background of the study in research tagalog

Tanim Talino

Ano-ano ang mga bahagi ng Background of the Study?

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@tanimtalino background hacks! #researchtip #eduwow #pinoyscience ♬ original sound – tanimtalino – Tanim Talino

Sa pagsusulat ng research paper, isa sa mga unang bahagi na kailangang pagtuunan ng pansin ay ang ‘Background of the Study’. Ito ang bahagi na nagbibigay ng konteksto sa iyong pag-aaral. Para masimulan ang pagsulat nito, siguraduhin na masasagot mo ang mga sumusunod na tanong:

1. Ano ang problema mo?

Una, kailangan mong malaman at maipahayag kung ano talaga ang research problem na gusto mong tugunan. Ito ba ay tungkol sa isang pangyayari sa lipunan? Isang hamon sa agham? O baka naman isang gap sa literature? Sa bahaging ito, kailangang maging malinaw at specific ka sa iyong problema. Hindi sapat na sabihin lang na “may problema sa edukasyon” — dapat malinaw kung anong aspeto ng edukasyon ang may problema.

2. Ano na ang nagawa tungkol sa problema mo?

Sunod, kailangan mong isalaysay kung ano na ang mga nagawang paraan o solusyon sa problema mo. Ito ang simulua sa paggawa mo ng review of related literature. Dito, makakatulong ang mga naunang pag-aaral, articles, at mga libro na may kinalaman sa iyong problema. Sa pag-cite ng mga ito, siguraduhin na hindi lamang summary ang ibinibigay mo, kundi rin ang kahalagahan nito sa iyong pag-aaral.

3. Ano pa ang maaaring gawin tungkol sa problema?

Tinitignan din sa background of the study ang mga potensyal na solusyon na hindi pa nasusubukan o nai-explore. Sa bahaging ito, inilalahad kung ano ang mga gaps o kakulangan sa mga naunang pag-aaral at kung paano ito maaaring punan ng iyong pag-aaral.

4. Ano ang gagawin mo tungkol sa problema?

Sa huling bahagi, kailangan mong ipahayag kung ano ang plano mong gawin para sa problema. Ito ba ay paggawa ng isang bagong eksperimento, pag-imbento ng gadget, o pagbubuo ng isang modelo? Kailangang maging malinaw kung ano ang output na inaasahan mo at kung paano ito makakatulong sa problema na iyong tinutukoy.

Sa pagbuo ng background ng study, mahalagang tandaan ang mga sumusunod na bahagi:

• Ano ang problemang iyong tatalakayin? Kailangan mong malinaw na idescribe ang problemang gusto mong bigyang-solusyon.
• Ano na ang nagawang aksyon para sa problemang ito? Kailangan mong suriin at ibahagi ang mga naunang research at aksyon na ginawa para sa problemang ito.
• Ano pa ang maaaring gawin para sa problemang ito? Ipakita mo ang mga puwang o kakulangan na iyong nakita mula sa mga naunang pananaliksik.
• Ano ang gagawin mo tungkol sa problemang ito? Idedetalye mo ang iyong plano para sa pananaliksik.

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Home » Background of The Study – Examples and Writing Guide

Background of The Study – Examples and Writing Guide

Table of Contents

Background of The Study

Definition:

Background of the study refers to the context, circumstances, and history that led to the research problem or topic being studied. It provides the reader with a comprehensive understanding of the subject matter and the significance of the study.

The background of the study usually includes a discussion of the relevant literature, the gap in knowledge or understanding, and the research questions or hypotheses to be addressed. It also highlights the importance of the research topic and its potential contributions to the field. A well-written background of the study sets the stage for the research and helps the reader to appreciate the need for the study and its potential significance.

How to Write Background of The Study

Here are some steps to help you write the background of the study:

Identify the Research Problem

Start by identifying the research problem you are trying to address. This problem should be significant and relevant to your field of study.

Provide Context

Once you have identified the research problem, provide some context. This could include the historical, social, or political context of the problem.

Review Literature

Conduct a thorough review of the existing literature on the topic. This will help you understand what has been studied and what gaps exist in the current research.

Identify Research Gap

Based on your literature review, identify the gap in knowledge or understanding that your research aims to address. This gap will be the focus of your research question or hypothesis.

State Objectives

Clearly state the objectives of your research . These should be specific, measurable, achievable, relevant, and time-bound (SMART).

Discuss Significance

Explain the significance of your research. This could include its potential impact on theory , practice, policy, or society.

Finally, summarize the key points of the background of the study. This will help the reader understand the research problem, its context, and its significance.

How to Write Background of The Study in Proposal

The background of the study is an essential part of any proposal as it sets the stage for the research project and provides the context and justification for why the research is needed. Here are the steps to write a compelling background of the study in your proposal:

• Identify the problem: Clearly state the research problem or gap in the current knowledge that you intend to address through your research.
• Provide context: Provide a brief overview of the research area and highlight its significance in the field.
• Review literature: Summarize the relevant literature related to the research problem and provide a critical evaluation of the current state of knowledge.
• Identify gaps : Identify the gaps or limitations in the existing literature and explain how your research will contribute to filling these gaps.
• Justify the study : Explain why your research is important and what practical or theoretical contributions it can make to the field.
• Highlight objectives: Clearly state the objectives of the study and how they relate to the research problem.
• Discuss methodology: Provide an overview of the methodology you will use to collect and analyze data, and explain why it is appropriate for the research problem.
• Conclude : Summarize the key points of the background of the study and explain how they support your research proposal.

How to Write Background of The Study In Thesis

The background of the study is a critical component of a thesis as it provides context for the research problem, rationale for conducting the study, and the significance of the research. Here are some steps to help you write a strong background of the study:

• Identify the research problem : Start by identifying the research problem that your thesis is addressing. What is the issue that you are trying to solve or explore? Be specific and concise in your problem statement.
• Review the literature: Conduct a thorough review of the relevant literature on the topic. This should include scholarly articles, books, and other sources that are directly related to your research question.
• I dentify gaps in the literature: After reviewing the literature, identify any gaps in the existing research. What questions remain unanswered? What areas have not been explored? This will help you to establish the need for your research.
• Establish the significance of the research: Clearly state the significance of your research. Why is it important to address this research problem? What are the potential implications of your research? How will it contribute to the field?
• Provide an overview of the research design: Provide an overview of the research design and methodology that you will be using in your study. This should include a brief explanation of the research approach, data collection methods, and data analysis techniques.
• State the research objectives and research questions: Clearly state the research objectives and research questions that your study aims to answer. These should be specific, measurable, achievable, relevant, and time-bound.
• Summarize the chapter: Summarize the chapter by highlighting the key points and linking them back to the research problem, significance of the study, and research questions.

How to Write Background of The Study in Research Paper

Here are the steps to write the background of the study in a research paper:

• Identify the research problem: Start by identifying the research problem that your study aims to address. This can be a particular issue, a gap in the literature, or a need for further investigation.
• Conduct a literature review: Conduct a thorough literature review to gather information on the topic, identify existing studies, and understand the current state of research. This will help you identify the gap in the literature that your study aims to fill.
• Explain the significance of the study: Explain why your study is important and why it is necessary. This can include the potential impact on the field, the importance to society, or the need to address a particular issue.
• Provide context: Provide context for the research problem by discussing the broader social, economic, or political context that the study is situated in. This can help the reader understand the relevance of the study and its potential implications.
• State the research questions and objectives: State the research questions and objectives that your study aims to address. This will help the reader understand the scope of the study and its purpose.
• Summarize the methodology : Briefly summarize the methodology you used to conduct the study, including the data collection and analysis methods. This can help the reader understand how the study was conducted and its reliability.

Examples of Background of The Study

Here are some examples of the background of the study:

Problem : The prevalence of obesity among children in the United States has reached alarming levels, with nearly one in five children classified as obese.

Significance : Obesity in childhood is associated with numerous negative health outcomes, including increased risk of type 2 diabetes, cardiovascular disease, and certain cancers.

Gap in knowledge : Despite efforts to address the obesity epidemic, rates continue to rise. There is a need for effective interventions that target the unique needs of children and their families.

Problem : The use of antibiotics in agriculture has contributed to the development of antibiotic-resistant bacteria, which poses a significant threat to human health.

Significance : Antibiotic-resistant infections are responsible for thousands of deaths each year and are a major public health concern.

Gap in knowledge: While there is a growing body of research on the use of antibiotics in agriculture, there is still much to be learned about the mechanisms of resistance and the most effective strategies for reducing antibiotic use.

Edxample 3:

Problem : Many low-income communities lack access to healthy food options, leading to high rates of food insecurity and diet-related diseases.

Significance : Poor nutrition is a major contributor to chronic diseases such as obesity, type 2 diabetes, and cardiovascular disease.

Gap in knowledge : While there have been efforts to address food insecurity, there is a need for more research on the barriers to accessing healthy food in low-income communities and effective strategies for increasing access.

Examples of Background of The Study In Research

Here are some real-life examples of how the background of the study can be written in different fields of study:

Example 1 : “There has been a significant increase in the incidence of diabetes in recent years. This has led to an increased demand for effective diabetes management strategies. The purpose of this study is to evaluate the effectiveness of a new diabetes management program in improving patient outcomes.”

Example 2 : “The use of social media has become increasingly prevalent in modern society. Despite its popularity, little is known about the effects of social media use on mental health. This study aims to investigate the relationship between social media use and mental health in young adults.”

Example 3: “Despite significant advancements in cancer treatment, the survival rate for patients with pancreatic cancer remains low. The purpose of this study is to identify potential biomarkers that can be used to improve early detection and treatment of pancreatic cancer.”

Examples of Background of The Study in Proposal

Here are some real-time examples of the background of the study in a proposal:

Example 1 : The prevalence of mental health issues among university students has been increasing over the past decade. This study aims to investigate the causes and impacts of mental health issues on academic performance and wellbeing.

Example 2 : Climate change is a global issue that has significant implications for agriculture in developing countries. This study aims to examine the adaptive capacity of smallholder farmers to climate change and identify effective strategies to enhance their resilience.

Example 3 : The use of social media in political campaigns has become increasingly common in recent years. This study aims to analyze the effectiveness of social media campaigns in mobilizing young voters and influencing their voting behavior.

Example 4 : Employee turnover is a major challenge for organizations, especially in the service sector. This study aims to identify the key factors that influence employee turnover in the hospitality industry and explore effective strategies for reducing turnover rates.

Examples of Background of The Study in Thesis

Here are some real-time examples of the background of the study in the thesis:

Example 1 : “Women’s participation in the workforce has increased significantly over the past few decades. However, women continue to be underrepresented in leadership positions, particularly in male-dominated industries such as technology. This study aims to examine the factors that contribute to the underrepresentation of women in leadership roles in the technology industry, with a focus on organizational culture and gender bias.”

Example 2 : “Mental health is a critical component of overall health and well-being. Despite increased awareness of the importance of mental health, there are still significant gaps in access to mental health services, particularly in low-income and rural communities. This study aims to evaluate the effectiveness of a community-based mental health intervention in improving mental health outcomes in underserved populations.”

Example 3: “The use of technology in education has become increasingly widespread, with many schools adopting online learning platforms and digital resources. However, there is limited research on the impact of technology on student learning outcomes and engagement. This study aims to explore the relationship between technology use and academic achievement among middle school students, as well as the factors that mediate this relationship.”

Examples of Background of The Study in Research Paper

Here are some examples of how the background of the study can be written in various fields:

Example 1: The prevalence of obesity has been on the rise globally, with the World Health Organization reporting that approximately 650 million adults were obese in 2016. Obesity is a major risk factor for several chronic diseases such as diabetes, cardiovascular diseases, and cancer. In recent years, several interventions have been proposed to address this issue, including lifestyle changes, pharmacotherapy, and bariatric surgery. However, there is a lack of consensus on the most effective intervention for obesity management. This study aims to investigate the efficacy of different interventions for obesity management and identify the most effective one.

Example 2: Antibiotic resistance has become a major public health threat worldwide. Infections caused by antibiotic-resistant bacteria are associated with longer hospital stays, higher healthcare costs, and increased mortality. The inappropriate use of antibiotics is one of the main factors contributing to the development of antibiotic resistance. Despite numerous efforts to promote the rational use of antibiotics, studies have shown that many healthcare providers continue to prescribe antibiotics inappropriately. This study aims to explore the factors influencing healthcare providers’ prescribing behavior and identify strategies to improve antibiotic prescribing practices.

Example 3: Social media has become an integral part of modern communication, with millions of people worldwide using platforms such as Facebook, Twitter, and Instagram. Social media has several advantages, including facilitating communication, connecting people, and disseminating information. However, social media use has also been associated with several negative outcomes, including cyberbullying, addiction, and mental health problems. This study aims to investigate the impact of social media use on mental health and identify the factors that mediate this relationship.

Purpose of Background of The Study

The primary purpose of the background of the study is to help the reader understand the rationale for the research by presenting the historical, theoretical, and empirical background of the problem.

More specifically, the background of the study aims to:

• Provide a clear understanding of the research problem and its context.
• Identify the gap in knowledge that the study intends to fill.
• Establish the significance of the research problem and its potential contribution to the field.
• Highlight the key concepts, theories, and research findings related to the problem.
• Provide a rationale for the research questions or hypotheses and the research design.
• Identify the limitations and scope of the study.

When to Write Background of The Study

The background of the study should be written early on in the research process, ideally before the research design is finalized and data collection begins. This allows the researcher to clearly articulate the rationale for the study and establish a strong foundation for the research.

The background of the study typically comes after the introduction but before the literature review section. It should provide an overview of the research problem and its context, and also introduce the key concepts, theories, and research findings related to the problem.

Writing the background of the study early on in the research process also helps to identify potential gaps in knowledge and areas for further investigation, which can guide the development of the research questions or hypotheses and the research design. By establishing the significance of the research problem and its potential contribution to the field, the background of the study can also help to justify the research and secure funding or support from stakeholders.

Advantage of Background of The Study

The background of the study has several advantages, including:

• Provides context: The background of the study provides context for the research problem by highlighting the historical, theoretical, and empirical background of the problem. This allows the reader to understand the research problem in its broader context and appreciate its significance.
• Identifies gaps in knowledge: By reviewing the existing literature related to the research problem, the background of the study can identify gaps in knowledge that the study intends to fill. This helps to establish the novelty and originality of the research and its potential contribution to the field.
• Justifies the research : The background of the study helps to justify the research by demonstrating its significance and potential impact. This can be useful in securing funding or support for the research.
• Guides the research design: The background of the study can guide the development of the research questions or hypotheses and the research design by identifying key concepts, theories, and research findings related to the problem. This ensures that the research is grounded in existing knowledge and is designed to address the research problem effectively.
• Establishes credibility: By demonstrating the researcher’s knowledge of the field and the research problem, the background of the study can establish the researcher’s credibility and expertise, which can enhance the trustworthiness and validity of the research.

Disadvantages of Background of The Study

Some Disadvantages of Background of The Study are as follows:

• Time-consuming : Writing a comprehensive background of the study can be time-consuming, especially if the research problem is complex and multifaceted. This can delay the research process and impact the timeline for completing the study.
• Repetitive: The background of the study can sometimes be repetitive, as it often involves summarizing existing research and theories related to the research problem. This can be tedious for the reader and may make the section less engaging.
• Limitations of existing research: The background of the study can reveal the limitations of existing research related to the problem. This can create challenges for the researcher in developing research questions or hypotheses that address the gaps in knowledge identified in the background of the study.
• Bias : The researcher’s biases and perspectives can influence the content and tone of the background of the study. This can impact the reader’s perception of the research problem and may influence the validity of the research.
• Accessibility: Accessing and reviewing the literature related to the research problem can be challenging, especially if the researcher does not have access to a comprehensive database or if the literature is not available in the researcher’s language. This can limit the depth and scope of the background of the study.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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ANG TAGAPAMAGITANG EPEKTO NG TEKNOLOHIYA SA PAGTUTURO AT PAGKATUTO SA UGNAYAN NG KAHANDAAN SA PAGSANIB NG ICT AT KOGNITIBONG PAGGANAP NG MGA GURO (The Mediating Effect of Technology in Teaching and Learning in the The Relationship between Teacher Readiness in Using ICT and Cognitive Performance)

134 Pages Posted: 8 Oct 2021

Wilfredo, Jr. S. Cavan

DepEd-Molopolo National High School

Date Written: August 4, 2021

Filipino Abstract: Ang pananaliksik na ito ay may layuning matukoy ang tagapamagitang epekto ng teknolohiya sa pagtuturo at pagkatuto sa kahandaan ng guro sa pagsanib ng ICT at kognitibong pagganap mula sa 400 na tagatugon na mga guro ng Filipino na sakop ng lalawigan, dibisyon ng Davao del Sur. Ang teknolohiya sa pagtuturo at pagkatuto ang siyang tagapamagitang baryabol sa pananaliksik na ito mula sa ugnayan ng kahandaan ng guro sa pagsanib ng ICT at kognitibong pagganap. Ginamit ang Stratefied Random-Sampling para makuha ang bilang ng mga tagatugon. Ang pananaliksik na ito ay gumagamit ng non-experimental quantitative na disenyo at ginamit din ang deskriptibong-korelasyon na paraan kung saan ginamit para magkalap ng datos, ideya, katotohanan at impormasyong may kaugnayan sa pananaliksik. Ginamit ang adapted questionnaire bilang instrumento sa pagkalap ng datos sa pananaliksik na ito. Gumamit ang mananaliksik ng kagamitang panteknolohiya partikular ang Google Forms upang magkalap ng mga kinakailangang datos para sa pananaliksik na ito. Ang adapted questionnaire na instrumentong ginamit mula sa mga baryabol ng pananaliksik na teknolohiya sa pagtuturo at pagkatuto, kahandaan ng guro sa pagsanib ng ICT at kognitibong pagganap ay pinagtibay ng mga eksperto na siyang pagkukunan ng mga datos. Mula sa layunin ng pananaliksik gamit ang mean, natuklasan na mataas ang antas ng kahandaan ng guro sa pagsanib ng ICT, kognitibong pagganap at teknolohiya sa pagtuturo at pagkatuto. Gamit naman ang Pearson-r, natuklasan na may makabuluhang ugnayan sa pagitan ng teknolohiya sa pagtuturo at pagkatuto sa kahandaan ng guro sa pagsanib ng ICT, habang may makabuluhang ugnayan naman sa pagitan ng teknolohiya sa pagtuturo at pagkatuto at kognitibong pagganap at mayroong ugnayan sa pagitan ng kahandaan ng guro sa pagsanib ng ICT at kognitibong pagganap. Samantala, gamit naman ang medgraph Sobel z-test, ang resulta ng pag-aaral ay nagsasabi na mayroong parsiyal na tagapamagitan sa epekto ng teknolohiya sa pagtuturo at pagkatuto sa ugnayan sa pagitan ng kahandaan ng guro sa pagsanib ng ICT at kognitibong pagganap. English Abstract: This research aims to know the mediating effect of technology in teaching and learning in the relationship between teacher readiness in using ICT and cognitive performance to the 400 teacher respondents teaching Filipino in the province and in the Division of Davao del Sur. The technology in teaching and learning is the mediating variable in the said study in the relationship between teacher readiness in using ICT and cognitive performance. This study uses non-experimental quantitative design and uses descriptive correlation to gather data, ideas, evidence and information. The researcher uses google forms to gather relevant data in this study. The adapted questionnaire was used as instrument as variables in this study; technology in teaching and learning, teacher readiness in using ICT, and cognitive performance. The questionnaire was then evaluated and assessed by the experts. Based on the objectives of this study using mean, the result shows that there is a high level of teacher readiness in using ICT, cognitive performance at technology in teaching and learning. Using Pearson-r, the result shows that there is a significant relationship between technology in teaching and learning to the teacher readiness in using ICT, also there is a significant relationship between technology in teaching and learning and cognitive performance and lastly there is a significant relationship between teacher readiness in using ICT and cognitive performance. Furthermore, using med graph Sobel z-test, the result of the study tells that there is a partial mediation in the effect of technology in teaching and learning in the relationship between teacher readiness ng using ICT and cognitive performance.

Note: Downloadable document is in Filipino.

Keywords: education, teacher readiness in using ICT, cognitive performance, technology in teaching and learning, correlation, mediating effect, teaching and learning in the Philippines

Suggested Citation: Suggested Citation

Wilfredo, Jr. S. Cavan (Contact Author)

Deped-molopolo national high school ( email ).

Davao City Philippines

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Academic and Research Vocabulary in Tagalog

When learning a new language, understanding the specific vocabulary used in academic and research contexts can significantly enhance your ability to engage with scholarly materials and participate in educational discussions. Tagalog, the basis of the Filipino language, is rich with terms and phrases that are critical in academic settings. This article explores important academic and research vocabulary in Tagalog, providing you with the tools needed to thrive in scholarly environments where Tagalog is used.

Understanding Academic Contexts

In academic settings, the language used often pertains to discussion, analysis, and evaluation. Knowing key phrases can help you understand and contribute to academic conversations in Tagalog.

Pag-aaral (study) and pananaliksik (research) are two foundational terms. For instance, if someone says, “Ang pag-aaral na ito ay naglalayong suriin ang epekto ng social media sa pag-uugali ng mga kabataan.” (This study aims to examine the impact of social media on the behavior of the youth.), they are likely referring to an academic investigation.

Another common term is teorya (theory), as in “Mahalaga ang teorya ni Darwin sa pag-unlad ng siyentipikong kaisipan.” (Darwin’s theory is important in the development of scientific thought.)

Engaging in Research

When engaging in research, it’s crucial to understand terms related to methodology and evidence. Metodolohiya (methodology) and ebedensya (evidence) are regularly used in academic Tagalog.

For instance, “Mahalaga ang metodolohiya sa pagtiyak ng katumpakan ng pananaliksik.” (Methodology is crucial to ensure the accuracy of the research.) This emphasizes the role of methods in scholarly work.

Evidence, or ebedensya , is also a staple in research discussions: “Ang ebedensya mula sa eksperimento ay sumusuporta sa ipinapalagay ng teorya.” (The evidence from the experiment supports the theory’s assumption.)

Academic Discussions and Arguments

Participating in academic discussions requires a grasp of how to present and argue ideas. Argumento (argument) and pangangatwiran (reasoning) are critical.

A typical way to present an argument in Tagalog might be, “Ang pangunahing argumento ng papel ay ang pagbabago ng klima ay bunga ng mga gawain ng tao.” (The main argument of the paper is that climate change is a result of human activities.)

Reasoning, or pangangatwiran , is similarly essential: “Ang kanyang pangangatwiran sa pagtutol sa batas ay hindi sapat.” (His reasoning for opposing the law is insufficient.)

Scientific and Technical Terms

In science and technology, specific vocabulary is often used. Terms like hipotesis (hypothesis), variable , and analisis (analysis) are common.

Discussing hypotheses in Tagalog might involve: “Ang hipotesis ng pag-aaral ay ang pagtaas ng temperatura ay nakakaapekto sa bilis ng kemikal na reaksyon.” (The hypothesis of the study is that the increase in temperature affects the speed of the chemical reaction.)

Analysis is another frequently used term: “Ginagamit ang analisis ng data upang makagawa ng mga konklusyon sa pananaliksik.” (Data analysis is used to make conclusions in research.)

Conclusion and Further Study

Concluding academic work and suggesting areas for further study are also key aspects of academic discourse. Konklusyon (conclusion) and rekomendasyon (recommendation) are vital terms.

A typical conclusion might be phrased as, “Ang konklusyon ng pag-aaral ay nagpapahiwatig na may malakas na ugnayan sa pagitan ng paggamit ng teknolohiya at pagkaantala ng wika sa mga bata.” (The conclusion of the study indicates that there is a strong correlation between technology use and language delay in children.)

Recommendations for further study are often included in academic papers: “Ang rekomendasyon para sa karagdagang pag-aaral ay ang pagsusuri sa mga pangmatagalang epekto ng pagbabago ng klima.” (The recommendation for further study is to examine the long-term effects of climate change.)

Mastering the academic and research vocabulary in Tagalog not only enhances your understanding of scholarly texts but also aids in actively participating in academic discussions. By familiarizing yourself with these key terms and phrases, you can effectively navigate the world of academia and research in a Tagalog-speaking environment. Whether you’re a student, researcher, or just a language enthusiast, these insights will serve as a valuable addition to your linguistic toolkit.

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Ano pinagkaiba ng RRL sa Background of the Study?

Title. Pano pag may both Background at RRL ang hinihingi ng prof? Hindi ba magiging same lang ng laman given na past studies both parts, except sa RRL pwedeng other forms of literature din? Tapos may Introduction na part pa, hindi ba magiging repetitive yung magiging content nung paper if ganon or what huhu

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How to Write the Background of the Study in Research (Part 1)

Background of the Study in Research: Definition and the Core Elements it Contains

Before we embark on a detailed discussion on how to write the background of the study of your proposed research or thesis, it is important to first discuss its meaning and the core elements that it should contain. This is obviously because understanding the nature of the background of the study in research and knowing exactly what to include in it allow us to have both greater control and clear direction of the writing process.

So, what really is the background of the study and what are the core elements that it should contain?

The background of the study, which usually forms the first section of the introduction to a research paper or thesis, provides the overview of the study. In other words, it is that section of the research paper or thesis that establishes the context of the study. Its main function is to explain why the proposed research is important and essential to understanding the main aspects of the study.

The background of the study, therefore, is the section of the research paper or thesis that identifies the problem or gap of the study that needs to addressed and justifies the need for conducting the study. It also articulates the main goal of the study and the thesis statement, that is, the main claim or argument of the paper.

Given this brief understanding of the background of the study, we can anticipate what readers or thesis committee members expect from it. As we can see, the background of the study should contain the following major points:

1) brief discussion on what is known about the topic under investigation; 2) An articulation of the research gap or problem that needs to be addressed; 3) What the researcher would like to do or aim to achieve in the study ( research goal); 4) The thesis statement, that is, the main argument or contention of the paper (which also serves as the reason why the researcher would want to pursue the study); 5) The major significance or contribution of the study to a particular discipline; and 6) Depending on the nature of the study, an articulation of the hypothesis of the study.

Thus, when writing the background of the study, you should plan and structure it based on the major points just mentioned. With this, you will have a clear picture of the flow of the tasks that need to be completed in writing this section of your research or thesis proposal.

Now, how do you go about writing the background of the study in your proposed research or thesis?

The next lessons will address this question.

How to Write the Opening Paragraphs of the Background of the Study?

To begin with, let us assume that you already have conducted a preliminary research on your chosen topic, that is, you already have read a lot of literature and gathered relevant information for writing the background of your study. Let us also assume that you already have identified the gap of your proposed research and have already developed the research questions and thesis statement. If you have not yet identified the gap in your proposed research, you might as well go back to our lesson on how to identify a research gap.

So, we will just put together everything that you have researched into a background of the study (assuming, again, that you already have the necessary information). But in this lesson, let’s just focus on writing the opening paragraphs.

It is important to note at this point that there are different styles of writing the background of the study. Hence, what I will be sharing with you here is not just “the” only way of writing the background of the study. As a matter of fact, there is no “one-size-fits-all” style of writing this part of the research or thesis. At the end of the day, you are free to develop your own. However, whatever style it would be, it always starts with a plan which structures the writing process into stages or steps. The steps that I will share with below are just some of the most effective ways of writing the background of the study in research.

So, let’s begin.

It is always a good idea to begin the background of your study by giving an overview of your research topic. This may include providing a definition of the key concepts of your research or highlighting the main developments of the research topic.

Let us suppose that the topic of your study is the “lived experiences of students with mathematical anxiety”.

Here, you may start the background of your study with a discussion on the meaning, nature, and dynamics of the term “mathematical anxiety”. The reason for this is too obvious: “mathematical anxiety” is a highly technical term that is specific to mathematics. Hence, this term is not readily understandable to non-specialists in this field.

So, you may write the opening paragraph of your background of the study with this:

“Mathematical anxiety refers to the individual’s unpleasant emotional mood responses when confronted with a mathematical situation.”

Since you do not invent the definition of the term “mathematical anxiety”, then you need to provide a citation to the source of the material from which you are quoting. For example, you may now say:

“Mathematical anxiety refers to the individual’s unpleasant emotional mood responses when confronted with a mathematical situation (Eliot, 2020).”

And then you may proceed with the discussion on the nature and dynamics of the term “mathematical anxiety”. You may say:

“Lou (2019) specifically identifies some of the manifestations of this type of anxiety, which include, but not limited to, depression, helplessness, nervousness and fearfulness in doing mathematical and numerical tasks.”

After explaining to your readers the meaning, nature, and dynamics (as well as some historical development if you wish to) of the term “mathematical anxiety”, you may now proceed to showing the problem or gap of the study. As you may already know, the research gap is the problem that needs to be addressed in the study. This is important because no research activity is possible without the research gap.

Let us suppose that your research problem or gap is: “Mathematical anxiety can negatively affect not just the academic achievement of the students but also their future career plans and total well-being. Also, there are no known studies that deal with the mathematical anxiety of junior high school students in New Zealand.” With this, you may say:

“If left unchecked, as Shapiro (2019) claims, this problem will expand and create a total avoidance pattern on the part of the students, which can be expressed most visibly in the form of cutting classes and habitual absenteeism. As we can see, this will negatively affect the performance of students in mathematics. In fact, the study conducted by Luttenberger and Wimmer (2018) revealed that the outcomes of mathematical anxiety do not only negatively affect the students’ performance in math-related situations but also their future career as professionals. Without a doubt, therefore, mathematical anxiety is a recurring problem for many individuals which will negatively affect the academic success and future career of the student.”

Now that you already have both explained the meaning, nature, and dynamics of the term “mathematical anxiety” and articulated the gap of your proposed research, you may now state the main goal of your study. You may say:

“Hence, it is precisely in this context that the researcher aims to determine the lived experiences of those students with mathematical anxiety. In particular, this proposed thesis aims to determine the lived experiences of the junior high school students in New Zealand and identify the factors that caused them to become disinterested in mathematics.”

Please note that you should not end the first paragraph of your background of the study with the articulation of the research goal. You also need to articulate the “thesis statement”, which usually comes after the research goal. As is well known, the thesis statement is the statement of your argument or contention in the study. It is more of a personal argument or claim of the researcher, which specifically highlights the possible contribution of the study. For example, you may say:

“The researcher argues that there is a need to determine the lived experiences of these students with mathematical anxiety because knowing and understanding the difficulties and challenges that they have encountered will put the researcher in the best position to offer some alternatives to the problem. Indeed, it is only when we have performed some kind of a ‘diagnosis’ that we can offer practicable solutions to the problem. And in the case of the junior high school students in New Zealand who are having mathematical anxiety, determining their lived experiences as well as identifying the factors that caused them to become disinterested in mathematics are the very first steps in addressing the problem.”

If we combine the bits and pieces that we have written above, we can now come up with the opening paragraphs of your background of the study, which reads:

As we can see, we can find in the first paragraph 5 essential elements that must be articulated in the background of the study, namely:

1) A brief discussion on what is known about the topic under investigation; 2) An articulation of the research gap or problem that needs to be addressed; 3) What the researcher would like to do or aim to achieve in the study (research goal); 4) The thesis statement , that is, the main argument or claim of the paper; and 5) The major significance or contribution of the study to a particular discipline. So, that’s how you write the opening paragraphs of your background of the study. The next lesson will talk about writing the body of the background of the study.

How to Write the Body of the Background of the Study?

If we liken the background of the study to a sitting cat, then the opening paragraphs that we have completed in the previous lesson would just represent the head of the cat.

This means we still have to write the body (body of the cat) and the conclusion (tail). But how do we write the body of the background of the study? What should be its content?

Truly, this is one of the most difficult challenges that fledgling scholars faced. Because they are inexperienced researchers and didn’t know what to do next, they just wrote whatever they wished to write. Fortunately, this is relatively easy if they know the technique.

One of the best ways to write the body of the background of the study is to attack it from the vantage point of the research gap. If you recall, when we articulated the research gap in the opening paragraphs, we made a bold claim there, that is, there are junior high school students in New Zealand who are experiencing mathematical anxiety. Now, you have to remember that a “statement” remains an assumption until you can provide concrete proofs to it. This is what we call the “epistemological” aspect of research. As we may already know, epistemology is a specific branch of philosophy that deals with the validity of knowledge. And to validate knowledge is to provide concrete proofs to our statements. Hence, the reason why we need to provide proofs to our claim that there are indeed junior high school students in New Zealand who are experiencing mathematical anxiety is the obvious fact that if there are none, then we cannot proceed with our study. We have no one to interview with in the first. In short, we don’t have respondents.

The body of the background of the study, therefore, should be a presentation and articulation of the proofs to our claim that indeed there are junior high school students in New Zealand who are experiencing mathematical anxiety. Please note, however, that this idea is true only if you follow the style of writing the background of the study that I introduced in this course.

So, how do we do this?

One of the best ways to do this is to look for literature on mathematical anxiety among junior high school students in New Zealand and cite them here. However, if there are not enough literature on this topic in New Zealand, then we need to conduct initial interviews with these students or make actual classroom observations and record instances of mathematical anxiety among these students. But it is always a good idea if we combine literature review with interviews and actual observations.

Assuming you already have the data, then you may now proceed with the writing of the body of your background of the study. For example, you may say:

“According to records and based on the researcher’s firsthand experience with students in some junior high schools in New Zealand, indeed, there are students who lost interest in mathematics. For one, while checking the daily attendance and monitoring of the students, it was observed that some of them are not always attending classes in mathematics but are regularly attending the rest of the required subjects.”

After this sentence, you may insert some literature that will support this position. For example, you may say:

“As a matter of fact, this phenomenon is also observed in the work of Estonanto. In his study titled ‘Impact of Math Anxiety on Academic Performance in Pre-Calculus of Senior High School’, Estonanto (2019) found out that, inter alia, students with mathematical anxiety have the tendency to intentionally prioritize other subjects and commit habitual tardiness and absences.”

Then you may proceed saying:

“With this initial knowledge in mind, the researcher conducted initial interviews with some of these students. The researcher learned that one student did not regularly attend his math subject because he believed that he is not good in math and no matter how he listens to the topic he will not learn.”

Then you may say:

“Another student also mentioned that she was influenced by her friends’ perception that mathematics is hard; hence, she avoids the subject. Indeed, these are concrete proofs that there are some junior high school students in New Zealand who have mathematical anxiety. As already hinted, “disinterest” or the loss of interest in mathematics is one of the manifestations of a mathematical anxiety.”

If we combine what we have just written above, then we can have the first two paragraphs of the body of our background of the study. It reads:

“According to records and based on the researcher’s firsthand experience with students in some junior high schools in New Zealand, indeed there are students who lost interest in mathematics. For one, while checking the daily attendance and monitoring of the students, it was observed that some of them are not always attending classes in mathematics but are regularly attending the rest of the required subjects. As a matter of fact, this phenomenon is also observed in the work of Estonanto. In his study titled ‘Impact of Math Anxiety on Academic Performance in Pre-Calculus of Senior High School’, Estonanto (2019) found out that, inter alia, students with mathematical anxiety have the tendency to intentionally prioritize other subjects and commit habitual tardiness and absences.

With this initial knowledge in mind, the researcher conducted initial interviews with some of these students. The researcher learned that one student did not regularly attend his math subject because he believed that he is not good in math and no matter how he listens to the topic he will not learn. Another student also mentioned that she was influenced by her friends’ perception that mathematics is hard; hence, she avoids the subject. Indeed, these are concrete proofs that there are some junior high school students in New Zealand who have mathematical anxiety. As already hinted, “disinterest” or the loss of interest in mathematics is one of the manifestations of a mathematical anxiety.”

And then you need validate this observation by conducting another round of interview and observation in other schools. So, you may continue writing the body of the background of the study with this:

“To validate the information gathered from the initial interviews and observations, the researcher conducted another round of interview and observation with other junior high school students in New Zealand.”

“On the one hand, the researcher found out that during mathematics time some students felt uneasy; in fact, they showed a feeling of being tensed or anxious while working with numbers and mathematical problems. Some were even afraid to seat in front, while some students at the back were secretly playing with their mobile phones. These students also show remarkable apprehension during board works like trembling hands, nervous laughter, and the like.”

Then provide some literature that will support your position. You may say:

“As Finlayson (2017) corroborates, emotional symptoms of mathematical anxiety involve feeling of helplessness, lack of confidence, and being nervous for being put on the spot. It must be noted that these occasionally extreme emotional reactions are not triggered by provocative procedures. As a matter of fact, there are no personally sensitive questions or intentional manipulations of stress. The teacher simply asked a very simple question, like identifying the parts of a circle. Certainly, this observation also conforms with the study of Ashcraft (2016) when he mentions that students with mathematical anxiety show a negative attitude towards math and hold self-perceptions about their mathematical abilities.”

And then you proceed:

“On the other hand, when the class had their other subjects, the students show a feeling of excitement. They even hurried to seat in front and attentively participating in the class discussion without hesitation and without the feeling of being tensed or anxious. For sure, this is another concrete proof that there are junior high school students in New Zealand who have mathematical anxiety.”

To further prove the point that there indeed junior high school students in New Zealand who have mathematical anxiety, you may solicit observations from other math teachers. For instance, you may say:

“The researcher further verified if the problem is also happening in other sections and whether other mathematics teachers experienced the same observation that the researcher had. This validation or verification is important in establishing credibility of the claim (Buchbinder, 2016) and ensuring reliability and validity of the assertion (Morse et al., 2002). In this regard, the researcher attempted to open up the issue of math anxiety during the Departmentalized Learning Action Cell (LAC), a group discussion of educators per quarter, with the objective of ‘Teaching Strategies to Develop Critical Thinking of the Students’. During the session, one teacher corroborates the researcher’s observation that there are indeed junior high school students in New Zealand who have mathematical anxiety. The teacher pointed out that truly there were students who showed no extra effort in mathematics class in addition to the fact that some students really avoided the subject. In addition, another math teacher expressed her frustrations about these students who have mathematical anxiety. She quipped: “How can a teacher develop the critical thinking skills or ability of the students if in the first place these students show avoidance and disinterest in the subject?’.”

Again, if we combine what we have just written above, then we can now have the remaining parts of the body of the background of the study. It reads:

So, that’s how we write the body of the background of the study in research . Of course, you may add any relevant points which you think might amplify your content. What is important at this point is that you now have a clear idea of how to write the body of the background of the study.

How to Write the Concluding Part of the Background of the Study?

Since we have already completed the body of our background of the study in the previous lesson, we may now write the concluding paragraph (the tail of the cat). This is important because one of the rules of thumb in writing is that we always put a close to what we have started.

It is important to note that the conclusion of the background of the study is just a rehashing of the research gap and main goal of the study stated in the introductory paragraph, but framed differently. The purpose of this is just to emphasize, after presenting the justifications, what the study aims to attain and why it wants to do it. The conclusion, therefore, will look just like this:

“Given the above discussion, it is evident that there are indeed junior high school students in New Zealand who are experiencing mathematical anxiety. And as we can see, mathematical anxiety can negatively affect not just the academic achievement of the students but also their future career plans and total well-being. Again, it is for this reason that the researcher attempts to determine the lived experiences of those junior high school students in New Zealand who are experiencing a mathematical anxiety.”

If we combine all that we have written from the very beginning, the entire background of the study would now read:

If we analyze the background of the study that we have just completed, we can observe that in addition to the important elements that it should contain, it has also addressed other important elements that readers or thesis committee members expect from it.

On the one hand, it provides the researcher with a clear direction in the conduct of the study. As we can see, the background of the study that we have just completed enables us to move in the right direction with a strong focus as it has set clear goals and the reasons why we want to do it. Indeed, we now exactly know what to do next and how to write the rest of the research paper or thesis.

On the other hand, most researchers start their research with scattered ideas and usually get stuck with how to proceed further. But with a well-written background of the study, just as the one above, we have decluttered and organized our thoughts. We have also become aware of what have and have not been done in our area of study, as well as what we can significantly contribute in the already existing body of knowledge in this area of study.

Please note, however, as I already mentioned previously, that the model that I have just presented is only one of the many models available in textbooks and other sources. You are, of course, free to choose your own style of writing the background of the study. You may also consult your thesis supervisor for some guidance on how to attack the writing of your background of the study.

Lastly, and as you may already know, universities around the world have their own thesis formats. Hence, you should follow your university’s rules on the format and style in writing your research or thesis. What is important is that with the lessons that you learned in this course, you can now easily write the introductory part of your thesis, such as the background of the study.

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background of the study

background ng pag - aaral

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background of study

background ng pag-aaral

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rationale background of the study

katwiran ng pag-aaral

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research on the background of the study

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flow of the study

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nature and background of study

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setting of the study

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the completion of the study

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background of work

background work

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conceptual paradigm of the study

research methodology

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background of family

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chapter 1 introduction purpose of the study

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background of senior citizen

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demographic background of students

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Tagalog (Filipino)

Tagalog is one of the major languages spoken in the Philippines whose population is now more than 100 million. It is the native tongue of the people in the Tagalog region in the northern island Luzon. It was declared the basis for the national language in 1937 by then President of the Commonwealth Republic, Manuel L. Quezon and it was renamed Pilipino in 1959. In the 1972 Constitution, Pilipino and English are declared as the official languages, and Filipino, as the new national language to be developed from the contributions of all the languages spoken in the Philippines. By 1986, the post-EDSA Constitution says that Filipino, which is based on the national lingua franca, is the national language of the Philippines. Filipino and English are the official languages, and Tagalog/Pilipino is now completely out of the picture. This sounds confusing to many people. “Are Filipino and Tagalog/Pilipino different languages or are they one and the same?,” they frequently ask. From strictly linguistic point of view, Filipino and Tagalog are varieties or dialects of the same language. They share a big bulk of common lexical items and they have very similar grammatical structures. This is not surprising since Filipino is based on the national lingua franca, which in turn one could argue is the result of teaching Tagalog/Pilipino as a second language nationwide since the 1940s, and the adoption of the bilingual policy in the 1970s — English as the medium of instruction for the hard sciences and Pilipino for the social sciences. Hence, it is not surprising that they are still mutually intelligible. But with more languages contributing to Filipino, language experts predict that at some point in the future, Filipino and Tagalog will split up and become truly separate languages.

The Tagalog (Filipino) language at Cornell:

The Department of Asian Studies offers Tagalog (Filipino) language instructions at various levels –beginning, intermediate, and advanced. A new course [Tagalog (Filipino) 1100] on the elements of language and culture has also been offered for the first time in the fall semester of 2016. The beginning courses involve thorough grounding in basic speaking and listening skills with an introduction to reading and writing. The intermediate and advanced levels continue to develop all four language skills – speaking, listening, reading and writing. Directed studies may also be arranged on a specialized basis to address particular student needs. 

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