Practical Research 2 - Senior High School Alternative Delivery Mode First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalty. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education – Region X – Northern Mindanao Regional Director: Dr. Arturo B. Bayocot, CESO V

Development Team

Authors: Emilie A. Franje, Rhona Mae M. Baldago, Maria Cecilia N. Gabas, Noeme S.Lagos, Beverley G. Alviola, Felsa S. Jagonia,

Connie M. Obedencio, Fatima D. Oguimas Editors: Querino D. Lonsagon; Liezl Marie B.Dagondon Reviewers: Querino D. Lonsagon; Liezl Marie B.Dagondon Illustrator: Beverley G. Alviola; Rhona Mae M. Baldago Layout Artist: Emilie A. Franjie; Maria Cecilia N. Gabas

Printed in the Philippines by Department of Education - Alternative Delivery Mode (DepEd-ADM)

Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental Telefax: (08822) 72-26-51 E-mail Address: region10@deped.gov.ph

Development Team of the Module:

Author: Emilie A. Franje, Rhona Mae M. Baldago, Maria Cecilia N. Gabas, Noeme S. Lagos, Beverley G. Alviola, Felsa S. Jagonia, Connie M. Obedencio & Fatima D. OguimasEditors: Querino D. Lonsagon Liezl Marie B. DagondonReviewers: Querino D. Lonsagon Liezl Marie B. DagondonIllustrator: Beverley G. Alviola Rhona Mae M. BaldagoLayout Artist: Emilie A. Franjie Maria Cecilia N. Gabas

Management Team:

Chairperson: Dr. Arturo B. Bayocot, CESO III Regional DirectorCo-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V Asst. Regional Director Mala Epra B. Magnaong CES, CLMDMembers: Dr. Bienvenido U. Tagolimot, Jr. Regional ADM Coordinator Dr. Nick C. Pañares EPS, Science

Printed in the Philippines by: Department of Education – Regional Office 10 Office Address: Zone 1, Upper Balulang Cagayan de Oro City 9000Telefax: (088) 880-7071, (088) 880-7072E-mail Address: region10@deped.gov.ph

DRAFT

1

Module 1 Practical Research 2: Inquiry and Research

What I Need To Know

Beloved learner, Hello! I hope that you are okay. This module will guide you as you keep on asking many things about your life and our world. Many times in your life, you want to know how things work and why things happen as you encounter lots of problems. Your curious mind leads you to figure out and find ways in order for you to discover the reason that lies behind every situation. You want to know the truth! You think and analyze the whole situation, figure out the possible reasons, then you seek more information that would answer your questions in mind. You are actually doing things that a scientist or an investigator does! You always want to find the truth behind all things and that is the true nature of research. This module begins with simple observations about the things that is going on. After learning more about being observant, investigative, and participative individuals, you will develop your own research problem and design steps on how to make solutions. The primary goal of this module is to engage you in simple interactive activities so that research concepts are explored, and use these concepts to create a research project. Basically, the module has three lessons: Lesson 1: Nature of Inquiry and Research Lesson 2: Identifying the Inquiry and Stating the Problem Lesson 3: Learning from Others and Reviewing the Literature Hence, at the end of this module, you are expected to: 1. Describes characteristics, strengths, weaknesses, and kinds of quantitative research (CS_RS12-Ia-c-1);

2. Illustrate the importance of quantitative research across fields (CS_RS12-Ia-c- 2);

3. Differentiates kinds of variables and their uses (CS_RS12-Ia-c-3); 4. Design a research useful in daily life (CS_RS12-Id-e-1); 5. Write a research title (CS_RS12-Id-e-2); 6. Describe background of a research (CS_RS12-Id-e-3); 7. States research questions (CS_RS12-Id-e-4); 8. Indicates scope and limitations of the study (CS_RS12-Id-e-5); 9. Cites benefits and beneficiaries of the study (CS_RS12-Id-e-6); 10. Present written statement of the study (CS_RS12-Id-e-7); 11. Selects relevant literatures (CS_RS12-If-j-1);

Practical Research 2 - Senior High School Alternative Delivery Mode First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalty. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education – Region X – Northern Mindanao Regional Director: Dr. Arturo B. Bayocot, CESO V

Development Team

Authors: Emilie A. Franje, Rhona Mae M. Baldago, Maria Cecilia N. Gabas, Noeme S.Lagos, Beverley G. Alviola, Felsa S. Jagonia,

Connie M. Obedencio, Fatima D. Oguimas Editors: Querino D. Lonsagon; Liezl Marie B.Dagondon Reviewers: Querino D. Lonsagon; Liezl Marie B.Dagondon Illustrator: Beverley G. Alviola; Rhona Mae M. Baldago Layout Artist: Emilie A. Franjie; Maria Cecilia N. Gabas

Printed in the Philippines by Department of Education - Alternative Delivery Mode (DepEd-ADM)

Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental Telefax: (08822) 72-26-51 E-mail Address: region10@deped.gov.ph

DRAFT

2

12. Cites related literature using standard style (APA,MLA or Chicago Manual of Style) (CS_RS12-If-j-2);

13. Synthesizes information from relevant literature (CS_RS12-If-j-3); 14. Writes coherent review of literature (CS_RS12-If-j-4); 15. Follows ethical standards in writing related literature (CS_RS12-If-j-5); 16. Illustrate and explain conceptual framework (CS_RS12-If-j-6); 17. Defines terms used in the study (CS_RS12-If-j-7); 18. List research hypotheses (optional) (CS_RS12-If-j-8); 19. Present written review of related literature and conceptual framework

(CS_RS12-If-j-9)

Icons of this Module

What I Need to Know

This part contains learning objectives that are set for you to learn as you go along the module.

What I know This is an assessment as to your level of knowledge to the subject matter at hand, meant specifically to gauge prior relatedt knowledge

What’s In This part connects previous lesson with that of the current one.

What’s New An introduction of the new lesson through various activities, before it will be presented to you

What is It These are discussions of the activities as a way to deepen your discovery and understanding of the concept.

What’s More These are follow-up activities that are intended for you to practice further in order to master the competencies.

What I Have Learned

Activities designed to process what you have learned from the lesson

What I can do These are tasks that are designed to showcase your skills and knowledge gained, and applied into real-life concerns and situations.

DRAFT

2

12. Cites related literature using standard style (APA,MLA or Chicago Manual of Style) (CS_RS12-If-j-2);

13. Synthesizes information from relevant literature (CS_RS12-If-j-3); 14. Writes coherent review of literature (CS_RS12-If-j-4); 15. Follows ethical standards in writing related literature (CS_RS12-If-j-5); 16. Illustrate and explain conceptual framework (CS_RS12-If-j-6); 17. Defines terms used in the study (CS_RS12-If-j-7); 18. List research hypotheses (optional) (CS_RS12-If-j-8); 19. Present written review of related literature and conceptual framework

(CS_RS12-If-j-9)

Icons of this Module

What I Need to Know

This part contains learning objectives that are set for you to learn as you go along the module.

What I know This is an assessment as to your level of knowledge to the subject matter at hand, meant specifically to gauge prior relatedt knowledge

What’s In This part connects previous lesson with that of the current one.

What’s New An introduction of the new lesson through various activities, before it will be presented to you

What is It These are discussions of the activities as a way to deepen your discovery and understanding of the concept.

What’s More These are follow-up activities that are intended for you to practice further in order to master the competencies.

What I Have Learned

Activities designed to process what you have learned from the lesson

What I can do These are tasks that are designed to showcase your skills and knowledge gained, and applied into real-life concerns and situations.

DRAFT

3

Directions. Read and analyze each item carefully. Write the letter corresponding the best answer on your answer sheet. 1 point each. 1. It is a scientific, experimental, or inductive manner of thinking. A. Listening B. Watching C. Research D. Inquiry 2. This term is synonymous with the word “investigation”, is the answer to this question. A. Listening B. Watching C. Research D. Inquiry 3. The following are important tasks in research EXCEPT A. The systematic study of problems or phenomena, using the scientific process

of assessing, planning, implementing and evaluating life. B. The initiation and assessment of technology application. C. Appropriateness of Technology use. D. Identifying interventions that can help individuals respond to change. 4. Which of the following best describes control variables? A. They provide the researcher with control over the independent variable. B. They are kept the same over multiple trials. C. They increase the variability of the experiment. D. They increase the participants' control over the experiment. 5. The following are examples of quantitative variables EXCEPT. A. Marital Status B. Age C. Height D. Family Income 6. What is the research applicable for business? A. Action research C. Feasibility Study B. Action Plan D. Thesis Dissertation in Nutrition 7. Which is not part of the guidelines in writing research title? A. Captures the readers’ attention B. Condenses the paper’s content in a few words C. It consist of 20 words D. Research paper title should contain key words 8. How to write an effective research title? A. It builds confidence to the reader C. It contributes the economy of the country B. It captures reader’s attention D. It summarizes the facts 9. Selecting relevant literature in a study shows the following, except one: A. Compilation of research abstract C. Review survey of past related studies B. Methods and materials illustrated D. Written related studies of the topic 10. What is the general format when citing in-text in APA style? A. Author’s Last Name and Page Number B. Author and year C. Author’s Last Name Only D. Year and Page Number

What I Know

DRAFT

4

11. Coherence simply means: A. It presents results B. It shows variables C. It shows how manuscript holds together as a unified document D. It writes the outcomes 12. The following are the main components of literature review, except one: A. Body B. Conclusion C. Introduction D. Results 13. Conceptual framework means: A. It is the backbone of the study B. It plans the study in details C. It plans the study in details D. It develops success of the sampling 14. Which is part of the guidelines in listing definition of terms? A. Keep on repeating the parts of the defined term B. Keep the definition brief and basic C. Keep the definition in complex manner D. Keep using passive phrases 15. What is the most common features in listing definition of terms? A. Defined clearly B. It attached history of the words C. It listed complex definition D. It should expressed in paragraph

DRAFT

4

11. Coherence simply means: A. It presents results B. It shows variables C. It shows how manuscript holds together as a unified document D. It writes the outcomes 12. The following are the main components of literature review, except one: A. Body B. Conclusion C. Introduction D. Results 13. Conceptual framework means: A. It is the backbone of the study B. It plans the study in details C. It plans the study in details D. It develops success of the sampling 14. Which is part of the guidelines in listing definition of terms? A. Keep on repeating the parts of the defined term B. Keep the definition brief and basic C. Keep the definition in complex manner D. Keep using passive phrases 15. What is the most common features in listing definition of terms? A. Defined clearly B. It attached history of the words C. It listed complex definition D. It should expressed in paragraph

DRAFT

5

esson Nature of Inquiry and Research

What comes into your mind when you hear the term research? You might think about writing something where you extend long hours digging information in the library or internet, proposing your methods to your subject teacher and then doing research surveys. Research is getting knowledge about things you want to know and learning from all possible sources such as from a friend, an expert to media sources using a scientific process for the discovery of truth or even invention and development of existing products. After all, research is done to improve the quality of life. The knowledge you gained in your Practical Research 1 provided you insights and understanding of the underlying reasons about the problems you observed in the community in a qualitative way. You utilized group discussions (focus), interviews (individual or group), and observations as your methods in gathering your data. Now, in Practical Research 2, you will focus on quantitative research. One example of quantitative research is when your teacher required you to gather numerical data and process this data using statistical treatment during your science laboratory activity. Quantitative research is a scientific way of gathering data that can be measured in order to gather factual evidences and determine research patterns.

To achieve the objectives of this module, you must remember to do the following:

Read the lessons carefully. Follow all directions and given instructions. Answer all given tests and activities. Learn to familiarize the following terms:

What’s In

What’s New

1

DRAFT

6

TERM DEFINITION Experimental design A research design that allows the researcher to

control the situation and identifies the cause and effect relationship between variables. (Prieto et al., 2017).

Inquiry It is synonymous to the term ‘investigation’ that

when you inquire or investigate, you tend to ask questions to probe or examine something (Baraceros, 2016)

Non-experimental A research design that is sometimes equated with

survey research and is very common in the social sciences (Mujis, 2004).

Numerical data It pertains to a number or symbol to express how

many, how much or what rank things are to have in this world. (Baraceros, 2016).

Quantitative research A type of research that makes you focus your

mind by means of statistics that involve collection and study of numerical data (Baraceros, 2016).

Research A scientific, experimental, or inductive manner of

thinking (Baraceros, 2016) Research hypothesis It is a tentative explanation that accounts for a set

of facts and can be tested by further investigation. Research title This summarizes the main idea or ideas of your

study. It condenses the paper’s main ideas/ideas into few words.

Variable It is a characteristic or attribute of interest in the

research study that can take on different values and is not constant.

Remember the steps in scientific methods as part of your science research activities? The steps include the following: observation, identifying the problem, making hypothesis, experimentation or data gathering, data analysis, making conclusions based on the data gathered and finally reporting of your results since

What Is It

DRAFT

6

TERM DEFINITION Experimental design A research design that allows the researcher to

control the situation and identifies the cause and effect relationship between variables. (Prieto et al., 2017).

Inquiry It is synonymous to the term ‘investigation’ that

when you inquire or investigate, you tend to ask questions to probe or examine something (Baraceros, 2016)

Non-experimental A research design that is sometimes equated with

survey research and is very common in the social sciences (Mujis, 2004).

Numerical data It pertains to a number or symbol to express how

many, how much or what rank things are to have in this world. (Baraceros, 2016).

Quantitative research A type of research that makes you focus your

mind by means of statistics that involve collection and study of numerical data (Baraceros, 2016).

Research A scientific, experimental, or inductive manner of

thinking (Baraceros, 2016) Research hypothesis It is a tentative explanation that accounts for a set

of facts and can be tested by further investigation. Research title This summarizes the main idea or ideas of your

study. It condenses the paper’s main ideas/ideas into few words.

Variable It is a characteristic or attribute of interest in the

research study that can take on different values and is not constant.

Remember the steps in scientific methods as part of your science research activities? The steps include the following: observation, identifying the problem, making hypothesis, experimentation or data gathering, data analysis, making conclusions based on the data gathered and finally reporting of your results since

What Is It

DRAFT

7

you shared your result to the class. You must work on and follow closely the instruction or procedure given to you during your laboratory experiments. And you worked not only with yourself but with the help of your group mates. You discuss together, argue, disagree or agree until you come up with your final conclusion on the problems encountered during the experiment. Quantitative research makes you focus your mind by means of statistics that involve collection and study of numerical data (Baraceros, 2016). Numerical data is pertaining to a number or symbol to express how many, how much or what rank things are to have in this world. Quantitative research systematically and objectively generates information on events or concepts (Figure 1).

Figure 1. Description of Quantitative Research Method

Lesson 1.1 Describing Characteristics, Strengths, Weaknesses, and

Kinds of Quantitative Research A. Characteristics of Quantitative Research Antwi and Hamza (2015) stated that quantitative research approach primarily follows the confirmatory scientific method because its focus is on hypothesis testing and theory testing. A hypothesis is an assumption, a statement predicting how variables relate to each other and that can be tested to see if it might be true through research. A theory is an account of social reality that is grounded in data but extends beyond that data (Adler & Clark, 2011; Leavy, 2017). According to Leavy (2017) quantitative research is characterized by deductive approaches to the research process aimed at proving, disproving, or lending credence to existing theories. Quantitative research values breadth, statistical descriptions, and generalizability. Quantitative approaches to research center on achieving objectivity, control, and precise measurement. The following are the standards or criteria of quantitative research (Baraceros, 2016). Standards Characteristics of Quantitative Research Mental Survey of Reality Exists in the physical world Cause-effect relationships Revealed by automatic descriptions of circumstances or conditions Expression of data, data analysis, Numerals, statistics

Quantitative Research Method

Measurable

Number/Symbol

Hypothesis testing

DRAFT

8

and findings Research plan All research aspects are well planned before data collection Behavior toward research aspects/ Control or manipulation of research conditions conditions by the researcher Obtaining knowledge Scientific method Purpose Evaluates objectives and examines cause- effect relationships Data-analysis techniques Mathematically based methods Style of expression Impersonal, scientific or systematic Sampling technique Random sampling as the most preferred

B. Strengths and Weaknesses of Quantitative Research

Prieto et. al (2017) identified the strengths and weaknesses of qualitative research as summarized in the table below:

Strengths Weaknesses Valid way of concluding results and most reliable design and gives way to a new hypothesis or to disproving it.

Quantitative research can be time consuming, costly, and difficult and also because most researchers are non-mathematicians.

The bigger number of the sample of a population, the more reliable and valid are the results or generalizations.

Quantitative studies require extensive statistical treatment. Retesting and refinement of the design is needed if there is unclear finding and that entails another investment in time and resources.

Experiments in quantitative design filter out external factors and if properly designed, the results can be seen as real and unbiased.

Quantitative method tends to turn out only proved or unproved results, leaving little room for uncertainty or grey areas.

C. Kinds of Quantitative Research Mujis (2004) identified the two major types of quantitative research designs: experimental designs and non-experimental designs. 1. Experimental Research Experiments in research came to mean “taking a deliberate action followed by systematic observation” (Shadish, Cook, & Campbell, 2002, Leavy, 2017). Experiments are used in explanatory research and are based on causal logic (or cause-and-effect logic). This logic looks at identifying causal relationships between variables (e.g., A causes X or A causes X under Y circumstance). Leavy (2017) stated that there are necessary conditions in order to support the presence of a causal relationship. Mujis (2004) further stated that experimental method is a test

DRAFT

8

and findings Research plan All research aspects are well planned before data collection Behavior toward research aspects/ Control or manipulation of research conditions conditions by the researcher Obtaining knowledge Scientific method Purpose Evaluates objectives and examines cause- effect relationships Data-analysis techniques Mathematically based methods Style of expression Impersonal, scientific or systematic Sampling technique Random sampling as the most preferred

B. Strengths and Weaknesses of Quantitative Research

Prieto et. al (2017) identified the strengths and weaknesses of qualitative research as summarized in the table below:

Strengths Weaknesses Valid way of concluding results and most reliable design and gives way to a new hypothesis or to disproving it.

Quantitative research can be time consuming, costly, and difficult and also because most researchers are non-mathematicians.

The bigger number of the sample of a population, the more reliable and valid are the results or generalizations.

Quantitative studies require extensive statistical treatment. Retesting and refinement of the design is needed if there is unclear finding and that entails another investment in time and resources.

Experiments in quantitative design filter out external factors and if properly designed, the results can be seen as real and unbiased.

Quantitative method tends to turn out only proved or unproved results, leaving little room for uncertainty or grey areas.

C. Kinds of Quantitative Research Mujis (2004) identified the two major types of quantitative research designs: experimental designs and non-experimental designs. 1. Experimental Research Experiments in research came to mean “taking a deliberate action followed by systematic observation” (Shadish, Cook, & Campbell, 2002, Leavy, 2017). Experiments are used in explanatory research and are based on causal logic (or cause-and-effect logic). This logic looks at identifying causal relationships between variables (e.g., A causes X or A causes X under Y circumstance). Leavy (2017) stated that there are necessary conditions in order to support the presence of a causal relationship. Mujis (2004) further stated that experimental method is a test

DRAFT

9

under controlled conditions that is made to demonstrate a known truth or examine the validity of a hypothesis. Edmonds and Kennedy (2017) defined hypotheses as simply predictions the researcher posits as to the direction a relationship will manifest between two or more variables. It is purely statistical terminology that is thus tested with statistics. In experimental research, there are two distinct types of hypotheses: the alternative hypothesis (HA) and the null hypothesis (Ho). The alternative hypothesis (HA) is the one we want to be true, while the null hypothesis (Ho) is the opposite (Mujis, 2004). Example: A researcher is studying the effect of the different formulations of the composite wheat flour-sweet potato flour pandesal. To test the differences in the sensory characteristics (color, odor, taste and texture) of the different formulations the following hypothesis were tested: Alternative hypothesis (HA)- That there are significant differences in the sensory characteristics specifically color, odor, taste and texture among the treatments. Null hypothesis (HO)-That there are no significant differences in the sensory characteristics specifically color, odor, taste and texture among the treatments. Leavy (2017) further classified experimental design into three primary categories of experiments: pre-experiments, true experiments, and quasi-experiments. a. Pre-experimental designs are focused on studying a single group that is given the experimental intervention (experimental groups only). b. True experimental designs (also called classical experiments) are based on randomization. Research subjects are randomly assigned to control and experimental groups. Because both randomization and control groups are used, true experiments are considered the strongest form of experiments. c. Quasi-experimental designs involve taking advantage of natural settings or groups, and thus subjects are not randomly assigned. 2. Non-experimental Research According to Baraceros (2016), non-experimental research is a way of finding out the truths about a subject by describing the collected data about such subject and determining their relationships or connections with one another. It cannot establish cause-effect relationships. Leavy (2017) stated that while validity is still a concern in non-experimental research, the concerns are more about the validity of the measurements, rather than the validity of the effects. a. Survey research is the most widely used quantitative design in the social sciences. Common uses of survey research with which you are probably familiar include the census, polling on political issues or public opinions, and market research (Leavy, 2017). Surveys are commonly used to observe attitudes, trends, or opinions of the population of interest. Participants are usually selected from the population to discover the relative incidence, distribution, and interrelations of

DRAFT

10

educational, sociological, behavioural, or psychological variables. Thus, it can be classified as quantitative and is often considered a variant of the observational approach. b. Descriptive or observational studies because the researcher observes or describes what the subjects report and do not intervene with a treatment (Patten and Newhart, 2017) c. Correlational research (Prieto et al., 2017) - has three types:

Bivariate correlational studies- obtain scores from two variables from each subject and use them to calculate a correlation coefficient. Correlation means variables are selected because they are believed to be related.

Examples: 1. Ice cream sales go up (variable 1) if the temperature is high (variable 2). (Positive correlation) 2. Crime in the community increases (variable 1) as the number of police personnel decreases (variable 2). (Negative correlation) 3. Increase ice cream sales are not correlated to crime increase in the community. (Zero correlation)

Prediction studies- the correlation coefficient to show how one variable predicts another. Example: National Achievement Test (NAT) scores in Grade 12 are used to predict students’ scores in college entrance exam.

Multiple Regression Prediction Studies- these make it possible to combine the variables that can contribute to the over-all prediction in an equation that adds together the predictive of each identified variable.

Lesson 1.2 Illustrating Importance of Quantitative Research across Field According to Baraceros (2016), the importance of quantitative research lies greatly in the production of results that should reflect precise measurement and in-depth analysis of data. The data will be used to either support or reject the hypotheses as potential explanations for the possible causes and solutions (Patten, 2017). The list below shows the importance of quantitative research (University of Leicester). 1. Shows precise reliability and objectivity 2. Can use statistics to generalize a finding 3. Complex problem can be reduced and restructured to a limited number of

variables 4. Can establish cause and effect in highly controlled circumstances and looks at

relationships between variables

DRAFT

10

educational, sociological, behavioural, or psychological variables. Thus, it can be classified as quantitative and is often considered a variant of the observational approach. b. Descriptive or observational studies because the researcher observes or describes what the subjects report and do not intervene with a treatment (Patten and Newhart, 2017) c. Correlational research (Prieto et al., 2017) - has three types:

Bivariate correlational studies- obtain scores from two variables from each subject and use them to calculate a correlation coefficient. Correlation means variables are selected because they are believed to be related.

Examples: 1. Ice cream sales go up (variable 1) if the temperature is high (variable 2). (Positive correlation) 2. Crime in the community increases (variable 1) as the number of police personnel decreases (variable 2). (Negative correlation) 3. Increase ice cream sales are not correlated to crime increase in the community. (Zero correlation)

Prediction studies- the correlation coefficient to show how one variable predicts another. Example: National Achievement Test (NAT) scores in Grade 12 are used to predict students’ scores in college entrance exam.

Multiple Regression Prediction Studies- these make it possible to combine the variables that can contribute to the over-all prediction in an equation that adds together the predictive of each identified variable.

Lesson 1.2 Illustrating Importance of Quantitative Research across Field According to Baraceros (2016), the importance of quantitative research lies greatly in the production of results that should reflect precise measurement and in-depth analysis of data. The data will be used to either support or reject the hypotheses as potential explanations for the possible causes and solutions (Patten, 2017). The list below shows the importance of quantitative research (University of Leicester). 1. Shows precise reliability and objectivity 2. Can use statistics to generalize a finding 3. Complex problem can be reduced and restructured to a limited number of

variables 4. Can establish cause and effect in highly controlled circumstances and looks at

relationships between variables

DRAFT

11

5. Existing theories or hypotheses can be tested 6. A sample is assumed representative of the population 7. Subjectivity of researcher in methodology is less recognized 8. May miss a desired response from the participant and is less detailed than

qualitative data.

Activity 1.1.1. Identify Me

Check ( ) the space provided before the number if the statement describes the characteristics of a Quantitative Reseach.

_____1. 1. .

_____2.

_____3

_____4.

Quantitative research can be based on replication (e.g., replicating a previously conducted study with new populations).

In quantitative research, a sample needs to be large enough to adequately represent the population.

Quantitative research includes interview data that may be described in a narrative that points out themes and trends.

Quantitative research value the depth of meaning and people’s subjective experiences and their meaning-making processes.

What’s More

DRAFT

12

Lesson 1.3 Differentiating Variables and their Uses

What’s In This is a test of how much you have learned from the previous lesson. Now,

encircle the number/s, which best described the importance of a quantitative research.

Activity 1.1.2 Let’s Meet Them

Directions: This is about testing your vocabulary and to see how much do you know about these new words. You start with examining the words numbered 1— 10 and then look for the given words enclosed in a box with the same meaning and write it on the space provided in each number.

1. Reliant ________________

2. Vigor ________________

3. Carry ________________

4.Confidence ________________

5.Afflicted ________________

6.Varying ________________

7.Manifest ________________

8.Surface ________________

9.Attribute ________________

10.Mediator ________________

Dependent Strength

Belief in oneself Distressed

Changing Obvious

External independent

Extraneous Feature

Negotiator Transport

1. More reliable and objective 2. Does not involve numerical data 3. Can use statistics to generalize a finding 4. Complex problem is reduced and restructured to a limited number of variables. 5. Theories or hypotheses are tested. 6. A sample is assumed representative of the population. 7. It does not necessarily need a statistical treatment.

What’s New

DRAFT

12

Lesson 1.3 Differentiating Variables and their Uses

What’s In This is a test of how much you have learned from the previous lesson. Now,

encircle the number/s, which best described the importance of a quantitative research.

Activity 1.1.2 Let’s Meet Them

Directions: This is about testing your vocabulary and to see how much do you know about these new words. You start with examining the words numbered 1— 10 and then look for the given words enclosed in a box with the same meaning and write it on the space provided in each number.

1. Reliant ________________

2. Vigor ________________

3. Carry ________________

4.Confidence ________________

5.Afflicted ________________

6.Varying ________________

7.Manifest ________________

8.Surface ________________

9.Attribute ________________

10.Mediator ________________

Dependent Strength

Belief in oneself Distressed

Changing Obvious

External independent

Extraneous Feature

Negotiator Transport

1. More reliable and objective 2. Does not involve numerical data 3. Can use statistics to generalize a finding 4. Complex problem is reduced and restructured to a limited number of variables. 5. Theories or hypotheses are tested. 6. A sample is assumed representative of the population. 7. It does not necessarily need a statistical treatment.

What’s New DRAFT

13

What is It In research, whether qualitative or quantitative, variables play a very important role. In a quantitative research, your goal is to examine the relationships between variables. Variable is made up of the root or base word “vary” which means to undergo changes or to differ from. A variable is a characteristic or attribute of interest in the research study that can take on different values and is not constant. Variables are changing qualities or characteristics of persons or things and may be straightforward and easy to measure including characteristics such as gender, intelligence, ideas, achievements, confidence, weight, height, age, size, and time. Other variable may be more complex and more difficult to measure. Examples of these types of variables may include socioeconomic status, attitudes, achievement, education level, and performance (Suter, 2013). Let’s take a closer look of quantitative variables which are our main concern in doing quantitative research. Quantitative variables are those variables that are measured in terms of numbers. Some examples of quantitative variables are height, weight, and shoe size.

A. Basic Types of Variables Understanding variables leads you to succeed in your research work. So, take

a look at the basic types of variables namely Independent, and dependent variables. In an experimental research, the independent variable is the condition or

treatment applied to the experimental group that is under the control, direction or manipulation of the researcher, while the dependent variable is the variable that changes because of another variable, it is the effect, response or the outcome variable. For example, to determine the positive effects of one modern grammar theory called Systemic Functional Grammar (SFG) on Intercultural Competence (IC), these can be applied in many ways as collaborative oral, or written activity. In this case, the SFG serves as the independent variable and the IC as the dependent variable.

Listed below are additional examples for you to fully understand about these variables. Please observe how these types of variables are determined:

Researches Independent

Variable Dependent

Variable 1. A researcher would like to know a

description of how parents feel about the K to 12 program implementation.

K to 12 program implementation.

description of how the parents feel/ feeling of parents

2. A farmer would like to know the effect of the different amounts of fertilizer on the growth of plants.

amounts of fertilizer growth of plants.

3. A study on the relationship between a student’s math aptitude test and grade in General Mathematics

student’s math aptitude test

grade in General Mathematics

DRAFT

14

B. Other Types of Variables

Extraneous variables are to be controlled by you as researcher or

experimenter. This variable exists as “nuisance variables” whose potency or influence needs to go down to prevent it from affecting the results negatively.

Covariate variables included in the research study to create interactions with

the independent and dependent variables. Continuous variables quantitative in nature and is used in interval or ratio

scale measurement. Attribute variables characteristics of people intelligence, creativity, anxiety

and learning styles. Dichotomous variables have two possible results, one or zero. Latent variables cannot be directly observed like personality traits (Russell

2013 and Babbie 2013).

Activity 1.1.3. Know Me

This is a test of your knowledge and understanding about variables, keeping in mind its meaning in the field of your research study. Now, check all words in the list below which you think can operate as variables in any research study.

____ skills ____ attitudes ____ weight ____ height ____ achievement ____ economic status ____ marital status ____ academic grades ____ mental pictures ____ family income ____ ghost ____ physical exercise ____ dreams ____ guardian angel ____ intelligence ____ population ____ financial outcome ____ textbooks

What’s More

DRAFT

14

B. Other Types of Variables

Extraneous variables are to be controlled by you as researcher or

experimenter. This variable exists as “nuisance variables” whose potency or influence needs to go down to prevent it from affecting the results negatively.

Covariate variables included in the research study to create interactions with

the independent and dependent variables. Continuous variables quantitative in nature and is used in interval or ratio

scale measurement. Attribute variables characteristics of people intelligence, creativity, anxiety

and learning styles. Dichotomous variables have two possible results, one or zero. Latent variables cannot be directly observed like personality traits (Russell

2013 and Babbie 2013).

Activity 1.1.3. Know Me

This is a test of your knowledge and understanding about variables, keeping in mind its meaning in the field of your research study. Now, check all words in the list below which you think can operate as variables in any research study.

____ skills ____ attitudes ____ weight ____ height ____ achievement ____ economic status ____ marital status ____ academic grades ____ mental pictures ____ family income ____ ghost ____ physical exercise ____ dreams ____ guardian angel ____ intelligence ____ population ____ financial outcome ____ textbooks

What’s More DRAFT

15

Activity 1.1.4. This is Me Now

1. Based on the lesson, I have realized that Quantitive research is

___________________________________________________________________

___________________________________________________________________.

2. Based on the lesson, I realized that Variables are ________________________________________________________ ___________________________________________________________________. These variables are of two basic types namely ___________________________and _________________________. I also noticed that there are also other variables you may encounter in your research study such as: ____________________________, ______________________, ______________________, ___________________,_ ______________________, _____________________, _____________________ Furthermore, I learned that among the variables; quantitative variables are those __________________________________________________________________. Activity 1.1.5. Can You Solve the Problem? 1. Since you have mastered the concepts of quantitative research, you shall now apply the things you have learned. Please read carefully the details and do what is asked below.

What Have I Learned

What I Can Do

DRAFT

16

Observe your school, the community or your home. Identify possible problem that is present in your observation and practice solving the problem by filling in the blank. Make it more numerical in nature using the terms frequencies, number of times, how often, etc. a. What is the observation? _______________________________________

___________________________________________________________________

__________________________________________________________________.

b. What is the problem? _________________________________________

___________________________________________________________________

__________________________________________________________________.

c. Provide three (3) possible solutions to solve the problem?

Solution 1: _________________________________________________________.

Solution 2: _________________________________________________________.

Solution 3: _________________________________________________________. d. What are the possible results of the three (3) possible solutions?

Result # 1: ___________________________________________________.

Result # 2: ___________________________________________________.

Result # 3: ____________________________________________________. e. Which among the solutions has the best result and why? ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________. Activity 1.1.6. Catch Me I’m Falling

A. Examine the variables you identified in Activity 2. List down all quantitative variables on the space provided below.

__________________ ___________________ __________________ ___________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ ____________________ __________________ ___________________ ____________________ __________________ ___________________ ____________________

DRAFT

16

Observe your school, the community or your home. Identify possible problem that is present in your observation and practice solving the problem by filling in the blank. Make it more numerical in nature using the terms frequencies, number of times, how often, etc. a. What is the observation? _______________________________________

___________________________________________________________________

__________________________________________________________________.

b. What is the problem? _________________________________________

___________________________________________________________________

__________________________________________________________________.

c. Provide three (3) possible solutions to solve the problem?

Solution 1: _________________________________________________________.

Solution 2: _________________________________________________________.

Solution 3: _________________________________________________________. d. What are the possible results of the three (3) possible solutions?

Result # 1: ___________________________________________________.

Result # 2: ___________________________________________________.

Result # 3: ____________________________________________________. e. Which among the solutions has the best result and why? ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________. Activity 1.1.6. Catch Me I’m Falling

A. Examine the variables you identified in Activity 2. List down all quantitative variables on the space provided below.

__________________ ___________________ __________________ ___________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ ____________________ __________________ ___________________ ____________________ __________________ ___________________ ____________________

DRAFT

17

B. Below are titles of researches. Fill in the table with the correct independent

variable/s and dependent variable/s of the following research study:

Researches Independent variable Dependent variable 1. A researcher would like to

know if Cognitively Focused Instruction Improve the Academic Performance of Low-Achieving Students

.

2. Studying about the relation between alcohol abuse or dependence on academic performance of first-year college students

.

3. The Impact of Enquiry-Based Learning on Academic Performance and Student Engagement

4. Effects of Information Literacy Skills on Student Writing and Course Performance

5. Academic performance and satisfaction with homework completion among college students

Lesson Identifying the Inquiry and Stating the Problem

This lesson introduces the research sources applicable in daily life. It also shows outlines and features needed to understand in making significant parts of a Chapter I in research paper. It is the beginning of your research journey, by creating and formulating research title, presenting the context of the study being covered that shows brief background information of the topic, and its study contribution to the community.

2

DRAFT

18

Lesson 2.1 Writing a Research Title

Humans are the most intelligent animals in the planet. They are the ones who

are kept on asking about different questions, testing different experimentations towards about themselves, finding answers on the events, their environment and the world around them. Research is asking questions and finding answers. It is more likely looking into something, looking for something or either comparing and contrasting things. It is more about finding out more information. It has counting things, making inquiries, being curious and finding out what people think, finding out what people do, finding out what works and what does not work.

Activity 1.2.1. Name Me

Directions: Each of the pictures below shows particular situations in our community. Write your observations and your possible research title in each picture in the column provided.

Community Issues/Concerns And Situations

Possible Research Titles

1. 2.

1.

2.

1.

2.

What I Need to Know

What’s New

DRAFT

18

Lesson 2.1 Writing a Research Title

Humans are the most intelligent animals in the planet. They are the ones who

are kept on asking about different questions, testing different experimentations towards about themselves, finding answers on the events, their environment and the world around them. Research is asking questions and finding answers. It is more likely looking into something, looking for something or either comparing and contrasting things. It is more about finding out more information. It has counting things, making inquiries, being curious and finding out what people think, finding out what people do, finding out what works and what does not work.

Activity 1.2.1. Name Me

Directions: Each of the pictures below shows particular situations in our community. Write your observations and your possible research title in each picture in the column provided.

Community Issues/Concerns And Situations

Possible Research Titles

1. 2.

1.

2.

1.

2.

What I Need to Know

What’s New

DRAFT

19

Research can be conducted for our own benefits, through asking questions, observing, simply watching, counting or reading. Formally, it can be done for medical or academic purposes, as a marketing strategy for business purposes, to inform and influence politics, policy and regulations. Research may be carried out into our lives through media, into our place to work, with our friends and with our family or even through reading previous researches. Our views may depend on our personal, social, and psychological interactions, even in our own identities that are socially constructed through our own theorizing. Research gives us information about: 1. Attitudes 4. Cultures and Norms

2. Habits 5. Medical information 3.Scientific facts 6. Thoughts and opinions The nature of writing research is associated with curiosity and intellectual discovery to understand the society and social processes, as well as to test and to create theories. Through research, we are informed and be able to address social problems and potentially 'improve' social conditions and concerns. It is also to give possible community intervention that might address the needs of particular community issues. Sources for Research Problem

• Other studies, particularly their research recommendations • National/international trends or situations to be described or improved • Real-life problems, issues, experiences, or situations of Grade 12 students

Possible Grade 12 Research Problems

• Bashing and Fake news in Social Media (Humanities) • Climate Change Mitigation and Adaptation • Contested Islands in Philippine Sea • Demolition of Buildings Obstructing Cultural Heritage (Art) • Disaster Readiness and Risk Reduction Management • Environmental Awareness • Government War on Drugs & Crimes • Virtual Learning

Guidelines in Writing Research Titles

1. Condenses the paper’s content in a few words • Research title is typically around 10 to 12 words long. • Lengthy research title may seem unfocused and take the readers’ attention

away from an important point. 2. Captures the readers’ attention

• Simple, brief and attractive title will capture reader’s attention. 3. Should contain key words used in the manuscript and define the nature of the

study.

What Is It

DRAFT

20

4. Must include terms people would use to search for your study and include them in your title.

Features of Research Titles

Lists key variables, scientific/technical style, 12 words maximum (concise: omit unnecessary words like ‘the’), non-repetitive words

Reflects social science, humanities, art in Grade 12 context Example: Attitude of Digital Natives/Immigrants on Social

Activity 1.2.2. Name Me and Correct Me If I am Wrong

After knowing the concepts and guidelines in making research title, you may go back to your activity in “What’s New” and revise your answers in accordance with the guidelines. COMMUNITY ISSUES/CONCERNS

AND SITUATIONS BACKGROUND OBSERVATIONS

What’s More

DRAFT

20

4. Must include terms people would use to search for your study and include them in your title.

Features of Research Titles

Lists key variables, scientific/technical style, 12 words maximum (concise: omit unnecessary words like ‘the’), non-repetitive words

Reflects social science, humanities, art in Grade 12 context Example: Attitude of Digital Natives/Immigrants on Social

Activity 1.2.2. Name Me and Correct Me If I am Wrong

After knowing the concepts and guidelines in making research title, you may go back to your activity in “What’s New” and revise your answers in accordance with the guidelines. COMMUNITY ISSUES/CONCERNS

AND SITUATIONS BACKGROUND OBSERVATIONS

What’s More

DRAFT

21

Activity1. 2.3. Look Back and Reflection 1

Now that you are done knowing the guidelines and features in writing a research title, take a look back and remember the things you learned.

Based on the lesson, I have realized that ______________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

________________________________________________________________.

Lesson 2.2 Describing the Background of Research

In previous lesson, you have learned that the nature of writing research is to understand the society and social processes, as well as to test and to create theories in order for us to be informed about social action and potentially 'improve' social conditions and concerns. It is also to give possible community intervention that might address the needs and aid particular community issues. You have also learned the different possible sources of research problems. Moreover, you have discovered the guidelines in formulating research titles. In connections to the new lesson, you will be able to learn how to describe your topic into a coherent one.

What I have Learned

What’s In

DRAFT

22

Activity 1.2.4. Describe Me

Directions: Each of the pictures below shows particular situations in your community. Write your observations in each picture in the column provided..

COMMUNITY ISSUES/CONCERNS AND SITUATIONS

BACKGROUND OBSERVATIONS

What’s New

DRAFT

22

Activity 1.2.4. Describe Me

Directions: Each of the pictures below shows particular situations in your community. Write your observations in each picture in the column provided..

COMMUNITY ISSUES/CONCERNS AND SITUATIONS

BACKGROUND OBSERVATIONS

What’s New

DRAFT

23

The background of the study is part of a research provided in the introduction section of the paper. In writing, a good background of the study might determine your research questions or topics in a problem, and the method being used to solve the issue or problem.

Guidelines in Writing Introduction of the Study

1. Introduce your topic 2. Create some context and background 3. Plan to carry out your research 4. State your rationale 5. Explain why your research is important 6. State your hypothesis (optional)

What Is It

DRAFT

24

Activity 1.2.5 Decribe Me Level Up You may now go back to your activity in “What’s New” and revise your

answers in accordance with the given guidelines. Community Issues/Concerns And

Situations Previous

Background Observations

Revised Background Observations

1. 2.

1.

2.

1.

2.

What’s More

DRAFT

24

Activity 1.2.5 Decribe Me Level Up You may now go back to your activity in “What’s New” and revise your

answers in accordance with the given guidelines. Community Issues/Concerns And

Situations Previous

Background Observations

Revised Background Observations

1. 2.

1.

2.

1.

2.

What’s More

DRAFT

25

Activity 1.2.6. Look Back and Reflection 2

Now that you are done studying the guidelines and features in writing a research title, take a look back and remember the things you learned.

Based on the lesson, I have realized that ________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________.

Lesson 2.3 Stating Research Questions

In previous lesson, you have learned the features in writing the introduction of research as well as the importance in having the background of the study to be incorporated in the paper. The main reason that background of the study is written is to provide a link between the topic and the research questions. Thus, it is important to provide the reader with an insight on the topic. In connections to the new lesson, we will be able to learn the steps in hitting the objectives of our study.

What I have Learned

What’s In

DRAFT

26

Activity 1.2.7. Plan Me

Directions: Each of the pictures below shows particular situations in our community. Write your objectives in each picture in the column provided.

COMMUNITY ISSUES/CONCERNS AND SITUATIONS

RESEARCH OBJECTIVES

1. 2.

1. 2.

1. 2.

What’s New

DRAFT

26

Activity 1.2.7. Plan Me

Directions: Each of the pictures below shows particular situations in our community. Write your objectives in each picture in the column provided.

COMMUNITY ISSUES/CONCERNS AND SITUATIONS

RESEARCH OBJECTIVES

1. 2.

1. 2.

1. 2.

What’s New

DRAFT

27

Generally speaking, a research problem is a situation that needs a solution. Statement of the problem describes an issue currently existing which needs to be addressed. It also provides the context for the research study. It generates the questions which the research study aims to answer. Statement of a problem is a clear description of the issue(s). It includes the objectives, an issue statement, and a method to be used in solving the problem. Nevertheless objectivity can be incorporated by answering questions such as:

Is the problem of current interest? Is the problem likely to continue in the future? How large is the population being affected by the problem? How popular, important or influential is the population? Will the gathered information about the problem have practical applications? Will the gathered information about the problem have theoretical applications? Would this study create or improve an instrument? Would this research findings lead to some useful change towards best practices? Common Sources of Research Problem / Statement of the Problem

A reproduction of a previous related studies Personal experiences and interests of the researchers Related Literature from one’s own area of interest Various theories in the discipline

Guidelines in Writing Statement of the Problem

1. Put the problem in the context (What do we already know?)

2. Describe the precise issue that the research will address (What do we need to know?) 3. Show the relevance of the problem (Why do we need to know it?) 4. Set the objectives of the research (What will you do to find out?) The statement of the problem could end with questions. Typically, the

questions could contain two variables, measurable relationship and some indications of the population. The purpose of the literature review that follows thereafter is to answer the research questions. If the literature cannot answer the questions, the research needs to do so through conducting the research. Example: What is the relationship between the farm productivity and farmer use of fertilizer?

The information needed are: (1) farm productivity level (2) measure of fertilizer use

What Is It

DRAFT

28

Activity 1.2.8. Plan Me Twice Now that you have already an idea of the concepts about the common sources of the guidelines in stating the problem and its guidelines, kindly go back to your activity in “What’s New” and revise your answers in accordance with the guidelines.

Community Issues/Concerns And Situations

Previous Statement Of The Problem

Revised Statement Of The Problem

1. 2.

1.

2.

1.

2.

What’s More

DRAFT

28

Activity 1.2.8. Plan Me Twice Now that you have already an idea of the concepts about the common sources of the guidelines in stating the problem and its guidelines, kindly go back to your activity in “What’s New” and revise your answers in accordance with the guidelines.

Community Issues/Concerns And Situations

Previous Statement Of The Problem

Revised Statement Of The Problem

1. 2.

1.

2.

1.

2.

What’s More

DRAFT

29

Activity 1.2.9. Look Back and Reflection 3

Now that you are done knowing the guidelines and features in writing a research title, take a look back and remember the things you learned.

Based on the lesson, I have realized that __________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________.

Lesson 2.4 Indicating Scope and Limitation of the Study

In previous lesson, you have learned the importance of formulating statement of the problem in the study. We also discussed the common sources of research problem and taking a clear look to its features to be included. There are also some guidelines to keep us guided on the points in making the statement of the problem. In connection to the new lesson, you will be able to learn how to indicate the scope and its limitations appropriate and applicable to your study.

What I have Learned

What’s In

DRAFT

30

Activity 1.2.10. Find Your Limits

Directions: Each of the pictures below shows particular situations in our community. Write your scope and limitations of the study of each picture in the column provided.

COMMUNITY ISSUES/CONCERNS AND SITUATIONS

SCOPE AND LIMITATIONS OF THE STUDY

What’s New

DRAFT

30

Activity 1.2.10. Find Your Limits

Directions: Each of the pictures below shows particular situations in our community. Write your scope and limitations of the study of each picture in the column provided.

COMMUNITY ISSUES/CONCERNS AND SITUATIONS

SCOPE AND LIMITATIONS OF THE STUDY

What’s New

DRAFT

31

The scope of the study basically means all those things that will be covered in the research project. The limitations of the study are those characteristics of design that have impact or influence in the interpretation of the findings of your research.

On the other hand, scope of the study refers to how far the research area has been explored and has been operating within parameters of the study.

The following are two types of information to be included in the scope of the research project.

Facts - refer to pieces of information that are being used as evidences to prove that a study undergoes successive experiment or actual gathering of data.

Theories –are ideas or principles gathered from different sources like books or articles from the internet. It is just a presumption of a desired explanation to support the study.

Features in Formulating Scope and Limitations of the Study 1. State categorically the periods covered by the study 2. List specific aspects of the data, such as:

Personal information sample size geographic location variables

3. List the academic theories applied to the data so the reader knows the lens of analysis you are using.

Example/s:

If you are writing this topic entitled: “The Role of Mass Media in Educational Development of Lala National High School from 2010-2020”, the scope of the study is going to include its several roles within the time frame stated. It should also state Mass Media types used in the analysis of the study including locations and sample size used.

Here is an example of the scope of the study of the given title.

The scope of the study is limited to the role of Mass Media in educational development of Lala National High School from 2010 to 2020. The scope of mass media equipment that is being used are the television, radio and other electronic sets which are meant to give out information objectively through their effective usage to educate the poor masses. There are 300 questionnaires to be adequately filled and returned by the target audience to ascertain some variables.

What Is It

DRAFT

32

Activity 1.2.11. Find Your Limits Version 2.0

Like in the previous topic, after knowing the guidelines in writing the scope and limitations, you are now asked to go back to your activity in “What’s New” and revise their answers in accordance with the guidelines.

Community Issues/Concerns And Situations

Previous Scope and Limitation of The Study

Revised Scope and Limitation

of The Study

What’s More

DRAFT

32

Activity 1.2.11. Find Your Limits Version 2.0

Like in the previous topic, after knowing the guidelines in writing the scope and limitations, you are now asked to go back to your activity in “What’s New” and revise their answers in accordance with the guidelines.

Community Issues/Concerns And Situations

Previous Scope and Limitation of The Study

Revised Scope and Limitation

of The Study

What’s More

DRAFT

33

Activity 1.2.12 Look Back and Reflection 4

Now that you are done knowing the guidelines and features in writing a

research title, take a look back and remember the things you learned.

Based on the lesson, I have realized that __________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________.

Lesson 2.5 Citing Benefits and Beneficiaries of the Study

In previous lesson, you have learned the importance of formulating statement of the problem of the study. We also discussed the common sources of research problem by taking a closer look to its features. There are also some guidelines to keep us guided in making the statement of the problem. In connection to the new lesson, you will be able to identify the direct persons who will benefit the study.

What I have Learned

What’s In

DRAFT

34

Activity 1.2.13 Take It or Leave It

Directions: Each of the pictures below shows particular situations in our community. Write your significance of the study in each picture in the column provided.

Community Issues/Concerns and Situations

Significance of The Study

Significance of the study provides details to the reader on how the study will

contribute such as what the study will contribute and who will benefit from it. It also includes the explanation of the importance as well as its potential benefits towards the specific beneficiaries of the study.

What’s New

What Is It

DRAFT

34

Activity 1.2.13 Take It or Leave It

Directions: Each of the pictures below shows particular situations in our community. Write your significance of the study in each picture in the column provided.

Community Issues/Concerns and Situations

Significance of The Study

Significance of the study provides details to the reader on how the study will

contribute such as what the study will contribute and who will benefit from it. It also includes the explanation of the importance as well as its potential benefits towards the specific beneficiaries of the study.

What’s New

What Is It

DRAFT

35

Guidelines in Writing the Significance of the Study

1. Refer to the statement of the problem. In writing the significance of the study, always refer to the statement of the problem.

2. Write it from general to particular. 3. Determine the specific contribution of your study to society as well as to

the individual.

Activity 1.2.14 Take It or Leave It Twice

Since you are done studying the ways in writing the significance of your study, you are now ready to go back to your activity in “What’s New” and revise your answer according to the guidelines.

Community Issues/Concerns

And Situations Previous Significance

Of The Study Revised

Significance Of The Study

What’s More

DRAFT

36

4. 5. 6. W

Activity 1.2.15 Look Back and Reflection 5

Now that you are done knowing the guidelines and features in writing the significance of the study, take a look back and remember the things you learned.

Based on the lesson, I have realized that __________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________.

Activity 1.2.16. Do It Your Own Directions: Fill in the spaces below and apply the following guidelines in making your Chapter I. Each group shall present research output for the class critiquing. Research Title:______________________________________________________ ___________________________________________________________________ Introduction of the Study: ______________________________________________________________________________________________________________________________________ Statement of the Problem: ______________________________________________________________________________________________________________________________________ Scope and Limitation of the Study: ______________________________________________________________________________________________________________________________________ Significance of the Study: ______________________________________________________________________________________________________________________________________

What I have Learned

What I Can Do

DRAFT

36

4. 5. 6. W

Activity 1.2.15 Look Back and Reflection 5

Now that you are done knowing the guidelines and features in writing the significance of the study, take a look back and remember the things you learned.

Based on the lesson, I have realized that __________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________.

Activity 1.2.16. Do It Your Own Directions: Fill in the spaces below and apply the following guidelines in making your Chapter I. Each group shall present research output for the class critiquing. Research Title:______________________________________________________ ___________________________________________________________________ Introduction of the Study: ______________________________________________________________________________________________________________________________________ Statement of the Problem: ______________________________________________________________________________________________________________________________________ Scope and Limitation of the Study: ______________________________________________________________________________________________________________________________________ Significance of the Study: ______________________________________________________________________________________________________________________________________

What I have Learned

What I Can Do

DRAFT

37

Research Paper Grading Rubric Components Outstanding Good Average Below Average

Title

2 points

Gives a general description of question and

work performed

Missing one of the following: dependent variable,

independent variable and

organism studied

Missing two of the following: dependent variable,

independent variable and

organism studied

Not present

Introduction

12 points

Provides the reader with the

necessary information to

understand the present study

Does not shows the interest of the

reader Gives too much information--more

like a summary

Missing one or two components

of a good introduction

Missing the most needed

information to understand the

study Contains no

information about the study

Statement of the Problem

5 points

States clearly problems questions being asked

Gives hypothesis being tested

Missing one component of a good statement of the problem

Missing two components of a good statement of the problem

Missing three or more components of a good statement of the problem

Scope and Limitation of the Study 6 points

Describes how the experiment was performed with sufficient details and its scope and limitation

Most steps are understandable but some lack details are confusing

Minimal details in the parameter of the study is lacking

Majority of the details in parameter of the study is lacking

Significance of the Study

8 points

Highlights most important beneficiaries and benefits of the study

Highlights two important beneficiaries and benefits of the study

Highlights one important beneficiaries and benefits of the study

Highlights none of the important beneficiaries and benefits of the study

References

5 points

Cites sources ten sources

Cites five sources only

Cites sources two – three sources

No sources cited

Grammar and mechanics

4 points

Paragraphs well organized

Sections with logical organization of paragraphs (especially introduction, results and conclusions)

Several grammatical errors, typos, and misspelling may be present

Most grammatical errors, typos, and misspelling may be present

Paper lacks well organized paragraphs

Sections do not contain information presented in a logical order

Overall Evaluation

35-40 points 34-30 points 29-25 points 0-24 points

DRAFT

38

Note to the Teacher : This may serve as research final presentation of the students for this lesson.

Activity 1.2.17. Examine Your Thoughts

Directions: Write Y if you think the statement describes the proper guidelines in making the parts of Chapter I and N if not. Then expalin briefly why you think so.

Scenario Yes No Explanations 1. It should have non-repetitive words. 2. Write it from particular to general. 3. Introduce your topic. 4. Captures reader’s attention. 5.Create some non-context and background. 6. List the non-specific aspects of the data 7. State categorically the periods covered by the study

8. Set the objectives of the study 9. Determine the specific contribution of the study to society.

10. Describe the precise issue that the research will address

What I Have Learned

DRAFT

38

Note to the Teacher : This may serve as research final presentation of the students for this lesson.

Activity 1.2.17. Examine Your Thoughts

Directions: Write Y if you think the statement describes the proper guidelines in making the parts of Chapter I and N if not. Then expalin briefly why you think so.

Scenario Yes No Explanations 1. It should have non-repetitive words. 2. Write it from particular to general. 3. Introduce your topic. 4. Captures reader’s attention. 5.Create some non-context and background. 6. List the non-specific aspects of the data 7. State categorically the periods covered by the study

8. Set the objectives of the study 9. Determine the specific contribution of the study to society.

10. Describe the precise issue that the research will address

What I Have Learned

DRAFT

39

Lesson

Learning from Others and Reviewing the Literatures

In this lesson, you are going to inquire information from other sources that might give you an idea or guide you to find answers on your problems or queries. The review of relevant literature is a major part of research activity.

The main reason why you need to review literature is for you to establish

knowledge or idea about your research topic. This activity is not only searching references such as books or journals from the library or internet but also searching references that will enrich your knowledge and will guide you in solving problems. The purpose of this lesson is for you to review information related to your research topic.

Activity 1.3.1. Tell Me

Explain the term the way you understood them in relation to research.

1. Related Literature ______________________________________________________________ ____________________________________________________________________________________________________________________________

2. Review of Related Literature ______________________________________________________________ ____________________________________________________________________________________________________________________________

3. Primary sources ______________________________________________________________ ____________________________________________________________________________________________________________________________

3

What I Need To Know

What’s New

DRAFT

40

4. Secondary sources ______________________________________________________________ ____________________________________________________________________________________________________________________________

5. General reference ______________________________________________________________

____________________________________________________________________________________________________________________________

Lesson 3.1. Selecting Relevant Literature

One of the skills you need to develop in order to become a successful researcher is the ability to review and report relevant literature. A literature review is a survey of everything that has been done about a particular topic, theory, or research question. It may provide the background for larger work, or it may stand on its own.

What is Literature Review? Literature review or review of related literature is a synthesis of different published articles relevant to the researcher’s main topic which requires proper citation as credits to the source of ideas that they contain. If one fails to cite sources, the paper losses its credibility.

A. Purposes of Review of Related Literature

1. To improve your knowledge and understanding of your topic 2. To determine what each source contributes to the topic 3. To integrate and summarize what is known in a particular topic 4. To understand the relationship between various contributions, identify and

resolve contradictions, and determine gaps or unanswered questions B. How to Evaluate Literature

1. Examine the title. The title should indicate the nature of research without

describing the results. An example of a good title is “Parental Involvement in Schooling and Reduced Discipline Problems among Junior High School Students in NCR”.

2. Read the abstract. A good abstract provides you the purpose of the study, the methods used and its major findings.

What Is It

DRAFT

40

4. Secondary sources ______________________________________________________________ ____________________________________________________________________________________________________________________________

5. General reference ______________________________________________________________

____________________________________________________________________________________________________________________________

Lesson 3.1. Selecting Relevant Literature

One of the skills you need to develop in order to become a successful researcher is the ability to review and report relevant literature. A literature review is a survey of everything that has been done about a particular topic, theory, or research question. It may provide the background for larger work, or it may stand on its own.

What is Literature Review? Literature review or review of related literature is a synthesis of different published articles relevant to the researcher’s main topic which requires proper citation as credits to the source of ideas that they contain. If one fails to cite sources, the paper losses its credibility.

A. Purposes of Review of Related Literature

1. To improve your knowledge and understanding of your topic 2. To determine what each source contributes to the topic 3. To integrate and summarize what is known in a particular topic 4. To understand the relationship between various contributions, identify and

resolve contradictions, and determine gaps or unanswered questions B. How to Evaluate Literature

1. Examine the title. The title should indicate the nature of research without

describing the results. An example of a good title is “Parental Involvement in Schooling and Reduced Discipline Problems among Junior High School Students in NCR”.

2. Read the abstract. A good abstract provides you the purpose of the study, the methods used and its major findings.

What Is It

DRAFT

41

3. Read the literature. Start by scanning the whole material and read the conclusion. This will give a picture of what the literature is all about.

In writing a good literature review, you must be selective that you only include the

most relevant literatures, and be comprehensive that you include studies that are highly relevant and not to omit important ones. C. Sources of Literatures

1. General references