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Parts of Chapter 1 in a Germanic Thesis Manuscript

Overview

This article provides an overview on the customary parts of Chapter 1 of a Germanic Thesis Manuscript. Parts of Chapter 1 is briefly discussed to give readers the most salient nature and definition of each part. Chapter 1 includes the Introduction (Background of the Study), Statement of the Problem, Scope and Delimitation of the Study, and the Significance of the Study. Reference section is also a vital part of Chapter 1; hence must be included by the author when preparing their manuscript.

Read the succeeding sections of this article to understand further the parts of Chapter 1 of a Germanic Thesis Manuscript.

Chapter 1 of a Germanic Thesis Manuscript

A Germanic Thesis is the customary thesis with 5 chapters namely: Chapter I. The Problem; Chapter II. Review of Related Literature and Studies;( Chapter III. Research Methodology; Chapter IV. Presentation, Analysis and Interpretation of Data; Chapter V. Summary, Conclusion, Recommendations). In this article, we will focus on Chapter 1 and its part to guide us in writing our manuscript for our research study.


Parts of Chapter 1

According to Prieto, N. et al. (2017), introduction, statement of the problem, scope and delimitation, and significance of the study are the common parts of a quantitative research. Take a look at the given brief definition of each part as discussed by Prieto, N. et al.

1. Introduction. This section of Chapter 1 is also called Background of the Study. As an author, one must be able to identify the rationale of the research problem when writing the introduction/background of the study. Introduction starts with a general statement of the problem, then provides a clear focus on a specific problem or issue. This specific problem must be clearly and precisely discuss by providing relevant literature that points out deficiencies or gaps in the literature and targeting the study for evidence or proof (Prieto, N. et al., 2017).

2. Statement of the Problem. This section of Chapter 1 provides the purpose or interest of the study; which can also be considered as the area of the concern. When writing the statement of the problem, the author must be able to pose specific questions about the research problem (Prieto, N. et al., 2017).


Take a look at the given example for Statement of the Problem.

This research verifies the effects of guided inquiry-based learning on students’ performance using the developed and validated lesson exemplars and guided inquiry-based learning materials. This research generates information on the following problems:

  1. What are the features of the developed guided IBL materials and lesson exemplars?
  2. What is the assessment of guided IBL materials by teacher and students along the following aspects:
    1. alignment of the objectives, activities, and assessment;
    2. guided inquiry process;
    3. content;
    4. format and language; and
    5. usefulness?
  3. What are the effects of guided inquiry-based learning materials on the development of students’ proficiency in Trigonometric Identities?
  4. What are the learning proficiencies of students exposed to inquiry-based learning and conventional instruction along levels of cognitive domain?
  5. What necessary refinements were made to the guided inquiry-based learning materials in Trigonometric Identities?


3. Scope and Delimitation of the Study. This section of Chapter 1 sets the boundaries and parameters of the study. It narrows the scope of the inquiry and clarifies or defines terms used (Prieto, N. et al., 2017).

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Take a look at the given example:

This study focuses on developing, validating, and implementing lesson exemplars and guided inquiry-based learning materials in Trigonometric Identities, and verifying the effects of these materials on students’ performance in understanding the trigonometric identities.

The developed and validated lesson exemplars and guided inquiry-based learning materials are implemented in a school of the City Schools Division of Tabaco. Two comparable classes are selected from STEM classes based on the students’ grades earned from their previous grade level. Then, from the selected two classes, the experimental and control group are identified. Class A serves as the experimental group and Class B as the control group. In the experimental group, the use of guided inquiry-based learning materials and lesson exemplars are implemented as materials for inquiry-based learning instead of the learner’s module provided by Deped used for conventional instruction of the control group.

This study covers six (6) learning competencies indicated in the curriculum guide. Specifically, this research covered ten lessons on: (1) Domain of an Expression: A Review, (2) Identity and Conditional Equations, (3) Eight Fundamental Trigonometric Identities, (4) Trigonometric Function Values using the Eight Fundamental Trigonometric Identities, (5) Proving Trigonometric Identities, (6) Cosine Sum and Difference Identities, (7) Co-function, Sine Sum and Difference Identities, (8) Tangent Sum and Difference Identities, (9) Double Measure Identities, and (10) Half Measure Identities. After implementation, one assessment tool is used for both experimental and control group to measure students’ performance in Trigonometric Identities, and the assessment tool only measures the competencies indicated in the lesson exemplars developed by the researcher.

The pre-test and post-test given to both experimental and control groups measure the five levels of cognitive domain: (1) remembering, (2) understanding, (3) applying, (4) analyzing, and (5) evaluating. No items were included to measure the creating level. Pre-test measures prior knowledge of students in the competencies taught in the study, while the post-test is the assessment tool used after implementation to measure students’ performance in understanding the trigonometric identities.

4. Significance of the Study. This section of Chapter 1includes a discussion on the benefits of the study in addressing research problems. The author can include the people who would benefit from the study, and how they would benefit from it. The study's contribution on the chosen discipline can also be discussed to allow the readers understand the importance of the study. Some authors/scholars suggest that when writing the details for the significance of the study, it is advisable to check the statement of the problems to establish a clear and concise explanation on the benefits and beneficiaries of the study because it will help identify the possible benefits the study might have.

Take a look at the given example:

This study is beneficial to Mathematics teachers, specifically those teaching Pre-calculus. The developed and validated lesson exemplars and learning materials would make it easier to teach the subject. The results of this study contribute to the development and utilization of lesson exemplars and learning materials which can promote more effective mathematics teaching and learning thereby help improve DepEd’s and DOST’s institutional relevance.

Consequently, this study would benefit high school mathematics teachers who would be impelled to promote inquiry-based teaching and learning as a strategy in promoting more effective learning STEM senior high school students who may be given opportunities to learn Mathematics in ways different from the usual classroom pedagogies and facilitate their personal growth in developing their own techniques thereby develop self-accountability in learning with least teacher supervision, school administrators may be encouraged to plan and promote effective teaching and learning by incorporating learner initiatives into teaching-learning pedagogies.

5. References. This section provides the list of sources that the author used in writing his or her Chapter 1. Typically, references or sources must follow the APA 7th edition referencing method. Read more about APA 7th edition here: https://libguides.csudh.edu/citation/apa-7

List of Sources Used for this Article

Prieto, N. G., Naval , V. C., & Carey , T. G. (2017). Practical Research 2 . LORIMAR PUBLISHING, INC.


This content is accurate and true to the best of the author’s knowledge and is not meant to substitute for formal and individualized advice from a qualified professional.

© 2022 Ryan Bernido Network

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