Lesson 4 The Research Objectives and Hypothesis
Introduction
Before designing a study, the research objectives must be clearly articulated. Objectives
define what the researcher intends to accomplish and discover, providing direction and focus for
the investigation. They also identify the variables that will be examined or measured, ensuring
that the study remains systematic and purposeful.
Once the objectives have been established, the researcher develops educated guesses or
tentative answers to the questions implied in the objectives. These are known as hypotheses,
which serve as testable statements that guide the collection and analysis of data.
This lesson presents a clear discussion of objectives and hypotheses—their definitions,
classifications, and distinctions. It further explains the principles and procedures involved in
formulating both, highlighting their crucial role in shaping the overall research process.
Statement of the Problem
Statement of the problem is the brain and the heart of research. It is a clear and sharply
defined statement of actual problem. It is what the researcher aims to discover or establish.
Research demand that a clear statement of the problem be made. The researcher should write
out in simple language just what it is proposes to investigate. It may be in the form of a question
or declarative statement.
Here is a guide for stating the problem:
1. The major problem of the study can be stated by briefly pointing out the
objectives, the subjects/respondents, and the coverage as well as the time
frame. Example: This study aimed to determine the level of commitment among
the faculty members of the University of Antique for School Year 2012-2013.
2. Specify the sub-problem/s of the main problem.
3. Include all possible components under the sub-problems of the study.
4. State the sub-problems in either interrogative or declarative form. If the study is
experimental, it is advisable to state it in the declarative form.
5. The statement of the problem must be brief, clear, specific, and relevant.
According to Dickoff, as quoted by Adanza (1995), there are three levels of inquiry:
Level 1. Level 1 questions are usually used in descriptive research. They usually start
with "what" and are exploratory in nature.
Example: What is the level of commitment among the faculty members of the
University of Antique?
Level 2. Level 2 questions ask differences or relationships between independent and
dependent variables.
Examples: Is there a significant difference in the level of commitment among the
faculty members of the University of Antique?
or
Is there a significant relationship between commitment and performance?
Level 3. Level 3 research questions are usually stated in "why" and "how questions.
Examples: How effective is the adoption of production in raising financial
resources of state universities and colleges in Region VI?
Why is there a need to motivate government employees to achieve better
delivery of public service?
Activity 9.
Direction: Formulate the “statement of the problem” part of your research.
Title of your Research:
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General Problem:
The investigator aims to ___________________________________________________
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Specifically, the research seeks to answer the following questions:
Level 1______________________________________________________________________
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Level 2 ______________________________________________________________________
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Hypothesis
Smith (2024) defines a hypothesis as “a precise, testable statement about what the
researcher expects to find in a study”, serving as a clear and concise prediction of the
relationship between two or more variables. In essence, a hypothesis articulates the
researcher's expectations regarding an outcome, grounded in prior theory or existing evidence,
and formulated in a way that allows for empirical validation or refutation. It is both specific and
testable, enabling logical deductions and structured investigation.
Moreover, according to Britannica (2025), a hypothesis is “a tentative explanation that fits
within an existing body of scientific doctrine, capable of generating testable deductions
under specified conditions”. This definition emphasizes the hypothesis's role in connecting
established theories to new empirical observations, allowing researchers to draw inferences and
evaluate their theoretical implications.
Characteristics of a Good Hypothesis
The hypothesis to be considered sound or good, they must possess four major
characteristics:
1. It should be reasonable
2. It should be testable
3. It should follow or confirm with the findings of previous studies
4. It should be stated in as simple terms as possible
Functions of Research Hypothesis
Hypothesis serves the following functions:
1. It provides the guide and direction to the research.
2. It indicates the major independent and dependent variables being considered.
3. It suggests the type of data that must be collected.
4. It also suggests the type of analysis that must be made; and
5. It indicates the type of statistical measures appropriate to various tests to be
conducted.
Types of Hypothesis
1. The null hypothesis which is a denial of an attribute, an existence, a difference or an
effect or relationship expressed in a negative statement.
Example: There is no significant difference in the level of commitment among faculty
members of the Polytechnic State College of Antique. (hypothesis of difference)
There is no significant relationship between commitment and performance.
(hypothesis of relationship)
2. The alternative or operational hypothesis which affirms the existence of a
phenomenon, acceptance of the attribute of relationship, effects, and differences.
Hence, a relationship exists among the variables.
Example: There is significant difference in the level of commitment among the faculty
members of the Polytechnic State College of Antique.
There is significant relationship between commitment and performance.
Types of Error
Type l error - "false positive error"
- When you reject the null hypothesis when in fact it is true.
Type ll error - "false negative error"
- when you not reject (accept) the null hypothesis when in fact it is
false.
Activity 10.
1. Read three research articles related to your p problem in a recent journal, CD ROM, or
internet: one descriptive study, one correlation study and one intervention or
experimental study. Generate a copy of each article copy the immediate/general and
specific objectives of each study and identify the variables by underlining in red the
independent variables and in black or blue the dependent variable/s.
2. For each of the research titles below, formulate an immediate/general objective, two
specific objectives and two hypotheses. Underline in red the independent variables and
in blue or black the dependent variable/s.
"The Effects of Attendance in Health Education Classes on the Health Care
Management Practices of Young Mothers”
"Changes in the Portrayal of Men and Women in Commercial Advertisements in the Last
Five Years"
"Factors Associated with Students Attitudes toward the Granting Of Emergency Powers
to The President in Times of Crisis"
Activity 11.
Below are sub-problems, state the hypothesis both in null and alternative form:
1. Is there a significant difference in the level of performance among local government
employees?
2. Is there a significant relationship between stress and coping strategies?
3. Is there a significant difference in the personality type of PNP personnel when classified
according to gender, age, civil status, length of service, and rank?
Assignment.
FORMULATION OF RESEARCH OBJECTIVES AND HYPOTHESIS
Instructions: Restate your research problem and formulate your research objectives. If your
immediate/general objective is still broad, formulate also the specific objectives.
1. My research problem is:
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2. The immediate/general objective of my study is:
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3. The specific objectives of my study are:
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4. The major variables of my study are:
Dependent Variable:
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Intervening Variable/s (if any):
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Independent Variables:
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5. The hypotheses of my study are:
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Format:
Statement of the Problem
This study aimed to find out the transformational leadership competencies of school
administrators and organizational authenticity of state universities and colleges in Panay Island.
Specifically, it sought answers to the following questions:
1. What is the level of transformational leadership competencies of school administrators
when they are taken as an entire group and when they are classified according to gender, age,
civil status, and length of administrative experience?
2. What is the organizational authenticity of state universities and colleges?
3. Is there a significant difference in the level of transformational leadership
competencies of school administrators when classified according to gender, age, civil status,
and length of administrative experience?
4. Is there a significant relationship between transformational leadership competencies
of school administrators and organizational authenticity?
Hypotheses
Based on the aforementioned problems, the following hypotheses were tested:
1. There is no significant difference in the level of transformational leadership
competencies of school administrators when classified according to gender, age, civil status,
and length of administrative experience.
2. There is no significant relationship between transformational leadership competencies
of school administrators and organizational authenticity?