: CREATE A VISUAL DIAGRAM OR MODEL

54. To create your visual diagram using the IPO model, follow these steps:
a. Determine the inputs - Inputs are the variables that you will use to arrive at your
research result. Usually, your independent variables are also the inputs of your
research.
b. Outline your research process – the methods by which the variables are collected
and synthesized
c. State the research output – the problem, phenomenon or transformation; the
outcome of variables
d. Create the model using the determined input, process, and output of the research.
3. The IPO (Input-Process-Output) model
STEP 3: CREATE A VISUAL DIAGRAM OR MODEL

55. Example:
Let’s say that your research is about the ”Level of Satisfaction of College Students on
the Use of Google Classroom as an Online Learning Platform”

56. STEP 4: EXPLAIN YOUR CONCEPTUAL FRAMEWORK IN NARRATIVE FORM
Provide a brief explanation of your conceptual framework. State the
important variables, their relationship, and the research outcome.
HOW TO MAKE CONCEPTUAL FRAMEWORK?
Using the same example about the relationship between organic
fertilizer and the growth rate of the plant, we can come up with the
following explanation to accompany the conceptual framework:
Figure 1 shows the Conceptual Framework of the study. The quantity of
the organic fertilizer used is the independent variable while the growth
of the plant is the research’s dependent variable. These two variables
are directly related based on the research’s empirical evidence.

57. STATEMENT OF THE
PROBLEM
RE PORTED BY: KR ISHAH HIDALGO-OCAMPO

58. What is the Statement of the Problem?
• A statement of the problem is used in research work
as a claim that outlines the problem addressed by a
study.
• It briefly deals the question: What is the problem that
the research will address?
• It provides the context and purpose of the research.

59. Goals of a Statement of the Problem
• The ultimate goal of a statement of the problem is to transform a
generalized problem into a targeted, well-defined problem; one that
can be resolved through focused research and careful decision-making.
• Writing a statement of the problem should help you clearly identify the
purpose of the research project you will propose.
• A statement of problem need not be long and elaborate: one page is
more than enough for a good statement of problem.

60. KEY CHARACTERISTICS OF STATEMENT OF THE PROBLEM
 It should address a gap in knowledge.
 It should be significant enough to contribute to the
existing body of research.
 It should lead to further research.

61. KEY CHARACTERISTICS OF STATEMENT OF THE PROBLEM
 The problem should render itself to investigation
through collection of data.
 It should be of interest to the researcher and suit
his/her skills, time, and resources.
 The approach towards solving the problem should
be ethical.

62. Format for writing a
Statement of the Problem

63. Format for writing a Statement of the Problem
A persuasive statement of problem is usually written in three parts:
Part A (The ideal): Describes a desired goal or ideal situation; explains how
things should be.
Part B (The reality): Describes a condition that prevents the goal, state, or value
in Part A from being achieved or realized at this time; explains how the current
situation falls short of the goal or ideal.
Part C (The consequences): Identifies the way you propose to improve the
current situation and move it closer to the goal or ideal.

64. Example:
Part A (The ideal): Describes a desired goal or ideal situation; explains how things should be.
Statement 1
The Ministry of Youth is dedicated to allocating enterprise development
funds to both the youth and women. These funds are made available in
order to start entrepreneurial ventures that create and expand
employment. (Provide relevant statistics and quote)
Part B (The reality): Describes a condition that prevents the goal, state, or value in Part A from
being achieved or realized at this time; explains how the current situation falls short of the goal or
idea
Statement 2
One of the main focuses of the ministry is consistency.
Unfortunately, consistency in allocating funds to the next generation of recipients
requires prior knowledge of previous allocations and established practices. The
current continuous disbursement method does not allow for adequate analysis of
previous disbursements before a current disbursement is done.

65. Example:
Part C (The consequences): Identifies the way you propose to improve the current situation
and move it closer to the goal or ideal.
Statement 3
Continuing with this current disbursement method prevents
consistency and causes decisions to become grossly political,
which in turn inhibits the achievement of the goals of the funds.
Developing a more informed disbursement system could help
better implement the consistency focus of the ministry and at
the same time help the ministry better monitor and evaluate its
funds.
This proposed research aspires to explore options for a new funds
disbursement system that would focus on consistency. To do this,
the researcher will carry out a full stakeholder analysis and use it
to propose appropriate policy interventions.

66. REPORTED BY:
AILEEN GALE M. AGCAOILI

67. HYPOTHESIS OF THE STUDY
a PREDICTED ANSWER to your research question
an INTELLIGENT GUESS on the relationship between the variables.
Defined as a proposed assumption for the sake of arguments so that it
may be tested against the outcome of a study.
Hypothesis is either accepted or rejected towards the end of study.
It is presented in quantitative research.
PRESENTATION TITLE 67

68. WHAT IS NULL HYPOTHESIS?
 The null hypothesis (H0) states there is no relationship
between the measured phenomenon (the dependent
variable) and the independent variable.
 It shows no significant difference, no changes, nothing
happened, no relationship between two parameters.

69. WHAT IS ALTERNATIVE HYPOTHESIS?
 An alternative hypothesis (H1 ORH a) is the inverse of a
null hypothesis. It states that there is a relationship
between the independent and dependent variables.
 It shows that there is significant difference, an effect,
change, relationship between a parameter and specific
value.
 A statistical significance exists between the two
variables. If samples used to test the null hypothesis
return false, it means that the alternative hypothesis is
true, and there is statistical significance between the two
variables.

70. An alternative hypothesis and a null hypothesis
are mutually exclusive, which means that only
one of the two hypotheses can be true.
Note:

71. HOW TO WRITE A NULL AND ALTERNATIVE HYPOTHESIS:
 To write a null hypothesis, first start by asking a question: Does independent
variable affect dependent variable?
 Rephrase that question in a form that assumes no relationship between the
variables.
 General Template sentences:
Null hypothesis (H0): Independent variable does not affect dependent
variable.
Alternative hypothesis (Ha): Independent variable affects dependent
variable.

72. Examples of the Null Hypothesis:
Question Null Hypothesis
Are teens better at math than adults? Age has no effect on mathematical
ability.
Does taking Aspirin every day reduce
the chance of having a heart attack?
Taking aspirin daily does not affect
heart attack risk.
Do teens use cell phones to access
the internet more than adults?
Age has no effect on how cell phones
are used for internet access.
Do cats care about the color of their
food?
Cats express no food preference
based on color.
Does chewing willow bark relieve
pain?
There is no difference in pain relief
after chewing willow bark versus
taking a placebo.

73. Examples of the Null & Alternative Hypothesis:
Research Question 1:
Do students work better on Monday morning than they do on a Friday afternoon?
H1 = Students will retain and recall significantly more information on a Monday
morning than on a Friday Afternoon
H0 = There will be no significant difference in the amount of information
retained or recalled on a Monday morning compared to a Friday afternoon.
*Any difference in the sample will be due to chance or confounding factors.

74. Examples of the Null & Alternative Hypothesis:
Research Question 2:
Does using a cellphone while driving affect driver performance?
H1 = Motorists who talk on the phone while driving will be more likely to make
errors on a driving course than those who do not talk on the phone.
H0 = There will be no significant difference in the number of errors on a driving
course for individuals talking on a phone as compared to individuals not talking
on a phone.

76. the extent to which the research area will be explored
coverage of the study (concepts, variables, population, timeline and locale covered by the
study)
Example:
This study will focus on…
The scope of this study will be…
This study will cover…
The study will consist of…

77. Limitation
Aim to identify the potential weaknesses of the study; these are the influences, shortcomings
or conditions that the researcher cannot control.
Written and mentioned into the final section of the study usually in the results and
discussion.
Delimitation
Aim to narrow the scope of the study; these are choice made and boundaries set by the
researcher which should be mentioned
Placed in Chapter 1 or sometimes in the methodology section.

78. Example:
This study will be limited to…
This study confined the…
The study will not cover the…

79.  DO
Answer the following:
What - the topic of investigation and the variables included
Where - setting or locale
When - time frame
Why - general objectives
Who - the population and sampling
How - the methodology of the research which may include the research design,
methodology and the research instrument.(optional)

80. TITLE:
Peer tutoring: Its effects on Reading Fluency of
Senior High School Students

81. The study will cover the determination of the effects of the peer tutoring to
reading fluency. The primary subjects of this research study will consist of
the Grade 12 students enrolled in academic year 2020-2021. the
respondents will be limited to ten(10) grade 12 students who are in the
HUMSS section of academic Senior High school of the City of
Meycauayan in the Division of Meycauayan, Bulacan.
Moreover, the participants will be purposely selected by referring to their
record of grades in the English subject Reading and Writing. In the
pretest, the participants are marked as nonfluent level 1 readers. On the
other hand, the peer tutors will be composed of honor students in the
same class. They are the real-life peers of the aforementioned
participants.

82. Who are to be benefited and how they are going to be benefited. It must
be shown who are the individuals, groups, or communities who may be
placed in a more advantageous position on account of the study.
Possible solutions to existing problems or improvement to unsatisfactory
conditions.
Possible implications. It should be discussed here that the implications
include the possible causes of the problems discovered, the possible
effects of the problems, and the remedial measures to solve the
problems.

83. WHAT DO WE CONSIDER IN WRITING THE
SIGNIFICANCE OF THE STUDY?
Refer to the Problem Statement
In writing the significance of the study, always refer to the statement of the
problem. This way, you can clearly define the contribution of your study.
To simplify, your research should answer the question-
“What are the benefits or advantages of the study based on the
statement of the problem?”

84. Format
A. Paragraph form
B. Enumerated form
Style
A. Hierarchical Style
B. According to Importance Style

85. A. Hierarchical Style
Enumeration of the beneficiaries depends on the position/ authority
e.g. 1. DepEd Officials, 2. Teachers, 3.Students
B. According to Importance Style
enumerates the beneficiaries based from the most benefited to the least
benefited

86. TITLE:
Peer tutoring: Its effects on Reading Fluency of
Senior High School Students

87. Sample of Significance of the Study
The researcher believes that the study will not only yield data that will be
helpful to her, more so the following groups of people: (Introductory
Sentence)
The Learners. In particular, the Grade 12 students will be equipped with
how peer tutoring is done and as to how it works to improve reading
fluency. Hence, students may aspire to be effective peer tutors in order for
them to improve their reading fluency. On the other hand, the study would
benefit those being tutored by improving their fluency in reading through
peer-mediated instruction.

88. The Teachers. The result of this study will offer teachers particularly
language teachers with empirical information on the effect of peer tutoring to
the reading fluency of the students. Thus, it will lead them to employ peer
tutoring as an effective technique in reading and this may also be utilized as
an approach in handling the slow-readers.
School Reading Coordinators. They may include peer tutoring as a
component of reading program since it plays an important role in improving
fluency in reading. This study will also be a useful guide in formulating an
effective approach in reading remediation.
Future Researchers. The findings of this study will guide them on the
linguistic concerns of the students in reading and it will pave the way for more
expounded studies on similar field.

89. Definition of Terms
An alphabetical list of important terms or acronyms that you define,
particularly ambiguous terms or those used in a special way.
Is important because the jargons or terms are clarified and clearly
defined for the readers of the paper.
2 Types of Definition
1. Conceptual Definition- basic dictionary definition
-the universal meaning of the terms(theoretical definition)
2. Operational Definition- how the term is applied or used in research

90. IMPORTANT REMINDERS:
1. Only words or phrases that have special meanings in the study are defined.
2. What to define?
 important words in the title-variables
Technical terms applied/used in the paper (unfamiliar words)
3. Define terms conceptually, operationally or both
4.If the terms are from dictionaries, books, encyclopedia and other publications,
acknowledge the source.
5. If there are uncommon acronyms, include them; spell them out and give the meaning
6. Definitions should be short, clear and unambiguous.