Inquiries, Investigations, and Immersion – Grade 12 Self-Instructional Packets (SIPacks)

Quarter 4 - Weeks 4-5 [page 40-48]

SELF-INSTRUCTIONAL PACKETS (SIPacks)

GRADE 12 – Inquiries, Investigations and
Immersion
4th QUARTER

INQUIRIES, INVESTIGATIONS AND IMMERSION Weeks-4-5

I. OBJECTIVES (Layunin)

A. Content Standard (Pamantayang Pangnilalaman)

The learner shares research

B. Performance Standard (Pamantayan sa Pagganap)

The learner is able to draft his/her written research work for oral presentation and
polish final written research report for submission

C. Learning Competency no. 7 (Pamantayan sa Pagkatuto)

❖ Presents written research report;

❖ Revises written research repost based on suggestions and recommendations of
panelists;
❖ Submits final written research report.

D. Objectives (Mga Layunin)

At the end of the lesson, the learners should be able to:

❖ Prepare the complete research papers with all essential chapter parts.
❖ Assess if the main parts of the research paper are done correctly.
❖ Prepare for the probable questions that the panel may ask during the final
defense.

II. CONTENT (Nilalaman)

SHARING YOUR RESEARCH

III. LEARNING RESOURCES (Kagamitang Panturo)

A. References (Sanggunian)
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Property of Pampanga High School – DepEd Division of City of San Fernando, Pampanga
Inquiries, Investigations, and Immersion – Grade 12 Self-Instructional Packets (SIPacks)
Quarter 4 - Weeks 4-5 [page 40-48]

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from Learning Resource (LR) portal

Cristobal, Jr., A. & Cristobal, M.(2017). Practical Research for Senior High School 1&2
Philippines: C& E Publishing , Inc.

Zellner, Andrea. "What I've Learned About Defenses." GradHacker. November 29, 2012.
http://wvvw.insidehighered.com/blogs/gradhacker/what-ive-learned-about -defenses

https://pubmed.ncbi.nlm.nih.gov/17355594/

B. Other Learning Resources (Iba pang Kagamitang Panturo)

IV. PROCEDURES (Pamamaraan)

A. Reviewing previous lesson or presenting the new lesson

(ELICIT: Balik-aral sa nakaraang aralin at/o pagsisimula ng bagong aralin)

From the previous material, you’ve learned to make your Conclusion and Recommendation.
Just remember that your Conclusion should always be in congruent with your research
objectives. It should answer your research questions. The panel will find out if the questions
that you aimed answering from the first chapter Introduction will be answered in the
Conclusion part. Also, Recommendations are always based on the results of your study [what
you were not able to do to further enhance the research that you’ve done]. You are then
suggesting those Recommendations to the future researchers who will take interest in your
study.

Since you’ve already completed your research, it’s now time to share your findings [in
qualitative research] or results [in quantitative research]. Just follow IMFaD for chaptering
your qualitative study and IMRaD for chaptering your qualitative study. Chaptering by
numbers [example: Chapter I] are no longer in practice.

B. Establishing a purpose for the lesson

(EXPECTATIONS: Paghahabi sa layunin ng aralin)

In today’s lesson, you will learn how to prepare your papers by going through a series of
questions that will serve as guide or checklist for the presence of the essential parts your
paper.

C. Presenting examples/instances of the new lesson

(EXAMPLE: Pag-uugnay ng mga halimbawa sa bagong aralin)
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Property of Pampanga High School – DepEd Division of City of San Fernando, Pampanga
Inquiries, Investigations, and Immersion – Grade 12 Self-Instructional Packets (SIPacks)
Quarter 4 - Weeks 4-5 [page 40-48]

For research students, one of the final steps after the thesis is written includes an oral
defense. If you're preparing for a defense, you may be worried. But while the word evokes
war and keeping the attackers at bay, a defense can actually be enjoyable. You've spent
months researching, writing, and revising, and now you have the chance to show what you've
learned. Let’s see how this lecture will help you prepare for that BIG day! 😊

Please bear in mind that what is being presented here may be adjusted accordingly, in order
to adapt ourselves with the new normal situation. But for the sake of knowing what is the ideal
practice, the normal guidelines are still presented.

D. Discussing new concepts and practicing new skills #1

(EXPLORE: Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1)

Here are a few tips to help prepare you for the defense:

Learn about the structure

Ask your advisor about how the defense will be organized. Most defenses begin with a public
presentation by the student, followed by a question and answer period alone with your
committee. Know what to expect!

Outline the parts you'll present

Know your research forwards and backwards. Rather than writing out your opening statement
verbatim, use an outline to plan yout main and supporting points. In the opening statement
you'll want to introduce your project, the questions that drove your research, your methods,
and your results (and how your results are significant).

Attend another defense

Chances are good that you've attended colleagues' defenses for the last few years. If you
haven't, attend a few so you can see what they're like—from the format to the types of
questions that are asked.

Talk to colleagues who've successfully defended

Learn more about the dynamics in the defense and how defenses have gone in the past.
Their experiences (and living proof that students survive this experience!) can help you feel
more comfortable with your own.

Anticipate possible questions

Spend time thinking about what your committee might ask (keep their own areas of interest in
mind!), and outline how you can address concerns they might raise. As with outlining the
introduction, think about the main points you want to address when you answer the question.

Practice, Practice, Practice

As you prepare, don't just write down what you plan to say during your presentation, or
answers to potential questions. Speak aloud to get comfortable with the flow of ideas. This

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Property of Pampanga High School – DepEd Division of City of San Fernando, Pampanga
Inquiries, Investigations, and Immersion – Grade 12 Self-Instructional Packets (SIPacks)
Quarter 4 - Weeks 4-5 [page 40-48]

practice may make it easier for you to anticipate how others will respond to your thoughts,
and that in turn will help you be better prepared.

Dress the part

How you present yourself affects how your committee members see you and also how you
see yourself. Whether you invest in a whole new outfit or simply a pair of shoes that are your
"defense shoes," make an effort to present "the best you."

Have an answer ready (for questions you don't know the answer to)
Your committee will be trying to identify the edge of what you know, and gauging your
response when you're confronted with it. It is best to recognize and admit it when your
research didn't address this topic, or if you just don't know the answer. If you're not sure you
understood the question, rephrase it. If appropriate, you might explain why your research
didn't address the specific point, that the posed question could lead to further research, and
you might improvise what a project designed to answer the question might look like. By
showing that you could synthesize an answer, even while acknowledging that you do not
know the answer, shows that you can effectively think on your feet and know the ways your
field can be expanded.

Don't interrupt
If the members of your committee are hashing things out over a smaller detail of your work or
they're discussing tangential topics, use the time to sit back, take a sip of water, and regroup.

After all of your preparation, try not to be nervous. Remember, you know the work best. Each
of your readers was chosen for his/her area of specialty, but when it comes to your work, you
are the expert.

Now, let’s have more about the details of the preparation. 😊

E. Discussing new concepts and practicing new skills #2

(EXPLAIN: Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2)

Ideally, under the normal situation [when the time was COVID free], this guide has always
been in effect. But under the current new normal situation, we may divert from this IDEAL
PRACTICE. [Example: the defense may be virtual]

GUIDE TO PRACTICAL RESEARCH PROPOSAL DEFENSE

BEFORE THE DEFENSE

1. A student or group of students must apply for proposal defense.

They must submit 5 copies of the thesis proposal application form place in a sliding
folder.

a. The following are the parts of the thesis proposal:

b. Title Page
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Inquiries, Investigations, and Immersion – Grade 12 Self-Instructional Packets (SIPacks)
Quarter 4 - Weeks 4-5 [page 40-48]

c. Table of Contents
d. Chapters for INTRODUCTION, METHODS, RESULTS and DISCUSSION [with
Conclusion and Recommendation]
e. Proposed instrument
f. Timetable or Action Plan

2. Be present on the date of the defense as schedule by the instructor.

3. Prepare the group by assigning the following tasks to each member for the presentation of
the thesis proposal:

a. Introduction of the members

b. Presentation of the title and the statement of the problem
c. Significance of the problem
d. Relevant theories [explanation on the relationship of the theories to each other]
e. Research design
f. Respondents of the study
g. Explanation of the paradigm of the study
h. The instruments of the study with an explanation on its validity and reliability
i. Presentation of the timetable

DURING THE DEFENSE

1. Orientation from the chairperson of the panel

2. Group presentation – maximum of 30 minutes
3. Actual Defense – question and answer, maximum of 30 minutes
4. Evaluation

SAMPLE QUESTIONS:
Notice that questions that asks: ‘How will…?” are questions for Research Proposal. But if the
questions are: “How did…? These are definitely for a Final Oral Defense [where the whole
study has been completed].
1) What is the rationale [reasons and incidence] of your research?
2) What are the contributions of your study to society or to the study’s relevant field?
3) What is the most relevant theory of your study?
4) What is the paradigm of your study?
5) What is the setting of your study?
6) What is your research design? Explain.
7) Who are the respondents of your study?
8) Who will select your respondents?
9) How did you come up with your instrument?
10) How will you validate your instrument?
11) How will you establish your instrument’s reliability?
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Property of Pampanga High School – DepEd Division of City of San Fernando, Pampanga
Inquiries, Investigations, and Immersion – Grade 12 Self-Instructional Packets (SIPacks)
Quarter 4 - Weeks 4-5 [page 40-48]

12) How will you gather your data?

13) How do you plan to present, analyze, and interpret the results of your study?
14) What statistical instrument will you apply?

F. Developing mastery (Leads to Formative assessment)

(ELABORATE: Paglinang sa kabihasnan)

EVALUATION GUIDE FOR THE RESEARCH PAPER

This proposed evaluation guide is intended to help the researcher assess if the main
parts of the research are done correctly. Ward and Fetler (as cited by Venzon, 2004)
present the following questions when evaluating these components of a research
report:

I. Title

1. Is it really understood?
2. Is it concise?
3. Is it informative?

II. Abstract

1. Does it state the problem where appropriate?

2. Is the methodology identified and described?
3. Are the results summarized?
4. Are the conclusions stated?

III. Problem

1. Statement of the Problem

a. Are the questions to be answered by the researcher stated precisely?
b. Is the problem stated concisely?
c. Is the problem stated clearly?
d. Is the problem researchable?
e. Is the significance of the problem discussed and the research justified?

2. Variables
a. Are the variables identified?
b. Are the variables differentiated?
c. Are pertinent terms operationally defined?
d. Are the parameters of the study identified?

IV. Theoretical Framework

1. Is the cited literature pertinent to the research problem?

2. Does it provide a rationale of the research?

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Property of Pampanga High School – DepEd Division of City of San Fernando, Pampanga
Inquiries, Investigations, and Immersion – Grade 12 Self-Instructional Packets (SIPacks)
Quarter 4 - Weeks 4-5 [page 40-48]

3. Are the sources mainly primary sources?

4. Is there a logical organization in the review?
5. Does the review conclude with a brief summary of the relevant literature and its
implications for the research problem under study?

V. Methodology

1. Subjects
a. Is the subject population [sampling frame] described?
b. Is the sampling method described?
c. Is the sampling method justified [especially for non-probability sampling]?
d. Are the possible sources of sampling bias identified?
e. Are the standards for the protection of human subjects followed?

2. Instruments
a. Is the instrument valid and related to the goals and setting?
b. Does it have construct validity?
c. Does it have content validity?
d. Does it have criterion-related validity?
e. Is the instrument reliable for the relevant experimental setting and goals?
f. What is the value of the internal consistency coefficients?
g. What is the value of the equivalence coefficients?
h. What is the value of the equivalence stability coefficients?
i. What is the value of the equivalence inter-rater coefficients?
j. Is the development of the instrument, including the pilot instrument,
described?

3. Design
a. Is the design appropriate to the relevant theory and experimental
hypothesis?
b. Is the design internally valid?
c. Are the proper controls included?
d. Are confounding variables excluded as far as possible and mentioned
otherwise?
e. Is the description of the design explicit enough to allow replication?

VI. Results

1. Are the results presented with clarity and precision?

2. Are they logically organized?
3. Is the information presented sufficient to answer the hypotheses?
4. Are the reported statistics relevant to the research hypotheses?
5. Are the reported statistics appropriate to the design?
6. Are the tables and figures complete and easily understandable?

VII. Discussion
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Property of Pampanga High School – DepEd Division of City of San Fernando, Pampanga
Inquiries, Investigations, and Immersion – Grade 12 Self-Instructional Packets (SIPacks)
Quarter 4 - Weeks 4-5 [page 40-48]

1. Is each result discussed in terms of the original problem?

2. If the hypotheses are stated, are they addressed in the discussion of results?
3. Are the conclusions warranted by the discussion of results?
4. Are the implications of the findings discussed?
5. Are recommendations for future research given?

For quantitative research presentations, poster exhibits are equally effective in conveying the
study to the research colloquium audience.

PREPARING AND PRESENTING EFFECTIVE RESEARCH POSTERS

Posters are a common way to present results of a statistical analysis, program evaluation, or
other project at professional conferences. Often, researchers fail to recognize the unique
nature of the format, which is a hybrid of a published paper and an oral presentation. This
methods-note demonstrates how to design research posters to convey study objectives,
methods, findings, and implications effectively to varied audiences.
Each component of a research poster about a quantitative analysis should be adapted to the
audience and format, with complex statistical results translated into simplified charts, tables,
and bulleted text to convey findings as part of a clear, focused story line.
Effective research posters should be designed around two or three key findings with
accompanying handouts and narrative description to supply additional technical detail and
encourage dialog with poster viewers.

G. Finding practical applications of concepts and skills in daily living

(ESSENCE: Paglalapat ng aralin sa pang-araw-araw na buhay)

What is the practical application of your chosen research to daily living?

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Property of Pampanga High School – DepEd Division of City of San Fernando, Pampanga
Inquiries, Investigations, and Immersion – Grade 12 Self-Instructional Packets (SIPacks)
Quarter 4 - Weeks 4-5 [page 40-48]

H. Making generalizations and abstractions about the lesson

(SUMMARIZE: Paglalahat ng aralin)

Don’t think of your defense as an interrogation of your study. Think of it as an academic

discussion with your committee members [panel]. Remember that your committee wants you
to succeed. Expect to receive both positive and constructive feedback on your research. Stay
organized all throughout the preparation process. This will help you stay calm and think
clearly during your defense.

I. Evaluating learning
(EVALUATE: Pagtataya ng aralin)

On a scale of 1-10, how do you gauge yourself in terms of your learned knowledge and skills
in doing a research? Why?

J. Additional activities for application or remediation

(EXTEND: Karagdagang gawain para sa takdang aralin at remediation)

Cite your strengths and weakness in doing a research?

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Property of Pampanga High School – DepEd Division of City of San Fernando, Pampanga