This chapter provides background information and outlines the key components of the study. It discusses the importance of establishing a rationale for the problem being examined and reviewing previous literature. It also describes developing a statement of the problem that identifies the specific questions the study aims to answer. The chapter explains establishing null hypotheses based on the research questions and outlines the theoretical framework and conceptual paradigm that will guide the study.

1. CHAPTER 1
1 THE PROBLEM AND ITS SETTING
Background of the Study
Statement of the Problem
Statement of Null Hypothesis
Theoretical and Conceptual
Framework
Significance of the Study
Definition of Terms

2. CHAPTER 2
2 REVIEW OF RELATED LITERATURE

3. BACKGROUND OF
THE STUDY

4. BACKGROUND OF THE STUDY
 This part of research includes
information which would focus attention
on the importance and validity of the
problem.
 It is the general orientation to the
problem area.
 A brief rationale to justify the problem
must be provided

5.  This is the present state of knowledge
regarding the problem.
 Answer these questions:
1. What facets of the problem (phenomenon)
are known?
2. What need further investigation?
3. What approaches have been used
previously in research of the problem?

6. GOOD BACKGROUND
The researcher can state the
antecedents of the study, the
reasons why this topic is
proposed relative to previous
studies.

7. BACKGROUND INCLUDES:
Discussion of the problem in
general and the specific
situations as observed and
experienced by the researcher
(macro to micro approach);

8. Concepts and ideas related to
the problem including
clarification of important
terminologies; and

9. Discussion of the existing or
present conditions and what
is aimed to be in the future or
the gap to be filled – in by the
research.

10. GROUP DISCUSSION
 Discuss with your group in making
RATIONALE or BACKGROUND OF
YOUR STUDY.
 Leaders must assign members
 Leaders should monitor its members
 The score will be reflected according to
its group performance.

11. RATIONALE MAKING
In making Rationale it should be the
dependent variables will be
discussed.
I must have 4 paragraphs
Each paragraph should contain 5-7
sentences

12. PARAGRAPHS:
1st Paragraph – Global
2nd Paragraph – National
3rd Paragraph – Local
4th Paragraph - Urgency

13. RATIONALE:
 1st, 2nd , 3rd Paragraphs – Problem situations
on DV or main variable, rationale on the
conduct of the study
 4th Paragraph – Urgency, research gap,
assumption, re-connection of IV with DV,
contribution of the study

14. Statement of the
Problem or
Research
Objectives

15. STATEMENT OF THE PROBLEM
 This is the basic difficulty, the issue, the area
of concern, the circumstances which exist,
then, how they ought to be.
 Answer the following questions:
1. What are the reasons for this
circumstances?
2. What are the specific problems that the
study aims to answer?

16. EXAMPLE
Research Objectives
This study aimed to determine if there is a
significant relationship between classroom
management and the academic achievement
of second year students major in
Mathematics.
Particularly, the study sought the answer
to the following sub-problems:

17. 1. To determine the level of
classroom management among the
second year majoring mathematics
students in terms of :
1.1. social aspect; and
a. teacher-student
b. student-student
1.2. physical aspect.

18. 2. To determine the level of academic
achievement among the second year
majoring mathematics students in terms of
grades.
3. To determine the significant difference in the
classroom management and academic
achievement among second year majoring
mathematics when analysed by :
3.1. gender;
3.2. course; and
3.3. family income.

19. 4. To determine if there is a significant
relationship between classroom
management and academic achievement
among second year majoring mathematics
students.

20. STATEMENT OF THE NULL HYPOTHESIS
The null hypotheses are derived from the
following sub-problems:
1.There is no significant difference in the level
of classroom management and academic
achievement among the second year
majoring mathematics when classified
according to age, gender, course, andfamily
income.

21. 2. There is no significant relationship between
classroom management and the academic
achievement among the second year major
in mathematics students.

22. Theoritical and
Conceptual
Framework

23. Theoritical Framework
This study is anchored on the theory of William
Glasser on Classroom management (2002) which
states that classroom management is an effective blueprint
to help teachers organize and maintain a successful
learning environment, in social and physical aspects.
The said theory calls for teachers to instruct students how to
make good choices and take responsibility for their
behavior. The teacher-student interaction and
student-student interaction makes an effective
classroom management which results in a smooth-running
where learning can occur. Teachers manage the classroom
by foreseeing and preventing problems featuring space,
density, seating arrangement, noises, visual and
temperature.

24. CONCEPTUAL FRAMEWORK
Classroom Management
•Social Aspect
*Teacher to Student
*Student to student
•Physical Aspect
Academic Achievements
•Grades
•Moderator
Gender
Course
Family Income
Independent Variable Dependent Variable
Fig. 1: Conceptual Paradigm showing the variables of the study