2. Parts of the INTRODUCTION
Chapter
On Background of the Study
Problem scenario proceeds from macro to micro
levels
What is known about the broad topic?
What are the gaps or missing links that need
to be addressed?
What is the significance of addressing those
gaps?
3.
4. On Conceptual Framework
The conceptual framework is a structure which the
researcher believes can best explain the natural
progression of the phenomenon to be studied (Camp,
2001).
It is linked with the concepts, empirical research
and important theories used in promoting and
systemizing the knowledge espoused by the
researcher (Peshkin, 1993).
5. On Conceptual Framework
It is the researcher’s explanation of how the
research problem would be explored. The conceptual
framework presents an integrated way of looking at
a problem under study (Liehr & Smith, 1999).
It explains how the theory adopted operates within
the limits the study set.
6. On the Conceptual Model or Paradigm
Choose a graphical illustration that depicts the intent
of the study and the anticipated relationship of
variables.
Correlation models – for relationship, association
IPO models – for program evaluation
Sequential models – for development research
Cause-effect models – for experimental research
7.
8. On the Statement of the Problem
The general objective is the declarative statement of
the research title, including details on the source/s of
data, geographical setting, and period of study (e.g.,
school year, if applicable).
The specific objectives/research questions are
arranged logically: descriptive questions before the
inferential questions.
9. Statement of the Problem
The study aims to determine the involvement of adolescent
students enrolled for the school year 2022-2023 in San Lorenzo Ruiz
Educational Institute in community development activities and examine
the impact on their personal development and the community at large.
Specifically, it seeks answers to the following questions:
1. What is the profile of the adolescent students in terms of the
following variables?
a. age,
b. sex,
c. place of residence,
d. grade level, and
e, family income status
10. 2. What are the circumstances that characterize the
involvement of adolescents in community development activities in their
respective communities in terms of the following variables?
a. Extent of involvement
b. Primary motivation engage in community development activities
c. Perceived benefits and challenges of community involvement
•
3. What are the relationships between motivations, perceived
benefits, and challenges experienced by adolescents engaging in
community development activities in their respective communities?
4. What are the differences in the motivation of adolescents to
participate in community development when they are grouped by profile
variables?
11. On the Hypothesis (if any)
Only inferential research questions require a
hypothesis.
State the hypothesis in the null form, two-tailed.
Do not use SIGNIFICANT in the hypothesis as no
data have been gathered to affirm it.
Reserve its use in the Discussion chapter after
presenting the analyzed data.
12. Null Hypothesis: Statement of no difference or
relationship, deonoted by the word NO
There is no relationship between motivations, perceived
benefits, and challenges experienced by adolescents engaging in
community development activities in their respective communities.
Alternative Hypothesis: Statement of presence of
difference or relationship. It is accepted when the
null hypothesis is NOT true.
There is a relationship between motivations, perceived
benefits, and challenges experienced by adolescents engaging in
community development activities in their respective communities.
13. On the Significance of the Study
Start with the study’s potential contribution to new
knowledge.
Name the importance of the findings to target
beneficiaries: people or agencies who could do
something to make a change for the advancement of
the sector which is the subject of the study.
For studies using non-probability samples,
limit the beneficiaries to the specific sector
that has direct contact with the group or
school or community.
14. •Significance of the Study
The study is significant because it provides information on the
adolescent engagement in community development. By recognizing the
benefits, addressing the challenges, and promoting empowerment, the
research aims to foster positive social change and create a supportive
environment that values and harnesses the potential of young individuals in
community development initiatives.
The study will contribute to the existing body of knowledge by
expanding our understanding of the impact of adolescent involvement in
community development activities. Exploring the benefits and challenges, it
will provide empirical evidence and theoretical insights that can enhance
academic discourse in fields such as adolescent development, community
psychology, and social work.
The findings of the study will be beneficial for practitioners
working with adolescents, community organizations, and policymakers.
Understanding the benefits of engaging youth in community development
activities can help practitioners design and implement effective programs
that foster personal growth, leadership skills, and positive social change
among adolescents. Additionally, awareness of the challenges faced by
adolescents will enable practitioners to develop targeted interventions and
support systems to overcome these barriers.
15. Policymakers can utilize the study's findings to inform the
development of policies that prioritize adolescent involvement in community
development. By recognizing the positive outcomes associated with such
engagement, policymakers can allocate resources, create supportive
environments, and establish mechanisms for youth participation in
decision-making processes. The study can also serve as a catalyst for
advocacy efforts, emphasizing the importance of empowering adolescents
and promoting their active role in shaping communities.
The research will encourage community stakeholders, including
local organizations, schools, and parents, to recognize the value of
involving adolescents in community development. By highlighting the
benefits for both individuals and the wider community, the study can
foster collaborative efforts and partnerships aimed at creating meaningful
opportunities for youth engagement. It can also promote intergenerational
dialogue and cooperation, strengthening social cohesion within communities.
16. On the Scope and Limitation of the Study
Scope of the Study
The boundaries or extent of the research that is being
conducted. It outlines what the study is focusing on,
the specific research questions, and the target
population or sample.
Be clear about what the research will cover and what it
will not. This helps to define the research objectives
and to ensure that the study stays focused on the
intended topic.
17. On the Scope and Limitation of the Study
Limitation of the Study
Factors that may affect the results or the ability to
draw generalizations from the findings, like the
methodology used, the data collected, or other factors
that may impact the study's validity.
Identify potential sources of bias or error that could
affect the validity or generalizability of the findings
(e.g., use of self-reported data may be limited by the
accuracy of the responses; use of small sample size
may be limited in terms of its ability to
generalize the findings to a larger population).
18. Scope and Limitation of the Study
The scope of the study will focus on examining the involvement of
adolescents in community development activities and their impact on personal
development and the broader community. The research will encompass
various types of community development activities, such as volunteering,
service-learning projects, youth-led initiatives, and engagement in
community-based organizations. The study will primarily employ a
quantitative research method involving ___ number of students of SLREI
through the use f a questionnaire.
The findings of this study may not be fully generalizable to all
adolescent populations or community contexts. The research will be
conducted in a specific geographic area or a select number of communities,
which may limit the applicability of the results to other regions or cultural
contexts. Due to resource and time constraints, the study may have
limitations in terms of sample size and selection. The sample of adolescents
and community stakeholders involved in the research may not be fully
representative of the entire population.
19. On the Definition of Terms
Include and define terms that are important to your
study or are used frequently throughout the
dissertation but are NOT common knowledge.
You also want to include terms that have a unique
meaning within the scope of your study. Define them
operationally.
Decide, if needed, to define a key term conceptually
and operationally.
20. Definition of Terms
The following terms are operationally defined to have a clear
understanding of the research:
Adolescents refer to students in the age range of 15 to 18 years,
typically during the period of secondary education. Adolescence is a
transitional stage of development between childhood and adulthood,
characterized by significant physical, cognitive, and psychosocial changes.
Benefits refer to the positive outcomes and advantages that arise
from adolescent involvement in community development activities. These
benefits may include personal growth, skill acquisition, increased self-
confidence, improved social connections, and a sense of purpose or
fulfillment.
Challenges represent the obstacles, barriers, or difficulties
encountered by adolescents in engaging in community development
activities. Challenges may include limited access to opportunities, societal
attitudes, lack of awareness, time constraints, competing commitments,
and inadequate support systems.
21. Community Development refers to collective efforts aimed at
improving the well-being and quality of life in a particular community. It
involves activities such as infrastructure development, social programs,
environmental initiatives, and community empowerment, with the goal of
creating positive change and fostering community cohesion.
Community Outcomes refer to the collective changes and impacts
resulting from adolescent involvement in community development activities.
Community outcomes may include improved social cohesion, enhanced
community well-being, positive social change, increased civic engagement,
and the development of sustainable community initiatives.
Engagement describes the active participation and involvement of
individuals in community development activities. It refers to the extent to
which adolescents are committed, motivated, and actively contribute their
time, skills, and efforts toward community initiatives.
Personal Development describes the holistic growth and
development of adolescents as a result of their engagement in community
development activities. It encompasses the acquisition of skills, knowledge,
values, and attitudes that contribute to their overall well-being, self-
esteem, resilience, and capacity for leadership.
22. Start by identifying the relevant literature on your
topic. This includes scholarly articles, books, reports,
and other sources that are directly related to your
research question.
•Organize the literature into themes or categories. This
will help you identify the major ideas and concepts in
the literature.
Writing the Review of Related
Literature Chapter
23. On the Review of Related Literature
•Analyze the literature by summarizing the key points,
identifying gaps in the research, and evaluating the
strengths and weaknesses of each study.
•Synthesize the literature by summarizing the major
findings and identifying the key themes and trends in
the research.
24. On the Review of Related Literature
•Present the literature in a clear and logical manner,
using headings and subheadings to organize your
discussion. Be sure to cite your sources properly and
provide a critical analysis of the literature.
•Conclude the literature review by summarizing the
major findings and highlighting the gaps in the
research. This will set the stage for your research
question and provide a rationale for your study.
25. Writing the Research
Methodology Chapter
On the Research Design
•Choose the appropriate design: The choice of
quantitative, qualitative or mixed methods depends on
the research objectives.
•Describe the chosen design briefly and discuss how it
is operationalized in the study.
26. On the Locale of the Study
•Describe the research setting: Choose the
information to present that could help the reader to
understand the findings of the study.
27. On the Samples/Participants of the Study
•Describe the population of the study: Who are they,
what are their common characteristics.
•How many from the population are/were involved?
•Explain the inclusion and exclusion criteria
•Describe the ethical considerations in the involvement
of the samples or participants
28. On the Research Instruments
•Identify the data gathering tools or instruments:
Describe the purpose, the target respondent, and how
to respond.
•If adopted/adapted, explain. Provide psychometric
measures/indices (validity and reliability): Aiken V,
Lawshe’s validity ratio, Cronbach alpha, etc.
29. On the Research Instruments
If the research instruments are self-made, explain
how to validate, what measures are computed and
what they mean in terms of validity and reliability
of the tools.
Be certain that the variables included fit the
measurement scales that you involve in the
inferential questions you raise in the study.
Non-instruments of gathering the data are
described in the Data Gathering section.
30. On Data Gathering Procedures
Explain step-by-step process of using the tools and
other data gathering techniques (interview,
observation, focus group discussion, documentary
analysis, unobtrusive measures).
Details should provide a mental picture of the
process to convince the reader that what you
gathered are valid and reliable answers to the
research questions.
31. On Data Analysis
Identify the descriptive and inferential statistics to
be used for each research question.
For the weighted means, the corresponding adjectival
descriptions should be given. Be sure that the
intervals are equal for interval and ratio scales.
Identify the level of significance the hypotheses are
tested.
For quantitative analysis, describe how the
chosen method is used.
32. On Data Analysis
In the use of inferential statistics, be sure that the
correct data format is used according to the number
of samples. The total degrees of freedom should be
N-1.
In multivariate analysis involved mixed measurement
scales, be sure to transform categorical data into
dummy variables with logical meaning.
Never compute inferential statistics using summated
data in tables.
33.
34.
35.
36.
37. Writing the Results and
Discussion Chapter
On the Presentation and Discussion of Findings
•In organizing them in a logical and coherent manner,
consider the research questions you set out to answer
and group your findings accordingly.
•Use visuals: Visuals such as tables, graphs, and charts
can help to illustrate your findings and make them
easier to understand. Structure the tables to have
aesthetic value. Do not COPY PASTE the SPSS,
Excel tables right in the chapter page.
38. On the Presentation and Discussion of Findings
•Explain your findings: Interpret and analyze the
results of your study. Be sure to explain how your
findings relate to your research questions and how they
contribute to the field of study.
•Discuss the implications of your findings: In the
discussion, show how the findings relate to previous
research in the field. Explain the significance of your
findings and their potential impact on future research.
39. On the Presentation and Discussion of Findings
•Address limitations: Every research study has
limitations. It is essential to address any limitations in
your study and explain how they may have affected
your findings.
•
40. Writing the Summary, Conclusion,
and Recommendations
On the Summary, Conclusions, and Recommendations
Summary
Start by providing a brief overview of the research:
One paragraph for the general objective and the brief
description of the methodology used
One paragraph each to highlight the key findings for
each research question.
Be concise and avoid going into too much
detail (no more statistics here).
41. On the Summary, Conclusions, and Recommendations
Conclusion
Provide a synthesis (generalized summary) of the main
findings vis-à-vis the research questions and
hypotheses. From the findings, what is learned/known
or theory affirmed/negated (essential understanding or
take-aways)
Highlight any limitations of the study and
suggest areas for future research.
42. On the Summary, Conclusions, and
Recommendations
Recommendations
Provide specific and actionable recommendations
based on the implications of the research.
Consider the limitations of the study when making
recommendations.
43. On the Summary, Conclusions, and Recommendations
•Policy recommendations: e.g., changes to policies or
regulations that could improve educational outcomes.
•Practice recommendations: e.g., changes to teaching or
learning practices that could improve educational
outcomes.
45. On the Abstract
•Write a sentence or two to introduce the topic and
provide some context.
•State your research question or problem clearly and
concisely.
•Describe the methodology used to conduct your
research, including any data sources or techniques
used.
46. On the Abstract
•Summarize the main findings or conclusions of your
research, highlighting the most important results.
•Provide some implications or recommendations for
future research or practice.
•Keep the abstract to one paragraph and use clear,
concise language.
47. On the Abstract
Note: Check that the abstract accurately reflects the
content of the paper and is consistent with the
formatting and style guidelines for your
discipline.
