Citing Benefits and
Beneficiaries of the Research
Study
PRESENTED BY: MARJUN BAFLOR
CHRISTIAN MONTECILLO
INTRODUCTION
As earlier discussed in Book 1 (Qualitative Research), essentially this part
informs the reader on how the study will contribute to the well-being of a
person or progress of a group or society in general. For example, in
addressing social problems like epidemics. e.g. the Zika virus, in a research
study, the findings can benefit, first and foremost, the victims themselves
and their respective families, policy makers like the Department of Health,
Department of Social Welfare and Development, practitioners (Health and
Nutrition), leaders, both local and national government, as well as NGO's
Quantitative studies investigating impact of certain projects, activities or
programs can best showcase benefits and beneficiaries of the study.
SIGNIFICANCE OF
THE STUDY
CHOOSING AN APPROPRIATE LANGUAGE TEACHING METHODOLOGY FOR A
GROUP OF LEARNERS IS A RESPONSIBILITY OF LANGUAGE EDUCATORS.
WITH THE TEACHERS' EXPLICIT AND IMPLICIT KNOWLEDGE OF LANGUAGE
ACQUISITION AND LANGUAGE LEARNING PROCESSES, THEY CAN SELECT
THEORETICALLY SOUND AND MORE EFFECTIVE PEDAGOGY APPROPRIATE
FOR THEIR LEARNERS. HOWEVER, IMPLEMENTING A CHOSEN
METHODOLOGY NECESSITATES UNDERSTANDING ITS PRINCIPLES, AS WELL
AS ITS STRENGTHS AND WEAKNESSES.
TEACHERS
Language teachers will gain a better
understanding of Task-Based Language
Teaching (TBLT) and its use as both a teaching
tool and method. They will learn how to create
more opportunities for student interaction in
the classroom, which will improve language
learning. Teachers will be encouraged to use
tasks that enhance students' communication
skills, especially important for Filipino learners
of English. Overall, they will appreciate the
benefits of TBLT and recognize its limitations.
LANGUAGE LEARNERS
Students, the Language learners, would be made aware of the
usefulness of the English language as a tool for communication
and a tool for understanding course content, or for academic
purposes. Aware of the usefulness of the language, they will be
highly motivated to acquire/learn the English language as their
second language. It is not for integrative purposes but for
instrumental reasons. Realizing this, they will be strongly
motivated to develop their language proficiency in English.
Providing them with the opportunity to use the target
language in meaningful and highly motivating context will
enhance academic learning.
ADMINISTRATION
The administration may be encouraged to include in the
long-term Development Plan, a Faculty Development
Program where faculty could develop their teaching
competence and enhance the use of effective language
teaching methods. Further, they could implement policies
to encourage faculty to develop instructional materials
for the offering of English courses based in the learners'
language needs, academically and professionally.
TEXTBOOK WRITERS
Aware of the TBLT as a language teaching methodology,
textbook writers would approach the preparation of learning
materials based on this pedagogical framework. Inclusion in
their textbooks suggested communicative tasks to be
performed by the learners in the classroom would provide the
students with the opportunities to use the language for
communication. These learning strategies relating the
grammatical structure to the communicative function in real
situations and real time could possibly enhance the leaners'
communicative proficiency.
CURRICULUM WRITERS
Knowing the communicative proficiency learners need,
curriculum writers have to design language courses which
would enhance learners' communicative skill preparing
them for their career work. The course description should
include not only the subject content but also the
communicative skills, both macro and micro to be
acquired/developed and how to teach these in the best
possible manner. Language teaching methodologies may be
suggested to advance learners' proficiency levels
lesson 7
PRESENTING
WRITTEN
STATEMENT OF THE
PROBLEM
INTRODUCTION
The introduction of a research paper provides a brief
overview of the study's background and explains
why the research problem is important. It starts
with a broad description of the problem and then
narrows down to a specific issue. It reviews current
literature to highlight gaps or shortcomings and
positions the study to address these gaps with new
evidence or proof.
STATEMENT OF THE
PROBLEM
The statement of the problem states
clearly the purpose or interest of the
study poses specific questions about the
research problem
SCOPE AND
DELIMITATIONS
scope and delimitations define what your
study will focus on, what it won’t cover, and
explain key terms to make the study clear
and manageable.
SIGNIFICANCE OF THE
STUDY
The significance of the study highlights how the
research addresses important issues, enhances
economic and health conditions, provides
solutions to everyday problems, clarifies human
behavior, and advances current knowledge for
specific groups like researchers, leaders,
practitioners, and policymakers.
Actual Quantitative Studies Done
that Showcase all the Parts of the
Problem Statement. In this chapter,
the different parts of the problem
statement are illustrated by actual
studies done
1. Cabbab, Julita. (2010). The development
and validation of a tri-modular
instructional program in speech and oral
communication for the collegiate level."
INTRODUCTION
Despite advancements in information technology, the standard for
professional competence remains unchanged. While professional
roles now require computer literacy and technological knowledge,
strong communication skills have become essential for global
competitiveness. The demand for proficient communicators is
higher than ever. As a result, educational institutions aim to equip
graduates with crucial communication skills to help them thrive
in a competitive job market. Given the declining language
proficiency among college students, schools need to reassess their
curriculum, especially in communication, and their admission
criteria to ensure graduates meet industry expectations and
demands.
STATEMENT OF THE
PROBLEM
What is the profile of the subjects in terms of?
What are the results of the needs assessments based on
diagnostic tests?
What innovative program may be proposed?
How was the tri-modular program validated using the
experimental design?
How did the subject matter experts assess the revised tri-
modular material in terms of:
ASSUMPTION OF THE
STUDY
The study assumed that diagnostic tests accurately
reflected subjects' competency and
communication needs, and that the subject matter
experts completed the questionnaire properly.
HYPHOTHESIS OF THE STUDY
The study aimed to test the null hypothesis that the tri-modular instructional program h
benefit for collegiate students. Specifically, it tested the following:
1. No significant difference in pre-test results between th
control and experimental groups.
2. No significant difference in pre-test and post-test resul
within the control group.
3. No significant difference in pre-test and post-test resul
within the experimental group.
4. No significant difference in post-test results between t
control and experimental groups.
SIGNIFICANCE OF THE
STUDY
The study benefits participants by preparing them for
Speech and Oral Communication demands. It
provides the Department of Languages and Literature
with evidence for implementing the Tri-modular
Program and serves as a resource for curriculum
development. Additionally, it supports the college’s
research culture and highlights the importance of
teacher responsibility and academic fulfillment for the
researcher.
SCOPE AND DELIMITATION
Scope and Delimitation of the Study A major
delimitation of the validation aspect of the
paper was its confinement to data gathered in
the first semester of school year 2009-2010
with second year college students as subjects
THANK YOU
