2. DEPARTMENT OF EDUCATION
1. Describe a good background of the study.
2. Discuss the approaches and considerations
in writing a good background of the study.
3. Write and present a good background of
the study.
DEPARTMENT OF EDUCATION
SESSION OBJECTIVES
3. DEPARTMENT OF EDUCATION
Guide Questions
1. Who are the characters in the video?
2. What specific problem did the characters
want to resolve?
3. How did the child resolve the problem?
4. What realizations have you gained from
watching the video?
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Guide Questions
5. How is the message conveyed by the
video relevant to research? Cite
examples.
6. What attitude of the child shown in
the video is similar to a researcher?
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Activity No. 1: Background Check (30 mins.)
1. Observe and analyze the pictures which will
be assigned to your group.
2. Brainstorm among your group members on
the research ideas/concepts which can
depicted from the picture.
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Activity No. 1: Background Check (30 mins.)
4. Answer the guide questions. Write your
answers on the metacards and post them on
the manila paper.
5. Assign a representative from the group to
present your answers in 3 minutes.
14. DEPARTMENT OF EDUCATION
Guide Questions:
1. What are the problems or issues depicted in the
picture?
2. What other underlying details can be generated from
the picture?
3. What do you think are the causes of these problems?
15. DEPARTMENT OF EDUCATION
4. What are your justifications to say that these are the
causes of the problem? How will you support your
answers?
5. Does identifying the causes and details of the problem
tell us clearly about its background information? Why?
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6. What is your idea about the background of the study?
7. Why is it important to learn the background of the
study in research?
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includes an explanation of the area of the
research to set context for the problem at hand
detailed literature in which you explain what
previous studies state about the topic
BACKGROUND OF THE STUDY
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discuss recent developments on the topic
identify gap in literature that has led to your
study.
BACKGROUND OF THE STUDY
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• provides the reader with the essential context
needed to understand the research problem and
its significance
• a review of the area being researched
• shows the current information surrounding the
issues, previous studies and relevant history on
the issues/problem
BACKGROUND OF THE STUDY
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A Good Background of the Study should contain:
the research topic;
studies that have tackled the problem; and
deficiencies in the studies.
APPROACHES IN WRITING A GOOD BACKGROUND OF
THE STUDY (Cresswell)
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• The first sentence of your study has two
purposes: (1) get the interest of the
readers and (2) state the research topic.
• The first sentence to have a “narrative
hook” to entice readers to keep on
reading.
The Research Topic
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• After stating the problem, you can discuss existing
research about the topic.
• You can also summarize and introduce some
relevant studies and present their key ideas and
findings in the background of the study.
• You may briefly discuss what the common
understanding about the topic is.
Studies that have tackled the problem
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• These deficiencies could be areas overlooked by other
researchers, perspective of underrepresented groups,
methodological shortcomings, and potential implication
of the studies.
• It does not make sense if you will only replicate a study.
You need to show that what you are proposing is either
new or an innovation over the previous studies.
Deficiencies in the previous studies
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BEFORE WRITING:
ask yourself: “What do I want to inform the
reader?”
What are the conditions, settings, and situations
with respect to your topic and who are directly
and indirectly involve
Considerations in Writing Background of the Problem
25. DEPARTMENT OF EDUCATION
BEFORE WRITING:
why should readers pay attention to the topic, why
should they care about your topic, and why is there a
need to focus on your topic?
have the assumption that you have reviewed the
literature, you have the basic knowledge of the study,
and you know the key issues surrounding your study
Considerations in Writing Background of the Problem
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ACTUAL WRITING:
ask yourself:
“How this problem started? What are causes and
factors affecting this problem?
opening paragraph features the general information
of the problem, the explanation how things should
be happening
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ACTUAL WRITING:
then present the reason why things are
happening
justify the presence of gap between what is
expected and what is in the context
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IN THE QUALITATIVE RESEARCH:
In the introduction, the researcher must make a
strong case for the study (Creswell, 2012)
provides a broader background of the problem
using existing literature and narrow down to a
specific topic and pinpoint the research gap in the
literature.
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IN THE QUALITATIVE RESEARCH:
must also provide and defend the research and the
research purpose (Creswell, 2013), just the same as
the other practice in most research studies
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- shows what the problem is and why it is worth
answering
- indicates the root of the problem being studied
- establishes the gaps the study attempts to address
Summing Up: Background of the Study…
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LET’S APLLY
1. Use the same picture assigned to your group in the
previous activity. Choose one specific problem.
2. Brainstorm among your groupmates as you write a
comprehensive background of the study.
3. Use the rubrics guide and checklist
in developing the background of the study.
32. DEPARTMENT OF EDUCATION
4. Choose one member of the group to present your
output for critiquing.
5. Revise and finalize your output after incorporating
all suggestions/modifications.
6. Print and submit your output to the class manager.
LET’S APLLY
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Writeshop: Background Check Again
Checklist:
Nature of the problem
(2 paragraphs)
Extent/Magnitude of the problem (with data)
(1 paragraph)
Salience of the problem
( 1 paragraph)
Elaboration of the research setting - different aspects
(1 -2 paragraphs)
DEPARTMENT OF EDUCATION
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Rubrics Scoring Guide
Elements
Exemplary
(3)
Proficient
(2)
Unsatisfactory
(1)
Nature of
the
problem
(2
paragraphs)
*The nature, extent, and
salient features of the research
topic are comprehensively
discussed.
*Different aspects of the
research setting are
elaborated showing in-depth
and critical analysis of the
situation.
* Implications, benefits, and
limitations of the study are
stated.
The nature, extent, and
salience of the research topic
are discussed but not
comprehensive. Different
aspects of the research setting
are elaborated did not clearly
show in-depth and critical
analysis of the situation.
Implications, benefits, and
limitations of the study are not
clearly stated.
The background present a
general description of the
topic or focus of inquiry.
The nature, extent, and
salience of the research topic
are discussed but not
comprehensive. Different
aspects of the research
setting are elaborated did not
show in-depth and critical
analysis of the situation.
Implications, benefits, and
limitations of the study are
not clearly stated.
35. DEPARTMENT OF EDUCATION
Elements
Exemplary
(3)
Proficient
(2)
Unsatisfactory
(1)
Extent or
magnitude
of the
problem
(2 to 3
paragraphs)
Issues regarding the
research topics were
clearly presented
(supported by at
least 3 situations
cited: international,
local, or from wider
perspectives to
narrower)
Issues regarding the
research topics were
clearly NOT presented
(supported by less
than three situations
cited )
Issues regarding the
research topics were
clearly NOT
presented
(no situations cited
to support the topic)
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“Background information is pretty easy to
write poorly. Done wrong, it can read like a
list or a lecture. But done right, background
can make some of the most opaque
concepts perfectly transparent.”
—Tim De Chant, editor at NOVA Next
SAY: “Good ___________ everyone. I am __________ of __________. Welcome to an exciting session, as we learn how to write a good background of the study in a chosen research topic.
Before we start, let us take note of the following session objectives.”
SAY: “Today as we start the session, we will view
an inspirational video titled “Learning by Doing.”
As you view the video, jot down the answers on the
following guide questions:
SAY: “Today as we start the session, we will view
an inspirational video titled “Learning by Doing.”
As you view the video, jot down the answers on the
following guide questions:
DO:
Distribute each picture to the assigned group.
2. Distribute the printed guide questions to each group
DO: Process the outputs and lead it to the discussion of the background of the study.
SAY:
“Based on what we have done, it is evident that giving a background of a study, there is a need for us to understand the nature of the problem or issues, the extent of the problem or issue – is it really a problem or issue? Who are affected? Who benefited?
We should justify the need to address the issue. To be able to do that, there is a need to elaborate the different aspects of the research setting showing in depth and critical analysis of the situation like what we have just done.”
Let us continue as we discuss these f
SAY:
“Today, you have shown through the
activities that you have gained clear
understanding on a good background of the
study and the approaches and
considerations in writing a good background
of the study.
You are now ready for the last
activity in this session. Can you now write a
good background of the study using the
approaches learned and considerations that
we have just discussed?”
SAY: “After learning from this session, we are now equipped with the knowledge and skills on how to write and present a good background of the study. This knowledge and skills will greatly help us in accomplishing the tasks in the next session, that is Statement of the Problem.
To end this session, let me share with you a quote to reflect upon:
