Annex 2B.1 to DepEd Order No. 42, s.

2016
School Barobo National High School Grade Level 12
DETAILED Teacher Maricel G. Baja Learning Area PRACTICAL RESEARCH 2
LESSON
Teaching Dates September 28, 2023
PLAN Set 1
and Time 9:45-10:45 (HUMSS 7)

1. Identify the elements of background of research.

I. OBJECTIVES 2. Compare and contrast the elements of background of research.
3. Reflect on the significance of background of research towards the realization of
research work through hashtags.
A. Content The learners demonstrate understanding of the range of research topics in the area of
Standards inquiry.
B. Performance
The learners should be able to clearly formulate the statement of research problem.
Standards
C. Learning
Competencies Describes background of research (CS-RS12-Id-e-3).
with LC code
II. CONTENT Background of the Study
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Not Applicable
Guide pages
2. Learner’s ADM in Practical Research 2 Q1 Module 2 Lesson 3 pp. 12
Material pages
3. Textbook None
pages
4. Additional  https://www.sciencedirect.com/science/article/pii/S1041608021000224
Materials from  https://www.hindawi.com/journals/edri/2022/2082982/
learning  https://www.frontiersin.org/articles/10.3389/fpsyg.2020.00751/full
Resource (LR)  How to Make Research Background Filipino Tutorial. Retrieved from
portal https://www.youtube.com/watch?v=Jy1terP2mvE
 How to Write the Background of the Study in Research (Part 1)
Retrieved from https://www.youtube.com/watch?v=XypPNOLQZWc
 How to Write the Background of the Study in Research (Part 2)
Retrieved from https://www.youtube.com/watch?v=yDYucgb1fKk
 How to Write the Background of the Study in Research (Part 3)
Retrieved from https://www.youtube.com/watch?v=ZUONw3wpgyk&t=7s
 How to Write the Background of the Study in Research (Part 4)
Retrieved from https://www.youtube.com/watch?v=G7coxDzLo3o
B. Other Learning TV, laptop, pentel pen, manila paper, illustration board, wifi modem, cellphones
Resources

IV. Procedures PRELIMINARIES

 The teacher will start with the following with a prayer.
 Greetings
 Checking of attendance
The teacher will ask the students to perform the Check, Tap & Say Activity.
The students will perform their group yell and give claps according to how
many are present in their group today.
 After the attendance checking, the teacher will set the mood by greeting again
the students and start with affirmation by saying “How are you today?”. The
teacher will also let students tap their shoulders and allow them to say to
themselves, “I am Happy today!” and allow them to smile to at least 5 persons
to show their happiness.
 After setting the mood, the teacher will also set the standard to ensure smooth
conduct of the classroom activities.
 Listen attentively.
 Follow instructions.
 Speak only when recognized.
 Be participative.
 Be respectful.
 Have fun while learning.
 When the class is ready, the teacher starts the lesson.
A. Reviewing The teacher will give an activity called it’s Mystery Time” where they will discover the
previous hidden word from rebus and later identify that will be the topic for today.
lesson or  The students will be grouped into 3 teams.
presenting the  Each team will give its answer only after the word go.
new lesson  Each correct answer is good for 3 points.
 The team with the highest accumulated points wins the game.
 The winner will receive a surprise award.

Activity: Rebus Game

Directions: Study the items shown on the slide. State the mystery word in each slide.

1. a=i + - rul h=n +i + x=n + -bum

(international)

2. (local)

3. (background)

4. (research)

B. Establishing a The teacher will present the objective by allowing learners to read the objectives. The
purpose for teacher will then repeat reading the objective and will give a little hint to emphasize the
learning goals that students will achieve at the end of the lesson.
 the lesson Objectives:
 Identify the elements of background of research.
 Compare and contrast the elements of background of research.
 Reflect on the significance of background of research towards the realization of
research work through hashtags.

After reading the objectives, the teacher will once again ask if the learners are ready for
the lessons and the activities. The teacher will repeat the standards set to prompt
students to be ready with the activity.
 Listen attentively.
 Follow instructions.
 Speak only when recognized.
 Be participative.
 Be respectful.
 Have fun while learning.
C. Presenting After the preliminary activity, the teacher will proceed to group activity. But before giving
examples/ the instructions, the teacher will remind again the students with necessary health
Instances of protocols. After the protocol, the teacher will give the general guidelines:
the new lesson  Using the same groupings, the students will gather by group in a designated
area.
 Each group will be given an activity sheet.
 The activity will be performed within 10 minutes only.
 Each group will assign the following roles to the members.
Leader One who leads the group
Secretary One who writes the answers of the group
Reporter One who reports the output to the class
Timekeeper One who monitors the time
Members Will cooperate and participate in constructing ideas
The teacher will allow the groups to decide first who are assigned with the different task
in a minute. Once the groups are done with assigning tasks, the teacher will present the
rubrics. The teacher will instruct also that this rubric will be used on rating their own
output as part of the presentation.
Criteria 3 2 1
Promptness The group who finished The group who The group who
the activity on or before finished the activity finished the activity
the given time. 3 minutes after the more than 5 minutes
given time. the given time.
Cooperation All the members actively 1 member did not More than 1 member
participated in actively participate. did not actively
performing the activity. participate.
Accuracy All the answers are One answer is not More than one answer
correct. correct. is not correct.
  Now the teacher will give the group tasks.

Group 1:

ASSESSING READING AND ONLINE RESEARCH COMPREHENSION: DO DIFFICULTIES IN

ATTENTION AND EXECUTIVE FUNCTION MATTER?

Laura Kanniainen a,* , Carita Kiili b,c , Asko Tolvanen d , Mikko Aro e , Øistein Anmarkrud f , Paavo H.T. Leppanen
a Department of Psychology, University of Jyvaskyl ¨ a, ¨ P.O. Box 35, FI-40014, Finland
b Faculty of Education and Culture, University of Tampere, Tampere University, FI-33014, Finland
c Department of Education, University of Oslo, P.O. Box 1092, Blindern, 0317 Oslo, Norway
d Methodology Centre for Human Sciences, University of Jyvaskyl ¨ a, ¨ P.O. Box 35, FI-40014, Finland
e Department of Education, University of Jyvaskyl ¨ a, ¨ P.O. Box 35, FI-40014, Finland
f Department of Special Needs Education, University of Oslo, P.O. Box 1040, Blindern, 0318 Oslo, Norway

INTRODUCTION

During recent years, the role of technology in reading and learning has
increased: over 70% of 15-year-old students in the OECD countries reported using a
computer at school (OECD, 2015). School-related work often requires students to
complete research tasks on the Internet and to locate, evaluate, synthesize and
communicate online information, thereby highlighting the kinds of reading skills that are
becoming increasingly important in the age of digitalization (Leu, Kinzer, et al., 2013).
This digital turn has resulted in new reading comprehension assessments, alongside
paper-and-pencil tests, that target the comprehension skills that students need when
accessing the Internet (Coiro et al., 2018; Leu et al., 2015; OECD, 2013).
However, studies focusing on the reading skills needed on the Internet have
mainly neglected learners with learning difficulties (see Anmarkrud et al., 2018). Little is
known about how students with difficulties in attention and executive function manage
to solve problems with online information, even though difficulties in these domains are
common (American Psychiatric Association, 2018). Reading research has shown that
poor attention (e.g., Cain & Bignell, 2014) and difficulties in EF (for a review, see
Follmer, 2018) interfere with comprehension. In addition, low executive functions, such
as low shifting and inhibition abilities, have been assumed to overstrain students when
they need to switch attention between different online resources and inhibit irrelevant
information from relevant information (Schwaighofer et al., 2017). However, as far as
we know, it is not investigated whether reading to learn from online information shows
the same pattern.
The other unexplored issue is gender differences in online reading among
students with attention and EF difficulties. This is an important aspect to investigate for
two reasons. First, girls and boys generally differ in their reading performance. Girls
significantly outperformed boys in reading in all countries that participated in PISA
2018 (OECD, 2019). Second, students with attention and EF difficulties do not form a
homogeneous group, but girls and boys slightly differ in how these difficulties are
manifested. Boys seem to exhibit hyperactivity more frequently than girls (Owens et al.,
2015), whose difficulties are primarily related to inattention (Staller & Faraone, 2006).
However, we do not know if girls’ and boys’ differences in the manifestation of these
difficulties associate differently in their performance when reading on the Internet. In
this study, we investigated how attention and EF difficulties were related to students’
online research comprehension performance in an everyday, regular classroom
context and, therefore, students’ attention and EF difficulties were measured with
informant-based teacher ratings. In particular, we examined how teacher-rated
difficulties in attention and EF affect girls’ and boys’ reading comprehension measured
with a multiple-choice task, and online research and comprehension measured with a
problem-solving task. The study aims to provide knowledge that helps teachers to
better understand the obstacles students with attention and EF difficulties face when
reading to learn from online information.
Group 2:

CORRELATION AND PREDICTION OF STUDENTS’ LEVEL OF READING COMPREHENSION

THROUGH PERCEPTION OF THE APPLICATION OF TRANSITION WORDS
Md. Nurul Anwar,1 Md. Nurul Ahad,2 Choiril Anwar,3 Hani Qasem Mohammed Asaad,4 Md. Kamrul Hasan , 5 and Boonyarit Omanee6
1 English Language Institute, School of Humanities and Social Sciences, United International University, Madani Avenue, United City, Dhaka 1212, Bangladesh
2 Department of English, University of Asia Pacic, Dhaka, Bangladesh
3 English Education Study Program, Universitas Islam Sultan Agung, Semarang, Indonesia
4 School of Languages, Civilisation and Philosophy, UUM College of Arts and Sciences, 06010 UUM, Universiti Utara Malaysia, Sintok, Kedah Darul Aman,
Malaysia
5 English Language Institute, School of Humanities and Social Sciences, United International University, United City, Madani Avenue, Badda, Dhaka 1212,
Bangladesh 6 Foreign Languages Department, Faculty of Liberal Arts, Rajamangala University of Technology Srivijaya, 1 Ratchadamnoennok Rd, Boyang Sub-
district, Muang District, Songkhla, Šailand
Correspondence should be addressed to Md. Kamrul Hasan; mkamrulhasan77@gmail.com
Received 4 August 2022; Revised 8 September 2022; Accepted 12 September 2022; Published 3 October 2022
Academic Editor: Mehdi Nasri

INTRODUCTION

English is widely accepted as an international language and is used as the major lingua
franca around the globe. Students have to be good at all four skills of English in order to be able to get
a better job and better placements at different universities abroad. However, reading comprehension
is one of the most important components of their English language learning [1–4].
Correspondingly, research strongly suggests that reading can be an extremely complex
process as learners often struggle with understanding and making out the meaning of the texts [5–8].
*ey also add that many students of English as a foreign language/English as a second language
(EFL/ESL) have “major difficulties” with English reading comprehension even after years of learning
the English language [5]. Reading comprehension is taught and practiced in the class in order to
develop the proficiency of understanding the central idea of a given topic or a subject dealt with in the
reading passage clearly and quickly. Reading is not only important for the development of reading
skills but also important in order to be successful in life as it keeps people up-to-date, well informed,
and thinking [9]. Mckee, in his review paper titled “Reading Comprehension, What We Know: A
Review of Research 1995 to 2011”, also adds that reading is a difficult and complex process, which is
related to other variables. He again adds that reading can be divided into two different processes at
work. Phantharakphong and Pothitha [10] suggested developing a concept map of learning vocabulary
in order to help students reading comprehension.
The first one is the lower-level abilities that include understanding vocabulary,
graphophonic, and others, and the higher-level abilities include understanding sentences and meaning
[9]. Moreover, researchers have suggested that reading is a complex process and the activity of
reading requires subreading skills, knowledge, and understanding of the componential approach to the
text [11]. He also agrees that “the componential studies of L2 (second language) reading in recent
decades; the major contributors discovered thus far, namely, the high-evidence correlates, are
vocabulary and grammar knowledge, as well as other language-related variables, including decoding,
phonological awareness, and orthographic and morphological knowledge” [11].
Vocabulary and morphological knowledge help students decode the meaning of a given text
and poor morphological knowledge can predict any future difficulty in their reading practice [12].
Therefore, vocabulary is one of the main aspects of language ability, and there is a strong link
between vocabulary knowledge and reading and listening comprehension. Vocabulary has been
considered the strongest predictor of reading comprehension skills [13–15].
Studies have shown that successful reading comprehension requires multiple skills,
including cognitive skill. However, vocabulary knowledge has always been described as the most
important component [14, 16]. We can clearly see that none of the researchers mentioned the
correlation or prediction between “transition words” and reading comprehension rather they pointed
out the requirements of vocabulary knowledge in general and of other componential understanding in
order to decode the textual meanings. *e difficulty of understanding the reading texts was investigated
in the previous researches in the field of ESL and EFL. *e hitherto conducted surveys into the area
ascribed the difficulty of conceptualizing reading texts to students’ lack of understanding of different
aspects of the English language, namely vocabulary, morphology, grammar, etc.
Therefore, this study centered on the idea that the understanding of the internal
consistencies and contradictions of meanings in reading texts is facilitated mainly by the knowledge of
transition words and their associative categories mentioned in the abstract, as the internal consistency
and contradictions of meanings are two major aspects of a reading text, which often present
complications to students’ reading comprehension tasks. Thus, the current study is intended to
investigate the correlations and predictions between students’ knowledge of transition words and their
reading comprehension in English language classes.
 Group 3:

THE USE OF NEW TECHNOLOGIES FOR IMPROVING READING COMPREHENSION

Agnese Capodieci1 *, Cesare Cornoldi1 , Elizabeth Doerr1 , Laura Bertolo2 * and Barbara Carretti
Department of General Psychology, University of Padova, Padua, Italy, 2 Azienda Sociosanitaria Ligure 5 Spezzino, La
Spezia, Italy

INTRODUCTION

Reading comprehension is a fundamental cognitive ability for children, that supports school
achievement and successively participation in most areas of adult life (Hulme and Snowling, 2011).
Therefore, children with learning disabilities (LD) and special educational needs who show difficulties in
text comprehension, sometimes also in association with other problems, may have an increased risk of
life and school failure (Woolley, 2011). Reading comprehension is, indeed, a complex cognitive ability
which involves not only linguistic (e.g., vocabulary, grammatical knowledge), but also cognitive (such
as working memory, De Beni and Palladino, 2000), and metacognitive skills (both for the aspects of
knowledge and control, Channa et al., 2015), and, more specifically, higher order comprehension skills
such as the generation of inferences (Oakhill et al., 2003).
Recently, due to the diffusion of technology in many fields of daily life, text comprehension at
school, at home during homework, and at work is based on an increasing number of digital reading
devices (computers and laptops, e-books, and tablet devices) that can become a fundamental support
to improve traditional reading comprehension and learning skills (e.g., inference generation).
Some authors contrasted in children with typical development the effects of the technological
interface on reading comprehension vs printed texts (Kerr and Symons, 2006; Rideout et al., 2010;
Mangen et al., 2013; Singer and Alexander, 2017; Delgado et al., 2018). Results were consistent and
showed a worse comprehension performance in screen texts compared to printed texts for children
(Mangen et al., 2013; Delgado et al., 2018) and adolescents who nonetheless showed a preference for
digital texts compared to printed texts (Singer and Alexander, 2017). Regarding children with learning
problems, only few studies considered the differences between printed texts and digital devices (Chen,
2009; Gonzalez, 2014; Krieger, 2017) finding no significant differences, suggesting that the use of
compensative digital tools for children with a learning difficulty could be a valid alternative with respect
to the traditional written texts in facilitating their academic and work performance. This conclusion is
also supported by the results of a meta-analysis (Moran et al., 2008), regarding the use of digital tools
and learning environments for enhancing literacy acquisition in middle school students, which
demonstrates that technology can improve reading comprehension.

 Each group is given at 5 minutes to complete the given tasks.

Guide Questions found inside the envelope.

1. Define background of research.
2. Identify the elements of background of research.
3. Compare and contrast the elements of background of research.
a. Background in international context
b. Background in national context
c. Background in local context

 Another 2 minutes will be given for the presentation of outputs.

 Also present the group rating (based on the rubrics) after the presentation of
outputs.
D. Discussing  The teacher will use the fishbowl method in the processing of questions to elicit
new concepts responses from the students. In case students find it difficult to answer the
and practicing questions the teacher can use Tagalog language to allow learners to understand
new skills #1 better the questions. In case learners’ answers are needing more support, other
learners will be called through the same method, or the teacher may shift to
voluntary modality to allow other learners who are ready to share to answer the
questions. The teacher must ensure also those other learners are given a chance
to share their answers.

 How did you find the activity?

  Using the examples in the previous activity, how would you define
background of research?
 Based on the example given to the group, cite the elements of background
of research.
 In reference to the previous examples, state the sentences that describe
the background of research in international, national, and local contexts
and discuss briefly why do you say so.

 After the series of processing questions, the teacher will wrap up these series by
asking questions about what they understood the activities. This is to ensure that
learners are now ready for the discussion of the lesson. The teacher will make sure
that there is smooth transition from process questions so that learners will see the
connectivity of the activities and the lessons.
E. Continuation of  The students will work on a Jigsaw Puzzle. Each group will have to arrange several
discussion of paragraphs to create a well-organized background of research.
new concepts
leading to Reading is a basic, lifelong skill to be used both at school and throughout life.
Anderson, Hiebert, Scott, & Wilkinson (1985) posited that reading is a cornerstone of a child’s
formative success in school and indeed, throughout life. Without the ability to read well, opportunities for
assessment personalIt isfulfilment
in this context
and jobthatsuccess
the researcher
inevitablydeveloped
will be lost.a contextualized authentic
In fact, everything material
man does to
address
involves reading even with mundane tasks such as buying foods from a local store and of
students’ needs on reading comprehension. It will also solve the issue of unavailability
instructional
traveling from materials for Grade
one place 8 remedial
to another. WhenEnglish using
students lackcontextualized authentic
the skills necessary materials.
to comprehend
what they are reading, they struggle with text. The inability to read is therefore a crucial
problem that needs immediate solution. Mathes (2014) stressed that early intervention allows
students to get help before reading problems become entrenched and complicated by self-
concept issues. It can impact how children think, how they learn, and who they are, changing
the lives of tens of millions.
High school education in the world faces several problems including poor reading
comprehension despite the report made by UNESCO (2016) that literacy rates continue to rise
from one generation to the next. Although literacy has been high over the past decades,
UNESCO Institute for Statistics (UIS) data showed that 750 million adults and 102 million
youth aged 15 and 24 years old were illiterate (UIS Fact Sheet, 2016). Illiteracy is closely
interrelated with reading comprehension. If one individual cannot read well, she or he cannot
comprehend as well.
Report made by National Assessment of Educational Progress (NAEP), students in the
United States have not improved as much in reading comprehension. The 2015 average
score in 8th grade was 2 points lower compared to 2013 result. This means that in 2015, more
than one-third of eighth graders performed at or above the proficient achievement level in
reading (The Nation’s Report Card, 2016). The decrease of two points signifies that there is a
problem in reading comprehension among 8th graders.

In Philippine context, poor reading comprehension is also a problem. The 2013 NAT
revealed a rise in Mean Percentage Score (MPS) of only 51.43 percent (from 48.90 percent in
2012, which equates to an improvement of 2.53%. It certainly speaks of a forward movement
but a 51.43 MPS (from 48.90 in 2012) is still a rather low score, which, in fact, is only at the
“near mastery level.”

Moreover, poor reading comprehension is manifested in Barobo National High School.

There were 155 Grade 7 students who belong to frustration level in reading comprehension
during the conduct of the posttest even though there was a reading intervention program done
to them when they were still in Grade 7. This denotes that the 95 students had low reading
proficiency that needs remediation. The large number of students who were not meeting the
standards in reading indicates that the problem was quite alarming. As it is, there was a need
to improve existing reading program to strengthen the teaching of reading.

Processing of Outputs
1. What do you observe as to the organization of the background of research?
2. Do you think that properties of well-written text are being applied here? If yes, what
 are they and state the parts of the paragraph that correspond to that property.
3. State briefly the significance of the adherence on the properties of a well-written text
in writing the background of research and how it contributes to the totality of the
research work.

The teacher will provide key inputs to deepen the knowledge of students through some
sort of discussion, simple question, and answer portion and some sort of sharing on the
lessons. The teacher might as well use translation on terms that are difficult or not
common to learners.
F. Developing The teacher will also present videos on background of the study and properties of a well-
Mastery written text.
(Leads to
formative Video 1: How to Make Research Background Filipino Tutorial.
Assessment 3) Source: https://www.youtube.com/watch?v=Jy1terP2mvE
Video 2: How to Write the Background of the Study in Research (Part 1)
Source: https://www.youtube.com/watch?v=XypPNOLQZWc
Video 3: How to Write the Background of the Study in Research (Part 2)
Source: https://www.youtube.com/watch?v=yDYucgb1fKk
Video 4: How to Write the Background of the Study in Research (Part 3)
Source: https://www.youtube.com/watch?v=ZUONw3wpgyk&t=7s
Video 5: How to Write the Background of the Study in Research (Part 4)
Source: https://www.youtube.com/watch?v=G7coxDzLo3o

Guide Questions for Videos 1-5:

1. What is the background of research?
2. Enumerate the things to be included in background of research.
3. Based on the examples presented in the videos, in what manner should we write the
following:
a. Introductory Paragraph
b. Paragraphs for Body of the background of the study
c. Concluding Paragraph
PROPERTIES OF A WELL-WRITTEN TEXT
A paragraph is a series of sentences that are organized, coherent, and are all
related to a single topic.
1. Organization. It refers to the arrangement of ideas, incidents, evidence, or
details in a definite order in a paragraph, essay, or speech. It is achieved
when ideas are logically and accurately arranged.
2. Coherence and Cohesion
Coherence – This refers to the logical arrangement of sentences to be easily
understood by the reader.
Cohesion- This refers to how the structure and content of a sentence or text is
linked together to create meaning.
In short, cohesion is achieved when sentences are connected at the sentence
level, whereas as coherence is achieved when ideas are connected.
3. Unity is achieved when a composition is focused on one idea. In a unified text,
all supporting ideas are relevant to the main thought. Without unity, text will be
confusing.
4. Language use. This enables writers to communicate their ideas without
confusing their readers effectively. is one of the clearest indicators of a well
written text. It enables writers to effectively communicate ideas without
confusing the reader. An effective language is: Specific, Concise, Familiar,
Correct, and Appropriate
Levels of Language Use
Informal/Personal- refers to slang , local expressions, text messaging like hey,
bes, yow
Standard/Academic- these are widely accepted words and phrases found in
dictionaries, books, and etc.
Business/Technical – refers to jargon of specific disciplines like scientific terms
and special expressions.
I need a script in order to pick up the medicine ( medical jargon for
prescription )
Principles in Language Use/ Diction
1. Use clear and concise sentences, usually about 18 words long.
2. Avoid redundancies, cliches wordiness, and highfalutin.
3. Although may be used, avoid overusing “There” and “It”, drop it
4. Use precise vocabulary. Be accurate. Condensed.
5. Be consistent in pronoun POV
6. Avoid sexist language.
7. Use appropriate level of formality.

5. Mechanics. It focuses on the technical structure of the text. It determines

errors in grammar, abbreviations, spelling, acronyms, capitalization, the use of
numbers as part of the statement, and correct punctuation marks.

PATTERN OF PARAGRAPH DEVELOPMENT

DESCRIPTION
 Description is simply describing by giving information about a person, a place,

G. Finding The teacher will ask the students to perform Think-Pair-Share. Each pair will answer the
practical following questions and share them later to the class.
applications of
1.Why do we need to establish the background of the research?
concepts and 2.Is there an instance in your life where you need to know first the background before saying or
skills in daily doing something? Kindly share it to the class.
living
H. Making The teacher will allow the students to share generalizations or abstraction through 3-2-1
generalization Exit Card and reflections on the significance of background of research towards the
s and realization of research work through hashtags.
abstraction
about the
lesson
Accomplish the 3-2-1 Exit Card.

3- insights gained/lessons learned

2- interesting facts about the lesson
1-question you have in your mind related to the topic.

#Hashtag Making
The learners will cite the importance of background of the study towards the realization of
research work through hashtags.

Rubric for Hashtag Making

Criteria Exemplary Good Acceptable Unacceptable

(4 PTS.) (3) (2) (1)
Content Substantial, Sufficiently Limited content Superficial
specific, and/or developed with inadequate and/or minimal
illustrative content with elaboration or content.
content adequate explanation.
demonstrating elaboration or
strong explanation.
development
and
sophisticated
ideas.
Organization The ideas are The ideas are In general, the The writing is
arranged arranged writing is not logically
logically to logically to arranged organized.
support the support the logically, Frequently,
purpose or purpose or although ideas fail to
argument. They argument. They occasionally make sense
flow smoothly are usually ideas fail to together.
from one to clearly linked to make sense
another and are each other. together.
clearly linked to
each other.
Language There are no There are 1 or 2 There are 3 or 4 There are more
Conventions spelling, spelling, spelling, tan 4 spelling,
grammar or grammar or grammar or grammar or
punctuation punctuation punctuation punctuation
errors. errors errors errors
I. Evaluating The students will accomplish Worksheet 4.
learning

Rubric: for Background of the Study

Criteria Exemplary Good Acceptable Unacceptable
(4) (3) (2) (1)
Content Substantial, Sufficiently Limited content Superficial
specific, and/or developed with inadequate and/or minimal
illustrative content with elaboration or content.
content adequate explanation.
demonstrating elaboration or
strong explanation.
development
and
sophisticated
ideas.
Organization The ideas are The ideas are In general, the The writing is
arranged arranged writing is not logically
logically to logically to arranged organized.
support the support the logically, Frequently,
purpose or purpose or although ideas fail to
argument. They argument. They occasionally make sense
flow smoothly are usually ideas fail to together.
from one to clearly linked to make sense
another and are each other. together.
clearly linked to
each other.
Sentence Sentences are Sentences are Some Errors in
Structure well-phrased well-phrased sentences are sentence
and varied in and there is awkwardly structure are
 length and some variety in constructed so frequent
structure. They length and that the reader enough to be a
flow smoothly structure. The is occasionally major
from one to flow from distracted. distraction to
another. sentence to the reader.
sentence is
generally
smooth.
Language There are no There are 1 or 2 There are 3 or 4 There are more
Conventions spelling, spelling, spelling, tan 4 spelling,
grammar or grammar or grammar or grammar or
punctuation punctuation punctuation punctuation
errors. errors errors errors
J. Additional
Activities for
application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lessons.
D. No. Learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
 supervisor can
help me
solve?
G. What
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Prepared by:

MARICEL G. BAJA
MT-I/G11 Instructional Leader

Approved by:

RACHEL METHUSELAH R. CUMAHIG, PhD

Principal IV

What is the background of a study and how to write it (examples

included)
February 27, 2023Mary Oommen
 The
background of a study sets the context, provides justification for, and highlights the significance of your research.
(Image by jannoon028 on Freepik)

Have you ever found yourself struggling to write a background of the study for your research paper? You’re
not alone. While the background of a study is an essential element of a research manuscript, it’s also one of
the most challenging pieces to write. This is because it requires researchers to provide context and
justification for their research, highlight the significance of their study, and situate their work within the
existing body of knowledge in the field.

Despite its challenges, the background of a study is crucial for any research paper. A compelling well-
written background of the study can not only promote confidence in the overall quality of
your research analysis and findings, but it can also determine whether readers will be interested in knowing
more about the rest of the research study.

In this article, we’ll explore the key elements of the background of a study and provide simple guidelines on
how to write one effectively. Whether you’re a seasoned researcher or a graduate student working on your
first research manuscript, this post will explain how to write a background for your study that is compelling
and informative.

Table of Contents
 What is the background of a study?
 How is the background of a study different from the introduction?
 Where is the background of a study placed in a research paper?
 Creating an effective background of a study structure
 How to write a background of the study in research papers?
 How to avoid mistakes in writing the background of a study
 Frequently Asked Questions (FAQs) on background of the study

What is the background of a study?

Typically placed in the beginning of your research paper, the background of a study serves to convey the
central argument of your study and its significance clearly and logically to an uninformed audience.
The background of a study in a research paper helps to establish the research problem or gap in knowledge
that the study aims to address, sets the stage for the research question and objectives, and highlights the
significance of the research. The background of a study also includes a review of relevant literature, which
helps researchers understand where the research study is placed in the current body of knowledge in a
specific research discipline. It includes the reason for the study, the thesis statement, and a summary of the
concept or problem being examined by the researcher. At times, the background of a study can may even
examine whether your research supports or contradicts the results of earlier studies or existing knowledge on
the subject.

How is the background of a study different from the introduction?

It is common to find early career researchers getting confused between the background of a study and the
introduction in a research paper. Many incorrectly consider these two vital parts of a research paper the same
and use these terms interchangeably. The confusion is understandable, however, it’s important to know that
the introduction and the background of the study are distinct elements and serve very different purposes.

 The basic different between the background of a study and the introduction is kind of information that
is shared with the readers. While the introduction provides an overview of the specific research topic and
touches upon key parts of the research paper, the background of the study presents a detailed discussion on the
existing literature in the field, identifies research gaps, and how the research being done will add to current
knowledge.
 The introduction aims to capture the reader’s attention and interest and to provide a clear and concise
summary of the research project. It typically begins with a general statement of the research problem and then
narrows down to the specific research question. It may also include an overview of the research design,
methodology, and scope. The background of the study outlines the historical, theoretical, and empirical
background that led to the research question to highlight its importance. It typically offers an overview of
the research field and may include a review of the literature to highlight gaps, controversies, or limitations in
the existing knowledge and to justify the need for further research.
 Both these sections appear at the beginning of a research paper. In some cases the introduction may
come before the background of the study, although in most instances the latter is integrated into the
introduction itself. The length of the introduction and background of a study can differ based on the journal
guidelines and the complexity of a specific research study.

To put it simply, the background of the study provides context for the study by explaining how your research
fills a research gap in existing knowledge in the field and how it will add to it. The introduction section
explains how the research fills this gap by stating the research topic, the objectives of the research and the
findings – it sets the context for the rest of the paper.

Where is the background of a study placed in a research paper?

The background of a study is typically placed in the introduction section of a research paper and is positioned
after the statement of the problem. Researchers should try and present the background of the study in clear
logical structure by dividing it into several sections, such as introduction, literature review, and research gap.
This will make it easier for the reader to understand the research problem and the motivation for the study.

So, when should you write the background of your study? It’s recommended that researchers write this
section after they have conducted a thorough literature review and identified the research problem, research
question, and objectives. This way, they can effectively situate their study within the existing body of
knowledge in the field and provide a clear rationale for their research.

Creating an effective background of a study structure

Given that the purpose of writing the background of your study is to make readers understand the reasons for
conducting the research, it is important to create an outline and basic framework to work within. This will
make it easier to write the background of the study and will ensure that it is comprehensive and compelling
for readers.

While creating a background of the study structure for research papers, it is crucial to have a clear
understanding of the essential elements that should be included. Make sure you incorporate the following
elements in the background of the study section:

 Present a general overview of the research topic, its significance, and main aims; this may be like establishing
the “importance of the topic” in the introduction.
 Discuss the existing level of research done on the research topic or on related topics in the field to set context
for your research. Be concise and mention only the relevant part of studies, ideally in chronological order to
reflect the progress being made.
 Highlight disputes in the field as well as claims made by scientists, organizations, or key policymakers that
need to be investigated. This forms the foundation of your research methodology and solidifies the aims of
your study.
 Describe if and how the methods and techniques used in the research study are different from those used in
previous research on similar topics.

By including these critical elements in the background of your study, you can provide your readers with a
comprehensive understanding of your research and its context.
 Having a
clear structure and plan can help you understand how to write a background of the study. (Image by wayhomestudio on
Freepik.)

How to write a background of the study in research papers?

Now that you know the essential elements to include, it’s time to discuss how to write the background of the
study in a concise and interesting way that engages audiences. The best way to do this is to build a clear
narrative around the central theme of your research so that readers can grasp the concept and identify the
gaps that the study will address. While the length and detail presented in the background of a study could
vary depending on the complexity and novelty of the research topic, it is imperative to avoid wordiness. For
research that is interdisciplinary, mentioning how the disciplines are connected and highlighting specific
aspects to be studied helps readers understand the research better.

While there are different styles of writing the background of a study, it always helps to have a clear plan in
place. Let us look at how to write a background of study for research papers.

 Identify the research problem: Begin the background by defining the research topic, and highlighting the
main issue or question that the research aims to address. The research problem should be clear, specific, and
relevant to the field of study. It should be framed using simple, easy to understand language and must be
meaningful to intended audiences.
 Craft an impactful statement of the research objectives: While writing the background of the study it is
critical to highlight the research objectives and specific goals that the study aims to achieve. The research
objectives should be closely related to the research problem and must be aligned with the overall purpose of the
study.
 Conduct a review of available literature: When writing the background of the research, provide a summary
of relevant literature in the field and related research that has been conducted around the topic. Remember to
record the search terms used and keep track of articles that you read so that sources can be cited accurately.
Ensure that the literature you include is sourced from credible sources.
 Address existing controversies and assumptions: It is a good idea to acknowledge and clarify existing
claims and controversies regarding the subject of your research. For example, if your research topic involves an
 issue that has been widely discussed due to ethical or politically considerations, it is best to address them
when writing the background of the study.
 Present the relevance of the study: It is also important to provide a justification for the research. This is
where the researcher explains why the study is important and what contributions it will make to existing
knowledge on the subject. Highlighting key concepts and theories and explaining terms and ideas that may feel
unfamiliar to readers makes the background of the study content more impactful.
 Proofread to eliminate errors in language, structure, and data shared: Once the first draft is done, it is a
good idea to read and re-read the draft a few times to weed out possible grammatical errors or inaccuracies in
the information provided. In fact, experts suggest that it is helpful to have your supervisor or peers read and
edit the background of the study. Their feedback can help ensure that even inadvertent errors are not
overlooked.

How to avoid mistakes in writing the background of a study

While figuring out how to write the background of a study, it is also important to know the most common
mistakes authors make so you can steer clear of these in your research paper.

 Write the background of a study in a formal academic tone while keeping the language clear and simple.
Check for the excessive use of jargon and technical terminology that could confuse your readers.
 Avoid including unrelated concepts that could distract from the subject of research. Instead, focus your
discussion around the key aspects of your study by highlighting gaps in existing literature and knowledge and
the novelty and necessity of your study.
 Provide relevant, reliable evidence to support your claims and citing sources correctly; be sure to follow a
consistent referencing format and style throughout the paper.
 Ensure that the details presented in the background of the study are captured chronologically and
organized into sub-sections for easy reading and comprehension.
 Check the journal guidelines for the recommended length for this section so that you include all the
important details in a concise manner.

By keeping these tips in mind, you can create a clear, concise, and compelling background of the study for
your research paper. Take this example of a background of the study on the impact of social media on
mental health.

Social media has become a ubiquitous aspect of modern life, with people of all ages, genders, and
backgrounds using platforms such as Facebook, Instagram, and Twitter to connect with others, share
information, and stay updated on news and events. While social media has many potential benefits, including
increased social connectivity and access to information, there is growing concern about its impact on mental
health.

Research has suggested that social media use is associated with a range of negative mental health outcomes,
including increased rates of anxiety, depression, and loneliness. This is thought to be due, in part, to the
social comparison processes that occur on social media, whereby users compare their lives to the idealized
versions of others that are presented online.
Despite these concerns, there is also evidence to suggest that social media can have positive effects on
mental health. For example, social media can provide a sense of social support and community, which can
be beneficial for individuals who are socially isolated or marginalized.

Given the potential benefits and risks of social media use for mental health, it is important to gain a better
understanding of the mechanisms underlying these effects. This study aims to investigate the relationship
between social media use and mental health outcomes, with a particular focus on the role of social
comparison processes. By doing so, we hope to shed light on the potential risks and benefits of social media
use for mental health, and to provide insights that can inform interventions and policies aimed at promoting
healthy social media use.

To conclude, the background of a study is a crucial component of a research manuscript and must be planned,
structured, and presented in a way that attracts reader attention, compels them to read the manuscript, creates
an impact on the minds of readers and sets the stage for future discussions.

A well-written background of the study not only provides researchers with a clear direction on conducting
their research, but it also enables readers to understand and appreciate the relevance of the research work
being done.

Frequently Asked Questions (FAQs) on background of the study

Q: How does the background of the study help the reader understand the research better?

The background of the study plays a crucial role in helping readers understand the research better by
providing the necessary context, framing the research problem, and establishing its significance. It helps
readers:

 understand the larger framework, historical development, and existing knowledge related to a research topic
 identify gaps, limitations, or unresolved issues in the existing literature or knowledge
 outline potential contributions, practical implications, or theoretical advancements that the research aims to
achieve
 and learn the specific context and limitations of the research project

Q: Does the background of the study need citation?

Yes, the background of the study in a research paper should include citations to support and acknowledge the
sources of information and ideas presented. When you provide information or make statements in the
background section that are based on previous studies, theories, or established knowledge, it is important to
cite the relevant sources. This establishes credibility, enables verification, and demonstrates the depth of
literature review you’ve done.
Q: What is the difference between background of the study and problem statement?

The background of the study provides context and establishes the research’s foundation while the problem
statement clearly states the problem being addressed and the research questions or objectives.

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