How to Write the Background of the Study in Research (Part 2)

00:12:11
https://www.youtube.com/watch?v=yDYucgb1fKk

Sintesi

TLDRThis guide outlines how to write the opening paragraphs of the background of a study, emphasizing the importance of preliminary research and the key elements to include. It suggests starting with an overview of the research topic and defining key concepts clearly. Following the definition, the guide stresses the importance of articulating the research gap, stating the research goals, and crafting a thesis statement. The example of 'mathematical anxiety' is used to illustrate these points, detailing how to connect these elements cohesively in the background to establish a strong basis for the study.

Punti di forza

  • 🔍 Begin with a clear overview of the research topic.
  • 📚 Define key concepts for better understanding.
  • 💡 Articulate the specific research gap clearly.
  • 🎯 State the main research goal and objectives.
  • 📝 Conclude with a strong thesis statement.

Linea temporale

  • 00:00:00 - 00:05:00

    This segment outlines the process of composing the opening paragraphs of the background of a study, starting from a foundation of prior research and literature review. It highlights the importance of identifying a research gap and articulating research questions and thesis statements, emphasizing that there is no single method for writing this section. The initial step involves presenting an overview of the research topic, including definitions and discussions of key concepts, which is critical for clarity, especially for specialized terms.

  • 00:05:00 - 00:12:11

    Subsequently, the discussion shifts to explaining the research gap, supported by relevant literature to bolster the argument. For instance, mathematical anxiety among junior high school students in New Zealand is highlighted as a significant issue that warrants investigation. The text culminates in articulating the research goal and thesis statement, asserting the necessity of understanding students' lived experiences to propose effective solutions to the identified problem of mathematical anxiety.

Mappa mentale

Video Domande e Risposte

  • What is the purpose of writing a background of the study?

    The background of the study provides context and rationale for the research, highlighting the importance and relevance of the topic.

  • What are the essential elements to include in the opening paragraph?

    The opening paragraph should include an overview of the topic, the research gap, the research goal, the thesis statement, and the significance of the study.

  • How should key concepts be defined in the background?

    Key concepts should be clearly defined, especially if they are technical terms, to ensure they are understandable to a wider audience.

  • Why is identifying the research gap important?

    Identifying the research gap is crucial as it showcases the specific problem the study will address, forming the basis for the research.

  • Can the style of writing the background vary?

    Yes, there are different styles of writing the background of a study; it is flexible and can be adapted to the researcher's preference.

  • What should come after stating the research goal?

    After stating the research goal, the thesis statement should be articulated, highlighting the researcher’s main argument and expected contributions.

  • What is a thesis statement?

    A thesis statement is the researcher’s argument or contention, emphasizing the significance and expected contributions of the study.

  • What should the conclusion of the opening paragraph achieve?

    The conclusion should link the main arguments to the significance of understanding the study's problem and the researcher’s approach to addressing it.

  • How is the background structured?

    The background is structured into stages, starting with an overview, identifying gaps, stating goals, and concluding with the thesis.

  • What example topic was used to illustrate the process?

    The example topic used was 'the lived experiences of students with mathematical anxiety'.

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Sottotitoli
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Scorrimento automatico:
  • 00:00:01
    how to write the opening paragraphs of
  • 00:00:04
    the background of the study
  • 00:00:07
    to begin with let us assume that you
  • 00:00:09
    already have conducted a preliminary
  • 00:00:12
    research on your chosen topic
  • 00:00:14
    that is you already have read a lot of
  • 00:00:17
    literature
  • 00:00:18
    and gathered relevant information for
  • 00:00:20
    writing the background of your study
  • 00:00:23
    let us also assume that you already have
  • 00:00:26
    identified
  • 00:00:27
    the gap of your proposed research and
  • 00:00:30
    have already developed
  • 00:00:31
    the research questions and thesis
  • 00:00:33
    statement
  • 00:00:35
    if you have not yet identified the gap
  • 00:00:37
    in your proposed research
  • 00:00:39
    you might as well go back to our lesson
  • 00:00:41
    and how to identify a research gap
  • 00:00:46
    so we will just put together everything
  • 00:00:48
    that you have researched into
  • 00:00:50
    a background of the study assuming again
  • 00:00:54
    that you already have the necessary
  • 00:00:56
    information
  • 00:00:58
    but in this lesson let's just focus on
  • 00:01:01
    writing the opening paragraphs
  • 00:01:04
    it is important to note at this point
  • 00:01:07
    that there
  • 00:01:08
    are different styles of writing the
  • 00:01:10
    background of the study
  • 00:01:12
    hence what i will be sharing with you
  • 00:01:14
    here is not just
  • 00:01:16
    the only way of writing the background
  • 00:01:18
    of the study
  • 00:01:20
    as a matter of fact there is no
  • 00:01:24
    one-size-fits-all style of writing this
  • 00:01:26
    part of the researcher thesis
  • 00:01:29
    at the end of the day you are free to
  • 00:01:32
    develop your own
  • 00:01:34
    however whatever style it would be
  • 00:01:37
    it always starts with a plan which
  • 00:01:40
    structures
  • 00:01:41
    the writing process into stages or steps
  • 00:01:45
    and the steps that i will share with you
  • 00:01:47
    here are just some of the most effective
  • 00:01:50
    ways of writing the background of the
  • 00:01:52
    study in research
  • 00:01:55
    so let's begin it is always a good idea
  • 00:01:59
    to begin the background of your study by
  • 00:02:02
    giving an
  • 00:02:02
    overview of your research topic
  • 00:02:06
    this may include providing a definition
  • 00:02:08
    of the key concepts of your research
  • 00:02:11
    or highlighting the main developments of
  • 00:02:13
    the research topic
  • 00:02:16
    let us suppose that the topic of your
  • 00:02:18
    study is
  • 00:02:19
    the lived experiences of students with
  • 00:02:21
    mathematical anxiety
  • 00:02:25
    here you may start the background of
  • 00:02:27
    your study with a discussion on the
  • 00:02:29
    meaning
  • 00:02:30
    nature and dynamics of the term
  • 00:02:32
    mathematical anxiety
  • 00:02:35
    the reason for this is too obvious
  • 00:02:38
    mathematical anxiety
  • 00:02:39
    is a highly technical term that is
  • 00:02:42
    specific to mathematics
  • 00:02:45
    hence this term is not readily
  • 00:02:47
    understandable to non-specialists in
  • 00:02:50
    this field
  • 00:02:52
    so you may write the opening paragraph
  • 00:02:55
    of your background of the study
  • 00:02:56
    with this mathematical anxiety
  • 00:03:00
    refers to the individual's unpleasant
  • 00:03:03
    emotional mood responses when confronted
  • 00:03:07
    with
  • 00:03:07
    a mathematical situation
  • 00:03:10
    since you do not invent the definition
  • 00:03:12
    of the term mathematical anxiety
  • 00:03:15
    then you need to provide a citation to
  • 00:03:17
    the source of the material from which
  • 00:03:19
    you are quoting
  • 00:03:22
    for example you may say mathematical
  • 00:03:25
    anxiety
  • 00:03:26
    refers to the individual's unpleasant
  • 00:03:28
    emotional
  • 00:03:29
    mood responses when confronted with a
  • 00:03:32
    mathematical situation
  • 00:03:34
    elliot 2020 and then
  • 00:03:38
    you may proceed with a discussion on the
  • 00:03:41
    nature
  • 00:03:41
    and dynamics of the term mathematical
  • 00:03:44
    anxiety
  • 00:03:45
    you may say lou specifically identifies
  • 00:03:49
    some of the manifestations of this type
  • 00:03:51
    of anxiety
  • 00:03:53
    which include but not limited to
  • 00:03:55
    depression
  • 00:03:56
    helplessness nervousness and fearfulness
  • 00:04:00
    in doing mathematical and numerical
  • 00:04:02
    tasks
  • 00:04:04
    after explaining to your readers the
  • 00:04:07
    meaning
  • 00:04:08
    nature and dynamics as well as some
  • 00:04:11
    historical development if you wish to
  • 00:04:13
    of the term mathematical anxiety you may
  • 00:04:16
    now proceed to showing the problem or
  • 00:04:19
    gap of the study
  • 00:04:22
    as you may already know the research gap
  • 00:04:25
    is the problem that needs to be
  • 00:04:27
    addressed in the study
  • 00:04:30
    this is important because no research
  • 00:04:32
    activity is possible
  • 00:04:34
    without the research gap
  • 00:04:38
    let us suppose that your research
  • 00:04:40
    problem or gap
  • 00:04:41
    is mathematical anxiety can negatively
  • 00:04:45
    affect
  • 00:04:46
    not just the academic achievement of the
  • 00:04:48
    students
  • 00:04:49
    but also their future career plans
  • 00:04:52
    and total well-being also
  • 00:04:56
    there are no known studies that deal
  • 00:04:58
    with the mathematical anxiety
  • 00:05:00
    of junior high school students in new
  • 00:05:03
    zealand
  • 00:05:04
    with this you may say if left unchecked
  • 00:05:09
    as shapiro claims this problem will
  • 00:05:12
    expand and create
  • 00:05:13
    a total avoidance pattern on the part of
  • 00:05:16
    the students
  • 00:05:17
    which can be expressed most visibly in
  • 00:05:19
    the form of cutting classes
  • 00:05:21
    and habitual absenteeism
  • 00:05:24
    as we can see this will negatively
  • 00:05:27
    affect
  • 00:05:27
    the performance of students in
  • 00:05:29
    mathematics
  • 00:05:31
    in fact the study conducted by
  • 00:05:33
    luttenberger and wimmer
  • 00:05:35
    revealed that the outcomes of
  • 00:05:37
    mathematical anxiety
  • 00:05:39
    do not only negatively affect the
  • 00:05:41
    students performance in math related
  • 00:05:43
    situations
  • 00:05:45
    but also their future career as
  • 00:05:48
    professionals
  • 00:05:50
    without a doubt therefore mathematical
  • 00:05:52
    anxiety
  • 00:05:53
    is a recurring problem for many
  • 00:05:56
    individuals
  • 00:05:57
    which will negatively affect the
  • 00:05:59
    academic success and future
  • 00:06:01
    career of the student
  • 00:06:04
    now that you already have both explained
  • 00:06:07
    the meaning
  • 00:06:08
    nature and dynamics of the term
  • 00:06:10
    mathematical anxiety
  • 00:06:12
    and articulated the gap of your proposed
  • 00:06:14
    research
  • 00:06:15
    you may now state the main goal of your
  • 00:06:18
    study
  • 00:06:19
    and you may say hence it is precisely in
  • 00:06:23
    this context
  • 00:06:24
    that the researcher aims to determine
  • 00:06:27
    the lived experiences
  • 00:06:29
    of those students with mathematical
  • 00:06:31
    anxiety
  • 00:06:33
    in particular this proposed thesis
  • 00:06:36
    aims to determine the lived experiences
  • 00:06:39
    of the junior high school students in
  • 00:06:41
    new zealand
  • 00:06:42
    and identify the factors that caused
  • 00:06:45
    them to become
  • 00:06:46
    disinterested in mathematics
  • 00:06:49
    please note that you should not end the
  • 00:06:52
    first paragraph of your background of
  • 00:06:53
    the study
  • 00:06:54
    with the articulation of the research
  • 00:06:56
    goal
  • 00:06:58
    you also need to articulate the thesis
  • 00:07:00
    statement which usually comes after the
  • 00:07:03
    research goal
  • 00:07:05
    as is well known the thesis statement
  • 00:07:09
    is the statement of your argument or
  • 00:07:12
    contention in the study
  • 00:07:14
    it is more of a personal argument or
  • 00:07:17
    claim
  • 00:07:18
    of the researcher which specifically
  • 00:07:20
    highlights the possible contribution of
  • 00:07:22
    the study
  • 00:07:24
    for example you may say
  • 00:07:28
    the researcher argues that there is a
  • 00:07:30
    need to determine the lived experiences
  • 00:07:33
    of these students with mathematical
  • 00:07:35
    anxiety
  • 00:07:36
    because knowing and understanding the
  • 00:07:38
    difficulties and challenges that they
  • 00:07:40
    have encountered
  • 00:07:42
    will put the researcher in the best
  • 00:07:44
    position
  • 00:07:45
    to offer some alternatives to the
  • 00:07:46
    problem
  • 00:07:48
    indeed it is only when we have performed
  • 00:07:51
    some kind of a diagnosis
  • 00:07:53
    that we can offer practicable solutions
  • 00:07:56
    to the problem
  • 00:07:58
    and in the case of the junior high
  • 00:07:59
    school students in new zealand who are
  • 00:08:02
    having mathematical anxiety
  • 00:08:04
    determining their lived experiences as
  • 00:08:07
    well as
  • 00:08:07
    identifying the factors that cause them
  • 00:08:10
    to become disinterested in mathematics
  • 00:08:13
    are the very first steps in addressing
  • 00:08:15
    the problem
  • 00:08:18
    now if we combine the bits and pieces
  • 00:08:20
    that we have written
  • 00:08:22
    we can now come up with the opening
  • 00:08:23
    paragraphs of your background of the
  • 00:08:25
    study
  • 00:08:26
    which reads mathematical anxiety refers
  • 00:08:30
    to the individual's
  • 00:08:31
    unpleasant emotional mood responses when
  • 00:08:34
    confronted with a mathematical situation
  • 00:08:37
    elliot 2020 liu
  • 00:08:41
    specifically identifies some of the
  • 00:08:43
    manifestations of this type of anxiety
  • 00:08:47
    which include but not limited to
  • 00:08:49
    depression
  • 00:08:50
    helplessness nervousness and fearfulness
  • 00:08:54
    in doing mathematical
  • 00:08:55
    and numerical tasks
  • 00:08:58
    if left to rule and checked as shapiro
  • 00:09:02
    claims
  • 00:09:02
    this problem will expand and create a
  • 00:09:05
    total avoidance pattern
  • 00:09:07
    on the part of the students which can be
  • 00:09:09
    expressed most visibly in the form of
  • 00:09:12
    cutting classes
  • 00:09:13
    and habitual absenteeism as we can see
  • 00:09:17
    this will negatively affect the
  • 00:09:19
    performance of students in mathematics
  • 00:09:22
    in fact the study conducted by
  • 00:09:24
    luttenberger and wimmer
  • 00:09:26
    revealed that the outcomes of
  • 00:09:28
    mathematical anxiety
  • 00:09:30
    do not only negatively affect the
  • 00:09:32
    student's performance in math related
  • 00:09:34
    situations
  • 00:09:36
    but also their future career as
  • 00:09:38
    professionals
  • 00:09:40
    without a doubt therefore mathematical
  • 00:09:42
    anxiety
  • 00:09:44
    is a recurring problem for many
  • 00:09:46
    individuals
  • 00:09:47
    which will negatively affect the
  • 00:09:49
    academic success
  • 00:09:50
    and future career of the student hence
  • 00:09:54
    it is precisely in this context
  • 00:09:56
    that the researcher aims to determine
  • 00:09:59
    the lived experiences of those students
  • 00:10:01
    with mathematical anxiety
  • 00:10:05
    in particular this proposed thesis
  • 00:10:08
    aims to determine the lived experiences
  • 00:10:11
    of junior high school students in new
  • 00:10:13
    zealand
  • 00:10:14
    and identify the factors that caused
  • 00:10:16
    them to become disinterested in
  • 00:10:18
    mathematics
  • 00:10:20
    the researcher argues that there is a
  • 00:10:23
    need to determine the lived experiences
  • 00:10:25
    of these students with mathematical
  • 00:10:28
    anxiety
  • 00:10:29
    because knowing and understanding the
  • 00:10:31
    difficulties and challenges that they
  • 00:10:33
    have encountered
  • 00:10:35
    will put the researcher in the best
  • 00:10:37
    position to offer
  • 00:10:38
    some alternatives to the problem indeed
  • 00:10:42
    it is only when we have performed some
  • 00:10:45
    kind of a diagnosis
  • 00:10:47
    that we can offer practicable solutions
  • 00:10:49
    to the problem
  • 00:10:51
    and in the case of the junior high
  • 00:10:53
    school students in new zealand
  • 00:10:54
    who are having mathematical anxiety
  • 00:10:57
    determining their lived experiences
  • 00:11:00
    as well as identifying the factors that
  • 00:11:02
    caused them to become disinterested in
  • 00:11:05
    mathematics
  • 00:11:06
    are the very first steps in addressing
  • 00:11:08
    the problem
  • 00:11:10
    now as we can see we can find in the
  • 00:11:14
    first paragraph five essential elements
  • 00:11:17
    that must be articulated in the
  • 00:11:19
    background of the study
  • 00:11:20
    namely first a brief discussion in what
  • 00:11:24
    is known about the topic under
  • 00:11:26
    investigation
  • 00:11:28
    second an articulation of the research
  • 00:11:31
    gap
  • 00:11:31
    or problem that needs to be addressed
  • 00:11:34
    third
  • 00:11:35
    what the researcher would like to do or
  • 00:11:38
    aim to achieve in the study
  • 00:11:40
    or the research goal fourth
  • 00:11:43
    the thesis statement that is the main
  • 00:11:46
    argument or claim of the paper
  • 00:11:49
    and lastly the major significance
  • 00:11:52
    or contribution of the study to a
  • 00:11:54
    particular discipline
  • 00:11:58
    so that's how you write the opening
  • 00:12:00
    paragraphs of your background of the
  • 00:12:02
    study
  • 00:12:03
    the next lesson will talk about writing
  • 00:12:06
    the body of the background of the study
Tag
  • research
  • academic writing
  • background of the study
  • mathematical anxiety
  • research gap
  • thesis statement
  • literature review
  • research goals
  • student experiences
  • NZ education