This document discusses formulating the general problem and specific problems in a thesis. It provides two examples of general problems and explains that the general problem is followed by specific problems stated as questions. The specific problems must be in question form, define the population/sample, identify variables, and be empirically testable. The document also categorizes two types of questions - non-researchable and researchable - and four types of research questions: factor-isolating, factor-relating, situation-relating, and situation-producing. Examples are given for each type of research question.

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STATEMENT OF THE
PROBLEM
HEART OF THE THESIS
Presented by MS. DAPHNIE S. MONTEVERDE

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Objectives
 To differentiate the thesis’ general problem
from the specific problems
 To compare the different types of research
questions
 To formulate the general problem as well as
the specific problems

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GENERAL PROBLEM
Example
1. The overall purpose of this study is to
assess the intrapersonal and interpersonal
competencies of school managers, and how
they contribute to school effective in the
Division if City Schools in Balanga, Bataan
for school year 2001-2002. (Cristobal 2003)

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GENERAL PROBLEM
Example
2. This investigation aims to assess the
level of performance of the college
instructors and relate it to the efficiency
level of the management students
undergoing on-the-job training in selected
businesses.

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The GENERAL problem is followed
by an enumeration of SPECIFIC
problems. The specific problems
are usually stated as questions the
researcher seeks to answer.

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The specific problems must meet the
following criteria:
1. They must be in question form.
2. They must define the population and the
sample of the study, the respondents.
3. They must identify the variables being
studied.
4. They must be empirically testable.

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Two General
Types of Questions

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1. NON-RESEARCHABLE QUESTIONS
 Are questions of value
 Questions that are answerable by YES or NO
Examples:
1. Should all mothers breastfeed their babies?
2. Should college instructors be watchful over their
freshman students?
3. Should the colleges offering accountancy majors
mandate their graduates to have a review before
taking the licensure examinations?

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2. RESEARCHABLE QUESTIONS
 are questions of value, opinions, or policy
raised to accumulate data.
 Formulating a clear, significant question
prepares the researcher for subsequent
decision-making over research design, data
collection, and data analysis.
 The basic form of a research questions
involves the use of question words:
5 wives and 1 husband

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Types of Research
Questions
Dickoff et al., as cited in Wilson, 1990)

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1. FACTOR-ISOLATING QUESTIONS
(“What is this?”)
Sometimes called factor-naming
questions
They isolate, categorize, describe, or
name factors and situations.

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EXAMPLES:
A. What is the profile of school
managers in terms of:
1. age;
2. management experience;
3. management training;
4. home atmosphere;
5. educational attainment
6. home atmosphere;
7. hobbies;
8. health condition?
B. What is the level of school
effectiveness in terms of:
1. teacher’s performance;
2. school performance;
2.1. drop-out rate
2.2. completion rate
2.3. survival rate
2.4. achievement rate, and
2.5. awards received by students?

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Example:
What are the possible reasons for
the low grades of students in
English?

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2. FACTOR-RELATING QUESTIONS
(“What is happening here?”)
Their goal is to determine the
relationship among factors that
have been identified
Aim to establish relationship

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EXAMPLES:
A.What relationships and interrelationships are
observed between and among the following
variables?
1.intrapersonal competency;
2. interpersonal competency; and
3. school effectiveness?

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. What are the factors that affect
school effectiveness?
What relationship exists between
variable A and variable B?

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3. SITUATION-RELATING QUESTIONS
(“What will happen if…?”)
Usually yield hypotheses testing or
experimental study designs in
which the researcher manipulates
the variables to see what will
happen.

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Examples:
1. What are the effects of the traditional methods of
teaching to the level of performance of tourism
students?
2. How do the management procedures applied by the
head waiters affect the level of customer satisfaction
as experienced by selected regular clients of Jollibee
stores in Pampanga?
3. How significantly different is the performance of the
morning call center agents to that of the evening call
center agents?

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4. SITUATION-PRODUCING QUESTIONS
(“How can I make it happen?”)
 These questions establish explicit goals for
actions, develop plan or prescriptions to
achieve goals , and specify the conditions
under which these goals will be
accomplished.

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Examples:
1. Based on the findings, what human relation
intervention can be adopted to enhance or improve
school effectiveness.
2. How can catering services be organized to promote
job satisfaction?
3. What policy is to be formulated to manage the
personnel in government agencies effectively?
4. What part of the curriculum should be enhanced or
improved?