Module 1

Practical Research 2: Inquiry and Research

Icons of this Module

What I Need to This part contains learning objectives that are

Know 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.
DRAFT

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 Activities designed to process what you have

Learned 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

1
 1 Nature of Inquiry and Research

What’s In

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.
DRAFT

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.

What’s New

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:
 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 studDRAFTy 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.

What Is It

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
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).

Hypothesis testing

Quantitative Research Method Number/Symbol

Measurable

Figure 1. Description of Quantitative Research Method

Lesson 1.1 Describing Characteristics, Strengths, Weaknesses, and

Kinds of Quantitative Research DRAFT

A. What is a 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 Criteria 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
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 Quantitative research can be time
reliable design and gives way to a new consuming, costly, and difficult and
hypothesis or to disproving it. also because most researchers are
non-mathematicians.
The bigger number of the sample of a Quantitative studies require
population, the more reliable and valid extensive statistical treatment.
aDRAFTre the results or generalizations. 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 Quantitative method tends to turn
external factors and if properly designed, the out only proved or unproved results,
results can be seen as real and unbiased. 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
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 foDRAFT cused 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
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 toDRAFT 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
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.

What’s More

Activity 1.1.1. Identify Me

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

Quantita1tiv. e research can .be based on replication (e.g., replicating a

1.
previously conducted study with new populations).

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

2.
the population.DRAFT

Quantitative research includes interview data that may be described in a narrative

3
that points out themes and trends.

Quantitative research value the depth of meaning and people’s subjective

4. experiences and their meaning-making processes.
 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.

More reliable and objective

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

What’s New
DRAFT

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
Dependent Strength
2. Vigor
3. Carry Belief in oneself Distressed
4.Confidence
Changing Obvious
5.Afflicted
6.Varying _ External independent

7.Manifest Extraneous Feature

8.Surface
Negotiator Transport
9.Attribute
10.Mediator
 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
DRAFT

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 Dependent

Variable Variable
1. A researcher would like to know a K to 12 program description of how
description of how parents feel about implementation. the parents feel/
the K to 12 program implementation. feeling of parents
2. A farmer would like to know the amounts of fertilizer growth of plants.
effect of the different amounts of
fertilizer on the growth of plants.
3. A study on the relationship between student’s math grade in General
a student’s math aptitude test and aptitude test Mathematics
grade in General Mathematics
 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).

What’s More
DRAFT

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 Have I Learned

Activity 1.1.4. This is Me Now

1. Based on the lesson, I have realized that

Quantitative 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

DRAFT

may encounter in your research study such as: ,

, , ,_

, ,

Furthermore, I learned that among the variables; quantitative variables are those

What I Can Do

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.
 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: .
DRAFT

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.
 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 DRAFT

5. Academic performance and

satisfaction with homework
completion among college
Students

2 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.
Lesson 2.1 Writing a Research Title

What I Need to Know

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.

What’s New

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 Possible Research Titles
Situations

1.

2.

1.

2.

1.

2.
 What Is It

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 DRAFT

• 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.
 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

What’s More

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 BACKGROUND OBSERVATIONS
AND SITUATIONS
DRAFT
 What I have Learned

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

DRAFT

What’s In

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’s New

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 BACKGROUND OBSERVATIONS
AND SITUATIONS

DRAFT
 What Is It

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)

DRAFT
 What’s More

Activity 1.2.5 Describe 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 Previous Revised
Situations Background Background
Observations Observations

1.

2.

DRAFT

1.

2.

1.

2.
 What I have Learned

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

DRAFT

What’s In

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’s New

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 RESEARCH OBJECTIVES
AND SITUATIONS
1.

2.

1.
DRAFT

2.

1.

2.
 What Is It

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
DRAFT

 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’s More

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 Previous Statement Of Revised Statement Of
And Situations The Problem The Problem

1.

2.

1.
DRAFT

2.

1.

2.
 What I have

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

What’s In
DRAFT

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’s New

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 SCOPE AND LIMITATIONS OF THE STUDY
ISSUES/CONCERNS AND
SITUATIONS

DRAFT
 What Is It

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, s uch as:
DRAFT

 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’s More

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 Previous Scope and Revised

And Situations Limitation of The Study Scope and Limitation
of The Study

DRAFT
 What I have Learned

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

What’s In
DRAFT

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’s New

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 Significance of The Study
Situations

DRAFT

What Is It
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.
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.

What’s More

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 Previous Significance Revised

And Situations Of The Study Significance Of The Study

DRAFT
4.
5. What I have Learned
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

What I Can Do

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 shaDRAFT ll 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:

 Research Paper Grading Rubric
Components Outstanding Good Average Below Average

Title  Gives a general  Missing one of  Missing two of the  Not present
description of the following: following:
2 points question and dependent dependent
work performed variable, variable,
independent independent
variable and variable and
organism studied organism studied
Introduction  Provides the  Does not shows Missing one or  Missing the most
reader with the the interest of the two components needed
12 points necessary reader of a good information to
information to  Gives too much introduction understand the
understand the information--more  study
present study like a summary  Contains no
information about
the study
Statement of  States clearly  Missing one  Missing two  Missing three or
the Problem problems component of a components of a more components
questions being good statement good statement of a good
5 points asked of the problem of the problem statement of the
 Gives hypothesis problem
being tested

Scope and  Describes how  Most steps are  Minimal details in  Majority of the
Limitation of the experiment understandable the parameter of details in
the Study 6 was performed but some lack the study is parameter of the
points with sufficient details are lacking study is lacking
details and its confusingDRA
scope and FT
limitation

Significance of  Highlights most  Highlights two  Highlights one  Highlights none of

the Study important important important the important
beneficiaries beneficiaries beneficiaries beneficiaries and
8 points and benefits of and benefits of and benefits of benefits of the
the study the study the study study

References  Cites sources ten  Cites five  Cites sources two  No sources cited
sources sources only – three sources
5 points

Grammar and  Paragraphs well  Several  Most grammatical  Paper lacks well
mechanics organized grammatical errors, typos, and organized
 Sections with errors, typos, and misspelling may paragraphs
4 points logical misspelling may be present  Sections do not
organization of be present contain
paragraphs information
(especially presented in a
introduction, logical order
results and
conclusions)

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

Evaluation
 This may serve as research final presentation of the students for this
lesson.

What I Have Learned

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 explain 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
dataDRAFT
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
 Learning from Others and Reviewing the
3 Literatures

What I Need To Know

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.

What’s New DRAFT

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
 4. Secondary sources

5. General reference

What Is It

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. DRAFT

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.
 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- sources that are first accessed by researchers to give

them information about other sources. Examples: books, monographs,
conference proceedings.

2. Primary sources- sources that provides first-hand information about experts’

and other researchers’ publication. Examples: interviews, observations

3. Secondary sources- sources that are written by authors to describe another

researcher’s works. Examples: textbooks, academic and research journals

4. Tertiary sources- books and articles based on secondary sources.

Lesson 3.2 Citing Related Literature Using Standard Styles

All the relevant literatures that youDRAFT have reviewed
offer you concepts and
ideas belonging to other people. To give respect to the owners of those varied forms
of knowledge, you must acknowledge them through proper citation. Proper citation
and referencing standards is a requirement for all written research projects.

A. Purposes of Citation
1. To give importance and respect to other people for what they know about the
field
2. To give the authority, validity, and credibility to other people’s claims,
conclusions, and arguments
3. To prove your broad and extensive reading of authentic and relevant
materials about your topic
4. To help readers find or contact the sources of ideas easily
5. To permit readers to check the accuracy of your work
6. To save yourself from plagiarism

B. Citation Styles
In this section, we will discuss the three common citation styles used in
academic research: (1) American Psychological Association (APA), (2) Modern
Language Association (MLA), and (3) Chicago Manual of Style.

1. APA Style Guide- this citation style is commonly used by Education, Psychology,
and Sciences
In-text citation in APA style
Chapter or Article in
(Matthews, 1999)
Edited Book
 Article in Encyclopaedia (Smith, 2017)
Book: Including
(Deep, 2009, pp.130-131)
Page Numbers
Book: Single Author (Marvin, 2015)
Book: Ttwo authors Research is..............(Robinson & Levin, 1997)
Robinson and Levin (1997) discussed……
Book: 3 to 20 authors Learning is …… (Kim et al., 2013)
In the subsequent citations, only use the first author’s
surname followed by the words “et al.” which means
‘and others’ in the parentheses.

Kim et al. (2013) stated…

Book: No Author ( The Blackwell Dictionary of Cognitive Psychology,
1991)
Book: Editor (Snyder, 1999)
Paper Presentation (Arceo, 2006)
from the Internet
Associations, If the name of an association is the source, it should be
corporations, cited as follows:
government agencies
etc. as an author. DRAFT

According to Department of Education (2013)…..

However, if the association has a well-known

abbreviation, the abbreviation in brackets should be
included the first time it appears and then only the
abbreviation in later citations.

First citation: Commission on Higher Education [CHED]

(2012)….

Second citation: CHED (2012)……

Electronic sources This is cited the same way as any other document by
using the author-date style.
Source: https://libguides.murdoch.edu.au/APA/all

2. MLA style guide- this citation style is commonly used in Liberal arts and
humanities. This style uses parenthetical citation in citing works of others in the text.
It follows the author-page method of in-text citation.
In-text citation in MLA style
Author’s surname may Gale stated that the term “abnormal” is misused in a
appear in the sentence judgmental manner when people are uncomfortable about
or in the parentheses. something (41).
Page number should
always appear in the Frequently, the word “abnormal” is misused in a
parentheses. judgmental manner when people are uncomfortable about
something (Gale 41).
Author is unknown (“Title with unknown author” 7)
Three authors List down all the surnames

(Orleans, Nueva, Espana 66)

Four or more authors (Sta. Romana et al. 66)
Source: Clemente, Julaton and Orleans, 2016

3. Chicago Manual of Style- This citation style follows the author-date format
similar to APA style. In a parenthetical citation, author’s name, date of publication,
and page number is put at end of the sentence.
In-text citation in Chicago Manual of Style
One author (Teehankee 2011, 115)
Two or more authors (McBurney and White 2004, 52)
Four or more authors (Norman et al. 1998, 60)
Source: Clemente, Julaton and Orleans, 2016

Lesson 3.3 Synthesizing Information from Relevant

Literature
DRAFT

Writing the review of related literature does not only end to selecting relevant
literature and proper citation, but also requires you to combine or synthesize
important ideas and findings from the reviewed literature to provide your reader a
better understanding about your topic. To synthesis is to make conclusions about
your findings in related literature reviewed so that you will know how your references
helped you address your research questions. This section discusses the types and
techniques in writing a synthesis.

What is a synthesis?

Synthesis is the combining of literatures from different sources to create a

structured review of related literature. All the ideas gathered will be presented,
organized and summarized in the syntheses. When synthesizing, your ability to infer
relationships like comparing characteristics of one object to another will be helpful.

A. Type of Syntheses

1. Explanatory synthesis. Using this type of synthesis will only require you to
present facts in an objective manner. Presenting descriptions and sequence
of events will help in your explanation.
In the explanatory synthesis, you explain the similarities and
differences between two texts that cover the same topic. You must write this
essay objectively; you cannot show favoritism toward one text over the other,
nor can you express your own opinions or judgments. You must remain
neutral (walton.uark.edu).
 Example:
1. Combine your paraphrase of the source texts’ theses with the names
of the articles and their authors.
Mary Bates argues against censorship in “Banning Censorship,” while
Michael Thorpe counters that censorship is an important resource in
“Censorship: A Necessary Evil.”
2. Present your essay map, which identifies the similarities and
differences between the two texts and the order in which you will discuss
them.
Bates and Thorpe agree that a world without censorship would be
ideal, but they disagree on two fronts: first, whether it is ethical, and second,
whether it is practical.

2. Argument synthesis. This type of synthesis is used when you want to present
your point of view. This can be supported by presenting facts in a logical
manner.

B. Categories of Sources

Fraenkel (2015) as cited by Prieto et al. (2017), enumerated the categories of

sources from where you culled data and information in the literature review:
1. Documents. These references maybe published or unpublished references,
original works or copies and other written or printed materials such as books,
reports, etc.
2. Numerical Records. These include test scores, census reports, school
budget and attendance figures.
DRAFT

3. Oral Statements. These include stories, myths, legends, chants, songs, etc.
These materials leave a record for future generations.
4. Relics. These are formal types of historical sources such as furniture
artwork, clothing, building, and equipment.

How to write a synthesis?

The following are ways to write a synthesis (Prieto et al. 2017)

1. Consider your purpose in writing
2. Select and read carefully your sources according to your purpose.
3. Formulate a thesis.
4. Decide how you will use source
5. Develop an organizational plan according to your thesis
6. Write the first draft of synthesis
7. Revise your synthesis

C. Techniques for writing a synthesis

1. Summary- Write all the relevant information and sources.

2. Example or illustration- Include examples and illustration in your synthesis. It
will help you in your explanation.
 3. Two (or more) reasons- Simply state your thesis, and give reasons why it is
true.
4. Comparison and contrast- It is effective method when you want to highlight
the similarities and differences.

What’s More

Activity 1.3.2. A Source or Not a Source

This is a test of your knowledge and understanding about possible sources of

information for your review of related literature. Please check all words in the list
below which you think can be a possible source of literature review.

Books Songs Buildings

Dreams Journals Communities
Thoughts Mental pictures Circulars
Newspaper Ghost Diaries
Dreams Guardian angel Intelligence
Census reports ArtworDRkAFT Textbooks
s

What Have I Learned

Activity 1.3.3 Reflect on Me

1. Based on the lesson, I have realized that

Review of related literature is

.
 What I Can Do

Activity 1.3.4 Try Me

After learning how to review the literatyure relevant to your research topic,
please answer the following questions using the references you are using as your
guide.

1. Is the problem important or worth researching? Yes or No and Why?

.
2. Have others researched your research topic before?
.
3. What conclusions did they reach towards the question?

.
4. What impact in the community might this research have?

.
5. Did you find the references very helpful in your research? Why? _

.
DRAFT

Lesson 3.4 Writing Coherent Review of Literature

What’s In

Activity 1.3.5 Squeeze the Gist

It was cool Monday morning when Liza got from bed and in a hurry to prepare
herself in going to school when suddenly she remembered that her teacher in
Practical Research 2 gave them assignment of which she forgot to do. Do you know
what her assignment was? In her mind, she wanted to ask from somebody about
synthesizing information from related literature. Can you help her? If so, then
congratulate yourself for you have done a good job! Jot down here below how to
synthesize information of related literature.
 What’s New

Activity 1.3.6 Here’s Your Order

Encircle the words which relate to the ethical standards in writing review of related
literature. The words can be read horizontally and vertically.

D E C A M N T R S T L O I N F T K
Q P L A G I A R I S M S E L F I Y
A M S T H C H T O J Y B N H G K I
S A N R E C V T E V E S T Y M O N
R E D F A L S I F I C A T I O N Y
T R U T H Y H B S C F R N Y S O N
U A H A U T H O T R I Y H N A M D
I M O D E L A D B E G O D E I L Y
O A N W D E F T G H Y N J B C M O
M A E V E R T Y H G N J U M K L U
G A S Q S F A B R I C A T I O N R
R Q T A S T Y F E C V S R T N J U
F A Y M E N T Y GDRAFT R F C V T G B A
C O G M I S A T T R I B U T I O N
V K H Y O U J K L I P B N M D E A
B B N D U P L I C A T I O N E X E

What is It

Mona was sad one early morning upon hearing the request of her
grandmother which was not the same with what she told her an hour ago. She got
confused which one is to be followed. As obedient as she was to her grandmother,
she told herself that she must follow all the requests considering that her
grandmother is now suffering Alzheimer. She said that if only her grandmother is not
that old, she would be giving her command as direct and consistent as before.
Basically, that is what you need to do in writing coherent review of literature.
You must observe consistency in your presentation. Read the statement that follows
to give you an idea of how you will write your Review of literature coherently.
Let us first look at this; coherence directs to a well- organized and unified
piece of writing. It also holds how the manuscript is put together in a uniform manner
where thoughts are connected consistently.
 Coherent review includes the following:

1. Review APA Guidelines/Chicago Guidelines

2. Decide on a topic
3. Identify the literature that you will review
4. Analyse the literature
5. Summarize the literature in table or concept map format
6. Synthesize the literature prior to writing the review
7. Writing the review (Galvan, 2006, 81 – 90)

What are research ethics? According to Clemente et al. (2016), ethics can
be defined as the process of applying moral standards and principles in any
undertaking. This lesson focuses on the review of related literature following the
ethical standards in writing and your research as a whole. It includes honesty and
other ethical principles in research.

Plagiarism refers to act of using ideas and information created by other

people, but without attribution to them (Barrot, 2017). It is the most common form of
scientific misconduct that can damage one’s credibility if one fails to cite a source.

A. Various Forms of Plagiarism

There are many forms of plagiarism, which may vary in different institutions.
The following are the most common types of plagiarism recognized by Torneo and
Torneo (2017):
DRAFT

Cut and Paste

It is the most common form of plagiarism that involves copying the text word-
per-word without recognizing the source.

Mosaic Plagiarism
Involves in copying text from another source and changing several words,
while maintaining the original structure of the sentence.

Misattribution Plagiarism
It is another form of plagiarism that involves attributing an excerpt, quote or an
idea to the wrong author, or the incorrect source – or worse, a nonexistent source.

Self-Plagiarism
It is another way of scientific dishonesty that is committed in two instances,
duplication and replication. Duplication is done when the researcher copied the
contents of his/her own work from the previous research without proper attribution.
Replication on the other hand is another serious act for which the researcher submits
ones work multiple times.

Fabrication
It is another area of scientific dishonesty that involves in “making up data” and
claiming this as fact.
Falsification
A scientific dishonesty committed when the researcher produce and
manipulates the data of other researchers.

Having laid down all types of plagiarism, you as a researcher is expected to

follow the rules and proper usage and citation of sources. Any deviation from the
protocols or failure to follow rules may result to scientific dishonesty. However, all
this scientific dishonesty can be avoided if you will paraphrase and summarize the
sources carefully and acknowledge them in your paper.

What’s More

Activity 1.3.7. Paint Me

1. List down the 4 different forms of Plagiarism.

a.
b.
c.
d.

DRAFT

2. What are the other areas of scientific dishonesty?

a.
b.

3. How can you avoid plagiarism in writing a scientific paper?

What I have learned

Activity 1.3.8. What I Realize

This is what I realized base on the lesson that I have read above:

Coherent writing is

It follows the following steps:

.
I also realized that .
It is therefore wrong to

DRAFT
What I Can Do

Activity 1.3.9. Present and Rate Me

Present your review of related literature in class for critiquing, using the rubric below.
Feel free to improve your work so that you can achieve the highest rating. Ask
permission from your teacher too.

Rubric for Paper Presentation

Very Good Good Fair Needs
5 4 3 Improvement
2
CONTENT (35%)
In literature review, it clearly states it purpose in the
introduction. It presents concepts extensively with the
main agreements and disagreement of scholarly
works.
The studies in review of related literature are
appropriately arranged and directly related to current
study.
Conceptual/theoretical frameworks match the research
topic and adequately explain.
Key terms are clearly defined.
ORGANIZATION (25%)
The work uses organizational pattern and structure DRAFT

appropriate for the genre. Flow of ideas is smooth and

easy to read.
STYLE (20%)
The work use variety of sentence structure which
eliminates negative bias in language.
GRAMMAR AND MECHANICS (10%)
The work observe the grammatical convention, correct
spelling, proper capitalization and punctuation, and
word choice is appropriate, sentences are well
structured.
DOCUMENTATION AND SOURCES (10%)
The sources are reliable, relevant to the topic and
uses an appropriate citation and reference format.
TOTAL
Lesson 3.5 Formulating a Conceptual Framework

What’s In

What is a conceptual framework? Why do we need such concepts in

research? How to prepare one? This lesson explains the meaning of a conceptual
framework. A simplified example is added to support the reader’s understanding.

Several theories and concepts that may support your study may encounter as
you look for a related literature for your topic. This conceptual framework will serve
as a “backbone” that will direct you to the whole research activity.

What is a conceptual framework? Conceptual framework as defined by Barrot

(2017) it refers to a system of ideas, beliefs, assumptions and theories that inform,
supports and cater specifically to your study. It guides the planning, development,
and implementation of the research study that you choose.

What’s New

Activity 1.3.10 Fill Me In DRAFT

Give at least five (5) examples of plagiarism and provide an example in each
of the form. Write your answer on the boxes provided.

Forms of Plagiarism Example

Cut and Paste copying the text word-per-word

without recognizing the source

1.

Plagiarism 2.

3.

4.
 What is It

Different ways of presenting conceptual framework

There are different ways of presenting a conceptual framework as organized

by Torneo and Torneo (2017). One can decide to do the following:

1. Diagram

This visual diagram will show the interconnections and relationships among
the variables and the different elements of your study. Accordingly, it’s the most
preferred way by the researchers since it is easier for the readers to visualize the
ideas that they are discussing in their research.

There are many designs used in formulating a conceptual framework, but

most of the researchers have their own design and utilized in their study. Here are
some examples of the simple conceptual framework.

An Example of A Conceptual Framework

Demographic Profile
Age Parenting Styles
Self -Esteem
DRAFT

Civil Status
Authoritative
Educational Attainment High
Order in the Family
Moderate Democratic
Economic Status
Low
Permissive

Framework
Adolescent Reproductive Health Welfare Program

Figure 2. An Example of Conceptual Framework (Work-up and

Diagram) (Source: Prieto et al., 2017)
 The example of conceptual framework presents a series of concepts and
ideas and direct outlook of a design research project.

2. Narrative Discussion

Another way of presenting a conceptual framework is a narrative discussion in

which, you reiterate the general assumption of your study, grounded from a theory –
then proceed to discussing the specific relationships assumed to be observed in the
study.

Example:

Assumptions of social capital, primarily based on the interpretations of

Putnam (1994; 2001) and Fukuyama (2011) and theories of participatory
development, stresses the role of civil society participation to improve
development outcomes. This study, examining countries from the Southeast
Asia, hypothesizes that CSO consultation and CSO repression impacts
income and education inequality. CSO consultation is expected to be
negatively correlated to both income and education inequality, while CSO
repression is seen as a contributing factor to the persistence and increase in
income and education inequality.

3. Sets of Propositions
This conceptual framework involves a series of hypotheses that makes use of
various measurements and assumes varying directions of the relationship among
variables.
DRAFT

Example:
Hypothesis: Increases in government investments in education and health will:
1. Positively and significantly affect average family income.
2. Positively and significantly affect productivity.
3. Negatively and significantly affect poverty incidence.
4. Negatively and significantly affect unemployment rate.

5. Mathematical Equation or Model

This form of the conceptual framework is common to the researches that
require computations or are highly mathematical in nature.

Example:

Equation 1. Basic Gravity Model of Migration

based on Ravenstein’s (1895, 1898) Laws of Migration

The equation sees migration as a function of population and distance and some
constant K. Mij is the number of migrants moving from place i, Pj is the population of
place j, and Dij is the distance between place i and j (Torneo, 2014).
 Activity 1.3.11 Conceptualize
Create a conceptual framework using the variables below and write the
appropriate words in the boxes below.
Age Work Family Relationship
Place of Residence Teacher Factor Peer Pressure
Family Income Grandparent presence Province
School Age

Academic
Variable
Background
Variable

School Drop-out

Environmental
Variable
DRAFT

What I Have Learned

Activity 1.3.12 Now I Realize

Based on the lesson, I have realized that

.
.Lesson 3.6 Defining Terms Used in Study

What’s In

In previous lesson, you have learned the meaning of a conceptual

framework. It illustrated how to simplify and frame a concept to support the reader’s
understanding. In connection to the new lesson, you will be able to learn the proper
way of defining appropriate terms needed in the research paper.

What’s New

Activity 1.3.13 Look into my Words

Directions: List and write in the column provided the words needed to be defined in
each research title.
RESEARCH TITLES LIST OF TERMS
Effects of Traffic Towards the DRAFT

Academic Performance of Students

Social Media Marketing Techniques

for Local Grocery Store Owners
School Canteen Quality and Student
Satisfaction

What Is It
Definition of terms in research usually served as an annex to a work
(book, research paper, and etc.) This is an important part of a research paper or
any report in which the key or important terms in the study are clearly defined. In
modern usage, a definition is something, typically expressed in words that are
attached to a meaning of a word or group of words.
Guidelines in Listing Definition of Terms
1. Keep the definition brief and basic.
2. Avoid using passive phrases when defining your term.
3. Do not repeat part of the defined term in your definition.
 What’s More

Activity 1.3.14 Redefine

You may now go back to your activity in “What’s New” and revise your
answers in accordance with the guidelines.
RESEARCH TITLES LIST OF TERMS DEFINITION OF
TERMS
Effects of Traffic Towards the
Academic Performance of
Students
Social Media Marketing
Techniques for Local Grocery
Store Owners

School Canteen Quality and

Student Satisfaction

DRAFT

What I Have Learned

Activity 1.3.15 Redefine Me: 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 that you learned.

Based on the lesson, I have realized that

.
Lesson 3.7 Listing Research Hypotheses

What’s In

In previous lesson, you have learned to list key terms appropriate to

the study and to clearly define the terms. In connection to the new lesson, you will be
able to learn listing research hypotheses that might be useful to your study.

What’s New
Activity 1.3.16 Assume and Predict
Directions: List and write in the column provided the possible assumption or
prediction of the relationship between the dependent and independent variables.
RESEARCH TITLES LIST OF HYPOTHESES

Effects of Traffic Towards the DRAFT

Academic Performance of
Students
Social Media Marketing
Techniques for Local Grocery
Store Owners
School Canteen Quality and
Student Satisfaction

What Is It

In our science class, we are taught that hypothesis is something more than a
wild guess but less than a well-established theory. It is a tentative statement about
the relationship between two or more variables. It is a specific, testable prediction
about what you expected to happen in a study. Below are the guidelines in listing
hypotheses if you are doing a scientific research.
Guidelines in Listing Hypotheses (only applicable in scientific research)
1. Let the question comes first.
2. Write your hypothesis in a statement form, not a question.
3. Make it clear.
4. Keep the variables in mind.
5. Make sure your hypothesis is "testable."

What’s More

Activity 1.3.17 Predict Me for Real

You may now may go back to your activity in “What’s New” and revise their
answers in accordance with the guidelines
RESEARCH TITLES LIST OF HYPOTHESES REVISED LIST OF
HYPOTHESES
Effects of Traffic Towards the
Academic Performance of DRAFT

Students
Social Media Marketing
Techniques for Local Grocery
Store Owners
School Canteen Quality and
Student Satisfaction

7.
8. What I have Learned
9. W

Activity 1.3.18 Predict Me: Reflection 2

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

Based on the lesson, I have realized that

 What I Can Do

Activity 1.3.19 Do It Your Own

Directions: Fill in the spaces below with some additional parts of Chapter I and
apply the guidelines you learned in the previous lessons in making it. Each group
shall present research output for the class critiquing. You will find below the rubrics
for grading as your guide for presentation.

RESEARCH TITLE:

INTRODUCTION OF THE STUDY:

DRAFT

STATEMENT OF THE PROBLEM:

HYPOTHESIS:

SCOPE AND LIMITATION OF THE STUDY:

SIGNIFICANCE OF THE STUDY:

DEFINITION OF TERMS:

REVIEW OF RELATED LITERATURE:

DRAFT

CONCEPTUAL FRAMEWORK:
REFERENCES:

DRAFT
 Research Paper Grading Rubric
Below
Components Outstanding Good Average
Average
Review of  Provides the  Does not  Missing  Missing the
Related reader with the shows the one or two most needed
Literature necessary interest of the component information to
information to reader s of a good understand
20 points understand the  Gives too introduction the study
present study much   Contains no
information-- information
more like a about the
summary study
Conceptual  Highlights  Highlights  Highlights  Highlights
Framework most important two important one none of the
beneficiaries beneficiaries important important
10 points and benefits of and benefits beneficiarie beneficiaries
the study of the study s and and benefits
benefits of of the study
the study
 Cites sources  Cites five  Cites  No sources
ten sources sources only sources cited
10 points two – three
DRAFT
sources
 Paragraphs  Several  Most  Paper lacks
well organized grammatical grammatic well
5 points
 Sections with errors, typos, al errors, organized
logical and typos, and paragraphs
organization of misspelling misspelling  Sections do
paragraphs may be may be not contain
(especially present present information
introduction, presented in
results and a logical order
conclusions)

Overall 45-40 points 39-35 points 34-30 points 0-29 points

Evaluation

Note: This may serve as research final presentation of the students

for this lesson.
 Cho Assessment

Directions. Read and analyze each item carefully. Write the letter corresponding the best
answer on your answer sheet. 1 point each.

1. 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.
2. It is a scientific, experimental, or inductive manner of thinking.
A. Listening B. Watching C. Research D. Inquiry
3. What is the research applicable for business?
A. Action research C. Feasibility Study
B. Action Plan D. Thesis Dissertation in Nutrition
4. This term is synonymous with the word “investigation”, is the answer to this
question.
A. Listening B. Watching C. Research D. Inquiry
5. Which of the following best describes control variables?
A. They provide the researcher with coDRAFTntrol 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.
6. The following are examples of quantitative variables EXCEPT.
A. Marital Status B. Age C. Height D. Family Income
7. 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
8. 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
9. 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
10. 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
11. 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
12. 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
13. 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
14. The following are the main components of literature review, except one:
A. Body B. Conclusion C. Introduction D. Results
15. 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

DRAFT
 References

Allen, Mike The SAGE Encyclopedia of Communication Research Methods. 4 vols.

Thousand Oaks, CA: SAGE Publications, Inc, 2017. doi:
10.4135/9781483381411.
Akanoh, Chika. How to Write the Scope of Study Outlining its Salient Features.
African Press, October 15, 2015. https://afribary.com/blog/656/how-to-
write-the-scope-of-study-outlining-its-salient-features/

Baraceros, Esther Practical Research 2. Manila, Philippines. Rex Book Store, Inc,
2016.
Bryman, Alan. Social research methods. Oxford: Oxford University Press, 2012.

Bwisa, Henry. The basics of writing a statement of the problem for your research
proposal. May 15, 2018. https://doi.org/10.34193/EI-A-5275

Carr, Linda “The strengths and weaknesses of quantitative and qualitative

research: What method for nursing?” Journal of Advanced Nursing, 20(4),
716-721, 1994 http://dx.doi.org/10.1046/j.1365-2648.1994.20040716.x

Connolly, Paul. Quantitative data analysisDRAFT in education: A critical

introduction using SPSS. London & New York, NY: Routledge, 2007.

Creswell, John W. Research design: qualitative, quantitative, and mixed

methods approaches. Thousand Oaks, Calif: Sage Publications. 2003.

Denzin, Norman K., & Lincoln, Yvonna S. The landscape of qualitative research:
Theories and issues. London:SAGE Publications. 1998.

Edmonds,W.Alex and Kennedy, Tom D. An Applied Guide to Research Designs

Quantitative, Qualitative, and Mixed Methods. Second Edition. Los
Angeles:SAGE Publications. 2017.

Leavy, Patricia. Research Design: Quantitative, Qualitative, Mixed Methods,

Arts- Based, and Community-Based Participatory Research Approaches.
The Guilford Press, New York. 2017.

McCombes, Shona. How to write a problem statement. April 15, 2019,

https://www.scribbr.com/research-process/problem-statement/

McMillan, James H., and Schumacher, Sally. Research in Education. Boston:

Pearson Education.2016.

64
Muijs, Daniel. 2004. “Doing Quantitative Research in Education with SPSS
Thousand” Oaks, CA: SAGE Publications.
http://modares.ac.ir/uploads/Agr.Oth.Lib.23.pdf

Rahman, Md Shidur. "The Advantages And Disadvantages Of Using Qualitative And

Quantitative Approaches And Methods In Language “Testing And
Assessment” Research: A Literature Review." Journal of Education and
Learning 6.1 (2016): 102. Web. 22 Nov. 2019.

Patten, Mildred. L. and Newhart, Michelle. Understanding Research Methods

: An Overview Of The Essentials.10th ed. Taylor and Francis. 2017.

https://doi.org/10.4324/9781315213033

Prieto, Nelia. G., Naval Victoria C. and Carey, Teresita G. Practical Research 2 for
Senior High School. Manila, Philippines. LORIMAR Publishing, Inc. 2017.
Potane, Joel D. Practical Research 2: Quantitative Research. Regional Training of
Trainers. October 8-30, 2017, Cagayan de Oro City. 2017.
Punch, Keith F. Educational research: An introduction. Boston: Pearson Education.
2013.

Sachdev, Rishibha. Study Background & Introduction. November 17, 2018.

https://doi.org/10.34193/EI-A-10386
DRAFT

Schofield, Janet W. Increasing the generalizability of qualitative research. In

M.Hammersley (Ed.), Educational Research and Evidence-based Practice
(pp. 181-203). London: SAGE Publications. 2007.

Sindakovski, Robert. A study about Social Media Marketing for Local Grocery
Stores. Linköping University, 2017, 1-7,
https://pdfs.semanticscholar.org/c4a5/c6cd47264cf4f3d33c0a396703eb7
dc7a8ae.pdf

Vanderstoep, Scott W. and Johnston, Deidre D. Research Methods For Everyday

Life: Blending Qualitative and Quantitative Approaches. Jossey-Bass,San
Francisco. 2009. ISBN: 978-0-470-34353-1
University of Leicester. Introduction to Research. Retrieved from
https://www.le.ac.uk/oerresources/lill/fdmvco/module9/page_45.htm

Zhang, Ke . Traffic Impact Analysis of Several Dynamic Lane Mangement Strategies

for Congestion Mitigation Based on DTA Model. University of
Maryland,USA 2016, 1-9,
https://pdfs.semanticscholar.org/76a1/34a91f2146f379d1dcd282724ca38
3d8e4e6.pdf