Senior High School

Inquiries, Investigation and

Immersion
Quarter 1 – Module 1:
Class Research Agenda
Inquiries, Investigation and Immersion- 12
Quarter 1 – Module 1: Class Research Agenda
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 to protect it against exploitation 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

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Dr. Char Gil S. Tocmo, MT1- Punta Princesa Night High School
Dr. Violeta I. Villasica, MT1- CC Don Carlos Gothong MNHS

Editors/ : John Paul Lesondato, SEPs, SGOD

Reviewers Alice S. Ganar, OIC-PSDS SD8/SHS Assisting
Roy Guarin, Principal, Ramon Duterte NHS
Marilou Dela Cuesta, Principal Don Vicente Rama MNHS
Dr. Leonora Espina Travero, Principal
Dr. Gilda Salvo, MT1- Apas NHS
Daisy Von Dy , MT1- CC Don Carlos Gothong MNHS
Cirila Malalay, MT1- CC Don Carlos Gothong MNHS
Florinda Geyrozaga , T3- CC Don Carlos Gothong MNHS

Management Team:
Rhea Mar A. Angtud, Schools Division Superintendent
Danilo G. Gudelosao, Asst. Schools Division Superintendent
Grecia F. Bataluna, Chief-Curriculum Implementation Div
Luis O Derasin, EPS -Araling Panlipunan/SHS Coordinator
Vanessa L. Harayo, EPS- LRMDS

Printed in the Philippines by DepEd Cebu City Division, Region VII

Office Address: New Imus Road Avenue, Cebu City
Telefax: 255-1516
E-mail Address: [email protected]
 12

Inquiries,
Investigation
and Immersion
Quarter 1 – Module 1:
Class Research Agenda
Introductory Message
For the facilitator:

Welcome to the Inquiries, Investigation and Immersion- 12 Module on Class

Research Agenda !

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum 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.

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.

2
For the learner:

Welcome to the Inquiries, Investigation and Immersion - 12 Module on Class

Research Agenda!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

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 such as 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 in to 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.

3
 Assessment This is a task which aims to evaluate your
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. This also tends retention of
learned concepts.

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!

4
 First Quarter
Module 1, Week 1
Class Research Agenda
-----------------------------------------------------------------------------------
Learning Outcomes : Prepare a plan and focus issues and ideas in their
respective fields
Competency : Propose simple titles in qualitative, quantitative or quanti
quali research of their choice relevant to one’s field of study
Topic/s : Class Research Agenda
-----------------------------------------------------------------------------------

What I Need to Know

Hello! If you are a Grade 12 Senior High School student, this module is designed
for you! Now, your journey to learn in the subject Inquiries, Investigation and
Immersion begins. This applied subject is offered in Grade 12 Second Semester that
bears the prerequisite subjects Practical Research 1 and Practical Research 2. In
a clearer explanation, all modules that are made in this subject are leading you to
make a thesis in your preferred research method like qualitative research method,
quantitative research method or quali-quantitative research method or mixed
method.
As a first step, this module will teach you how to prepare a plan or research
agenda and examine issues as focus of research topics relevant to your field.
Consider this as a very important step to start your journey in research.

This module is divided into 2 lessons:

Lesson 1: Research Agenda
Lesson 2: Sources of Research Problems

After going through this module, you are expected to:

1. alue the significance of Research Agenda in conducting a research;

2. decide on research topics relevant to their field; and
3. propose simple titles in qualitative, quantitative or quanti-quali research
of their choice relevant to one’s field of study.

What I Know
Directions: Before you can proceed, first, you need to answer the review
test below. Write TRUE if the statement is correct, if not, write FALSE
on the space provided.
_______1. Basic research is used to answer a specific question that has a direct
application to the world.
_______2. Research is the study of our methods of acquiring knowledge.

5
_______3. Research is not replicable.
_______4. Action research is the application of theory to the solution of problems.
_______5. The two types of quantitative research are descriptive and explanatory.
_______6. Ethnography is the form of qualitative research that focuses on
describing the culture of a group of people.
_______7. Research usually uses quantitative or qualitative methodological
approach to gather the data.
_______8 Quantitative method of research is the only method of research that can
truly test hypotheses concerning cause and effect relationships.
_______9. Research promotes the aims of obtaining knowledge, truth and
avoidance of error, for example, prohibition against fabricating, falsifying
or misrepresenting issues.
_______10. Applied research is concerned with immediate solutions of local
problems through the application of scientific method.

What’s In
I have a very important question to ask. Do you already have a list of research
problems related to your field in mind? I guess, at this stage, not yet. First reason, it
needs a careful planning and preparing a research agenda which will help you a lot.
Before anything else, let us recall from the list of research problems below and
distinguish whether it is a qualitative research or quantitative research. Write you
answer in a separate sheet of paper.

1.Sources of marital conflict among middle aged couples in urban areas

2. Impact of internet addiction on parent -child relationships
3. Evaluation of the services of Bangko Sentral ng Pilipinas; basis for service
enhancement
4. Testing the efficient market hypothesis on the Philippine peso-dollar rates
5. Work ethics of Generation X and Generation Y
6. School performance of student-athletes and student -leaders
7. The intrapersonal and interpersonal competencies of school managers: basis for
human intervention programs
8. Predictors of student performance in chemistry laboratory of selected private
schools
9. Hygiene practices of males and females
10. Effectiveness of the neuro-linguistic programming in enhancing the self-esteem
of adopted children.

What’s New
A lot of students do not have a concrete idea of what areas they would like to
study in detail. Typically, they have a general set of research questions but no
organized plan. After spending a considerable amount of time analyzing the literature
in the field, they start acquiring more data to formulate an academic research
agenda. In addition, they gain more knowledge from conversations with faculty and
staff as well as fellow students, and this gives them an idea of how to structure their
research agenda for the benefit of improving their sense of direction, focusing their
efforts, and enhancing effectiveness.

6
 What is It
What is a Research Agenda?
A research agenda is best described as a formal plan of action that
summarizes specific issues and ideas in a subset of any field of study. It is a guiding
plan that helps to put together a system of study so that you can decide what should
be tackled now, and what should be deferred until another time. Keep in mind that
research agendas are adaptable, and you are likely to modify the contents as their
priorities shift.

Useful Tips to format a Research Agenda

1. Start by discussing your general interest with your classmates and find out which
areas need dedicated study and which areas are over-studied.
2. Get together with students or colleagues whose interests overlap with yours and
find out their perspective on these topics.
3. Read as much as you can and consider incorporating research outside of your
immediate area of interest to find out how this information might connect to your
own field of study.
4. When starting out, identify authors who are relevant to your topics and read their
material to get a deeper understanding of the information that influenced their
arguments and conclusions.
5. Lastly, finalize and print your agenda through an outline or using a template most
preferred.

Sample1: Templated Research Agenda

RESEARCH AGENDA
a. Purpose
b. Research Agenda Principles

AREAS SPECIFIC PROBLEM/TOPIC

I.

II.

III.

IV.

7
Sample 2: Outlined Research Agenda

EXECUTIVE SUMMARY

I Purpose
A.
B.
C.

II. Methods
A.
B.
C.

Activity
Directions: Present the steps through a graphic orgaizer below how you will
format you personal research agenda. Put your answer in a
separate sheet of paper.

What’s More

For beginning researchers, identifying research topics or research problem is a

very difficult task. This has always caused stress and anxiety among students. More
to that, deciding the research method to utilize is also a challenge whether
qualitative, quantitative or quali-quantitative research method. But of course you
cannot make a research agenda if you have not chosen your research topic or
problem related to your field. Here are points to help you.

Sources of Research Problems

Research problems may exist in various setting such as schools, houses,
restaurants, clinics or any place in the community. They are commonly found in
areas where there is/are:

8
1. a feeling of discomfort like during recitation or in making projects;
2. perceived difficulties in the management and leadership of the class president or
the advisory;
3. a gap between theory and practice;
4. a daily experience of a person that requires further inquiry especially if
improvements are desired;
5. a procedure that requires technologically advanced equipment which needs to
function properly;
6. a pattern or trend. Examples: Classmates failing in a lesson in Algebra, Increasing
tardiness in an English class; or Misbehavior during PEHM classes; and
7. a literature review. (An article read in the library or from the internet can be a
source of an interesting issue, new technology or possible conflicts. Even findings
of research studies can give rise to another problem. Replication study is allowed
when parts of a previous study are to be enhanced or elements will be added like
other variables, new locale, different study participants or even recently-devised
tools.)

These are instances that can give students an idea that something is researchable:
1. Solutions are available but not yet tested and not known by the practitioner.
2. No solutions are available to answer the gap or the problem assessed.
3. Answers, solutions or results are seemingly not tested or are factually
contradictory.
4. A phenomenon exists which requires explanation.
5. There are several possible and plausible explanations for the existence of an
undesirable condition.

Selection of Topic/Title
1. Think of an issue or concern you are confronted with
Example: Difficulty of Transportation

2. After identifying the issue by concern, think of another concepts (e.g. causes
or results) related to the issue or concern

Absences
Lack of interest
Academic Issues
Time factor
Difficulty of Transportation Attitudinal concerns
Management Styles
Performance
Allowance
Parental Concern
Tardiness

3. Finally, select the concepts that influence or are influenced by the issue or
concern. You can decide to choose which are novel, interesting, relevant,
significant and so on.
Example: Parental Concern and Academic Issues

9
 4. Consequently, you can temporarily use this title for your problems:
“Parental Concern and Academic Issues of Senior High School Students”

Examples of Thesis Topic/ Title

Qualitative Research
➢ Opinions of the elders on COVID 19 in their community;
➢ Perceptions on quality work-life of mothers in Work from Home
Arrangement;
➢ Fear of being alone among children left behind by both parents
➢ Ethical practices of the millennials
➢ Sources of conflict in the family;
➢ Healthy competition among Online Sellers
➢ Lifestyle pattern of the millennials
➢ Effects of father’s absence due to foreign employment in father-son
relationship;

Quantitative Research
➢ Frequency of absences and level of support of parents among senior
high students in online classes
➢ Effectiveness of information in google classrooms: Basis for
Intervention
➢ Study habits of SHS students in the new normal setting
➢ Work values and job satisfaction level of employees in the new
normal setting
➢ Effects of peer pressure on the habit-forming behavior of honor
students

How to combine qualitative and quantitative research?

Although both quantitative and qualitative methods are frequently applied
separately, the truth is that its combination is more and more common. Actually, it
is a broadly covered issue in literature. Bryman (1992) identifies up to eleven ways
of integrating both perspectives. On top of that, some authors suggest that such
combination is worthy of being qualified as intellectual movement (Tashakkori and
Teddlie 2003b: ix) If quantitative research and methods are seen as the first,
qualitative research as the second movement, the so called “mixed methodology” is
declared to be “a third methodological movement”.
Here four different ways of combining quali and quanti are highlighted:
1. Dominance of quantitative over qualitative methods: using qualitative
methods to explore a particular topic in order to set up a quantitative study. For
example, in the case of wine industry. If you are designing a questionnaire on wine
consumption it may be useful to begin by holding a focus group to be interviewed.
The identification of the most relevant topics for the participants may be useful to
test which topics will be included later in the questionnaire. Also, some of the
statements may be converted into standard questions and consequently, being
quantified when analyzing the survey results.

10
2. Superiority of qualitative over quantitative methods. Beginning with
quantitative study in order to establish a sample of respondents and identify the size
of your potential market and then using qualitative to provide a more general picture
of some particular target.

3. Linking qualitative and quantitative in one design. Both approaches may be

applied at the same time and repeatedly. For instance, after having developed a
phone survey following information obtained in a focus group, the results of such
survey may be tested in a second group afterwards. What about beginning with a
survey, then a field study and finally an experiment using statistic software? Or just
by a continuous collection of both sorts of data?
4. Triangulation of methods. Neither qualitative nor quantitative is seen as superior
or preliminary. They complement each other. The organization of a focus group
hasn´t been set up as a preliminary stage of a phone survey, but just as a different
way of analyzing the same phenomenon. Sometimes, even people interviewed in a
phone survey are invited to take part of a focus group. The answers in the survey are
analyzed for their frequency and distribution across the sample (20% of population
consume wine twice a week; the older the consumer the higher the frequency of
consuming). Then the answers in the focus group are analyzed and compared, Then
the distribution of the questionnaire answer and the categories are linked and
compared. Furthermore, as we will have the opportunity to cover in future posts, the
triangulation may take place with regard to data and analysis too.
Activity
Directions: From the concepts given below, select one of your choice. Try to formulate
a simple title from the concept.

1. Poor family ties

2. Online Shopping
3. Poor Health Services

What I Have Learned

Bear in mind that a research agenda is best described as a formal plan of
action that summarizes specific issues and ideas in a subset of any field of study. It
is a guiding plan that helps to put together a system of study so that you can decide
what should be tackled now, and what should be deferred until another time. Keep
in mind that research agendas are adaptable, and you are likely to modify the
contents as their priorities shift. Second, there are several tips on how to format a
Research Agenda, outlined or templated. Lastly, research problems may exist in
various setting such as schools, houses, restaurants, clinics or any place in the
community, may it be qualitative research, quantitative or quali-quanti research
method.

11
 What I Can Do
Directions: Classify the titles given to the columns appropriately. Also,
indicate what research method it will utilize: Quantitative,
Qualitative or Quali-quanti. Write your answer in separate sheet
of paper.
1. Stress level of BPO workers in a Work from Home Arrangement
2. Mental Health Issues of Parents during COVID-19 Pandemic
3. An Analysis of the Speech of President Rodrigo Duterte and its Effect to the
Employment Rate in Cebu City
4. Level of Support of Parents in Modular Classes and Its Effect to Student’s
Performance
COMMUNITY RESEARCH TOPIC RESEARCH
SECTOR METHOD
Business

Health

Education

Humanities

Assessment
Directions: Prepare a Research Plan or Research Agenda using the template
given. Choose 2 simple research topics relevant to your strand
(ABM, STEM, GAS, HUMMS, TechVoc) that do not require you to
go out from the house. It may be within the family, classmates or
neighborhood. Choose topics that are convenient, accessible,
relevant and new to our time. Write your output in a short
bondpaper and compile it in a white folder together with the other
outputs.

RESEARCH PLAN/ RESEARCH AGENDA

Researcher’s Name:
Year level/ Section:
STRAND:

Subject :
Facebook account:
Contact Number:

12
 Research Topic1 ______________________________________________________________

Purposes of the study: a_____________________________________________________

b. ____________________________________________________

Research Method: ____________________________

Target Respondents: ____________________________

Target Environment: _____________________________

Research Topic2 ______________________________________________________________

Purposes of the study: a_____________________________________________________

b. ____________________________________________________

Research Method: ____________________________

Target Respondents: ____________________________

Target Environment: _____________________________

Additional Activities
Once you are done with the assessment part, you can now proceed to the
next activity. Remember that you cannot start your research without complying
this part. So, here are the instructions. From the enumerated research topics
above, consult your teacher presenting your research topics of interest. Decide,
with the help of your teacher, which in the list would be your final research topic.

13
References
Arcinas, M. (2016). Applied Research: An introduction to qualitative research
methods and report writing. Quezon City: Phoenix Publishing House
Cristobal, A. and Dela Cruz, M. (2017). Practical Research 2 fro Senior High
School. Quezon City: C&E Publishing, Inc.
Prieto, N., Naval, V. and Carey, T. (2017). Practical Research 2 for Senior High
School. Quezon City: Lorimar Publishing, Inc.
Tomakin, F. (2010). Fundamentals of Research Methodology. Cebu City: Statlink
Research Training and Development

Website:
Retrieved from https://www.wordtemplatesonline.net/formatting-academic-
research-agenda-templates/
Retrieved from https://images.app.goo.gl/U4HMZkeTkQQJSN148

14
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]