2.

Possible solutions to existing problems or improvement tounsatisfactory conditions.

The poor performance of the students in thehigh schools of Province A in a survey
test in science should beexplained as a problem and an unsatisfactory
condition.So if the inquiry is made the possible causes of the poorperformance of th
e students in the science survey test may bediscovered so that remedial measures
may be instituted to solve the problemor the unsatisfactory situation.3.
Who are to be benefited and how they are going to be benefited.
Itmust be shown who are the individuals, groups, or communities whomay be
placed in a more advantageous position on account
of the study. In the inquiry conducted about the teaching of science,for instance, so
me weaknesses of the instructional program maybe discovered. This will benefit the
administrators of the highschools in Province A because they can make the findings
of thestudy as a basis of formulating their supervisory plans for theensuing year. Th
ey may include in their plans some measures tocorrect the weaknesses so as to stre
ngthen the instruction. Inturn, the students will also benefit for learning more scienc
e. Inthe long run, the whole country will enjoy the good results of thestudy.4.
Possible contribution to the fund of knowledge.
If in the study it isfound out that the inductive method is very effective in the
teaching of science, it should be pointed out that this can be a contribution of
thestudy to the fund of knowledge.5.
Possible implications.
It should be discussed here that the implicationsinclude the possible causes of the
problems discovered, the possibleeffects of the problems, and the remedial
measures to solve theproblems. Implications also include the good points of a
systemwhich ought to be continued or to be improved if possible.
Definition of Terms
Guidelines in defining terms:
1.Only terms, words, or phrases which have special or unique meaningsin the study
are defined. For instance, the term non-teaching facilitiesmay be used in the study
of the teaching of science. Nonteaching facilities may be defined as facilities needed by thestudents and teachers
but are not used to explain the lesson or tomake instructions clearer. Examples are t

oilets or comfort rooms, electricfans, rest rooms or lounges, and the like. They may
also be callednon-instructional facilities.2.Terms should be
defined operationally, that is how they are used inthe study. For instance, a study is
made about early marriage. What ismeant by early marriage? To make the meaning
clear, early marriagemay be defined as one in which the contracting parties are
bothbelow eighteen years of age.3.The researcher may develop his own
definition from the characteristicsof the term defined. Thus, a house of light
materials may be defined asone with bamboo or small wooden posts, nipa, buri, or
nipa walls; split

bamboo floor and cogon or nipa roof. This is also an

operationaldefinition.4.Definitions may be
taken from encyclopedias, books, magazines andnewspaper articles, dictionaries,
and other publications but theresearcher must acknowledge his sources.
Definitions takenfrom published materials are called conceptual or theoreticaldefinit
ions.5.Definitions should a\be brief, clear, and unequivocal
as possible.6.Acronyms should always be spelled out fully
especially if it is notcommonly known or if it is used for the first time.
Scope and Delimitations of the Study
Guidelines in writing the scope and delimitations.
The scope and delimitations shouldinclude the following:1.A brief statement of
the general purpose of the study.2.The subject matter and topics studied and
discussed.3.The locale of the study, where the data were gathered or the entity
towhich the data belong.4.The population or universe from which the respondents
were selected.This must be large enough to make generalizations significant.5.The
period of the study. This is the time, either months or years,during which the data
were gathered.Example: This investigation was conducted to determine the status
of the teaching of science in the high schools of Province A as perceived by the
teachers and studentsin science classes during the school year 1989-1990. the
aspects looked into
werethe qualifications of teachers, their methods and strategies, facilities forms of s
upervisory assistance, problems and proposed solutions to problems.General
purpose:To determine the status of the teaching of science.Subject matter:The
teaching of science.Topics (aspects) studied: Qualifications of teachers. Their
methods and strategies,facilities, form of supervisory assistance, problems and
proposed solutions to theproblems.Population or universe: teachers and
studentsLocale of the study:High schools of province A.Period of the study:School
year 1989-1990.
Limitations of the Study

Limitations of the study include the weaknesses of the study beyond the control
of the researcher. This is especially true in descriptive research where the variables
involvedare uncountable or continuous variables such as adequacy, effectiveness,
efficiency, extent,etc. The weaknesses spring out of the inaccuracies of the
perceptions of the respondents.For instance, library facilities may be rated as very
adequate by 50 students, fairly adequateby 30 students, inadequate by 20
students, and very inadequate by 15 students. Certainly,

with these ratings, not all of them could be correct in their assessment. Some could
haveinaccurate if not entirely wrong perceptions.
Conceptual Framework
From the review of related literature and studies, the researcher may formulate
atheoretical scheme for his research problem. This scheme is a tentative
explanation ortheoretical explanation of the phenomenon or problem and serves as
the basis for
theformulation research hypotheses. Thus, the conceptual framework consists of th
einvestigators own position on a problem after his exposure to various theories that
havebearing on the problem. It is the researchers new model which has its roots on
the previousmodels which the researcher had studied. (Sanchez, pp. 14-15)The
conceptual framework becomes the central theme, the focus, the main thrust of the
study. It serves as a guide in conducting investigation. Briefly stated, the
conceptualframework for the teaching of science can be: The effectiveness of a
science instructionalprogram depends upon the qualifications of the teachers, the
effectiveness of their
methodsand strategies of teaching, the adequacy of facilities, the adequacy of supe
rvisoryassistance, and the elimination of the problems hampering the
progress.Currently, however, most theses do not have a discussion of their concept
ualframeworks. Very few thesis writers endeavor to include an explanation of their
conceptualframework in their theses.
Paradigm.
A paradigm is a diagrammatic representation of a conceptualframework. It depicts
in a more vivid way what the conceptual framework wants to convey.Following are
examples of a paradigm for the conceptual framework for the teaching of science as
mentioned above. A paradigm may take different diagrammatic forms.
Example 1
InputsProcessOutputsQualifiedteachersScienceSuperiorscienceEffectiveknowledgem
ethodsInstructionalandAdequatefacilitiesskillsAdequateProgramof Supervisoryassist
anceFigure 8.Paradigm for science teaching in high school.

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