SHS

PRACTICAL RESEARCH 2
Module 2, Quarter 1, Week 4 - 5
Practical Research 2
Grade 11/12 Module 2 Quarter 1, Week 4 - 5
First Edition, 2020

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.

Development Team of the Module

Author: MARIA TERESA ESPERANZA H. BADON, T-III

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos Jr., P II

Management Team:

ATTY. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, PhD

Assistant Schools Division Superintendent
German E. Flora, PhD, CID Chief

Virgilio C. Boado, PhD, EPS in Charge of LRMS

Rominel S. Sobremonte, EdD, EPS in Charge of Science
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
 Practical Research 2
Module 2: Quarter 1 – Week 4 - 5
 Target

This module discusses the topics that will help the learners to develop the
ability to formulate a research problem and find answers to these inquiries or
questions. Inquiry or research urges you to a systematic or comprehensive
investigation of a certain subject matter. This kind of study involves several stages
that require much time and effort. The learners need more time to think in finalizing
their choice about a particular topic to research on or in determining the
appropriateness of such a topic by obtaining the background information of the study
and formulating some questions that you want to answer.

After this discussion, you are expected to have the ability to…

• state research questions (CS_RS12-ld-e-1)

• write a research title (CS_RS12-ld-e-2)

• describe background of research (CS_RS12-ld-e-3)

• cite benefits and beneficiaries of study (CS_RS12-ld-e-4)

• indicate scope and delimitation of study (CS_RS12-ld-e-5)

• present written statement of the problem (CS_RS12-ld-e-7)

Are you now set to perform the activity, answer the questions, and read the texts?
If so, then you may get your ball pen and notebook as I will request you to answer
the questions included herein.

Good luck enjoy reading and doing the activity. God bless.

Before going on, check how much you know about this topic. Answer
the pretest on the next page in a separate sheet of paper.

4
 PRE-TEST

Direction: Carefully read each statement below. Choose the one alternative that best
completes the statement or answers the question. Write your answer in your logbook
which will be collected.

1. What is the starting point of a research?

A] Citing relevant literatures and studies
B] Construction of the research paradigm
C] Enumeration of theories
D] Identification and definition of the research problem

2. Which of the following are some of the criteria in choosing a research problem?
I. It should be something new or different from what has already been written
about.
II. It must be original
III. It should be significant to the field of study or discipline
IV. It may not necessarily consider the time factor involved in the undertaking

A] I, III, and IV C] II, III, and IV

B] I, II, and III D] I, II, III, and IV

3. Which of the following is necessary before conceptualizing a study?

A] Review information, facts, data available, or theories that have some
relationship with your hypothesis
B] Formulate conclusions for your study out of the findings obtained from
other literatures
C] Prepare a sampling plan immediately to inform these respondents to
stand by
D] Post in social media the questions related to the topic you are
conceptualizing to gain insights and guesses

4. Which of the following should you consider when writing the significance of the
study?
A] Refer to the statement of the problem.
B] Write from specific to general.
C] Start with the general contribution to the individuals which may include
yourself as a researcher then to its importance to society as whole.
D] All of the above

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5. Which of the following statements is true about research theory?
I. it simply means explanation
II. it answers the “how” and “why” questions
III. it can be a well-developed explanatory system

A] I only B] II only C] I and III D] I, II, and III

6. What kind of ideas can’t be empirically researched?

A] Effectiveness of different methods of instruction
B] Description of educational practices
C] Issues of values and morality such as the correctness of having prayer in
schools
D] Factors helpful in predicting future drug use

7. The feasibility of a research study should be considered in light of:

A] Cost and time required to conduct the study
B] Skills required of the researcher
C] Potential ethical concerns
D] All of the above

8. A formal statement of the research question or “purpose of research study”

generally, ______.
A] is made prior to the literature review
B] is made after the literature review
C] will help guide the research process
D] All of the above

9. A statement of the quantitative research question should:

A] Extend the statement of purpose by specifying exactly the question(s) the
researcher will address
B] Help the research in selecting appropriate participants, research methods,
measures, and materials
C] Specify the variables of interest
D] All of the above

10. The Introduction section of the research plan

A] Gives an overview of prior relevant studies
B] Contains a statement of the purpose of the study
C] Concludes with a statement of the research questions and, for
quantitative research, it includes the research hypothesis
D] All of the above

6
 JUMPSTART
For you to understand the lesson well, do the following activities.
Have fun learning and good luck!

Activity 1 Read Me and Understand Me

Directions: Read the following paragraphs to help you meet headway the challenges
of identifying research problem/s.

Identification of A Research Problem

Finding a topic to research on is quite difficult for students like you. Although
there are no particular rules in identifying a topic for research, the following
suggestions can help.

Interest in the Subject Matter

Search for a problem in your everyday life. You might see them in your
personal life. Look around you! Problems suitable for research exist everywhere (in
your community, farm, school, city, body of water, environment, at home, etc.). Make
a habit of asking yourself questions about what you see and hear. Why does such-
and-such happen? Think about what interests you.

Availability of information
Read or search more about your field of interest because reading also gives
you theoretical base for your study. So, look through professional journals and
magazines, textbooks and thesis/dissertations to find out more about these topics.
This will give you a clear idea about what is already known in your area of interest -
- and what is still unknown.

Timeliness and relevance of the topic

The topic of your choice should be significant, important, and relevant to the present
time and situation and or current interest. It is original, vital, and practical for use of the public.
It must contribute to the national goals and development for the improvement of the quality of
human life and it must contribute to the fund of human knowledge.

Limitation on the subject

It can be completed within a reasonable period of time. The equipment and
instruments for the research are available and can give reliable results. The results are
implementable/doable or repeatable.

Personal resources
It must be within the competence of the researcher to tackle.
It must be within the capability of the researcher to finance.

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Directions: Write down ideas that spark a possible research topic. Think about the
needs of the school, the community or barangay, town, province or the country.
Having this in mind, you are now about to begin with your research project-that is,
identifying a problem/study for development.

Task 1 Brainstorm about themes, topics, aspects, issues of your preference.

What topics are you interested in to work on in your research project?
Just write down every topic that comes into your mind.
Answer

Task 2 Make a selection of 2 or 3 of those topics after thinking about the

following factors:
Factors ▪ Are you really motivated for this?
▪ Do you want to make a work that is theoretically relevant or are you
more interested in practical problems?
▪ What do you want to investigate?
▪ What kind of research do you want to do?
▪ What are the goals of your research?
▪ Is the theme scientifically relevant? Is there a scientific or social interest
for it?
▪ Is there enough information available? Make a quick scan of the
literature.
▪ What is already done about the theme?
▪ Is the investigation you are interested in not already done? Can you
built further on research that is already done?
▪ What do you want to investigate? Define it clearly.
▪ Is the research/investigation in the area you think of realistic?
What do you think/hope to find?
Can you find a supervisor to guide a thesis of with this theme?
Selection 1.

2.

3.

8
Rubrics for evaluation of research questions
Each presentation will be evaluated based on the following criteria.

Exemplary Good Fair Needs

Ten points Eight points Seven points Improvement
Five points
Question Question Question Research question
demonstrates a demonstrates good demonstrates is absent or posed
deep grasp of the topic’s minimal as a yes/no
understanding of depth and knowledge or question.
the topic and complexity. depth of the topic.
shows analytical Question is vague
and original Question is fairly Question relates and unrelated to
thought. focused and to assignment but assignment.
relates to is overly broad or
Question is well assignment. narrow.
developed and
appropriate to
assignment.

9
 Discover

Purpose of Conducting Research

To add something to the current body of knowledge

To find the answers to certain questions by:
→describing what happened
→explaining how and why certain events occur
→predicting when things will happen

Significance of any research activity

1) Provides an analysis of the key issues, synthesis of threats and opportunities
which are likely to confront the decision & policy makers.
2) Identifies the appropriate parameters to assess the nature, magnitude/extent
of the issues under consideration.
3) Generates a blueprint for identifying relevant and viable alternatives to a
problem based on solid empirical evidence.
4) Provides guidepost for channeling scarce resources by searching for the best
fit between the problem and its different solutions.
5) Forces researchers to be analytical in finding appropriate solutions to
problems based on known facts.
6) Provides an opportunity for academic faculties to sharpen and hone their
narrow technical expertise which could be shared with their students, and.
7) Allows educational institutions to be recognized for scientific excellence

Distinguishing among Topic, Research Problem, Purpose, and Research

Questions

TOPIC RESEARCH PURPOSE RESEARCH

PROBLEM STATEMENT QUESTION
broad subject a general the major intent or
narrows the
matter addressed educational issue, objective of the
purpose into
by the study. concern, or study used to specific questions
controversy address the that the
addressed in problem researcher would
research that like answered or
narrows the topic. addressed in the
study.
SHS Mathematics Low grades of SHS To improve the Can peer tutoring
students in grades of SHS improve the grades
General students in of SHS students in
Mathematics General General
Mathematics Mathematics?

10
SEEKING A PROBLEM

What are good resources of researchable problems?

o Theories to be validated, extended, or modified

o Other studies, particularly through research recommendations
o National or international trends or situations to be described or improved
o Real-life problems, issues, experiences, or situations of SHS students

FRAMING THE TITLE

What are the standards in writing the research title?

A research title must…

o list key variables
o be written in scientific or technical style
o be concise (no more than 12 words) and non-repetitive
o reflect SHS students’ context
o not explicitly provide reference to the research design

Research/Project Title

o Introduces the project to the reader

o Identifies the program and the project components
o Must reflect the main purpose of the project and gives the reader the idea on
what the researcher proposes to do
o The goal in making the title is to describe the coverage of the research and
delineates the scope
o List the most important factors to be studied as well as
methodology/treatments to be used
o Categorize the words that can be grouped (e.g., height and weight can be
grouped together as growth, flowers and fruits as development)
o Compose the words to form a clear, eye-catching title
o Include the site of implementation
o Review for grammar and improve some of the words without changing its
meaning/message
o Include in the title the common and scientific names
o Avoid using unnecessary words (effect, evaluation, study, experiment, trials,
observations, results, test, factors, analysis, etc.)

Features of a good title:

o Short, easy to remember, and can easily be indexed and retrieved
o Has few words that adequately describes the contents of the paper (preferably
not more than 14 key words or 2 lines)
o Clearly embody the focus of the proposal and it is supported by the stated
objectives and expected outputs

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Examples of good titles
Socio-Economic Evaluation and Policy Analysis of Integrated R&D Project (IRDP)
on Bamboo and Rattan

Benchmark Assessment of the Industrial Tree Plantation-Based Industry in the

CARAGA Region

Analysis of the Price System And Trade Related Concerns of Philippine Mango

Examples of bad titles

Evaluation of the Muslimness of Filipino Muslims in the Philippines

Women in Abaca Industry: An Assessment of their Contributions and Constraints in

their Participation

Evaluation and Cultural Management of Malunggay

BACKGROUND OF THE STUDY

This is the description that leads the reader to understanding the research questions
and appreciate why they are asked.

In writing this section,

• Introduce and briefly define the variables under study
• cite the most important study or related literature
• be consistent with terms used
• ensure that paragraphs summarize unresolved issues, conflicting findings,
social concerns, or educational, national, or international issues.
• write the last paragraph to highlight the research gap

INTRODUCTION = Rationale

Introductory paragraphs
➢ Primary goal: catch the attention of the readers and to get them "turned on"
about the subject.
➢ It sets the stage for the paper and puts your topic in perspective.
➢ The introduction often contains dramatic and general statements about the
need for the study. It uses dramatic illustrations or quotes to set the tone.
➢ When writing the introduction, put yourself in your reader's position - would
you continue reading?

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THE RATIONALE

Rationale/ Problem Situation

State the problem clearly – discuss the problem by giving information on what exactly
is the problem, how long it has been a problem, the situation encountered, its
negative consequences if not acted upon.

Previous works or reviews relevant to the problem may be cited

State the current need of the country the proposal intends to address.
The proposal should justify research expenditure in terms of the potential benefits
to be derived.

A typical justification would include a brief introduction, a general statement

concerning the historical bases for R&D, utilization of the expected output, and the
impact of the information/ technology to be generated on the current body of
knowledge, the target users/beneficiaries or stakeholders (rural farm households;
industry; commodity/sector or region and the country/national economy).

Do not forget:
Background of the study
Describe the problem situation considering global, national and local forces
Justify the existence of the problem situation by citing statistical data and
authoritative sources
Make clinching statement that will relate the background to the proposed research
problem

STATEMENT OF THE PROBLEM

This section contains the purpose statements and the research question(s).
“This study (or research) aims to…(make congruent with title).”
“Specifically, this research (or study) seeks to answer the following questions:”
Phrase questions with the data to be collected in mind. Answer the questions and
rephrase question if your intended answer does not match the question.

SIGNIFICANCE OF THE STUDY

States the audience who will benefit from a study of the problem and explains how
exactly the results will be significant to them.

In writing this section,

In paragraph form, cite beneficiaries (e.g., students, professors or teachers,
university administrators, parents) of results of study.
For each beneficiary group, specifically describe how it will benefit from the findings.

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SCOPE AND LIMITATION

SCOPE

The scope of the study refers to the parameters under which the study will be
operating. The problem you seek to resolve will fit within certain parameters. Think
of the scope as the domain of your research – what is in the domain, and what is not.
You need to make it as clear as possible what you will be studying and what factors
are within the accepted range of your study. For example, if you are studying the ill
effects of bullying on Senior High school learners, the scope could include both face-
to-face bullying and cyber-bullying in grades 11 and 12.

SCOPE: Identify the boundaries of the study in terms of respondents, objectives,

facilities, area, time frame, and the issues to which the research is focused.

This presents the coverage of the research in terms of location, time, respondents,
etc., and the potential weaknesses or problems with the study identified by the
researcher.

• What the researcher does NOT intend to do

• A researcher must appreciate that the research must define LIMITATIONS and
inform others about what these limits are.

LIMITATIONS

Every study, no matter how well conducted and crafted, has limitations. These
are aspects of your research study that as a researcher you do not have control. They
limit the extent to which your study can go and may affect the result and conclusion.
Future research may cast doubt on the validity of your conclusion. Your study might
have access to specific people in a community, certain documents, and certain data.
These are limitations which may be overcome by subsequent studies.

In writing this section,

• cite data collection
• identify school involved, number of classes, their grade/year level, number of
participants (or respondents, subjects), and topics of lessons covered (if
applicable).
• state inadequate measures of variables, loss or lack of participants, small
sample sizes, errors in measurement, and other factors typically related to
data collection and analysis.

14
Guidelines in writing the scope and limitation. The scope and limitation
should include the following:

1) A brief statement of the general purpose of the study.

2) The subject matter and topics studied and discussed.
3) The locale of the study, where the data were gathered or the entity to which
the data belong.
4) The population or universe from which the respondents were selected. This
must be large enough to make generalizations significant.
5) The period of the study. This is the time, either months or years, during which
the data were gathered.

15
 Explore

Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson

Enrichment Activity 1: Quest for Question: Choosing the right topic and creating
a title
What you need: Logbook, references
What you have to do:

The Task:

Work cooperatively in the research team to determine a topic of interest for

the group’s quantitative research. Then, frame at least three research questions. All
research questions must reflect the topic of interest and relevant to the team’s senior
high school strand.

The Product:

Present the result of the brainstorming activity through a graphic organizer.

The presentation must be reflective the following questions:

1. Why did your group choose your topic of interest? What did you find most
interesting about the topic? Explain its relevance to the senior high school
strand you are under.
2. What are the prospective research questions your group came up with?
Briefly explain the concept behind each question and how your team intends
to carry out the research.
3. What are the possible challenges/difficulties you might encounter for every
research question? Consider the elements of time, money, and effort.

16
Rubrics for evaluation
Each presentation will be evaluated based on the following criteria.

COMPETENT/
CRITERIA DISTINGUISHED NOVICE
PROFICIENT
ONE OR TWO OF
NONE OF THE
ALL THREE research THE THREE
THREE research
questions presented research questions
questions presented
Quality of innovative and presented innovative
innovative and
Research feasible ideas aligned and feasible ideas
feasible ideas aligned
Questions to the concept of aligned to the
to the concept of
practical quantitative concept of practical
practical quantitative
research. (10 pts) quantitative
research. (5 pts)
research. (8 pts)
The team was able to
The team was able to The team was able to
determine on their
Critical determine on their determine on their
own SOME of the
consideration own ALL the major own NONE the major
major challenges in
of research challenges in their challenges in their
their proposed
challenges proposed research proposed research
research questions.
questions. (5 pts) questions. (1 pt)
(3 pts)
Graphic Organizer is
Graphic Organizer is No more than three
attractive, uniform
attractive, uniform or four graphic
and well designed.
and well designed. improvements are
The organizer has
Design No more than one or needed. Consultation
balance and uses up
two graphic with teacher could
all space available.
improvements are have been useful.
The fonts used are
needed. (3 pts) (1 pt)
easy to read. (5 pts)
Sequence of
Sequence of Sequence of
information is
information is information is logical
somewhat
logical, well ordered, and easy to follow.
disorganized. The
Organization and interesting.
sequence of the
The sequence of the The sequence of the
graphic organizer is
graphic organizer graphic organizer
hard to follow at
makes sense (5 pts) makes sense. (3 pts)
times. (1 pt)

Acceptable and Incorrect and/or

Scientific Precise and/or rich
effective language (3 ineffective language
language language (5 pts)
pts) (1 pt)

17
Assessment 1

Directions: Formulate a suitable and COMPLETE title of the study based on the
conceptual framework below. Write your answer in your logbook.

A study conducted to Senior High School learners in Naguilian District for the SY
2019-2020

Your answer:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________

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Enrichment Activity 2: Selecting a good research problem and research questions

Direction: The following plan of eight steps will help you to formulate relevant, clear,
and realistic research problem and research questions. Note: All outputs should be
written in your logbook.

1. 2. Time frame 3. Creative 4. List of key

Formulation and critical words
questions

5. Clearest 6. Kind of 7. Audience 8. Reflection

value questions

Formulate a research
problem and a set of
research questions

Step 1: Formulation

When you are in the process of formulating a research question, you will always be torn
between two extremes: What do I want to know  What can I know? Always begin with
the more qualitative research question: what do I want to know?
Write down here what you would want to know.

Step 2: Time frame

Make a time schedule. Ask yourself what you are going to do when your available time is
too short.

Step 3: Creative and critical questions

Your research question should enable you to be critical and creative, otherwise the research
project will always suffer from a lack of social relevance. Try to answer the following five
‘W’-questions:
• What is the problem?
• Why is this a relevant problem?
• Whom does the problem relate to?
• Where does the problem exist?
• When does the problem appear in particular?

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What:
Why:
Whom:
Where:
When:

Step 4: List of key words

Compile a list of keywords which you think best covers your research topic. This has two
functions: it helps you to focus on the most important research topics that you address,
and it also makes it easier to find relevant sources in the library or in databases.
Write down some keywords you think of the first five minutes. Then subscript the most
important keywords and give an operationalization of your key concepts.

Step 5: Clearest value

Decide what you consider to be the clearest value of your research. The practical relevance
of a research project often lies in one summary, one table, a figure or a line of argument.
Increase the added value of your research by focusing on one concrete end- product.

Step 6: Kind of questions

There are five kinds of research problems/questions. Look at some other research projects.
What kind of research questions do you prefer to read yourself? One that:
• stimulates your mind and attracted your attention?
• confirms your own preconception on a topic.
• is related to a theoretical problem in the literature?
• is related to a practical problem of individual actors?
• Formulate your own research question in the same manner.

Step 7: Audience

Think about different kinds of people who will probably read your work. Who might/will
read your research aside from your teacher?

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 Step 8: Reflection

Think about the ‘story’ that you want to tell. Without careful reflection upon the intended
outcome of the research project you cannot specify the problem and research arguments.
In the initial phase of a project it is very useful to collect ‘stories’ from people who are
directly involved while considering the theories available. Talk to different people and write
down some useful stories.

You can now complete the following:

My research problem

My research questions

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Rubrics for evaluation of research problem and questions
Each presentation will be evaluated based on the following criteria.

Exemplary Good Fair Needs

Ten points Eight points Seven points Improvement
Five points
Question Question Question Research question
demonstrates a demonstrates good demonstrates is absent or posed
deep grasp of the topic’s minimal as a yes/no
understanding of depth and knowledge or question.
the topic and complexity. depth of the topic.
shows analytical Question is vague
and original Question is fairly Question relates and unrelated to
thought. focused and to assignment but assignment.
relates to is overly broad or
Question is well assignment. narrow.
developed and
appropriate to
assignment.

22
Assessment 2
Directions: Identify the word/phrase which makes the sentence incorrect. Write
your answer on the blank before each item. Write your answer on your logbook.

1] Existing problems in the classroom/ school/ campus/ university which one may
A. B.
want to solve are not so good sources or research problems.
C. D.

2] A good source of research topic is accidental from interesting topics of professors

A. B. C.
during the course meeting/ session.
D.

3] When selecting the topic one should consider the desirability of data involved in
A. B.
the study and the methods and techniques to be employed in gathering them.
C. D.

4] The title must contain the following elements: the subject matter or research
A.
problem, the setting or locale of the study, the researchers involved in the study;
B. C.
and the time or period when the study was conducted
D.

5] Following the guidelines in the formulation of research, the use of terms as

A. B.
“analysis of”, “a study of”, an investigation of and the like should be used.
C. D.

23
Enrichment Activity 3: Identifying your research objectives
What you need: Logbook
What you have to do: Write all your answers or notes in your logbook

Task 1: Brainstorming
Read your research problem and research questions again and think about these
questions: What are my aims in this research project? Why do I want to carry out
this project? What am I trying to achieve? Write down all the things you think of.

Task 2: Identifying research objectives

Think in detail about these three important questions:
1. What is this research work for?
2. What am I supposed to do during my research work?
3. What am I supposed to achieve?
Have a clearly set-out statement of what you want to achieve in your research
work. It should be consistent with the research problem you have formulated.
Suggestion: Think of the different part of your research project: problem definition,
diagnosis, design, implementation, evaluation.

Task 3: General and specific actions

Write the actions you will need to take to accomplish your goals. When you have
written this down, try to identify those answers that are related to specific actions
(mark them in a red colour) and those related to general actions (mark them in
green).
For example:
- Specific action = Make questionnaires / Process test results
- General action =Distinguish significant variables and give feedback to the
field of practice
Suggestion: Use the verbs in the infinitive
Save your document in your portfolio.

24
Task 4: Formulating general and specific research objectives
Formulate the general and specific objectives taking into account the actions to be
performed and using the most suitable verbs to state specific actions: e.g. to
identify, to describe, to analyse, to demonstrate, etc. …

General objectives

Specific objectives

Task 5: Self- check

Check if the objectives are related to the research problem. If they are well related
to the research problem, edit your objectives to make sure you have stated them
in a clear, accurate and correct way. Write down your objectives.

Additional task: To make sure your research objectives are clear enough, you can
ask someone who doesn’t know a thing about your research topic, to read the aims
you have formulated. By this task you can verify the clearness of your formulation.

25
Rubrics for evaluation of Identifying your research objectives
Each presentation will be evaluated based on the following criteria.

Exemplary Good Fair Needs

Ten points Eight points Seven points Improvement
Five points
The statement of The statement of The statement of The statement of
the objective is the objective the objective the objective is
concise, includes includes most of includes 1 unclear and does
descriptor the descriptor descriptor variable not include any
variables and variables and and informs the descriptor
informs the informs the reader of the variables
reader of the reader of the purpose of the The statement of
exact purpose of exact purpose of study the problem is
the study the study missing or is
unclear and
unable to be
interpreted

26
 Deepen

Assessment 3

Directions: Read the following paragraph. Applying your knowledge about scope and
limitations of a research study identify what is needed below. Write your answers in
your logbook.

This investigation was conducted to determine the status of the

teaching of science in the high schools of Province A as perceived by
the teachers and students in science classes during the school year
1989-1990. The aspects looked into were the qualifications of
teachers, their methods and strategies, facilities forms of supervisory
assistance, problems and proposed solutions to problems.

General purpose:

Subject matter:

Topics (aspects) studied:

Population or universe:

Locale of the study:

Period of the study:

Great job! You have understood the lesson.

Are you ready now to start your research study?

27
Rubrics for evaluation of scope and limitations of a research study
Each presentation will be evaluated based on the following criteria.

Category Exceeds Meets Nearly Does Not No Score

Standard Standard Meets Meet Evidence
(5pts) (4pts) Standard Standard (1pt)
(3pts) (2pts)
Organization- Writer Paragraph Logical No evidence Not ______
Structural demonstrates development organization: of structure applicable
Development logical and present but organization or
of the Idea subtle not of ideas not organization.
sequencing perfected. fully
of ideas developed.
through well-
developed
paragraphs;
transitions
are used to
enhance
organization.
No errors in Almost no Many errors in Numerous and Not ______
Mechanics punctuation, errors in punctuation, distracting applicable
capitalization, punctuation, capitalization, errors in
and spelling. capitalization, and spelling. punctuation,
and spelling. capitalization,
and spelling.
Usage No errors Almost no Many errors in Numerous and Not ______
sentence errors in sentence distracting applicable
structure and sentence structure and errors in
word usage. structure and word usage. sentence
word usage. structure and
word usage.

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 Gauge

POST TEST
Direction: Read carefully each statement below. Choose the one alternative that best
completes the statement or answers the question. Write your answers in your
logbook

1] Which of the following is incorrect in writing a research title?

A] The title must summarize the main idea of the study
B] A friendly conversation can be a source of a research topic
C] Stating the significance of the study is the first phase in research
D] An existing problem in your classroom can be considered as a research
problem

2] The objective and research questions in a research are the elements of _____.
A] definition of terms C] research design
B] framework of the study D] statement of the problem

3] It is a statement of a long-term objective expected to be achieved by the study.

A] Purpose of the study C. Research question
B. Research problem D. Significance of the study

4] Which part of the research study wherein it answers the question “What facets of
the problem (phenomenon) are known and what need further investigations” ?
A] Background of the study C] research paradigm
B] Definition of terms D] statement of the problem

5] Which part of the research study wherein you can state the antecedents of the
study, the reasons why this topic is proposed relative to previous studies?
A] Background of the study C] research paradigm
B] Definition of terms D] statement of the problem

6] It is the part of the research which refers to the short narrative on the importance
and validity of the problem.
A] Background of the study C] Significance of the study
B] Scope and delimitation D] Statement of the problem

7] It is the part of the research which tells what is done to make the situation that
exists more like what it should be.
A] Background of the study C] Significance of the study
B] Scope and delimitation D] Statement of the problem

8] This is a statement of a long-term objective expected to be achieved by the study.

A] Purpose of the study C] Specific Objective
B] Research Questions D] Variables

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9] These are specific questions which are to be answered in the study.
A] Purpose of the study C] Specific Objective
B] Research Questions D] Variables

10] It is the part of the research which discusses the parameters of the research.
A] Background of the study C] Significance of the study
B] Scope and delimitation D] Statement of the problem

11] The following are included in the Scope and limitation EXCEPT:
A] The topic of investigation and the variables included
B] The venue or setting of the research
C] The time frame by which the study is conducted
D] The specific objectives of the research

12] This part of research is where the researcher defines who will benefit out of the
findings of the study.
A] Background of the study C] Significance of the study
B] Scope and delimitation D] Statement of the problem

13] What is the difference between research questions and research objectives?
A] The question is worded by the researcher; the objective is not.
B] One of these is proposed by a supervisor.
C] The wording of one is likely to be more specific than the other.
D] No difference, they are the same.

14] A student plans a research project; it is called A description of IBM. On the limited
information we have (the title), which ONE of these bests applies to the idea?
A] It has an acceptable purpose.
B] It is wide.
C] It is narrow.
D] It has an acceptable method.

15] Which of the following should not be a criterion for a good research project?
A] Demonstrates the abilities of the researcher
B] Is dependent on the completion of other projects
C] Demonstrates the integration of different fields of knowledge
D] Develops the skills of the researcher

16] Which of the following is a good research question?

A] To produce a report on student job searching behaviors
B] To identify the relationship between self-efficacy and student job searching
behaviors
C] Students with higher levels of self-efficacy will demonstrate more active job
searching behaviors
D] Do students with high levels of self-efficacy demonstrate more active job
searching behaviors?

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17. A review of the literature prior to formulating research questions allows the
researcher to:
A] Provide an up-to-date understanding of the subject, its significance, and
structure
B] Guide the development of research questions
C] Present the kinds of research methodologies used in previous studies
D] All of the above

18. The statement of purpose in a research study should:

A] Identify the design of the study
B] Identify the intent or objective of the study
C] Specify the type of people to be used in the study
D] Describe the study

19. Why is the statement “What are the effects of extracurricular activities on
cognitive development of school age children” not a good statement of a
quantitative research question?
A] Because there is no connection between extracurricular activities and
cognitive development
B] Because there are not enough school age children engaged in
extracurricular activities to conduct the study
C] Because the study would be too difficult to do given all the different
Extracurricular activities
D] Because the statement was not specific enough to provide an
understanding of the variables being investigated

20. Sources of researchable problems can include:

A] Researchers’ own experiences as educators
B] Practical issues that require solutions
C] Theory and past research
D] All of the above

Great job! You are almost done with this module.

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References

Printed Materials:

Baraceros, Esther L. 2017. Practical Research 2 First Edition. Manila: Rex Book
Store, Inc.

Chin Uy, Ronaldo Cabauatan, Belinda de Castro, Jeanette Grajo. 2016. Practical
Research 2. Quezon City: Vibal Group Inc.

Laurentina Paler-Calmorin, Melchor A. Calmorin. 2008. Research Methods and

Thesis Writing. Manila: Rex Book Store Inc.

Ruben E. Faltado III, Medaedo B. Bombita, Helen B. Boholano, Angeline M. Pogoy.

2016. Practical Research 2 Quantitative Research for SHS. Quezon City:
Lorimar Publishing Inc.

Website:

Research Process. (n.d.) Research Methodology. Research-Methodolog.net. Retrieved

July 22, 2020 from https://research-methodology.net/research-
methodology/research-process

Practical Research 2. Chua, Von Christopher. Retrieved July 22, 2020 from
https://mathbychua.weebly.com/practical-research-2.html

Problem Definition and Research Proposal. (n.d.) Research Methods. ZeePedia.com.

Retrieved July 22, 2020 from https:// www.zeepedia.com/research_methods

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KEY ANSWER:

PRE-TEST
1 D 6 C
2 B 7 D
3 A 8 D
4 A 9 D
5 D 10 D

POST TEST
1 C 11 D
2 D 12 C
3 A 13 C
4 A 14 B
5 A 15 B
6 A 16 D
7 D 17 D
8 A 18 B
9 B 19 D
10 B 20 D

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