MYSTICAL ROSE COLLEGE OF SCIENCE AND TECHNOLOGY

Pogonlomboy, Mangatarem, Pangasinan

Mobile No.: 0920-964-4762
 

Name of
Maricel M. Malicdem
Learner:
Grade
Strand: BEED Level & 2A
Section:

RESEARCH PROJECT
Second Semester - Module 1
GETTING STARTED ON A RESEARCH

LESSON 2.1 BASIC PRINCIPLES OF RESEARCH ETHICS

Learning
Outcomes
At the end of this lesson, the student will be able to:
1. Explain why ethics in research is important;
2. Describe basic ethical principles of research ethics in making decisions;
3. Describe ethical dilemmas and safeguards in research; and
4. Apply basic ethical principles and guidelines in research in making decisions.

Learn
More!
In order for you to have further understanding about our lesson, read the
attached hand-outs or notes containing an in-depth discussion of the topic. After
reading, you may go back on this module and accomplish the activities that would help
you process and apply the new bits of information you’ve grasped.

Assessmen
t
Activity 1 - Points for Reflection
Directions: Answer the following questions. Write your answers on the back portion of
this page.
1. Why is it important that the respondents’ rights, whether human or animals,
should be respected?
 It is important to respect the rights of animal or human as a respondents
in our research because they have both feelings, thinking, and we need to
protect them from any possible harm that can cause by our research.
2. How does research ethics helps on yielding relevant and accurate information?
 Research ethics helps the researcher to gather information in a good way
without harming/hurting their respondents. It also makes the
respondents to participate on the researcher.
3. What are the differences between deontological, and consequentialist
approaches to ethical problems?
  The differences between deontology and consequentialist is that
deontology deals on the righteousness and wrongness of act itself, while
consequentialist deals on the consequences of actions.
4. Why is it more appropriate to protect the welfare of animals rather than their
rights?
 It is more appropriate to protect the welfare of animals rather than their
rights because by protecting their welfare they can feel that they are safe
on us and considering their welfare can achieve our purpose on them.
5. What are the differences between the right to confidentiality and right to
anonymity? Use a hypothetical situation to justify your answer.
 The right or confidentiality are like when the respondents says everything
about his/her self on the researcher they will assured that the researcher
will never show or tell it to the public, while right to anonymity , it is a
situation that the respondents hide his/her identity even though to the
researcher. For example, when in the court one of the witness used other
name and hide his/her face to the people to make it sure that they would
not recognize him/ her and in that way he/she will prevent any harm that
can cause by the suspect.

Activity 2 – Give Examples

Directions: Choose at least two (2) of the five basic ethical principles in research and
provide an explanation for each by citing a situational example. Use the matrix below.
Ethical Principles Situational Example
1. Beneficence Educating people on how to prevent
COVID19
2.confidentiality Don’t share the password of your social
media accounts.

LESSON 2.1 BASIC PRINCIPLES OF RESEARCH ETHICS

Learning
Outcomes
At the end of this lesson, the student will be able to:
1. Identify the parts of Chapter 1 in a research study
2. Write a Chapter for a research study.

Learn
More!
In order for you to have further understanding about our lesson, read the
attached hand-outs or notes containing an in-depth discussion of the topic. After
reading, you may go back on this module and accomplish the activities that would help
you process and apply the new bits of information you’ve grasped.

Assessmen
t
Activity 3 – Concept Mastery
A. Multiple Choice. Encircle the letter which represents the correct answer.
C 1. This term refers to an intelligent guess that is formulated and temporarily adapted
to explain the observed facts covered by the study.
a. Objective c. Hypothesis
b. Problem d. Hypotenuse
C 2. Key terms used in the study are clearly defined in what section of the research
paper.
A. Appendix c. Definition of terms
B. Assumption d. Hypothesis
D 3.It is the section of the research paper in which the extent and the coverage of the
study is explained.
A. Bibliography c. Acknowledgment
B. Table of Contents d. Scope and Limitations
C 4.It is regarded as the heart of a research study.
A. Definition of Terms c. Statement of the Problem
B. Background of the Study d. Scope and Limitations

B. Identification. Identify the terms described by the following statements.

LIMITATIONS 1. It is used to describe conditions beyond the
control of the researcher.
ALTERNATIVE HYPOTHESIS 2. It is a type of statistical hypothesis that
suggests a reactive relation between
variables.
BACKGROUND OF THE STUDY 3. It is used to describe the element of a
research title, which is said to be source of
data collected.
OPERATIONAL DEFINITION 4. It is a type of definition wherein the term is
being defined by how the researcher used
in this study.
ABSTRACT 5. This refers to experiences, hobbies,
readings, and others that are said to be the
start of a research undertaking.

PERFORMANCE TASK NO. 1 – Research in Action

Instructions: Referring to the corresponding descriptions of the parts of Chapter 1 of a
research paper, develop your own brief and concise Chapter 1.

Guidelines:
 It should be encoded.
 Use font style, Times New Roman; font size 12.
 Page size: 8.5” x 11”
 Double spacing
 Pagination: upper right
 Margin: 1.5” for left side; 1.0” for other sides

REFERENCES:
Calderon, J.F., & Gonzales, E.C. (1993). Methods of Research. Mandaluyong City:
National Book Store.
Clemente, R. F., et al. (2016). Research in Daily Life 1. Quezon City: Sibs Publishing
House, Inc.
Prepared by:
Kimberly Ann V. Ganancial,
LPT
REIVEN SERVANDA -
TOLENTINO, LPT
            Subject Teacher
 CHAPTER 1

INTRODUCTION

Physical Activity have big impact to the academic success of students. There is

substantial evidence that physical activity can help improve academic achievement,

including grades and standardized test scores. Increasing or maintaining time dedicated to

physical education may help, and does not appear to adversely impact, academic

performance. Academic performance have an important, optimistic, and directly

proportionate relationship. Regular physical activity benefits children in a variety of

ways, many of which promote their academic success in subjects such as math, science,

social studies, and language arts. Schools and districts that emphasize activity during the

school day are meeting the needs of their students not just physically, but also socially,

psychologically, emotionally, and academically.

Background of the study

A current trend amongst young children is a sedentary lifestyle that leads to a lack of

motivation, focus, and behavioral issues in school. Physical activity is often lacking in the

school day, and studies have shown that increasing the amount of activity can improve

many aspects of a person’s well-being. The curriculum and schedules in schools are often

full of academics, and there is little time for activity, but it is important that teachers

understand the variety of ways it can be integrated for academic success. Desai, Kurpad,

Chomitz, and Thomas (2015) state that aerobic exercise and activity positively support

mental health, influence health behaviors, and is associated with academic achievement.

A child’s cognitive performance in school has the potential to be enhanced through the
integration of physical activity and exercise into the school day, with or without adding in

programs. There are several ways that educators can get the students moving with

mathematics problems, taking brain breaks, providing after school exercise programs,

and much more. The researcher is interested in the many positive effects that physical

activity and exercise have on students and their academic success. As a physical

educator, the researcher can see first-hand accounts of students who are exercising

regularly and displaying success in different aspects of their school day, including focus

and attention, scores on assessments and benchmarks, and positive behaviors. Teachers

are capable of providing students with many life lessons as well as academic lessons, and

being physically fit is one lesson where students will be able to see success. There have

been numerous studies to determine the effects of exercise on children and their academic

success, and with more positive results, students can become more academically fit as

well as physically fit, which will lead to more success.

Statement of the problem

The purpose of this study was to examine the effects of physical activity in

elementary school students on academic achievement.

Hypothesis

Physical activity and exercise for twenty minutes in the morning for fifth grade students

will have no impact on their math benchmark scores.

Significance of the study

The result of the study will benefit the students because it shows if how physical activity

helps them on their academic achievement.

Scope and Delimitations

This study focuses on elementary school students only. This involves an investigation to

gather information about the effects of physical activity on academic achievement of

every elementary school students. The selection of respondents are only limited since

there are lots of students in elementary schools.

This research is designed to have a thorough knowledge about effects of physical activity

on academic achievement/success of elementary school students.

Definitions of Terms.

Physical activity

- refers to all movement including during leisure time, for transport to get to and

from places, or as part of a person’s work. Both moderate- and vigorous-

intensity physical activity improve health.

Academic achievement

- refers to a student's success in meeting short- or long-term goals in education.

In the big picture, academic achievement means completing high school or earning a

college degree. In a given semester, high academic achievement may mean a student is

on the honor roll.