Module 1: Lesson P3

Chapter 1 – Parts and Contents

Lesson Objectives
At the end of the lesson, the students should able to:
1. identify the parts of chapter 1;
2. explain the contents or entries of each part; and
3. write a background of the study and other first parts of chapter 1.

MAJOR PARTS OF CHAPTER 1

The Problem and Its Setting

1. 1. Background of the Study

This first part of chapter 1 discusses the basis of citing the given problem or title of the study. This is composed of
five paragraphs with 4 to 5 sentences each. The focus of the discussion for this part is the existence of the problem of the
dependent variable only.
This will include the introduction (first paragraph) which will discuss the researcher’s personal viewpoints and the
reason of selecting the given research. The second paragraph contains the background of the study in the international or
global setting which will include statistics or digits to prove that the chosen research problem really exist even in other
countries. It is followed by the background of the study in the national setting or in the Philippines which will also include
data as proofs of its existence as a problem. The fourth paragraph is a local interview of a teacher or a key person who can
directly relate to the research problem and this person should be working in the target school or company of the respondents
of the study. This person will give concrete examples of the reality or experiences of such problem in his/her classes. The
last paragraph will discuss the purpose of conducting such study.
Study the examples below:
Given Title: Classroom Management Skills and the Learning Behavior of Grade 6 pupils in Laak District

Sample for the first paragraph:

One of the most stressing tasks of a teacher is to manage a class who have different behaviors and learning styles.
One strategy may not be as effective to another group of students because each is unique and with individual learning
needs. That’s why, it becomes a big challenge for the teachers to find ways to successfully manage the behavioral problems
of the students because if it is not dealt accordingly, it can affect your disposition as a teacher and it can also influence other
students to misbehave as others do.
Sample for the second paragraph:
It was found out in a study conducted with Australian students that many of these learners manifested behavioral
problems in which, 30% of them were disobedient, another 33% were students who are not listening while the class is still
going on, while another 25% of pupils lack concentration and majority of them, 41% were calling out. These behavior
problems of the students become the principal source of stress and burnout for both new and experienced teachers. Many
of these teachers admitted that they are spending more time in dealing with behavior problems of their students compared
with time spent on instruction and academic activities (Giallo, [Link], 2003).

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Sample for the third paragraph:
This scenario is also true in the Philippines based on a study conducted in Ilo-Ilo City with 200 students who are
children of Filipino seafarers, which indicates that most of these students displays behavioral problems. The results showed
that out of the 76 eldest children, 66 middle children, and 58 youngest children, the common problem behaviors were self-
centeredness, substance use, delinquency, physical aggression and even early sexual engagement. These behavioral
problems become the main concern of all educational institutions in the country because these are positively correlated with
their academic performance. Although, it was instilled in their minds that their parents are working hard abroad to sustain
their educational needs, still, most of these students display undesirable behaviors in the school (Jaleco, [Link], 2009).

Sample for the fourth paragraph:

It is also evident in our own locality as mentioned by Mrs. Leni V. Fresnido, MAEd, a Grade VI teacher that a number
of pupils have behavior problems that really affect their performance at school. In her class, there are pupils who do not
follow even simple instructions but rather, do things that distract other pupils inside the classroom like playing, running,
throwing, and shouting. Some pupils do not have focus in their studies, uninterested to participate in classroom activities
and many others. She admitted that she had tried different strategies to improve the situation but it seems that the discovery
period is not yet over and still trying to evaluate her classroom management skills to help the learners achieve their full
potential in learning.

Sample for the last paragraph:

With these considerations at hand, it is for this reason that the researcher is trying to conduct this study to find out
the effect and relationship of classroom management skills to the behavior of the target respondents to come up with useful
recommendations that could be of help to the teachers and administrators including the learners.

2. Statement of the Problem

This refers to the questions that will be answered through the course of the study. Usually, this is composed of 5 main
and sub-problems.
How to make the Statement of the Problem?
1. First thing to do is to create a conceptual paradigm of the study, as shown below. The sample paradigm contains
the IV and DV with its indicators. These indicators are taken from the most suited theory or concept that is related
to the study.
2. From this paradigm, the statement of the problem should be based. The introductory part of each statement (colored
red) should be copied because these are the standard introductions or parts of the statements of the problem.
3. Study the given sample on the next page.

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 Classroom Management Skills Learning Behavior
- Content Management - interest
- Conduct Management - motivation
- Covenant Management - involvement

Moderator Variable
- Gender
- Section

Statement of the Problem # 1 Statement of the Problem # 2

Statement of the Problem # 3 Statement of the Problem # 5 Statement of the Problem # 4

Statement of the Problem

This study aims to determine the extent of classroom management skills and the level of learning behavior of Grade
6 pupils in Laak District.
Specifically, it seeks to find the answers of the following sub-problems:
1. What is the extent of classroom management skills in terms of:
1.1 content management;
1.2 conduct management; and
1.3 covenant management?
2. What is the level of learning behavior in terms of:
2.1 interest;
2.2 motivation; and
2.3 involvement?
3. Is there a significant difference on the extent of classroom management skills when analyzed according to:
3.1 gender; and
3.2 section?
4. Is there a significant difference on the level of learning behavior when analyzed according to:
4.1 gender; and
4.2 section?

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 5. Is there a significant relationship between the extent of classroom management skills and the level of learning
behavior of Grade 6 pupils in Laak District?

3. Hypotheses
After making the statements of the problem, formulate the hypotheses. The hypotheses are professional guesses
of the possible result of the study. These “hypotheses” are stated in null or negative statement because it can easily be
accepted or rejected.
Hypothesis #1 is taken from the statement of the problem #3.
Hypothesis #2 is taken from the statement of the problem #4.
Hypothesis #3 is taken from the statement of the problem #5.
Hypotheses 1-3 are taken from the statements of the problem 3-5. These hypotheses are stated in declarative form.
Just copy the colored red part of the sentence.

Hypotheses
The following null hypotheses will be tested at 0.05 level of significance.
1. There is no significant difference on the extent of classroom management skills when analyzed according to
gender and section.
2. There is no significant difference on the level of learning behavior when analyzed according to gender and
section.
3. There is no significant relationship between the extent of classroom management skills and the level of learning
behavior of Grade 6 pupils in Laak District.

4. Review of Related Literature

Introduction
Example: This portion encompasses the related literature, reviewed and pursued from professional books,
journals, periodicals, internet, and other publications in public and private school libraries, that support the focus of this
study.
 The sequence will be as follows: Independent variable and then, its indicators, in order. Dependent variable and
its indicators, in order. Each item should have five (5) paragraphs with different authors, global or national.
 The first paragraph is usually a definition with an elaboration. The next 4 paragraphs should be discussions
about the problem. Each paragraph should have at least 2 to 5 long sentences only.
Example:
Classroom Management Skills (This is the independent variable)
According to the definition of Wong, [Link] (2005) on classroom management that this refers to all the things
that teachers do to organize students, space, time, and materials to maximize effective teaching and student
learning. This implies that in order to achieve these ends, teachers need to develop skills to effectively manage a
class where students are involving in the learning process and in turn, they retain and use the knowledge in their
day-to-day activities.

Classroom management is a skill that must be acquired during teacher training and
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developed as the individual engaged into actual classroom setting. Such management is an
essential technique that teachers must use in dealing with the different personalities of their
 Classroom management is a skill that must be acquired during the teacher training and developed as the individual
engaged into actual classroom setting. Such management is an essential technique that teachers must use in dealing with
the different personalities of their students and should be a daily focus during classes. Constructivist teachers feel that
effective classroom management skills impact the way in which students learn (Fan, [Link], 2014).
Since the majority of learning occurs in the classroom, the quality of classroom management should be given
preferential attention because it has a major influence on student learning outcomes. Favorable classroom management
strengthens student learning motivations and interests, thereby facilitating relevant teaching objectives. Further studies
proved that classroom management is directly correlated with student learning and academic achievements including
student behavior (Reinke, [Link], 2008).
Completing the focused units on classroom management in teacher training programs leads to increased feelings
of preparedness, familiarity, and confidence in using a specific strategy among student teachers. However, it was admitted
by these student teachers that they felt partially prepared to manage the behavior problems of their students and needed
additional classroom management skills to overcome this situation (O’Neill, [Link], 2012).
Moreover, latest modern technologies have found its place in the classrooms like the use of interactive whiteboards,
tablets, laptops and other gadgets. These give a big impact on the demands placed on teachers’ classroom management
skills like implementing rules and procedures to facilitate cooperative learning. This calls for an effort on the part of the
teacher to learn and effectively manipulate modern technologies that can be used in the teaching-learning process to meet
the increasing needs of the students (Korpershoek, [Link], 2014).
Content Management. According to Wong, [Link] (2005) that it is the teacher — what the teacher knows and can
do — that is the most significant factor in student achievement. In an effective classroom, students should not only know
what they are doing, they should also know why and how. It indicates that teachers should really manage the content of
what they are about to teach because it would have a great impact on the lives of the learners.
(This is the first indicator of the independent variable. This is only the first paragraph)

5. Theoretical and Conceptual Framework

The theory or concept to be cited should really be a theory that supports your study. It should comprehensively
discuss your independent variable and another theory or concept for dependent variable. The theory or concept should
made mention of the indicators that you have included in your conceptual paradigm. After each theory for all items, each
part should be conceptually defined by paragraph. After all the definitions, the last paragraph should discuss the conceptual
paradigm and its contents.
Example: (This is for the independent variable with its indicators)
This study is anchored on the Choice Theory of Glasser (1997). This theory is a neo-Adlerian psychoeducational
theory based on the notion that all behaviours are an individual’s best attempts to satisfy present and future needs. In the
educational context, it is primarily a preventative approach to classroom management which guides teachers to lead their
students by developing classrooms, and preferably whole-school environments, which align with their students’ learning
needs. The pursuit of these necessities in schools and classrooms directs and drives student behaviors. Glasser emphasized
that teachers need to lead students towards needs satisfaction through appropriate choices rather than coercing them to
comply with rules. To achieve this, Mann (2015) cited the three areas of a quality classroom management where it is possible
and probable that students could satisfy their needs: content management, conduct management and covenant
management.

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 The first indicator of the independent variable is content management which occurs when teachers manage
space, materials, equipment, the movement of people and lessons that are part of a curriculum or program of studies (Froyen
et al., 1999).
The next indicator is conduct management which refers to the set of procedural skills that teachers employ in
their attempt to address and resolve discipline problems in the classroom (Iverson et al., 1999).
The last indicator is covenant management in which according to Iverson (2003), a covenant is a promise, a
binding agreement between two or more persons. It is also the facilitation of trusting, respectful relationships, willingly
entered into, that promote optimal success for all children.

Example: (This is for the dependent variable with its indicators)

It is also based on the concept of Carter et al., (2001), that in order to establish a good classroom management,
they emphasized the need of creating and maintaining a highly supportive learning environment and promoting a safe
classroom community so that students’ behavior in terms of interest, motivation and involvement in the learning process is
maintained.
The first indicator of the dependent variable is interest which is a feeling of curiosity or concern about something
that makes the attention turn toward it (Encarta, 2009).
It is followed by motivation which refers to a feeling of enthusiasm or commitment that makes somebody want to do
something, or something that causes such a feeling (Encarta, 2009).
The last indicator is involvement which refers to make somebody part of, or make somebody take part in, and event
or ongoing process (Encarta, 2009).

Example: (Conclusion which discusses the contents of the conceptual paradigm)

The conceptual paradigm of this study shows the variables and indicators of this study. The independent variable
of this study is classroom management skills with its indicators: content management, conduct management, and covenant
management. While the dependent variable is the students’ learning behavior of the target respondents with its indicators:
interest, motivation, and involvement. The moderator variable is the gender and section as shown in the conceptual paradigm
of the study.

6. Conceptual Paradigm of the Study

This paradigm is based on the theory and concept that are used in this study.

Independent Variable Dependent Variable

Classroom Management Skills Learning Behavior
- Content Management - interest
- Conduct Management - motivation
- Covenant Management - involvement

Moderator Variable
- Gender
- Section

Figure 1. The Conceptual Paradigm of the Study.

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7. Significance of the Study
This will discuss the benefits that the respondents or other concerned individuals can get from your study. These
benefits are available and could only be made possible after conducting the study.

Example:
This study deemed significant to the following individuals who play a vital role in the teaching-learning process:
Students. The result of this study will help them evaluate their learning behavior and actual classroom performances
and this will help them understand the classroom management strategies employed by their teachers as a response to their
learning needs while in the class.
Teachers. This endeavor will help the teachers to evaluate their classroom management skills and its effectiveness
in implementing the components of classroom management in their respective classes. This will also provide additional
knowledge concerning new and fruitful techniques and methods in classroom management towards improving the learning
behavior of the learners. This will also serve as a means of self-evaluation to their present classroom management practices
and the learning behavior of their students
School Heads. This study will give them a clear idea as to the classroom management skills that their teachers
have administered in their individual classes and be able to mediate, if necessary, to enhance or improve its implementations.
DepEd Officials. This will serve as an evidence and tool of formulating additional specific guidelines on managing
the classroom as well as the behavior of the students especially for elementary teachers.
Researchers and Readers. This study will provide them information about the benefits as well as the areas that
need improvements especially with classroom management skills and its relationship to the behavior of the students.

8. Definition of Terms
Define all the terms in your conceptual paradigm from independent variable and its indicators and then, the
dependent variable and its indicators. It should only be operational definition which means that it refers only to the actual
use and meaning of these terms in your study.

Example:
To provide clarity and easy understanding of this study, the following major terms are operationally defined:
Classroom Management Skills. In this study, it refers to the skillful and practical improvement in the classroom
management imposed by the teacher in terms of content, conduct and covenant.
Content Management. In this study, it refers to the ability of the teacher to plan and manage the teaching strategies,
lessons, assessments and activities for his/her classes.
Conduct Management. In this study, it refers to the teacher’s ability to attend to the disciplinary problems of the
students during the classes or inside the school campus.
Covenant Management. In this study, it refers to the teacher’s ability to establish good relationships among the
learners and the people in the community as a whole by establishing an agreement among them.
Learning Behavior. In this study, it refers to the response of the learners during the learning process designed by
their teachers.
Interest. In this study, it refers to the attention given by the pupils to a specific subject during classes.
Motivation. It is a feeling of enthusiasm or commitment that makes somebody want to do something, or something
that causes such a feeling (Encarta, 2009). In this study, it refers to the commitment of the pupils to participate in any
classroom activities because of being motivated to do so.
Involvement. In this study, it refers to the physical and mental participation of the pupils to any classroom activities
initiated by the teacher.

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 Chapter 1
The Problem and Its Setting
Background of the Study
Researchers’ Introduction
Global Setting
National Setting
Local Setting
Purpose of the Study
Statement of the Problem
Statements of the Problem 1 - 5
Hypotheses
Hypotheses 1 - 3
Review of Related Literature
Independent Variable – 5 paragraphs
First Indicator – 5 paragraphs
Second Indicator – 5 paragraphs
Third Indicator – 5 paragraphs
Dependent Variable – 5 paragraphs
First Indicator – 5 paragraphs
Second Indicator – 5 paragraphs
Third Indicator – 5 paragraphs
Fourth Indicator – 5 paragraphs
Theoretical and Conceptual Framework of the Study
Theory or Concept for the Independent Variable
Conceptual definition of indicators, in order
Theory or Concept for the Dependent Variable
Conceptual definition of indicators, in order
Introduction of the Contents of the Conceptual Paradigm
Figure 1. Conceptual Paradigm of the Study
Significance of the Study
Definition of Terms
REMINDERS:
1. Never copy the actual full content of your reference because that is plagiarism which is punishable by law. Copied
and pasted materials are strictly not acceptable.
2. Rephrase (not revise) the whole content of your reference using your own words and understanding but don’t forget
to indicate the author or source.
3. Never forget to copy the complete information of your source. Follow this pattern: author – year – title of the book
(Italicized) – publisher – place of publication.
Example: Weideman, Albert C. (2000) The Old and the New: Reconsidering Eclecticism in Language Teaching.
University of Pretoria, South Africa.
4. Keep each paragraph short but not lesser than 2 sentences and not more than 5 sentences.

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