Senior

High
School

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i
Practical Research 2
Alternative Delivery Mode
Quarter 1 – Module 6: The Research’s Conceptual Framework, Definition of Terms and
Hypothesis
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 royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module 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, Division of Palawan

Schools Division Superintendent:
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents:
Loida Palay-Adornado, PhD.
Felix M. Famaran

Development Team of the Module

Writer: Leo Andrew B. Diego
Language Editor: Josie Joshua Pasion
Illustrator: Christian Charles Lester Doblados
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Rosalyn C. Gadiano

Printed in the Philippines by ________________________

Department of Education – MIMAROPA Region – Schools Division of Palawan

Office Address: PEO Road, Bgy. Bancao-Bancao, Puerto Princesa City

Telephone: (048) 433-6392
E-mail Address: [email protected]
Website: www.depedpalawan.com

ii
 Senior High School

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




iii
Introductory Message
For the facilitator:

Welcome to the Practical Research 2 Modular Distance Learning

(MDL) Self-Learning Module on the Designing Research Project
Related to Daily Life & Writing Research Title!
This module was collaboratively designed, developed and reviewed by
educators from public institution to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum Most
Essential Learning Competencies (MELCs) in the “New Normal” situation
while overcoming their personal, social, and economic constraints in
schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in
the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help
you in guiding the learners.
This Practical Research 1 for Quarter 1 is all about
Designing Research Project Related to Daily Life & Writing
Research Title. With this we are trying to allow our learners to
work independently in discovering through simple and
enjoyable activities/ experimentation that are aligned to the
competencies that they should learn.

As a facilitator, you are expected to orient the learners on how to use

this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning. Furthermore, you are expected
to encourage and assist the learners as they do the tasks included in the
module.

iv
For the learner:

Welcome to the Practical Research 2 Modular Distance Learning

(MDL) Self-Learning Module on the Designing Research Project
Related to Daily Life & Writing Research Title!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know

This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.

What’s In
This is a brief drill or review to help you
link the current lesson with the previous
one.

What’s New
In this portion, the new lesson will be
introduced to you in various ways; a
story, a song, a poem, a problem opener,
an activity or a situation.

What is It
This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More
This comprises activities for independent
practice to solidify your understanding
and skills of the topic. You may check the
answers to the exercises using the
Answer Key at the end of the module.

What I Have Learned

This includes questions or blank
sentence/paragraph to be filled into

v
 process what you learned from the
lesson.

What I Can Do
This section provides an activity which
will help you transfer your new
knowledge or skill into real life situations
or concerns.
This is a task which aims to evaluate your
Assessment
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be

given to you to enrich your knowledge or
skill of the lesson learned.

Answer Key This contains answers to all activities in

the module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You can
do it!

vi
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the identification of inquiry and stating the research problem. The
scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond
with the textbook you are now using.

The module is divided into Two (2) lessons, namely:

Lesson 1 – Research Project Related to Daily Life
Lesson 2 – Writing a Research Title

After going through this module, you are expected to:

1. identify a research project related to daily life;
2. determine the characteristics of a research title;

What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Everything we see, hear, taste, touch and feel is a product of

a. senses b. technology c. reflection d. research

2. Which is NOT a source of researchable topics?

a. One’s family, relationship and personal experiences
b. Real interest and motivation in something
c. Review of related literature and studies (foreign or local)
d. None of the above

3. A research project is something that is worth _____________.

a. teaching c. investigating
b. learning d. remembering

1
4. Relationships concerning human as social being poses another research
mode which points to qualitative ventures of research using ______ as its
unit of analysis.
a. number c. idea
b. interview d. word

5. The topic yields results that are instrumental in societal improvement.

Moreover, it is also related to the present happenings.
a. Personal Resources
b. Availability of Information
c. Ttimelines and Relevance of the Topic
d. Interest in the Subject Matter

True or False

Directions: Read the statements on the sources of research topics. Write T if

the statement is true, and write F if the statement if false. Write
your answer before the number

____________6. The recommended length of a research title is 15 to 20

substantive words.
____________7. A good research title must be clearly phrased. It must not be
vague or wordy.
____________8. Do not begin the title with phrases like “A study of” or “An
Experimental Investigation of.”
____________9. Titles are basically in the form of a phrase, but can also in
the form of a question.
____________10. Title should identify the actual variables or theoretical issues
being studied in the research
____________11. Titles are basically in the form of a phrase, but can also in
the form of a question.
____________12. Title should identify the actual variables or theoretical
issues being studied in the research.
____________13. The final title you pass to your instructor is made after the
research is finished in order that the title coherently covers
what was studied.
____________14. The title may be reproduced in bibliographies and subject
directories, deposited in bibliographic databases and
mentioned in other articles.

2
_____________15. The title, being the first part of the paper, will be browsed
by the busy reader, and therefore must be neat, crisp, and
coherent to attract the reader’s attention.

Lesson Designing a Research Project

1 Related to Daily Life

In this contemporary world where everything changes at its break-neck

speed, appalling problems in their various degrees emerge. In this case,
research is a must, that is, solutions must be provided in order to address the
problems at hand. In research, your mind has a tendency tends to think about
many different things ranging from low order thinking skills such as asking
what, who, where and when) to higher order thinking skills such as asking
how and why. These modes of thinking trigger you to choose your research
topic. Thus, you will learn how to specify or narrow questions you want your
study to find definite and measurable answers.

What’s In

Activity: You Belong to Me!

Directions: On a separate sheet of paper, state the meaning of the underlined

word in every group of words. Let other words in the cluster
represent as hints to the meaning of the word.

1. practical, concrete, real, factual

2. probe, inquiry, analysis, investigation
3. endeavor, project, venture, undertaking
4. scope, array, latitude, range
5. dreadful, horrible, awful, appalling
6. anxious, apprehensive, frightened, startled
7. avenue, possibility, cradles, cots
8. scenario, set-up, circumstance, status qou

3
 9. evidence, substantiation, verification, authentication
10. coherent, intelligible, comprehensible, lucid

Activity: Let’s Combine Them!

Directions: On the spaces provided, make an essay comprising five (5)
sentences which combines two to three newly learned words.
Pick one (1) from the following topics and make your own title.
a. COVID 19 disease
b. 3 in 1 Palawan
c. General Community Quarantine
d. Travel ban
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

What’s New

Activity: I am Nothing Without You!

Directions: Get at least two things which represent as product of

research that might be in your pocket or outside your
house. Get a paper and list down the advantages and
disadvantages of having those objects as product of
research.

Object no. 1: ________________________________

Advantages Disadvantages

4
Object no. 2: ________________________________

Advantages Disadvantages

Activity: Tell Me!

Directions: Read and analyze the story below.

“The Researcher and the Shark Experiment”

During a research experiment, a marine biologist placed

a shark into a large holding tank and then released several small
bait fishes into the tank. As you would expect, the shark quickly
swam around the tank, attacked and ate the smaller fish.
The marine biologist then inserted a strong piece of
transparent fiberglass into the tank, creating two separate
partitions. She then put a shark on one side of the fiberglass and
a new set of bait fishes on the other. Again, the shark quickly
attacked. This time, however, the shark slammed into the
fiberglass divider and bounced off. Undeterred, the shark
repeating this behavior every few minutes to no avail. Meanwhile,
the bait fish swam around unharmed in the second partition.
Eventually, about an hour into the experiment, the shark gave up.
This experiment was repeated several dozen times over
the next few weeks. Each time, the shark got less aggressive and
made fewer attempts to attack the bait fish, until eventually, the
shark got tired of hitting the fiberglass divider and simply stopped
attacking altogether.
The marine biologist then removed the fiberglass divider, but
the shark did not attack anymore. The shark was trained to believe
a barrier existed between it and the bait fishes, so the bait fish
swam wherever they wished, free from harm.”

Source: https://thoughtcatalog.com/retrieved last June 8, 2020.

5
 Activity: Learners’ Digest!

Directions: Read the questions carefully and write your answer in your
answer sheet.

1. What did you learn?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. What did you realize?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

3. How can you apply the lesson in your life as a learner?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

4. What do you want to explore further?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

What is It

Research Project Defined

A research project is something that is worth investigating. This means

that there is no exact study that covers the problem encountered in a
particular place. Neil Alden Armstrong, an American Astronaut said: “In much
of society, research means to investigate something you do not know or
understand.”

6
 Designing a research project refers to a general approach that a
researcher chooses to integrate the different components of the study in a
coherent and logical means, whereby, assuring the researcher to effectively
address the research problem. Moreover, it establishes the design for the
COPIA approach to research that is, Collection, Organization, Presentation,
Interpretation and Analysis of data.

Qualitative Research Topics Related to Daily Life

Everything we see, hear, taste, touch and feel is a product of research.

A mobile phone, an airplane, internet and robots, in particular, were once
trivial and nonsense from the people of the ancient. But in today’s era, it is
trending and even in demand possession of every man in all walks of life. The
continuous unfolding to discoveries is not just confined with the technology
which oftentimes described in quantifiable manner. On the other hand,
relationships concerning human as social being poses another research mode
which points to qualitative ventures of research using word as its unit of
analysis.

By observing the world around us, problems undeniably exist. In the

case of our modern society, where the COVID 19 Pandemic affects the whole
world, problems such as unemployment, poverty, lack of health care facilities,
shortage of medical practitioners, phishing, online scamming, abuses in the
environmental resources, among others, can be noticed everywhere.

Using the lenses of interdisciplinary approaches and disseminating

information garnered in different angles of repeated problems pose a huge
task to community of researchers. This gives birth to a new horizon by which
qualitative research presents new theoretical models for further inquiry.

What Makes a Research Topic Researchable?

As you start doing your research task, you have to identify a topic or a
problem to begin with. Engaging in Higher Order Thinking Skills (HOTS) is of
prime importance in this phase. Asking about WHY things, events, cultures,
technological breakthrough, diseases and innovations happen needs the
combination of creative, reflective, bottom line, appreciative, critical,
integrative and interpretative thinking patterns.

A certain research topic becomes researchable when the information or

data for it are backed up with empirical evidences that are observable, factual,
logical and scientific. There are guidelines you have to consider when selecting
a researchable topic (Babbie 2013).

7
Guidelines in Selecting a Practical and Researchable Topic

1. Personal Resources
Researchers’ own personal training and experiences can influence their
choice of approach. An individual trained in technical, scientific writing,
statistics, and computer statistical programs and familiar with quantitative
journals in the library would most likely choose the quantitative design. On
the other hand, individuals who enjoy writing in a literary way or conducting
personal interviews or making up-close observations may gravitate to the
qualitative approach (Creswell 2013).

2. Timeliness and Relevance of the Topic

Along the midst of information generator called the internet, the problem
is not lying on the scarcity of information but on overloading of available
sources from the World Wide Web. Thus, a researcher must only identify the
timely and relevant topic that he or she is willing to work on. Baraceros (2019)
stated that a topic is relevant if it yields results that are instrumental in
societal improvement. It is timely if it is related to the present happenings in
society in general.

3. Availability of Information

In choosing a research topic, it is a must that you visit your library to

check the availability of reading materials related to your chosen topic.
Following questions may guide you as you browse and read your materials in
detail: Are the sources published or unpublished? If published, when is the
publication date? Is the author credible and reliable? Does it contain ISBN
(International Serial Book Number) for books and ISSN (International
Standard Serial Number) for journals? If there is scarcity of previous studies
for your topic in your library, then you must go through the internet for
additional searching of the information. If it not also available in the internet,
then it is good in advancing your qualitative investigation.

1. Interest in the Subject Matter

Your interest is equivalent with your passion. This means when you are
interested in something, you find a way to do it because you, on the first place,
like it. If you like something, you always have the energy and the will to finish
it whatever it takes. Your commitment is deep to the point that you will wake
up even in the middle of the night or very early in the morning just to attend
to your task at hand. Your interest disturbs your inner peace if you do not do
something about it and in the process, fulfils your creative and motivated
spirit.

8
Sources of Research Projects Useful to Daily Living

What are the situations or a scenario that make you anxious and
pushes your mind to do research and prove using empirical evidences? The
following avenues as sources of research projects related to daily life could be
worth considering:

1. Recent political, religious, economic and cultural issues in society

2. One’s family, relationship and personal experiences
3. Real interest and motivation in something
4. Review of related literature and studies (foreign or local) for indexed
journals such as Directory of Open Access Journals (DOAJ),
Researchgate.com/eric.com/goggle scholar.com
5. Other research findings which you want to confirm and reject using
your findings
6. Problem related to academic, social, economic, political and
environmental institutions (DENR, DSWD, DA, FDA, DTI, BIR,
Barangay and School based concerns).
7. Something which can be a source of livelihood (for profit).

Furthermore, the following can help you generate more ideas about a good
research topic (Silverman, 2013).

a. Mass media communication – press (newspapers, ads, TV, radio and

films)
b. Books, internet, peer-reviewed journals, government publications
c. Professional periodicals like College English Language Teaching
Forum, English Forum, The Economist, Academia, and Business
Circle, Law Review
d. General Periodicals such as Readers’ Digest, Women’s Magazine,
Panorama Magazine, Time Magazine, and World Mission Magazine
e. Previous reading assignments in your other subjects
f. Work experience – clues to a researchable topic from full-time or
part-time jobs, OJT (on-the-job training) experience and fieldwork.

9
 What’s More

Activity: Watch and Learn!

Directions: As you read the lesson about designing qualitative research

project and learning from it, do the following. Write your answer
on the space provided.
1. On your answer sheet, make at least top three (3) practical problems
from your surroundings (family, experiences, school or community) that
demand prompting answers.

Top 1:______________________________________________________________
Top 2:______________________________________________________________
Top 3:______________________________________________________________

2. Among the problems you identified, pick only one which disturb or
intrigued you the most? Justify your answer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

What I Have Learned

Instructions: Based from the discussions, read the statements critically.

Write the appropriate answer on your answer sheet.
1. A research projects a general approach that a researcher chooses to
integrate the different components of the study in a coherent and logical
means, whereby, assuring the researcher to effectively address the
research ______________.
2. Everything we see, hear, taste, touch and feel is a product of ___________.
3. A mobile phone, an airplane, internet and robots in particular were once
_____________ and nonsense from the people of the ancient. But in today’s

10
 era, it is trending and even in demand possession of every man in all walks
of life.
4. The continuous unfolding to discoveries is not just confined with the
technology which oftentimes described in quantifiable manner but also in
_______________using description of experiences.
5. Relationships concerning human as social being poses another research
mode which points to qualitative ventures of research using ____________
as its unit of analysis.
6. By _______________ the world around us, problems undeniably exist. In the
case of our modern society, where the COVID 19 Pandemic affects the
whole world, problems such as unemployment, poverty, lack of health care
facilities, shortage of medical practitioners, phishing, online scamming,
abuses in the environmental resources, among others, can be noticed
everywhere.
7. Using the lenses of interdisciplinary approaches and disseminating
information garnered in different angles of repeated problems pose a
herculean task to community of researchers. This gives birth to a new
horizon by which qualitative research presents new theoretical models for
further _______________.
8. Sources of research projects useful to daily living includes recent political,
religious, economic and cultural issues in society; one’s family,
relationship and personal experiences ; real interest and motivation in
something; review of related literature and studies (foreign or local); other
research findings which you want to confirm and reject using your
findings; problem related to academic, social, economic, political and
environmental institutions (DENR, DSWD, DA, FDA, DTI, BIR, Baranggay
and School based concerns) and something which can be a source of
______________ (for profit)

What I Can Do

Activity: Bottomline!
Directions: Interview at least one (1) employee from any of the government
offices (i.e, DENR, LGU, BIR, LENDING, BUSINESSES, DA,
MENRO, DSWD and SCHOOL) either online or offline if possible
and ask the following questions. On your answer sheet, report
your output online or offline.

11
 1. Give at least 3 problems that your office is encountering?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Which of the following problems affect the agency most of the time?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What are the existing projects that have been made to address the
issue?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Assessment

Multiple Choice.
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which is NOT one of the sources of a good and researchable topic?
a. One’s family, relationship and personal experiences
b. Real interest and motivation in something
c. Review of related literature and studies (foreign or local)
d. None of the above

2. Everything we see, hear, taste, touch and feel is a product of

a. reflection c. research
b. technology d. senses

3. A research project is something that is worth _____________.

a. remembering c. learning
b. investigating d. teaching

12
4. Relationships concerning human as social being poses another research
mode which points to qualitative ventures of research using ______ as its
unit of analysis.
a. number c. idea
b. word d. interview

5. The topic yields results that are instrumental in societal improvement.

Moreover, it is also related to the present happenings. Which of the
following is being discussed?
a. Personal Resources
b. Availability of Information
c. Timelines and Relevance of the Topic
d. Interest in the Subject Matter

Directions: Read the statements on the sources of research topics. Write T if

the statement is true, and write F if the statement if false. Write
your answers on your answer sheet.
_________6. Review of related literature and studies (foreign or local) for
indexed journals such as Directory of Open Access Journals
(DOAJ), Researchgate.com/eric.com/goggle scholar.com

_________7. One’s family, relationship and personal experiences.

_________8. Real interest and motivation in something.
_________9. Something which can be a source of livelihood (for profit)
________10. Recent political, religious, economic and cultural issues in
society.
________11. Other research findings which you want to confirm and reject
using your findings
________12. General Periodicals such as Readers’ Digest and Women’s
Magazine
________13. Problem related to academic, social, economic, political and
environmental institutions (DENR, DSWD, DA, FDA, DTI, BIR,
Barangay and School based concerns).
________14. Books, internet, peer-reviewed journals, government publications
________15. Professional periodicals like College English Language Teaching
Forum, English Forum, The Economist, Academia, and Business
Circle, Law Review

13
 Additional Activities

Activity: My Bucket List!

Directions: Make a list of 20 possible research topics that you are very much
interested about. Do this on your activity notebook.
Personal Books and Issues in Trends in social
Interest Journals you politics, culture media
read and society you
find interesting
(i.e., illegal
logging)
1. 1. 1. 1.

2. 2. 2. 2.

3. 3. 3. 3.

4. 4. 4. 4.

5. 5. 5. 5.

14
 Lesson
Writing a Research Title
2
Writing a research title is not easy. It involves the combination of
guidelines, skills in grammar, specific topic, and title patterns in particular.
In this lesson, you will learn how to formulate a qualitative research title in
order to define your study and its focus.

What’s In

Activity: Now I Know!

Directions: On your separate sheet of paper, choose the expression from

the box that corresponds to the meaning of the bold word in the
sentence.

mislead essence abbreviations encapsulate

concise vague tentative
Sentences

1. You will get the core of the research if you read it a lot.
2. The research title summarizes the problem, methodology, locale of the
study and its participants.
3. Research titles that are very long create an impression that is
imprecise in general.
4. Being succinct in making a research title means that the main points
have been addressed objectively.
5. A title can be temporary but can be revised after the research is done.

Activity: Let’s Combine Them!

Directions: On the spaces provided, make an essay comprising a minimum

of five (5) sentences which combines two to three newly learned
words. Pick one (1) from the following qualitative titles and make
your own title.

a. Palawan: A Modernizing Frontier

b. Korean Drama Series: Tracing Filipino Youth Aspirations
15
 c. Online Selling and Its impact to Customers
d. Mobile Legends: Entertainment or Intellectual Engagement?

Topic 1:
_____________________________

__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

Topic 2:
_____________________________
__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________

What’s New

Activity: If I Were You!

Directions: From the given data, formulate your research title. Put your
answer on your answer sheet.
Example:
Given Data Title (Answer)

Problem: Mobile Legend dependency Effects of Mobile Legend

Dependency among Grade Eight
Locale of the Study: Roxas National Learners in Roxas National
Comprehensive High School Comprehensive High School: A
Participants: Grade Eight learners Case Study

16
 Methodology: Case Study

Given Problem:
Given Data Title (Answer)

Problem: Poor Reading

Comprehension

Locale of the Study: Bataraza

National High School

Participants: Grade Eleven Learners

Methodology: Phenomenology
Approach

What is It
Research Title

The title encapsulates the main idea or ideas of your study. A good title
encompasses the fewest possible words that sufficiently EXPLAINS the
contents and purposes of your research paper.

The title is undoubtedly a part of a paper that is read the most, and it
is usually read first. If the title is too long it usually contains too many
unnecessary words, e. g., “a comparative study to explore the…” However, a
title which is too short often uses words which are too general. Say for
instance, “Filipino Youth” could be a title of the book, but it does not provide
any data on the focus of a research paper.

Realistically, the title of the paper is read further than any other part of
your paper. The pattern in which a paper is ‘‘browsed’’ by scholar community,
that is, learners in particular is in the order: Title—Abstract—Results (Tables
and Figures)—Full paper. The common inclination is said to be that the total
number of readers from one section to the next in the above sequence is
reduced by a factor of 10. Hence, this entails that for every 10 readers who
look at the title, one reads the Abstract; for every 10 who read the abstract,
one proceed to the Results section, especially Tables and Figures; for every 10

17
who read the Results, one reads the full paper. Consequently, for every person
who reads the full paper, 1,000 read the title. Titles are read both by scientists
scanning or skimming the contents of a research paper and by those reliant
on searches through secondary sources, which always transfer the title and
author but may or may not carry abstracts. The title may be reproduced in
bibliographies and subject directories, deposited in bibliographic databases
and mentioned in other articles. Thus, the title is an enormously significant
element of the paper. A decent title will make readers interested who might
not otherwise read the paper and may support future researchers find
essential data.

A title such as ‘‘Plant Species found in Home Gardens in Region A of

Country B’’ was probably appropriate for an article some 20 years ago, but it
is uninspiring to a demanding reader today. The readers know that home
gardens involve multiple species, and if they know the location of the study
site, they can ‘‘guess’’ the species that are likely to be present there. But, if
the title suggests an innovative investigation such as ‘‘Does nearness to
markets affect species composition of home gardens?: A case study from
region A of country B’’ or ‘‘Species Richness and Diversity in Home Gardens:
A Boon or Bane?’’ it has a much better chance to attract the attention of the
discerning, busy reader. An important point to remember is that the title,
being the first part of the paper, will be browsed by the busy reader, and
therefore must be neat, crisp, and coherent to attract the reader’s attention.
The important words should be placed first and appropriate words should be
used to highlight the significant content of the paper (Nair, 2005).

Making an Effective Title

Basically, the final title you pass to your instructor is made after the
research is finished in order that the title coherently covers what was studied.
The working title should be developed early in the research process because
it can help anchor the focus of the study in much the same thing the research
problem does. Referring back to the working title can help you refreshed
yourself back to the main purpose of the study if you feel yourself drifting off
on a tangent while on the process of write up.

Guidelines on formulating titles of research papers in the academe

(American Psychological Association, 2001):

1. The title should encapsulate the main idea of the research.

2. Title should be self-explanatory.
3. Identify theme, subtheme and categories.
4. Avoid using abbreviations

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 5. Use words that create a positive impression and stimulate reader’s
interest.
6. May reveal how the paper will be organized.
7. Do not include “study of," “analysis of” or similar constructions
8. Use current nomenclature from the field of study
9. Indicate accurately the subject and scope of the stud
10. The recommended length of a research title is 10 to 12 substantive
words not including articles.
11. Titles are basically in the form of a phrase, but can also in the form of
a question.
12. Title should identify the actual variables or theoretical issues being
studied in the research.

Examples of Approved Qualitative Research Titles

1. Friends with Benefits: Causes and Effects of Cheating During

Examination (Diego, 2017)
2. KALINGA BODONG: A Peace-Making System from Kabunian
(Dela Cruz, 2017)
3. Towards Democratic Practices in Social Studies Classroom
(Cleofe, 2017)
4. Is It True that Batanes is Free from Disasters? (Castro, 2017)
5. Amoy-Turista: Smell as a Key Component in Being Presentable
among Palawan Tour Guides (Davatos, 2017)
6. Pampaalert: Security Guards’ Use of Chemicals (Diego, 2017)
7. Tagabanwa-Tagabayan: Hiya and the Liminal Position of
Young Indigenous People in Palawan (Pulanco, 2017)
8. Pampapogi/Pampaganda: Achieving Desired Gender Identities
(Josol, 2017)
9. Must Have Pleasing Personality: Performing Femininity in the
Service Sector of a Southern Philippine Boomtown (Taqueban,
2017)
10.“I want to be Tall Someday”: Height Aspirations Among
Young People in the Philippines (Lasco, 2017)

Source: UP Anthropology @ 100: International Conference Marking the

Centennial of Philippine Anthropology. National Institute for Science
and Mathematics Development (NISMED) University of the
Philippines, Diliman, Quezon City. December 1-2, 2017

19
 What’s More

Activity: Watch and Learn! (Individual work)

Directions: As you read the lesson about designing qualitative research title
and learning from it, do the following in your own pace. Write
your answer on your answer sheet.
Note: On your answer sheet, make at least top three (3) practical topics, i.e.,
online games, COVID 19, unemployment, history of a place.
Top 1:_______________________________________________________________
Top 2:_______________________________________________________________
Top 3:______________________________________________________________

Activity: Classify Me!

Directions: Among the topics you identified, pick two (2) and complete the
table below.
Classification Objective Answer
Study Participants Identify the persons
(group of people) you
want to study
Locale of the Study Determine the
particular location of
the study
Study timeframe Specify the duration of
the study

Activity 7: You Complete Me!

Directions: Based on your answers in previous activity, complete the
statements below. State your proposed research and the working
title of your paper.
1. My research topic is about…
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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 2. Based on the topic I have chosen; my working title would be…
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

What I Have Learned

Directions: Based from the discussions, read the statements critically. Write
the appropriate answer on your answer sheet.

1. The ____________ encapsulates the main idea or ideas of your study.

2. A good title encompasses the ______________that sufficiently explains
the contents and purposes of your research paper.
3. The title is undoubtedly a part of a paper that is read the most, and it
is usually _________________ If the title is too long it usually contains too
many unnecessary words, e. g., “a comparative study to explore the…”
However, a title which is too short often uses words which are too
general. Say for instance, “Filipino Youth” could be a title of the book,
but it does not provide any data on the focus of a research paper.
4. The ___________ title should be developed early in the research process
because it can help anchor the focus of the study in much the same
thing the research problem does.
5. The title should encapsulate the ___________________ of the research.
6. Title should be _________________.
7. Identify theme, ______________ and categories in formulating the title.
8. Avoid using ________________ when formulating the title
9. Use words that create a positive impression and stimulate readers’
__________________.
10. Do not include “study of," “_______________” or similar constructions
11. The recommended ______________ of a research title is 10 to 12
substantive words not including articles.
12. Titles are basically in the form of a _______________ but can also in the
form of a question.

21
 What I Can Do

Activity: I Get the Title!

Directions: From the given abstracts, choose the correct title of the
qualitative research. Put the letter of your answer on your answer
sheet as you read the abstracts comprehensively.

Abstract #1
Since immemorial time, traditional herbal medicine practices were
observed, but somehow the culture of Roxas residents remains intact despite
rapid grasp of modernity. Herbal medicine is still practiced as it provides
therapeutic and highly accessible remedies for certain ailments.
Objectives: The study was conducted to understand the perceptions of
traditional healers to herbal medicine practices as remedies to body illnesses,
identify the herbal medicines used by traditional healers and its utilization to
certain treated body ailments.
Methods: The study involves seven (7) traditional healers; quota
sampling method was used among key informants in Roxas Palawan during
the months of June to August 2019. Data gathering was done through
interviews. Thematic analysis was adopted to analyse the data.
Findings: The study found that informants use different herbal
medicines such as Sambong, Lagundi, Malungay, Oregano, Herbal Sta. Maria,
Atsuete and Guava leaves. These specimens may be processed by various local
procedures commonly steaming, boiling and roasting. The informants’
perception on the usage of herbals mainly resides in published books and
family practices. Natural properties of herbs serve as their background belief
to utilize traditional herbal medicine practices. This paper argues that a
widely recognized traditional healing practices and acknowledgement that
herbal medicinal practices have promising potentials not only in curing but
also in preventing physical body ailments.

a. Herbal Medicine as Therapeutic and Highly Accessible Remedies for

Certain Ailments
b. Perceptions of Traditional Healers to Herbal Medicine Practices as
Remedies to Body Illnesses
c. Identifying the Herbal Medicines Used by Traditional Healers and its
Utilization to Certain Treated Body Ailments

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 d. Recognition of traditional healing practices and acknowledgement
that herbal medicinal practices have promising potentials not only
in curing but also in preventing physical body ailments.
Answer: _____________.

Abstract #2
Cheating during examinations is triggered by peer influence. Learners,
in this case, know and do what should not be done, for cheating corrupts and
defeats the purposes of understanding, applying and creating ideas as
stipulated in revised Bloom’s taxonomy by Anderson.The study reported here
was designed to explain the reasons and aspirations of students involved in
cheating during examinations. Sixteen (16) key informants, selected using
random sampling procedure among Junior and Senior High School learners
of Roxas National Comprehensive High School during the months of June to
October 2016, completed open-ended questionnaires and took part in
interviews. Nvivo software analysis was used in the analysis of the themes
that emerged from the data. This study discovered that friendship is
manipulated, for it makes doing right things unacceptable and actions to be
avoided like cheating seem right and acceptable. Cheating during
examinations is behavior which is deeply rooted in the culture of pakikisama
(social acceptance/liking) and utang ng loob (debt of gratitude). If a learner
does not share his or her answers, he or she will be labeled as walang
pakisama (no concern). This paper then argues that honesty should not be
just a policy; rather, honesty in this case, is the only policy. Condemning
academic dishonesty must not merely rest in the enrollment forms, but by
constant moral reminder and intervention of teachers who have responsibility
to hone learners’ decorum on honesty and maturity.
a. Reasons and Aspirations of Students Involved in Cheating During
Examinations.
b. Friends with Benefits: Causes and Effects of Cheating During
Examination
c. Cheating during Examinations as a behavior which is deeply rooted
in the culture of pakikisama (social acceptance/liking) and utang ng
loob (debt of gratitude).
d. Cheating During Examinations as Triggered by Peer Influence

Answer: _____________.

23
Abstract #3
The field research determined the means by which ten lesbians and ten
gays who belonged to the age bracket 17 to 25 from Puerto Princesa City craft
ways on how to recreate themselves to suit to their desire gender identities.
Interviews and focus group discussions were conducted in December 2013 to
April 2014. Majority, (15) of the respondents, students of Palawan State
University and Western Philippines University, four were working, and one
neither studied nor worked; but all were unmarried. Nvivo 10 facilitated the
themes of the study. Findings revealed that both groups used a variety of
chemical and non-chemical products to attain their desired look as the skin
care products make them feel and smell good. A switch was noted that
lesbians tried so hard to look more male and gays to look more female.
Whether chemical or non-chemical, they tended to change the product to
express their desire gender identities. How they enhance or change the way
their looks varied from simple to complex. Chemical products used by
lesbians were simpler and fewer compared to those used by gays. Both groups
used externally-applied products but some gay informants took hormonal
pills to alter their body at a higher level. Although the two groups’ desired
gender identities and genders of people to attract differed, they had a common
goal, and that was to look good. Their common method of achieving their goal
was to have fair or white skin.
a. Chemical Products Used by Gays and Lesbians
b. Pampapogi/Pampaganda: Achieving Desired Gender Identities
c. Field Research on Chemical Products Used by Gays and Lesbians
d. Pampapogi/Pampaganda: Achieving Desired Gender Identities
Among Gays and Lesbians in Puerto Princesa City

Answer: ________________.

24
 Assessment

Directions: Read the statement analytically. Choose the appropriate terms

from the box that corresponds to the given statement.

Title Theoretical Confusing Focus Phrases

Length Vague Abbreviations Question Explanatory
Interrogation Interested Final Bibliographies Attention

_____________1. A _________ should encapsulate the main idea of the research.

_____________2. Title should identify the actual variables or ____________issues
being studied in the research
_____________3. The title should not be in the form of vague and ___________
statement that explains the essence of the topic.
_____________4. Do not develop a very long title because it can mislead the
readers about the ____________ of your topic.
_____________5. Do not begin the title with _____________ like “A study of” or
“An Experimental Investigation of.”
_____________6. The recommended ______________ of a research title is 15 to
20 substantive words.
_____________7. A good research title must be clearly phrased. It must not be
______________ or wordy.
_____________8. Do not use ______________ in the title.
_____________9. Titles are basically in the form of a phrase, but can also in
the form of a _____________.
_____________10. The title of the research must be self-______________.

____________11. Titles are basically in the form of a phrase, but can also in
the form of a ____________.
____________12. A decent title will make readers___________ who might not
otherwise read the paper and may support future
researchers find essential data.
____________13. The _______________title you pass to your instructor is made
after the research is finished in order that the title coherently
covers what was studied.
25
____________14. The title may be reproduced in _______________and subject
directories, deposited in bibliographic databases and
mentioned in other articles.
_____________15. The title, being the first part of the paper, will be browsed
by the busy reader, and therefore must be neat, crisp, and
coherent to attract the reader’s ___________.

Additional Activities
Activity: Give What is Due!
Directions: Based your explanation from your answers on activity 8. Why
did you choose that letter as the title of your abstract? What
are the guidelines you did follow in making a qualitative title?
Abstract #1
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Abstract #2
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Abstract #3
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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 27
Assessment
What's In
1. Essence 1. TITLE
What I Have Learned 2. THEORETICAL
2. Encapsulate
1. TITLE 3. Vague 3. CONFUSING
2. FEWEST WORDS 4. Concise 4. FOCUS
3. READ FIRST 5. Tentative 5. PHRASES
4. WORKING 6. LENGTH
5. MAIN IDEA 7. VAGUE
6. SELF- What Can I Do
8. ABBREVIATIONS
EXPLANATORY
1. B 9. QUESTIONS
7. SUB-THEME
2. B 10. EXPLANATORY
8. ABBREVIATION
3. B 11. INTERROGATION
9. INTEREST
10. ANALYSIS OF 12. INTERESTED
11. LENGHT 13. FINAL
12. PHRASE 14. BIBLIOGRAPHIES
15. ATTENTION
Lesson 2
Assessment
What I Know What's More Test I:
Test I: Answer may vary 1. D
2. C
1. D
3. B
2. D
4. B
3. C What I Have Learned 5. A
4. D
5. D 1. problem
Test II:
Test II: 2. research
3. trivial 6. T
6. T 4. qualitative 7. T
7. T approach 8. T
8. T 5. words 9. T
9. T 6. observing 10. T
10. T 7. inquiry 11. T
11. T 8. livelihood 12. T
12. T
13. T
13. T
14. T
14. T
15. T
15. T
Lesson 1
Answer Key
References
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Cengage Learning

Book of Abstracts. UP Anthropology @ 100: International Conference Marking

the Centennial of Philippine Anthropology. National Institute for
Science and Mathematics Development (NISMED) University of the
Philippines, Diliman, Quezon City. December 1-2, 2017. Reprinted by
permission.

Chatwin, B. 1987. The Songlines. New York: Elizabeth Sifton Books.

Creswell, J. (2008). Planning, conducting, and evaluating quantitative and

qualitative research. New Jersey: Pearson: Merrill Prentice Hall.

Creswell, J. W., & Creswell, J. D. (2005). Mixed Method Research:

Developments, Debates, and Dilemmas. Research in Organizations:
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Creswell, J.W., & Poth, C.N. (2016). Qualitative Inquiry and Research
Design: Choosing among Five Approaches. Sage Publications.

Cheating Practices During Examination. The International Conference on

Education, IAFOR Journal of Education Volume 5 – Issue 2 –
Summer 2017, Dubai, UAE. February 26–28, 2017. Proceedings, pp.
63–78. ISSN: 2189-1036.
http://papers.iafor.org/papers/iicedubai2017/IICEDubai2017_3478
6.pdf. Downloadable online via Google
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Diego, L. A. (2017). PAMPAALERT: Security Guards’ Use of Chemicals.

Presented at “UP Anthropology @ 100: International Conference
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Institute for Science and Mathematics Education Development
(NISMED), University of the Philippines Diliman, Quezon City,
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Chemical Transformations of Young People’s Minds and Bodies in
Puerto Princesa City. Editors: Anita P. Hardon and Michael Tan (UP
Chancellor). Reprinted by permission.

Drisko, J. (2005). Writing Up Qualitative Research. Families in Society: The

Journal of Contemporary Social Services 86 (4): 589-593.

Silverman, D. (2013). Doing Qualitative Research. (4th Ed) London: Sage.

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Stake, R. E. (2010). Studying How Things Work. The Guildford Press. New
York. London.

https://thoughtcatalog.com/retrieved last June 8, 2020.

Diego, L. A. (2017). Friends with Benefits: Causes and Effects of Learners’

Nair, P.K.R. (2015). Scientific Writing in Agriculture and Natural Resources. XII.
p.120. https//www. springer.com. Retrieved last June 29, 2020.
Reprinted by permission.

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