Community Colleges of the Philippines

301 Mabini St. Quezon District, Cabanatuan City

Tel. no. (044) 600-1487 E-mail: [email protected]

PRACTICAL RESEARCH 1
2nd Semester

PRACTICAL RESEARCH 1
GRADE 11
S.Y. 2021-2022 Page 1
 Community Colleges of the Philippines
301 Mabini St. Quezon District, Cabanatuan City
Tel. no. (044) 600-1487 E-mail: [email protected]

Lesson 1: Nature of Inquiry and Research

Learning Objectives:
a. determine the characteristics, processes, and ethics of research;
b. differentiate quantitative from qualitative research;
c. explain the importance of research in daily life.

Content Standard:
The learner demonstrates understanding of:
1. the importance of research in daily life
2. the characteristics, processes, and ethics of research
3. quantitative and qualitative research
4. the kinds of research across fields

Performance Standard:
The learner is able to: use appropriate kinds of research in making decisions.

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Tel. no. (044) 600-1487 E-mail: [email protected]

Lesson Motivation:
Inquiry and Research are two terms that are almost the same in meaning. Both involve investigate
work in which you seek information about something by searching or examining the object of your
research. Inquiry is to look for information by asking various questions about the thing you are curious
about while research is to discover truths by investigating on your chosen topic scientifically; meaning, by
going through a systematic way of doing things wherein you are to begin from the simplest to the most
complex modes or patterns of thinking.

Lesson Discussion:
Nature of Inquiry

Meaning of Inquiry

Inquiry is a learning process that motivates you to obtain knowledge or information about people,
things, places, or events. It requires you to collect data, meaning, facts, and information about the object
of your inquiry, and examine such data carefully. Analyzing execute varied thinking strategies that range
from lower-order to higher-order thinking skills such as inferential, critical, integrative, and creative
thinking. These are top-level thinking strategies that you ought to perform in discovering and
understanding the object of your inquiry.

Inquiry is a problem-solving technique. Solving a problem by being inquisitive, you tend to act like
scientist who are inclined to think logically or systematically in seeking evidence to support their
conclusions about something. Inquiry elevates your thinking power. It makes you think in different ways,
enabling you to arrive at a particular idea or understanding that will motivate you to create something
unique, new, or innovative for your personal growth as well as for the world. Inquisitive thinking allows
you to shift from one level of thought to another.

Governing Principles or Foundation of Inquiry

Inquiry-based Learning gets its support from these three educational theories serving as its
foundation:

 John Dewey’s theory of connected experiences for exploratory and reflective thinking.
 Lev Vygotsky’s Zone of Proximal Development (ZPD) that stresses the essence of provocation
and scaffolding in learning.
 Jerome Bruner’s theory on learners’ varied world perceptions for their own interpretative
thinking of people and things around them.

Benefits of Inquiry-Based Learning

In conclusion, you can say that Inquiry-based Learning gives you the following advantages:

1. Elevates interpretative thinking through graphic skills

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2. Improves student learning abilities

3. Widens learners’ vocabulary
4. Facilities problem-solving acts
5. Increases social awareness and cultural knowledge
6. Encourages cooperative learning
7. Provides mastery of procedural knowledge
8. Encourages higher-order thinking strategies
9. Hastens conceptual understanding

Educators, businessmen, and other professionals consider all these benefits of Inquiry-based Learning
in various fields of knowledge to be crucial to the success of anyone in the 21st Century.

Therefore, knowing the ins and outs of Inquiry-based Learning will greatly guide you in deciding
which learning method will guarantee successful learning in the present world, which is tagged by many
as the Era of Globalization, Age of Knowledge Explosion, Age of Consumerism, Digital Age , Age of
Instant World, etc.

Nature of Research

Meaning of Research

What is research? A number of books on research define in terms in many ways, but such a varied
definitions boil down to the primary meaning of this word, which is:

Research is a process of executing various mental acts for discovering and examining facts and
information to prove the accuracy or truthfulness of your claims or conclusions about the topic of your
research. Research requires you to inquire or investigate about your chosen research topic by asking
questions that will make you engage yourself in top-level thinking strategies of interpreting, analyzing,
synthesizing, criticizing, appreciating, or creating to enable you to discover truths about the many things
you tend to wonder about the topic of your research work.(Litchman 2013)

To sum up your concepts about the nature of research, the following will give you the characteristics,
purposes, classification, types of, and approaches to research. (Badke 2012; Silverman 2013; De Mey
2013)

Characteristics of Research
1. Accuracy. It must give correct or accurate data, which the footnotes, notes, and bibliographical
entries should honestly and appropriately documented or acknowledged.
2. Objectiveness. It must deal with facts, not with mere opinions arising from assumptions,
generalizations, predictions, or conclusions.
3. Timeliness. It must work on a topic that is fresh, new and interesting to the present society.
4. Relevance. Its topic must be instrumental in improving society or in solving problems affecting
the lives of people in a community.

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5. Clarity. It must succeed in expressing its central point or discoveries using simple, direct, concise,
and correct language.
6. Systematic. It must take place in an organized or orderly manner.

Purpose of Research
1. To learn how to work independently
2. To learn how to work scientifically or systematically
3. To have an in-depth knowledge of something
4. To elevate your mental abilities by letting you think in higher-order thinking strategies (HOTS) of
inferring , evaluating, synthesizing, appreciating, applying and creating.
5. To improve your reading and writing skills
6. To be familiar with the basic tools of research and the various techniques of gathering data and of
presenting research findings
7. To free yourself, to a certain extent, from the domination or strong influence of a single textbook
or of the professor’s lone viewpoint or spoon feeding

Types of Research
1. Based on Application of Research Method
- It deal with concepts, principles, or abstract things, it is a pure research. This type of research
aims to increase your knowledge about something. However, if your intention is to apply
your chosen research to societal problems or issues, finding ways to make positive changes in
the society, you call your research, applied research.

2. Based on Purpose of the Research

- Depending on your objective or goal in conducting research, you do any of these types of
research: descriptive, correlational, explanatory, exploratory, or action.

Descriptive Research – this type of research aims at defining or giving a verbal portrayal or picture
of a person, thing, event, group, situation, etc.

Correlational Research – a correlational research shows relationships or connectedness of two

factors, circumstances, or agents called variables that affect the research.

Explanatory Research – this type of research elaborates or explains not just the reasons behind the
relationship of two factors, but also the ways by such relationship exists.

Exploratory Research – the purpose of this research is to find out how reasonable or possible it is to
conduct a research study on a certain topic.

Action Research – this type of research studies an ongoing practice of a school, organization,
community or institution for the purpose of obtaining results that will bring improvements in the system.

3. Based on Types of Data Needed

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The kind of data you want to work on reflects whether you wish to do a qualitative or quantitative
research:

Qualitative research
- A non-numerical data, the research uses words rather than numbers to express the results of
the inquiry, or investigation about people’s thought, belief, feelings, views, and lifestyles
regarding the object of the study.

Quantitative research
- Involves measurement of data. It presents research findings referring to the number or
frequency of something in numerical forms (i.e., using percentages, fractions, numbers).

The data you will deal with in research are either primary or secondary data.

Primary data
- Obtained through direct observation or contact with people, objects, artifacts, paintings, etc.
Primary data are new and original information resulting from your sensory experience.

Secondary data
- These are data that have already been written about or reported on and are available for
reading purposes.

Approaches to Research
There are three approaches that you can choose from.

1. Scientific or Positive approach

- This approach you discover and measure information as well as observe and control variables
in an impersonal manner. It allows control of variables. The data gathering techniques
appropriate for this approach are structured interviews, questionnaires, and observational
checklist.

2. Naturalistic approach
- This approach uses words. This research approach directs you to deal with qualitative data
that speak of how people behave toward their surroundings. These are non-numerical data
that express truths about the way people perceive or understand the world.

3. Triangulation approach
- In this case, you are free to gather and analyze data using multiple methods, allowing you to
combine or mix up research approaches, research types, data gathering, and data analysis
techniques. Triangulation approach gives you opportunity to view every angle of the research
from different perspectives.(Badke 2012; Silverman 2013)
Note:

After you read and analyze Lesson 1, you may now proceed to Activity No. 1.

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Tel. no. (044) 600-1487 E-mail: [email protected]

Activity # 1 in Practical Research 1

Lesson 1: Name of Inquiry and Research

Name: Date:
Section: Score:

I. Directions: Some of the following questions will require more complex thinking while some
demand simple or less thinking. Put a check ( √ ) on the questions that require more complex
thinking and put a X to those that trigger simple and less thinking.
1. What’s the color of your gown?
2. Who bought your gown?
3. Why are some graduating students not willing to wear gown?
4. Which memo are you talking about?
5. Do you agree that Mr. Cruz was the one who wrote the meo?
6. Which article seems intriguing to the graduates?
7. What is inside the pocket of the green gown?
8. Who owns the gown?
9. How can the gown make you look more attractive?
10. Should you wear a gown during the graduation ball?
II. Directions: Identify the specific type of research for each given topic by entering the letter of
the research in the correct column. Likewise, below the letter representing your answer, write
the importance of such research in your day-to-day life.

Action Pure Applied Descriptive Explanatory Correlation

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a. Theory of Relativity
b. University Belt Street Foods
c. Landslide vs. Cellphone
d. Reasons Behind Tuition Fee Increases
e. Manila Flash Floods Solutions
f. College Assessment Practices
g. Critical Thinking and Creative Thinking in Learning-Teaching Situations
h. The Why and How of Internet Use
i. Effects of Korean Telenovelas on Filipino TV Viewers
j. Digital Age
k. Teaching Through PowerPoint Presentations
l. Archimedes’ Principle of Buoyancy

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PRACTICAL RESEARCH 1
2nd Semester

Lesson 2: Qualitative Research and Its Importance in Daily Life

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Lesson 2: Qualitative Research and Its Importance in Daily Life

Learning Objectives:
a. Define qualitative research;
b. Identify the characteristics and types of qualitative research; and
c. Explain the strength and weaknesses of qualitative research.

Content Standard:
The learners demonstrate understanding of:
a. the value of qualitative research; its kinds, characteristics, uses, strengths, and
weaknesses
Performance Standard:
The learners shall be able to:
a. Decide on suitable qualitative research in different areas of interest.

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Tel. no. (044) 600-1487 E-mail: [email protected]

Qualitative Research
Lesson Motivation:
Around you are different people, things and places. All these vary from one as regards
characteristics or qualities. Curious about a person or a thing, you are inclined to conduct a
qualitative research to discover such individual’s thoughts, feelings and attitudes about a certain
topic or to find out something beneath the surface of an inanimate thing or the effects of such
object or place to some people. To discover facts and information about the object of your
interest is to work collaboratively with some people, for the answers to your questions about
your topic do not come only from yourself but from other as well. Here lies the importance of
qualitative research. It promotes people’s interdependence or interpersonal relationships that the
world needs for solving its societal problems.
Lesson Discussion:
Qualitative Research
This is a research type that puts premium or high value on people’s thinking or point of
view conditioned by their personal traits. As such, it usually takes place in soft sciences like
social sciences, politics, economics, humanities, education, psychology, nursing and all business-
related subjects.
In a qualitative research, the reality is conditioned by society and people’s intentions are
involved in explaining cause-effect relationships. Things are studied in their natural setting,
enough for you to conclude that qualitative research is an act of inquiry or investigation of real
life-events.
Characteristics of a Qualitative Research
1. Human understanding and interpretation
Data analysis results show an individual’s mental, social and spiritual
understanding of the world. Hence, through their worldviews, you come to know what
kind of human being he or she is, including his or her values, beliefs, like and dislikes.
2. Active, Powerful and Force
As you go through the research process, you find the need to rephrase interview
questions and consider varied ways of getting answers, like shifting from mere
speculating to travelling to places for data gathering. you are not fixated to a certain plan.
Rather, you are inclined to discover your qualitative research design as your study
gradually unfolds or reveals itself in accordance with your research objective.
3. Multiple Research approaches and methods
You are free to combine this with quantitative research and use all gathers data
analysis techniques. Being multi-method research, a qualitative study applies to all
research types: descriptive, exploratory, explanatory, case study, etc.
4. Specificity to Generalization

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Specific ideas in a qualitative research are directed to a general understanding of

something. If follows an inductive or scientific method of thinking, where you start
thinking of particular or specific concept that will eventually lead to more complex ideas
such as generalizations or conclusions.
5. Contextualization
Your goal here is to understand human behaviour. Thus it is crucial for you to
examine the context or situation of an individual life the, who, what, why, how and other
circumstances affecting his or her way of life.
6. Diversified data in real-life situations
A qualitative researcher prefers collecting data in natural setting like observing
people as they live and work, analysing photographs or videos as they genuinely appear
to people and looking at classrooms unchanged to peoples international observations.
7. Abounds with words and visuals
Data gathering through interviews or library reading as well the presentation of
data analysis results is done verbally.
8. Internal Analysis
Here, you examine the data yielded by the internal traits of the subject individuals
such as emotional, mental, spiritual characteristics. You studied people’s perception or
views about your topic, not the effects to their physical existence on your study.

Types of Qualitative Research

1. Case Study
This type of qualitative research usually takes place in the fields of social care,
nursing, psychology, rehabilitation centers and education etc. This involves long-time
study of a person, group, organization and situation. Varieties of data collection methods
such as interviews, questionnaires, observations and documentary analysis are use in case
study.
2. Ethnography
Falling in the field of anthropology is the case study of a particular cultural group
to get a clear understanding of its organizational set-up, internal operation and lifestyle.
3. Phenomenology
It refers to the study of how people find their experiences meaningful. Its primary
goal is to make people understand their experiences about death of love ones, care for
handicapped persons, friendliness. Those engaged in assisting people to manage their
own lives properly often to this qualitative kind of research.
4. Content and Discourse Analysis
Content analysis is a method of qualitative research that requires an analysis or
examination of the substance or content of the mode of communication.
5. Historical Analysis

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Central to this qualitative research method is the examination of primary

documents to make you understand the connection of past events to the present time. The
results of your content analysis will help you specify phenomenological changes in
unchanged aspects of society through the years.
6. Grounded Theory
Grounded theory takes place when you discover a new theory to underlie your
study at the time of data collection and analysis. Interview, observation and documentary
analysis are the data gathering techniques for this type of qualitative research.

Advantages or strengths of Qualitative Research

1. It adopts a naturalistic approach to its subject matter, which means that those involve in
the research understand things based on what find meaningful.
2. It promotes a full understanding of human behaviour or personality traits in their natural
setting.
3. It is instrumental for positive societal changes.
4. It engenders respect people’s individuality as it demands the researcher’s careful and
attentive stand toward people world views.
5. It is a way of understanding and interpreting social interactions.
6. It increases the researcher’s interest in the study as it includes the researcher’s experience
or background knowledge in interpreting verbal and visual data.
7. It offers multiple ways of acquiring and examining knowledge about something.
Disadvantages or Weaknesses of Qualitative Research
1. It involves a lot of researcher’ subjectivity in data analysis.
2. It is hard to know the validity or reliability of the data.
3. Its open-ended questions yield “data overload” that requires long-time analysis
4. It is time consuming.
5. It involves several processes, which results greatly depend on the researcher’s views or
interpretations.

Note:

After you read and understand Lesson # 1, you may now proceed to Activity No. 1 .

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Activity # 2 in Practical Research 1

Lesson 2: Qualitative Research and Its Importance in Daily Life

Name: Date:
Section: Score:

Test 1: Multiple Choice

Direction: Name the types of qualitative research best suited for the following topics. Choose
only the letters and write it on the space provided.
A. Case Study
B. Ethnography
C. Phenomenology
D. Content and Discourse Analysis
E. Historical Analysis
F. Grounded Theory

1. The Mangyans’ Burial Practices

2. Relatives of Typhoon Victims
3. The effectiveness of the K-12 Curriculum
4. Spiderman: The Very First Film in the 21st Century
5. Philippines Political Party System: Then and Now
6. Filipino Caregivers in Japan
7. Travails of Senior Citizens at the LRT/MRT Stations
8. The lone Grade VI Speed Reader of UST High School
9. Grade 11 Science Textbook
10. Student Activism Since the Marcos Era

Test 2: Enumeration
1. Advantages or Strengths of Qualitative Research

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2. Disadvantages or Strength of Qualitative Research

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Lesson 2: Qualitative Research and Its Importance in Daily Life

Topic: Qualitative Research in Different Areas of Knowledge

Learning Objectives:
a. Explain how qualitative studies take place in other areas of knowledge;
b. Differentiate hard sciences from soft sciences concerning research studies; and
c. Specify the collecting technique for certain area knowledge.

Content Standard:
The learners demonstrate understanding of:
a. the importance of qualitative research across fields of inquiry
Performance Standard:
The learners shall be able to:
a. Decide on suitable qualitative research in different areas of interest.

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Lesson Motivation:
What course would you like to take after finishing high school? Are you interested in
becoming a businessman, an engineer, a nurse, a lawyer, a doctor, a teacher, or other
professions? How do you think in research done in these areas of discipline?
Lesson Discussion:
Subject Area Research Approaches
Research studies happen in any field of knowledge. Anthropology, business,
communication, education, engineering, law and nursing, among others, turn in a big number or
research that reflects varied interests of people. Don’t you wonder how people in these areas
conduct their research studies?
Three basic research approaches
1. Positive or scientific approach
It gives stress to measurable and observable facts instead of personal views,
feeling or attitudes. It can be used in researches under hard sciences or STEM(Science,
Technology, Engineering, Medicine) and natural sciences (Biology, Physics, Chemistry)
the positive or scientific approach allows control variables or factors affecting the study.
To become positivist or scientific in conducting your research study, you must
collected data in controlled ways through questionnaires or structures interviews. Factual
data collected are recorded in numerical or statistical forms using numbers, percentage,
fractions. Expressed in measurable ways, these types of data are called quantitative
data.
2. Naturalistic Approach
The naturalistic approach, on the other hand, is people-oriented. Data collected, in
this case, represent personal views, attitudes, thoughts, emotions, and other subjective
traits of people in a natural setting. The naturalistic approach focuses on discovering the
real concept or meaning behind people’s lifestyle and social relations.
The naturalistic lets you present things qualitatively through verbal language
(words rather than numbers as the unit of analysis). This second research approach
concerns itself with qualitative data, one type data that abundance in social sciences,
which to others exist as soft sciences. Considered as soft sciences anthropology,
business, education, economics, law, politics, and all subject aligned with business and
all those focused on helping professions such as, nursing, counselling, physical therapy.
In social sciences researcher’s view points, these qualitative data resulting from
naturalistic approach of research serves as the basic for determining universal social

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values to define ethical or unethical behaviour that society to know, not only to benefit of
every individual and community but also for the satisfaction of man’s quest for
knowledge.
In humanities, man social life is also subjective to research studies. However,
researchers in this area give emphasis not to man social life, but to the study of the
meanings, significance, and visualizations of human experiences in the subjects.
Research in these subjects happen in any of the following humanistic categories:
1. Literature and Art criticism – where the researches, using well-chosen language
and appropriate organizational patterns, depends greatly on their interpretative and
reflective thinking in evaluating the object on the study critically.
2. Philosophical Research – where the focus of inquiry is on knowledge and principles
of being and on the manner human beings conduct themselves on earth.
3. Historical Research – where the investigation centers on the events and ideas that
took place in man’s life at particular period.
3. Triangulation or Mixed Method
It refers to an emergent methodology of research that advances the scientific
integration “mixing” of qualitative and quantitative data within a single investigation or
sustained program of inquiry. Mixed method originated in the social science.

Hard Sciences vs. Soft Sciences

Hard sciences
It involves experiments that are relatively easy to set up with controlled variables and in
which is it easier to make objective measurements. Results of hard science experiments can be
represented mathematically. Science that explore the workings od the natural world are usally
called hard science or natural sciences. They include:
1. Physics
2. Chemistry
3. Biology
4. Astronomy
5. Geology
6. Meteorology
Soft Sciences
It deals with the tangibles and relate to the study of human and animal behaviors,
interactions, thoughts, and feelings. Soft sciences apply the scientific method to such intangibles,
but because of the nature of living beings, it is almost impossble to recreate a soft science
experiments with exactitude. Some examples of the soft sciences, sometimes referred to as the
social sciences, it includes:
1. Psychology

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2. Sociology
3. Anthropology
4. archaeology
Just like in other subjects under soft sciences such as marketing, man’s thoughts and
feelings still take center stage in any research studies. The purpose of any researches in any of
these two areas in business are to increase man’s understanding of the trruths in line with
markets and marketing services, making home more intelligent in arriving at decisions about
these aspects of his life.

There are no such things as a clear dichotomy between qualitative and quantitative
research methods because some authorities on research chaim that a symbiotic relationship, in
which they reinforce or strength each other, exist between these two research methods.
Moreover, any from of knowledge, factual or optionated, and any statistical or verbal expression
of his knowledge are deduces from human experience that may nature is subjective.

Note:

After you read and understand Lesson # 2, you may now proceed to Activity No. 3

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Activity # 3 in Practical Research 1

Lesson 2: Qualitative Research in Different Areas of Knowledge
Name: Date:
Section: Score:
Direction: Categorize the given research topic inside the box representing the science under
which such chosen topic is researchable.
Research Topics
1. Iron Contents of Oregano
2. Aling Bebs: A Filipino Centenarian
3. Elictric wirings of a Japanese Car
4. Microorganism in a Canal
5. Parent’s View About K-12 Curriculum
6. St. Joseph’s Grade 8 Teachers’ Questioning Technique
7. Medicinal Elements of Guava Leaves
8. Historical Development of Filipino Novels in English
9. Muslim Wedding Rites
10. The Nature of Ebola Virus
Hard Sciences

Soft Sciences

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PRACTICAL RESEARCH 1
2nd Semester

Lesson 3: Identifying the Inquiry and Stating the Problem

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Lesson 3: Identifying the Inquiry and Stating the Problem

Learning Objectives:
a. Design a research project related to daily life;
b. Create a research title;
c. Describe the justifications/reasons for conducting the research;
d. State research questions;
e. Indicate scope and delimitation of research;
f. Cite benefits and beneficiaries of research; and
g. Present written statement of the problem

Content Standard:
The learner demonstrates understanding of:
1. the range of research topics in the area of inquiry
2 the value of research in the area of interest
3. the specificity and feasibility of the problem posed

Performance Standard:
The learner is able to formulate clearly statement of research problem

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Lesson Motivation:
Inquiry or Research drives you to a thorough or an in-depth analysis of a certain subject matter. This
kind of study involves several stages that require much time and effort. You need to spend some time in
finalizing your mind about a particular topic to research on or determining the appropriateness of such
topic, in obtaining background knowledge about it, and in raising some specific questions that you want
your work to answer. Focusing seriously on these aspects of your study is laying a good foundation or
beginning of your research work.

Lesson Discussion:
Subject matter of the Inquiry or Research

You begin your research work with a problem; that is, having a problem or topic to work on. Mulling
over a topic for your research work drives you to perform HOTS or higher-order thinking strategies of
inferential, critical, integrative, and creative thinking in finalizing your mind on one topic among several
choices.

Guidelines in Choosing a Research Topic

1. Interest in the subject matter

2. Availability of information
3. Timeliness and relevance of the topic
4. Limitations on the subject
5. Personal resources

Research Topics to be Avoided

1. Controversial topics
These are topics that depend greatly on the writer’s opinion, which may tend to be biased or
prejudicial.

2. Highly technical subjects

For a beginner, researching on topics that require an advanced study, technical knowledge, and
vast experience is a very difficult task.

3. Hard-to-investigate subjects
A subject is hard to investigate if there are no available reading materials about it and if such
materials are not up-to-date.

4. Too broad subjects

Topics that are too broad will prevent you from giving a concentrated or an in-depth analysis of
the subject matter of the paper.

5. Too narrow subjects

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These subjects are so limited or specific that an extensive or thorough searching or reading for
information about these is necessary.

6. Vague subjects
Choosing topics like these will prevent you from having a clear focus on your paper. For instance,
titles beginning with indefinite adjectives such a several, many, some, etc., as in “Some
Remarkable Traits of a Filipino” or “Several People’s Comments on the RH Law,” are vague
enough to decrease the reader’s interests and curiosity.

Sources of Research Topics

1. Mass media communication – press (newspapers, ads, TV, radio, films, etc.)
2. Books, Internet, peer-reviewed journals, government publications
3. Professional periodicals like College English Language Teaching Forum, English Forum, The
Economist, Academia, Business Circle, Law Review, etc.
4. General periodicals such as Reader’s Digest, Women’s Magazine, Panorama Magazine, Time
Magazine, World Mission Magazine, etc.
5. Previous reading assignments in your other subjects
6. Work experience – clues to a researchable topic from full-time or part-time jobs, OJT (on-the-job
training) experience, fieldwork, etc.

Research Problem and Research Question

Meaning of Research Problem

The word “problem” makes you worry and pushes you to exert considerable effort finding a solution
for it. When you decide to do research, you begin with a problem that will lead you to a specific topic to
focus on. For instances, you are beset by a problem of year-by-year flash floods in your community. This
problem drives you to think of one topic you can investigate or focus on for the solution to your
community’s flood problem. Perhaps, you can research only one aspect of the flood problem, like
examining only the neighborhood lifestyle in relation to floods in the area, the need to construct anti-flood
structures, or the practicability of more footbridges in the area. (Gray 2013)

Background of the Problem

You must not rush into gathering ideas and information about your topic. First, spend time getting
background knowledge about the problem that triggered off you research topic to discover its relation to
what the world, particularly the experts, professionals, and learned people know about your topic. Also,
reading for rich background ideas about the problem is also another ways to discover some theories or
principles to support your study, (Braun 2014; Woodwell 2014)

Research Questions

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The research problem enables you to generate a set of research questions. To get a good idea of the
problem, you must have a rich background knowledge about the topic through the RRL (Review of
Related Literature), which requires intensive reading about your topic.

To give your study a clear direction, you to break this big, overreaching, general question into several
smaller or specific research questions. The specific questions, also called as sub-problems, identify or
direct you to the exact aspect of the problem that your study has to focus on.

The following shows the link among the following: research problem, research topic, research
question, and the construction of one general question and specific questions in a research paper.

Research Problem: The need to have a safer, comfortable, and healthful walk or transfer of students
from place to place in the UST campus
Research topic: The Construction of a Covered Pathway in the UST Campus
General questions: What kind of covered path should UST construct in its campus?

Specific Questions:
1. What materials are needed for the construction of the covered pathway in the UST campus?
2. What roofing materials is appropriate for the covered path?
3. In what way can the covered pathway link all buildings in the campus?
4. What is the width and height of the covered path?
5. How can the covered path realize green architecture?

Guidelines in Formulating Research Questions

1. Establish a clear relation between the research questions and the problem or topic.
2. Base your research questions on your RRL or Review of Related Literature because existing
published works help you get good background knowledge of the research problem and help you
gauge the people’s current understanding or familiarity about the topic, as well as the extent of
their knowledge and interest in it.
3. Formulate research questions that can arouse your curiosity and surprise you with your
discoveries or findings.
4. State your research questions in such a way that they include all dependent and independent
variables referred to by the theories, principles, or concepts underlying your research work.
5. Let the set of research questions or sub-problems be preceded by one question expressing the
main problem of the research.
6. Avoid asking research questions that are answerable by “yes” or “no” and use the “how”
questions only in a quantitative research.
7. Be guided by the acronym SMART (specific, measurable, attainable, realistic, time-bound) in
formulating the research questions.
Note:
After you read and analyze Lesson 3, you may now proceed to Activity No. 3.

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Activity # 4 in Practical Research 1

Lesson 3: Identifying the Inquiry and Stating the Problem

Name: Date:
Section: Score:

I. Directions: Use numbers 1 to 5 to show the order of these topics if you narrow them down
from general to the most limited topic.
1. Man’s Personality
The Right Lobe of the Brain
The Five Aspects of Personality
The Intellectual Aspect of a Person
Brain Components

2. Prose and Poetry

Fiction
The Legend of Mayon Volcano
Philippine Literature
Legends

3. Pluses and Minuses of Teenage Marriage

Teenage Marriage
The Advantages of Early Marriage
Marriage
Human Relationships

II. Directions: Put a check mark(√) in the box that represents your judgment on the quality of the
research question asked about the following research problem of topic: ”Promoting
Intercultural Competence Through SFG or Systematic Functional Grammar.” Justify your
choice by writing our reasons, comments, reactions, etc.

Research Questions:

1. Is SFG a contemporary language theory?

CORRECT INCORRECT

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2. To what particular subject is SFG applicable?

CORRECT INCORRECT

3. What is intercultural competence?

CORRECT INCORRECT

4. Do you agree that SFG increases intercultural competence?

CORRECT INCORRECT

s
5. How does SFG promote intercultural competence?

CORRECT INCORRECT

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PRACTICAL RESEARCH 1
2nd Semester

Lesson 4: Learning from Others and Reviewing the Literature

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Lesson 4: Learning from Others and Reviewing the Literature

Review of Related Literature

Learning Objectives:
a. Explain the meaning of review of related literature;
b. Compare and contrast the styles of related literature; and
c. Critically evaluate review of related literature reports.
Content Standard:
The learners demonstrate understanding of:
a. the criteria in selecting, citing, and synthesizing related literature
Performance Standard:
The learners shall be able to:
a. select, cite, and synthesize properly related literature

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Lesson Motivation:
You want to discover thrust about an animate creature or an inanimate thing you find
wonderful or puzzling. Thinking speculatively, you tend to bombard your mind with varieties of
questions about the object of your curiosity. Where do you get the answer to your questions? Get
them from yourself and from other published written works containing people’s ideas, facts and
information about your subject matter. Aligning what you already know with what others know
or have already done about chosen topic indicates the timeliness and relevance of your work.
Moreover, reading extensively about your subject matter enables you to obtain a rich background
knowledge that will help you establish a good foundation or direction of your research work.
Lesson Discussion:
Meaning of Review of Related Literature
Literature is an oral or written records of man’s significant experiences that are
artificially conveyed in a prosaic manner. Embodied in any literary work like essay, novel,
journal, story, biography, etc. are man’s best thoughts and feelings about the world.
A review of related literature us an analysis of man’s written or spoken knowledge of
world. You examine representations of ma’s thinking about the world to determine the
connection of your research with what people already know about it. In doing RRL, you deal
with both formal and informal expressions of man’s knowledge.
Purposes of Review of Related Literature (RRL)
1. To obtain background knowledge of your research
2. To relate your study to the current condition or situation of the world
3. To show the capacity if your research work to introduce new knowledge
4. To expand, prove, or disprove the findings of previous research studies
5. To increase your understanding of the underlying theories, principles, or concepts of your
research
6. To explain technical terms involved in your research study
7. To highlight the significance of your study work with the kind of evidence it gathered to
support the conclusion of your research.
8. To avoid repeating previous research studies
9. To recommend the necessity of research on certain topic
Style or Approaches of RRL or Review of Related Literature
1. Traditional Review of Literature
To do a review of related literature in a traditional ways is to summarize present
forms of knowledge on a specific subject. Your aim here is to give an expanded or new
understanding of an existing work.

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Traditional Reviews is of different types that are follows:

1) Concept Review – analysis of concepts or ideas to give meaning to come national or
world issues.
2) Critical Review – focuses on theories or hypotheses and examines meaning and results
of their application to situations.
3) State of the Art Review – makes the researcher deal with the latest research studies on
the subject.
4) Expert review – encourages a well-known expert to do the RRL because of the influence
of a certain ideology, paradigm or belief on him/her.
5) Scoping review – prepares a situation for a future research work in the form of project
making about community development, government policies, and health services among
others.

2. Systematic Review of Literature

As indicated by its name, systematic which means methodical, is a style of RRL
that involves sequential acts of a review or related literature. Unlike the traditional review
that has no particular method; systematic review requires you to go through the following
steps.
1) Have a clear understanding of research questions - serving as the compass to direct your
research questions tell you what to collect and where to obtain those data you want to
collect.
2) Plan your manner of obtaining the data – Imagining how you will get to where the data
are, you will come to think also of what keywords to use for easy searching and how to
accord courtesy and respect to people or institutions from where the data will come such
as planning how to communicate your request to these sources of data.
3) Do the same literature search – Using keywords, you look for the needed information
from all the sources of knowledge such as internet, books, journals, periodicals,
government publications, general references.
4) Using certain standard, determine which data, studies, or sources of knowledge are
valuable or not to warrant the reasonable of your decisions to take some data and junk the
rest.
5) Determine the methodological soundness of the research studies. Use a checklist or
certain set of criteria in assessing the ways researchers conduct their studies to arrive at a
certain conclusion.
6) Summarize what you have gathered from various sources of data. To concisely present a
synthesis of your report, use graphs such as table and other presentation formats that are
not prone to verbosity.

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The following table shows the way several books on RRL compare and contrast the two styles of
RRL.
Standards Traditional Review Systematic Review
Purpose To have a thorough and clear To meet a certain objective
understanding of the field based on specific research
questions
Scope Comprehensive, wide pictures Restricted focus
Review Design Indefinite plan, permits Viewable process and paper
creative and exploratory plan trail
Choice of Studies Purposeful selection by the Prepared standards for studies
reviewer selection
Nature of Studies Inquiry-based techniques Wide and thorough search for
involving several studies all studies
Quality Appraisal Reviewers views Assessment checklist
Summary Narrative Graphical and short summary
answers

Structure of the RRL

Regardless of what RRL structure you opt to use, you must see to it that the organizational
pattern of the result of your review contains these three elements:
1. Introduction to explain the organizational method of your literature review.
2. Headings and subheadings to indicate the right placement of your supporting statements
3. Summary to concisely restate your main point.

Note:
After you read and understand Lesson # 4, you may now proceed to Activity No. 5.

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Activity # 5 in Practical Research 1

Lesson 4:Learning from Others and Reviewing the Literature

Name: Date:
Section: Score:

Test 1: Multiple Choice

Direction: Circle the letter of the correct answer
1. An informal or indirect expression of knowledge happens through
a. Gestures b. Books c. Words d. Sentence
2. Between world knowledge and RRL, the second serves as the
a. Summary b. Linker c. Conclusion d. Symbol
3. Your direction in your RRL is given by your research
a. Data b. Design c. Problem d. Question
4. Your purpose in doing RRL is
a. Dual b. Plural c. Specific d. Singular
5. Research question is a must in a literature review called
a. Traditional b. Optional c. Systematic d. Structural
6. Subjective literature review takes place in a review that is
a. Scoping b. Statistical c. Systematic d. Scientific
7. Among the types of traditional review, these two share some similarities.
a. Critical and Conceptual c. Start of the art and scoping
b. Scoping and Expert d. Critical and Expert
8. A year from now, I will start my thesis writing for my MA degree. I must then look
forward to doing this RRL style.
a. Scoping b. State of the art c. Scoping d. Systematic
9. Being a first year BA student, I can conduct a literature review using this style
a. Systematic and Traditional b. Multi system c. Systematic d.
Traditional
10. Without research questions, your RRL structure can appear in a form called
a. Narrative b. Statistical c. Outline d. Tabular

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The Process of Review of Related Literature

Learning Objectives:
a. Differentiate the three stages of review of related literature;
b. Distinguish a superior source of data from inferior one; and
c. Present and organize ideas using active verbs and transitional devices.
Content Standard:
The learners demonstrate understanding of:
a. the criteria in selecting, citing, and synthesizing related literature
Performance Standard:
The learners shall be able to:
a. select, cite, and synthesize properly related literature

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Lesson Motivation:
What do you think? Will the following reading materials freshen up or enliven your
memoir on knowledge seeking? Discover more about your quest of becoming knowledgeable
about something.
Lesson Discussion:
Your search for knowledge happens in every stage of your research work, but it is the
research stage of review of related literature where you spend considerable time searching
knowledge about the topic. Exposed to a various sources of knowledge are conditioned by a time
timeframe of the research work, it is necessary that you adopt a certain method in reviewing or
reading varied works of literature that are related to your research problem or topic.
Stages of Review of Related Literature
Stage 1: Search for the Literature
This is the stage of review of related literature where you devote much of your time in
looking for sources of knowledge, data, or information to answer your research questions or to
support your assumptions about your research topic.
Three basic types of literature sources
1. General Reference – that will direct you to the location of other sources
Examples: Dictionaries, Encyclopaedias, Hand Books and Manuals
2. Primary Sources – that directly report or present a person’s own experiences
Example: Audio and video recording, government publications, oral histories, speech
3. Secondary Sources – that report or describe other people’ experiences or world views
Example: Internet, Books, Articles in Journal
You can have access to these various sources of the data in two methods:
1. Manually – getting hold of the printed from the materials
2. Electronically – having computer or online reading of the sources of knowledge
Here are the pointers you have remembered in searching for the best sources of information or
data:
1. Choose previous research findings that are closely related to your research
2. Give more weight to studies done by people possessing expertise or authority in the field
of knowledge to which the research studies belong.
3. Consider sources of knowledge that refer more to primary data than to secondary data
4. Prefer getting information from peer-reviewed materials than from general reading
materials
Stage 2: Reading the Source Materials

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Reading understanding or making the materials meaningful to you is what will preoccupy
you on the second stage of reading RRL. In understanding the sources of knowledge with your
higher order thinking skills, you need to think interpretatively through these ways of inferential
thinking such as predicting, generalizing, concluding and assuming
Stage 3: Writing the Review
Good approach to writing an excellent review is adopting good opening sentences of articles that
should chronologically appear in the paper. Opening with article with a bibliographical list that
begins with the author’s name the following:
NOT good article BETTER article
Aquino (2015) said…. One early works (Castro, 2017) proves that ….
Roxas (2016) started… Another study on the topic by (Torres, 2017)
maintains that ……
Perez (2017) wrote The latest study of (Gomez, 2018) reveals that
….
Mendoza (2018) asserted ….. A research study by (Rivera,2017) explains that
...

Using correct words to link ideas will make you synthesize your literature review, in a
way that evidence coming from various sources of data, will present an overall understanding of
the context or of the present circumstances effecting the research problem.
 Transitional devices – also, additionally, again, similarly, a similar opinion, however,
conversely, on the other hand, nevertheless, a contrasting opinion, a different approach
etc.
 Active Verbs – analyse, argues, assess, assert, assume, claim, compare, contrast,
conclude, criticize, debate, defend, define, demonstrate, discuss, distinguish, differentiate,
evaluate, examin etc.
Note:
After you read and understand Lesson # 2, you may now proceed to Activity No. 4.

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Activity # 6 in Practical Research 1

Lesson 4: The Process of Review of Related Literature
Name: Date:
Section: Score:

Test 1: True or False

Direction: Write T if the sentence is true and F, if the sentence is false. Write your answer on the
space provided.
1. Doing literature search alone proves that literature review writing is an interconnected
process.
2. Editing by readers contributes to the inferiority of Wikipedia as a source of information.
3. Much editing by readers happens in grey literature.
4. Bibliographical list is not good way to begin an article.
5. A researcher is discouraged from using this opening: One study by (Lim,2017) asserts
that …..
6. Being an interconnected process, literature review stages affect one another.
7. Higher order thinking skills (HOTS) take place extensively in the literature review
reading and writing.
8. Primary sources is better than secondary sources.
9. Similarly, also, on the other hand are good article openings.
10. You begin your review of related literature by peer-reviewed journals.
Test 2
Directions: Choose which of these words (POOR, GOOD, VERY GOOD, AND EXCELLENT)
can indicate the extent of your understanding of the ideas behind each topic.
1. Manual searching of information
2. Inferiority of online encyclopedia
3. Stringing method of review writing
4. Thematic writing of the review
5. Argumentative review

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Standards Styles in Review of Related Literature

Learning Objectives:
a. Compare and contrast the styles and patterns of in-text citations;
b. Enumerate the purpose of citations;
c. Evaluate the accuracy of citations to reading materials; and
d. Identify the causes and effects of plagiarism.
Content Standard:
The learners demonstrate understanding of:
a. ethical standards in writing related literature
Performance Standard:
The learners shall be able to:
a. present written review of related literature
Lesson Motivation:
What additional ideas about your guesses are revealed by the following reading
materials? Read the selection to discover more about the text on the frame.
Lesson Discussion:
In reviewing related literature, you come to read varieties of reading materials containing
knowledge related to your research. It is the fact that these ideas, including tha language
structures to express these ideas, belong to other people. They are not yours.
The following are the three terms to use to express your appreciation for or recognition of
people’s ownership of borrowed ideas.
1. Acknowledgement – the beginning portion of the work that identifies individuals who
have contributed something for the production of the paper.
2. References or Bibliography – a complete list of all reading materials, including books,
journals, periodicals, etc. from where borrowed ideas come from
3. Citation or In-text citation – reference within the main body of context, specially in
review related literature
Purpose of Citation
1. To give importance and respect to other people for what they know about the field
2. To give authority, validity, and credibility to other people’s claims, conclusions and
argument
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

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5. To permit readers to check the accuracy of your work

6. To save yourself from plagiarism
Styles of Citation
1. Integral Citation
This is one way of citing or referring to the author whose ideas appear in your
work. You did this by using active verbs like claim, asserts, state, etc. to report the
author’s ideas.
Examples of Integral Citation
APA MLA
One study by Manalo (2015) reveals…… One study by manalo(70)
The latest work by (Lee,2015) asserts…. The latest work by (Lee 123)
According to Abad et. Al(2015) context is ….. According to (Abad et al.: 54)

2. Non-Integral Citation
It refers to the citation style downplays any strength of the writer’s personal
characteristics. The stress is given to the pirce of information rather than to the owner of
the ideas.
Examples of non-integral citation:
1. The Code of Ethics for Intercultural Competence give four ways by which people from
different cultural background can harmoniously relate themselves with one another. (De
la Cruz,2015)
2. The other components of Intercultural Competence which are also present in SFG are:
context (Harold.2015), appropriateness (Villar, Marcos, Atienza 2016; Santos and Daez,
2016), and emotionals (Flores, 2016)
Patterns of Citation
1. Summary – this citation in this case is to shorten version of the original text that is
expressed in your own language. Making the text short, you have to pick out only the
most important ideas or aspects of the text.
2. Paraphrase – instead of shortening the form of the text, you explain what the text means
to you using your own words. In doing so, it is possible that your explanations may
decrease or exceed the number of words of the original text.
3. Short Direct Quotation – only one part of the author’s sentence, the whole sentence, or
several sentences, not exceeding 40 words, is what you can quote or repeat in writing
through this citation patterns. Since this make you copy the exact words of the writer, it is
necessary that you give the numbers of the page where the readers can find the copied
words.
Example : Context is influenced by four factors “language, culture, institutions,
ideologies”(Aranda, 2015 p.8)

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4. Long Direct Quotation or Block Quotation, or Extract - Named in many ways, this
citation patterns makes you copy the author’s exact words numbering from 40 up to 100
words. Place at the center of the page with no indentation.

Example: The latest study by (Hizon. 2015) reveals the social nature of language
stressing this nature of language he says:
Language features result from the way people use
language to meet their social needs. In their interactions,
they use language to describe, compare, agree, explain,
disagree and so on. Each language function requires a
certain set of language. (p. 38)

To avoid negative connotations about the direct quotation’s in your paper, have a mind
the following reasons to justify your act of quoting or repeating in writing other people’s words.
1. The idea is quite essential.
2. The idea is refutable or arguable
3. The sentence is ambiguous or has multiple meanings
4. There’s strong possibility that questions may be raised about the citation.
5. It is excellent ideas that make it a part of your paper will bring prestige and credibility to
your entire work.

6. Tense of Verbs for Reporting – active verbs are effective words to use in reporting
author’s ideas. Present their ideas in any of these tenses: present, simple past, or present
perfect tense. The APA system, however, prefers the use of present perfect tense.

Examples:
Present tense: Marcos explains ….
Past tense: Marcos explained ….
Present perfect tense: Marcos has explained …..
Plagiarism
Plagiarism is an act of quoting or copying the exact words of the writer and passing the
quoted words off as your own words. The leading act of plagiarism is using the words of original
text in expressing your understanding of the reading materials.

Note:
After you read and understand Lesson # 4, you may now proceed to Activity No. 4.

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Activity # 7 in Practical Research 1

Lesson 4: Standards Styles in Review of Related Literature

Name: Date:
Section: Score:

Direction: Identify the citation style used and comment the accuracy of each text based on what
you learned about in text citation write your answers on the lines provided.
1. Many give their comments about the medicinal powers of ampalaya. For many instance,
the latest study by Santos and Gomez revealed that the juice of this vegetable can be a
good cure against diabetes.

2. De Jesus and Roces felt that one research study by (Collanto and Fernandez p. 88) and
Vallejo, 2015 validated menses findings on the Ebola Virus.

3. A number of medicinal plants can be found in one’s family’s backyard. Fruit trees like
santol, mango, guava, tamarind and guyabano grow robustly in any spacious are in a yard.
Needing no regular watering, these plants always make themselves available to people
believing in their medicinal qualities. (Rafael Copuz)

4. One study Laguardia (2015) has identified the seven components of intercultural
competence that according to Florentino (2015, p 45) are likewise the leading elements of
one “contemporary language theory called Systemic Functional Grammar.’

5. According to William Smith, the K-12 curriculum is the key to the Philippines success in
the era of globalization. Agreeing on this, Mariano (2016) in his latest book said, “Any
opposition against the immediate implementation of K-12 curriculum must not be

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entertained by the government agencies in charge of monitoring the operational of this

educational program.”

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PRACTICAL RESEARCH 1
2nd Semester

Lesson 5: Understanding Data and Ways to Systematically Collect Data

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Lesson 5: Understanding Data and Ways to Systematically Collect Data

Learning Objectives:
a. Describes sampling procedure and sample;
b. Plan data collection and analysis procedures
c. Present written research methodology
d. Utilize materials and techniques to produce creative work.

Content Standard:
The learner demonstrates understanding of:
1) qualitative research designs

2) the description of sample

3) data collection and analysis procedures such as survey, interview, and observation

4) the application of creative design principles for execution

Performance Standard:
The learner is able to:
1) describe qualitative research designs, sample, and data collection and analysis procedures

2) apply imaginatively art/design principles to create artwork

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Lesson Motivation:
Spending months or years in gathering facts and information about your research topic may turn in
voluminous amount of data. However, such data of great size can be valuable only in so far as they result
from standard- or criterion-based data-collection methods. Unless you adopt principled methods of
collecting data, you cannot come up with understandable or question-free research findings.

Lesson Discussion:
Sampling
Definition

In research, sampling is a word that refers to your method or process of selecting respondents or
people to answer questions meant to yield data for a research study. The chosen ones constitute the
sample through which you will derive facts and evidence to support the claims or conclusions propounded
by your research problem. The bigger group from where you choose the sample is called population, and
sampling frame is the term used to mean the list of the members of such population from where you will
get the sample. (Paris 2013)

Probability Sampling or Unbiased Sampling

Probability sampling involves all members listed in the sampling frame representing a certain
population focused on by your study. An equal chance of participation in the sampling or selection
process is given to every member listed in the sampling frame.

A sampling error crops up if the selection does not take place in the way it is planned. Such sampling
error is manifested by strong dissimilarity between the sample and the ones listed in the sampling frame.

Types of Probability Sampling

1. Simple Random Sampling

Simple random sampling is the best type of probability sampling through which you can choose
sample from a population. Simple random sampling happens through any of these two methods:
(Burns 2012)
a. Have a list of all members of the population; write each name on a card, and choose cards
through a pure-chance selection.
b. Have a list of all members; give a number to member and then use randomized or unordered
numbers in selecting names from list.

2. Systematic Sampling
For this kind of probability sampling, chance and system are the ones to determine who should
compose the sample.

3. Stratified Sampling

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The group comprising the sample is chosen in a way that such group is liable to subdivision
during data analysis stage.

4. Cluster Sampling
This is a probability sampling that makes you isolate a set of persons instead of individual
members to serve as sample members.

Non-probability Sampling
Non-probability sampling disregards random selection of subjects. The subjects are chosen based on
their availability or the purpose of the study, and in some cases, on the sole discretion of the researcher.
This is not a scientific way of selecting respondents. Neither does it offer a valid or an objective way of
detecting sampling errors. (Edmond 2013)

Types of Non-probability Sampling

1. Quota Sampling
Using a quota or scientific set of persons whom you believe to have the characteristics of the
target population involve in the study is your way of showing that the sample you have chosen
closely represents the target population as regards such characteristics.

2. Voluntary Sampling
Since the subjects you expect to participate in the sample selection are the ones volunteering to
constitute the sample, there is no need for you to do any selection process.

3. Purpose or Judgmental Sampling

You choose people whom you are sure who could correspond to the objectives of your study like
selectin those with rich experience or interest in your study

4. Availability Sampling
The willingness of a person as your subject to interact with you counts a lot in this non-
probability sampling method.

5. Snowball Sampling
Similar to snow expanding widely or rolling rapidly, this sampling method does not give a
specific set of samples.

Note:
After you read and analyze Lesson 5, you may now proceed to Activity No. 8.

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Activity # 8 in Practical Research 1

Lesson 5: Understanding Data and Ways to Systematically Collect Data

Name: Date:
Section: Score:

I. Directions: Write P if the sentence talks about Probability sampling; otherwise, write NP.

1. Checking every 10th student in the list

2. Interviewing some persons you meet on the campus
3. Dividing 100 persons into groups
4. Choosing subjects behaving like the majority number of NPC Town
5. Choosing a group of subjects among several groups
6. Choosing subjects capable of helping you meet the aim of your study
7. Choosing samples by chance but through an organizational pattern
8. Letting all members of the population join the selection
9. Having people willing to be chosen a respondent
10. Matching people’s trait with the population members’ traits

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Lesson 6: Finding Answer Through Data Collection

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Observation and Interview

Learning Objectives:
a. Explain the ins and outs of observation as a data gathering technique;
b. Compare and contrast observation and interview types and methods;
c. Identify the right recording method for a certain type of observation

Content Standard:
The learners demonstrate understanding of:
a. Observation and interview procedures and skills
Performance Standard:
The learners shall be able to:
a. Gather relevant information with intellectual honesty

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Lesson Motivation:
In a qualitative research, your interest lies in people’s thoughts and feelings about a
certain subject matter. Your curiosity about such topic bombards your mind with several
questions. Findings answer to your questions is possible through these theoretically based-data
collection methods: observation, interview, survey through questionnaires
Lesson Discussion:
OBSERVATION
It is a technique of gathering data whereby you personally watch, interact or
communicate with the subjects of your research.
Types of Observation
1. Participant Observation
Your actual involvement enables you to obtain first-hand knowledge about the
subject’s behaviour and the way they interact with one another. The record your findings
through this type of observation, use diary method or logbook.
The first part of the diary is called descriptive observation. This initial part of the
second describes the people, places, events, conversation and other living involved in the
activity or object focused on by the research.
The second part of the diary is called the narrative account that gives your
interpretations or reflections about everything you observe.
2. Non-participation or Structured Observation
This type of observation completely detaches you from the target of your
observation. You must watch and lisen to them do their own things, without participating
in any of their activities. Recording of non-participation observations happens through the
use of checklist. Other calls checklist as an observation schedule.
Methods of Observation
1. Direct observation – this method makes you see or listen to everything that happens in
the area of observation.
2. Indirect observation – this method is also called behaviour archaeology because, here,
you observe traces of past events to get information or a measure of behaviour, trait, or
quality of the subject. Central to this method of observation are things you listen through
tape recording and see letters, pictures etc.
Methods of indirect methods
a. Continuous monitoring or CM

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You observe to evaluate the way people deal with one another. As such, this is the
main data gathering use in the behavioural psychology, where people’s worries, anxiety,
habits and problems.
b. Spot Sampling
This can be done first by behavioural psychologist in 1920 with a focus
researching the extend of children’s habits as they would go through their regular
personality development. For a continuous or uninterrupted focus on the subject, you
record you observations through spot sampling in an oral manner, not in written way.
Spot sampling comes in two types:
1. Time Allocation sampling – what goes you record are the best activities of people you
observed in undetermined places and time.
2. Experience Sampling – let you record people’s responses anytime of the day or week to
question their present activities, companions and feeling.
Advantages
1. It uses simple data collection techniques and data recording method
2. It is inclined to realizing its objectives because it just depends on watching and listening
to the subjects without experiencing worries as to whether or not the people will say yes
or no your observation activities.
3. It offers fresh and first-hand knowledge that will help you to come out within an easy
understanding and deep reflection of the data.
4. It is quite valuable in research studies about organizations that consider you, the
researcher, a part of such entity.
Disadvantages
1. It requires of a long time planning
2. Engrossed in participating in the subject’s activities, you may eclipse or neglect the
primary role of the research
3. It is prone to your hearing derogatory statements from some people in the group that will
lead to your biased stand toward other group members.
INTERVIEW
It is the data gathering technique that makes you verbally ask the subjects or respondents
questions give answer to what your study trying to look for. This is the data gathering technique
occurs between you, the researcher and your respondents in a face to face situation. In this case
you speak directly with your respondent, individually or collectively.
Types of interview

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1. Structured interview – it requires the use of interview schedule or a list of questions

answerable with one and only item from the set of alternative response. Choose one
answer from the given set of answers; the respondents are barred from giving answers that
reflect their own thinking or emotions about the topic.
2. Unstructured interview – the respondents answer the questions based on what they
personally think and feels about it, there are no suggested answer.
3. Semi Structured-the characteristics of the first two types are found in the third type of
interview called semi-structured interview.
Approaches
1. Individual Interview- only one respondent in interviewed here, the reason behind this
one-on-one interview is the lack of trust the interviewees have among themselves.
2. Group Interview- in this interview approach, you ask the question not to one person, but
to a group of people at the same time.
3. Mediated Interview- no face-to-face-interview is true for this interview approach
because this takes place through electronic communication devices such as telephones,
mobile phones,email, among others.
Step in Conducting Interview
Step 1: Getting to Know Each Other
The interview starts from the time you, the interviewer, and your respondents see each
other at the place of interview, that is, if this is traditional interview.

Step 2: Having an Idea of the Research

This second step requires you to tell the respondents about the nature of the interview-
its purpose, importance, scope, and so on.
Step 3: Starting the Interview
You open this step with question to encourage the respondent to talk about himself or
herself, including his or her age, family, current activities, and other things you think appear
special or interesting to him or her. Following these self-introduction questions are questions on
the subject’s thoughts, attitudes, or performance of his or her job or any current work assignment.
Step 4: Conducting the Interview Proper
Interview questions in this step are on the interviewee’s open and extensive talking of
things related to the research theme or research questions and o those anticipated by him/her or
emanating from his/her explanations, descriptions, or narrations of things. Open or unstructured

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questions asked in this step of the interview aim at investigating the respondent’s interest and
eliciting substantial or profuse responses to questions.
Step 5: Putting an End to the Interview
Signs of the approaching end of the interview work to alert the respondent in winding up
with his or her talking. For instance, using words expressing your decision, wish, or attempt to
ask the very last question serves as a clue for the respondent to think that the interview is nearing
its end.
Step 6: Pondering Over Interview Afterthoughts
This last step of the interview gives the respondents the opportunity to ask questions
about the interview activity and let him or her have an idea about what will happen next to the
interview results. (Denzin 2013; Bernard 2013; Rubin 2012)
Questionnaire
A questionnaire is a paper containing a list of questions including specific place and space in
the paper where you write the answers to the questions.
Purposes of a Questionnaire
1. To discover people’s thoughts and feelings about the topic of the research
2. To assist you in conducting and effective face-to-face interview with your respondents
3. To help you plan how to obtain and record the answers to your questions
4. To make the analysis, recording, and coding of data easier and faster

Types of Questionnaire
1. Postal questionnaire- as the name connotes, this type of questionnaire goes to the
respondent through postal service or electronic mail. It is through the mail or postal
system that the accomplished questionnaires will be sent back to the researchers. In
some cases, the researcher can personally collect finished questionnaires.
2. Self-administered questionnaire- this kind of questionnaire makes you act as the
interviewer and the interviewee at the same time. First, you ask the questions either
in person or through phone; then, you will be writing the interviewee’s answers on
a piece of paper. A questionnaire like this fits a structure kind interview. (Barbour
2014)
Advantages and Disadvantages of a Questionnaire

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Coming from the references listed at the last part of this book are the following
paraphrased advantages and disadvantages of using questionnaire:
Advantages
1. It is a cheap as it does not require you to travel to hand the questionnaire to a big
number of respondents in faraway places.
2. It entails an easy distribution to respondents.
3. It offers more opportunity for the respondents to ponder on their responses.
4. It enables easy comparison of answers because of a certain degree of uniformity
among the questions.
5. It has the capacity to elicit spontaneous or genuine answers from the respondents.
Disadvantages
1. There is possibility that some questions you distributed do not go back to you, and
this prevents you from getting the desired rate of response.
2. Confusing and uninteresting questions to respondents fail to elicit the desired the
respondents.
3. Owing to individual differences between the selected subjects and those in the
population, in general, the questionnaire is hard up in obtaining unbiased results to
represent the characteristics of the target population.
4. It prevents you from being with the respondents physically to help them unlock some
difficulties in their understanding of the questions.

Note:
After you read and analyze Lesson 6, you may now proceed to Activity No. 9.

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Activity # 9 in Practical Research 1

Lesson 6: Finding Answer through Data Collection

Name: Date:
Section: Score:

Test 1: Multiple Choice

Direction: Choose the letter of the correct answer and write only the letter on the space provided.
1. This is an interview that requires the use of an interview schedule or a list of questions
answerable with one and only item.
a. Unstructured interview b. Structured interview c. Semi-structured interview d.
Interview
2. In this type of interview, the respondents answer the questions based on what they
personally think and feel about it.
a. Unstructured interview b. Structured interview c. Semi-structured interview d.
Interview
3. This type of interview, require a schedule or list of questions that are accompanied by a
list of expressions from where the respondent can pick the correct answer.
a. Unstructured interview b. Structured interview c. Semi-structured interview d.
Interview
4. It is a data gathering technique that makes you verbally ask the respondents questions
and they give answer.
a. Individual interview b. Structured interview c. Group interview d. Interview
5. In this type of approaches of interview requires only one person or respondent.
a. Individual interview b. Structured interview c. Group interview d. Interview

Test 2: Essay
Direction: which among these topics can lead itself to observation technique? Explain your
choice.
1. K-12 Goals, Theories and Methodologies

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2. Historical Development of Cell Phones

3. Philippine Bridges in Metro Manila
4. Shoe Style of UST Freshmen Architectural Students
5. Human Respiratory System
6. First Friday Mass with Quiapo Devotees
7. Playground Bullying among Elementary Pupils
8. Molecular contents of Water
9. Uniform Wearing by All Divisoria Vendors
10. Dirty Ice Cream Selling at UST Campus

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PRACTICAL RESEARCH 1
2nd Semester

Lesson 7: Analyzing the Meaning of the Data and Drawing Conclusions

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Lesson 7: Analyzing the Meaning of the Data and Drawing Conclusions

Learning Objectives:
a. infers and explain patterns and themes from data
b. relates the findings with pertinent literature

Content Standard:
The learner demonstrates understanding of drawing out patterns and themes from data

Performance Standard:
The learner is able to analyze and draw out patterns and themes with intellectual honesty

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Lesson Motivation:
Using a certain method of collecting and analyzing data, you get to gather varied world perceptions
from different people. Through all these diverse opinions coming from a set of people, you are able to
discover a certain idea or pattern governing the entire data collected. Geared toward a common theme,
idea, or pattern, the collected facts and information are capable of guaranteeing evidence-based
conclusions. Factual data and logically collected ones are meaningful data to yield valid and credible
conclusions.

Lesson Discussion:
Data Analysis

Nature

Data analysis is a process of the understanding data or known facts or assumptions serving as the
basis of the any claims or conclusions you have about something. You collect these data in many ways:
observation, interview, documentary analysis, and research instruments like questionnaires, test, etc.

In analyzing data, you go through coding and collating. Coding is your act of using symbols like
letters or words to represent arbitrary or subjective data (emotions, opinions, attitudes) to ensure secrecy
or privacy of data. Collating, on the other hand, is your way of bringing together the coded data. Giving
the data an orderly appearance is putting them in a graph, specifically a table of responses.

Data Matrix

The term “data matrix” is also used to name this data of responses that consist of table of case and
their associated variables. This data matrix is of two types: the profile matrix that shows measurements of
variables or factors for a set of cases or respondents and the proximity matrix that indicates measurements
of similarities and differences between two items. Under proximity matrix, if the measurement shows
how alike things are, it is called similarity matrix. If they show how different they are, it is called
dissimilarity matrix. (Denzin 2013)

Qualitative Data Analysis

In a qualitative research, you analyze or study the data that reflect the respondents’ thoughts, feelings,
attitudes, or views about something. These are subjective data that are expressed in words, and these
words serve as the unit of analysis in a qualitative type of research.

Drawing of Conclusions

Meaning of Conclusions

Conclusion is a type of inferential or interpretative thinking that derive its validity, truthfulness, or
reasonableness from your sensory experience. Touching, seeing, hearing, tasting, and smelling things

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around you lead to a particular conclusion about each of those experience. The results of your sensory
experience are factual data to support the truthfulness of your conclusions.

Drawing Conclusions

In your research work, your next move after analyzing the data you have gathered is drawing
conclusions. This makes you form conclusions that arise from the factual data you encountered and
analyzed. Any conclusions drawn or deduced by you from facts or statement resulting from logical
thinking rather than from another assumption, prediction, or generalization are the only ones included in
the conclusion section of your research paper. (Decilo 2014)

Any conclusion that you give about what you found out through your analysis of data you collected is
a “warranted conclusion,” which explains how the evidence or findings resulting from your data analysis
stands to prove or disprove your conclusion. And, by and large, the best kind of proof to back up your
conclusion is one that is factual and logical or given by correct reasoning. Downplaying, much less,
excluding warrants from this section of your paper reserved specifically for stating conclusions about
your findings makes your readers cast doubts about the credibility or genuineness of your conclusions.
(Thomas 2013, 38)

Pointers in Writing Conclusions

1. Explain your point in simple and clear sentences.

2. Use expressions that center on the topic rather than on yourself, the researcher.

3. Include necessary items; exclude any piece of information or picture not closely related to your
report.

4. Have your conclusions contain only validly supported findings instead of falsified results.

5. Practice utmost honesty and objectivity in stating the results of your critical evaluation of
outcomes that expect to support you conclusions.

Note:
After you read and analyze Lesson 7, you may now proceed to Activity No. 7.

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Activity # 10 in Practical Research 1

Lesson 7: Analyzing the Meaning of the Data and Drawing Conclusions

Name: Date:
Section: Score:

I. Directions: Circle the letter of the correct answer.

1. The results of data analysis are presented as

a. percentages c. fractions
b. written discussions d. literary criticism
2. the research activity preceding collating is
a. coding c. synthesizing
b. summarizing d. categorizing
3. Qualitative data analysis focuses on examining
a. numbers c. words
b. vision d. concepts
4. To show how variables are closely related with one another, you must use
a. data matrix c. proximity matrix
b. profile matrix d. table matrix
5. Questionnaire is to data collection instrument; observation is to data-collection .
a. process c. analysis
b. method d. results
6. Qualitative research has words as its
a. qualitative data c. quantitative data
b. unit of analysis d. analysis of data
7. You encode or symbolize data that are
a. subjective c. objective
b. symbolical d. numerical
8. Symbolizing data is preserving their
a. origin c. confidentiality
b. source d. significance
9. The value data analysis is determined by their connection with your
a. research method c. research design
b. research title d. research questions
10. A graphical presentation of data-analysis results ensures
a. privacy of data c. completeness of data
b. genuineness of data d. orderliness of data

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II. Directions: Check (√) the column with the heading that expresses your judgment about the
following purported evidence to prove a conclusion.

Evidence Good Evidence Poor Evidence Reasons, Comments, Reactions

1 The workers seem willing

to file a labor case

2 They worked hard the way

the characters in the movie,
The Bible, did their jobs.
3 The company’s records
show the number of absences
the laborers incurred.
4 Apparently, the laborers
failed to get their 13th-month
pay last year.
5 For returning the lost and
found wallet containing ₱15,
000, the laborer received a
certificate of merit.

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Lesson 8: Reporting Sharing The Findings

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Lesson 8: Reporting and Sharing the Findings

Learning Objectives:
a. Compare and contrast the APA and the MLA referencing style; and
b. Show evidences of your honesty and gratefulness to owners of ideas.
Content Standard:
The learners demonstrate understanding of:
a. guidelines in making conclusions and recommendations
Performance Standard:
The learners shall be able to:
a. make recommendations based on conclusions

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Lesson Motivation:
Sharing and reporting research findings follow a special way of knowledge presentation.
It is not only any kind or way of revealing discovered truths about people and things in the
world. It adheres to a certain standard and format of structure. Abiding by these research-
reporting formalities warrants an existence of a genuine or honest to goodness kind of research
study.
Lesson Discussion:
Meaning of Reporting and Sharing the Findings
The findings of your research are meant to be reported to or shared with others because
your primary aim in searching is to strengthen existing knowledge discover new ones for the
improvement of the world. Hence, you have to bring your findings out the readers in a way that
you must communicate things procedurally perform in things you found out it through your
principles data collecting and analysis methods.
Structure or Format of the Research Report
1. Title
The title gives information and description to the subject matter of the research.
Being a short catchy part of your paper that has the power to instantly attract a reader, it
must contain keywords to predict the content and tone of the research paper.
2. Abstract
The abstract concisely discusses the essential aspects of your paper such as the
background of the problem, objectives, significance, research design, data collection,
technique, and data analysis method, discussions of the findings, scope and conclusion.
3. Introduction
This part explains the background of the research problem, states specific research
questions, and optional hypothesis or assumption.
4. Method
This selection explains the types and sources of data as well as method you used
in collecting and analysing the data you have gathered.
5. Findings
Present as findings of your study those that you have analysed and commented on.
There are several ways in doing this: by means of graphical presentation, statistical
method, or written discussion.
6. Discussion and Conclusion
Findings resulting from thematically or theoretically gathered and analysed data
with the capacity of leading you to a valid conclusion are explain in this section.
7. Recommendation

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To broaden the reader’s knowledge and understanding of the area covered by the
research, recommend or let the readers positively consider some activities they can
possibly do to extend, modify, replicate or validate the findings of your research work.
8. References
Follow standard documentary style. Alphabetize, identify and list down in this
section all sources of knowledge you used in carrying out of your study.
9. Appendix
This contains copies of table, questionnaires, interview rate, observation checklist,
and other materials that are indispensable or necessary in completing your research study.
Referencing your Research
Referencing your research means directing your readers to the exact sources of data or
information stated in your report, particularly those stated in the review of related literature.
MLA Style
MLA stand for Modern Language Association and it has this other name, humanities
style. This referencing style is often used in literature, history and arts.
Notes to charts, tables and other graphs make use of symbols, letter and sometimes
number. These notes on graphs, which are numbered independently in the text, must be place
below the table or illustration. Notes consisting of explanations or elaborations of the discussions
in the text are called substantive or discursive notes.
Examples of Substantive or Discursive notes
1. The CAS of U.P Diliman has a different version of K-12 curriculum. (Jaime Tamayo.
Globalization vs K-12 Curriculum. Quezon City: U.P. Press, 2016 pp. 56-65) Find the
expanded discussion of this in (Luis Hizon. Changes in the Philippine Educational
System. Manila: Abaya Publishing Co. 2017 pp. 778-90)
2. Documentary evidence of the continuous increase of the country’s rice importation in 10
years is shown in (Ana Perez and Norma Pascual. The Perennial Rice Storage. Baguio
City: St. Louis Press, 2017, pp.38-45)
Examples of End Notes
p. 20 3.89 Fredo Gomez, Language and Culture, in “On Intercultural Competence,” p.68
p. 25 3.45 contemporary Movies, p. 478

In a note system of referencing, you are not requires to make bibliography, because the
endnotes can already give you full bibliographical details. Under MLA system, the items in the
bibliography are arranged alphabetically.

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Examples of MLA Referencing Style

1. Citation or In-text Citation
(Lizardo 257)
(Decena, Obeza, Jurado 120-130)
2. Documentary Notes
The same as the entries in a bibliography or references, except that, here, the first name
precedes the family name of the author.
Josie Cruz, G. Mt. Pinatubo Quezon City: GB Press. 2016.
Manolo De Guzman. Naming of typhoons.
3. Bibliography References
One Author
Cruz, Josie A. Mt. Pinatubo Lahar. (Quezon City: GB Press. 2016).
Paras, Beth M. The Philippine Eagle. (Adarna Publishing House. Manila:

Two Authors
Oteza, Nina C. and David, Jose L. Climate Change. (Baguio City: KLM Co. 1018).
Reyes, Mario R. and Cortez, Josie M. Collegiate Athletic Competitions. (Manil: National
Bookstore, 2016).

Three Authors
Ramos, Celso A., Bautisto, Cora C. and Vinluan, Gloria F. Energy-giving Foods. (Pasay
City: ABC Press. 2016).

Manuel, Joven D., Gregorio, Ben C., and Ferrer, Susan V. The Fury of Super Typhoon
Yolanda. (Quezon City: Abiva Publishing House. Manila, 2016).

Three or more Authors (Use the first name in the list)

Samson, Esther N. et al. Philippine Trial Courts. (Quezon City: Rex Bookstore, 2016).
Norman, Vivian. Et al. Entry-level Workers’ Pay. (Pasig City: Hope Press 2016).

Anonymous Author (If the authorship of a work is known but not revealed on the title
page, the name is given in brackets.)

[Evelyn Vargas]. The Bubble Gang. (Nowhere: Nonesuch Press, 2016).

[Lina Calderon]. Bulletin-board Postings. (Nowhere: Nonesuch Publication 2016).
(If the identity of the author is guessed, a question mark follows the name before the
closing bracket.)
[Evely Vargas?] The Bubble Gang. ( Nowhere: Nonesuch Press, 2016).

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Editor, Translator Compiler

Prayno, Gabriel. F. ed. Philippines Politics. ( Manila: PH Press, 2016).
Generoso, Luis F. comp. Banking Systems. ( Quezon City: Abiva Publishing House,
2016).

Editor, Translator, Compiler with an Author

Parayno, Gabriel. F. Philippine Politics. Edited by Kay
Abante and Cora Cortez. Manila: PH Press. 2016).
Generoso, Luis F. Banking Systems. Compiled by Gina David. (Quezon City: Abiva
Publishing House, 2016).
Formoso, John S. The Makati Business Club. Translated by Carlos Fojas. ( Makati City:
Rex Press, 2016).

Organization, Association, or Corporation as Author

International Monetory Fund, Survey of Asian Economies. Vol. 6, Malaysia,Thailand and
Philippines (New York International Monetory Fund, 2016).

No Ascertainable Publication Facts

Carmona, Lory. The Marcos Regime. (n.p., n.d.)
Solis, Dianne. Philippine Law Schools. (n.p,. n.d.)

Popular Magazines
Suratos, Mila. “The Ilocanoi Dishes,” Panaroma, March 2016, pp. 23-26
Roldan, Arnold. “Banana Leaves.” World Mission, May 8, 2016, p. 8.

Newspapers
New items from daily papers are rarely listed in a bibliography. Rather, the name of
the paper may be given either in the general alphabetical list or in separate section
devoted to the newspapers

Interviews
Interviews are best cited in texts or notes. It is not necessary to include them in
bibliography, but if they are listed, the entries should appear in this manner:

Barcelo, Felecitas. “Laguna de Bay: interview with Felecitas Barceloi. “ By Gloria De

La Cruz. The Manila Bulletin, 4 August 2016.

Theses, Dissertations, and Other Unpublished Works

Villar, Rosalina. D. “Modern Language Theories” (Ph. D diss., U.P. Diliman, 2016).

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Tiempo, Dolores G. “Critical Evaluation of UST High School Languages Books” (M. A.
UST, 2016).

Reference Books: Encyclopaedia, Dictionary, Almanac, Indexes, etc.

Well-known reference books are usually not listed in bibliographies. When such
reference books are listed in notes, the facts about the publication are usually omitted, but
the edition, if not the first, must be specified.

References to encyclopaedia, dictionary, or to the alphabetically arranged works cite

the items (not the volume or page number) preceded by S.V. or sub verbo, meaning
“under the word.”

1. Encyclopaedia Britannica, 10th ed., S.V. “Ozone Layer.”

2. Columbia Encyclopaedia, 5th ed., S.V. “Industrial Revolution.”
3. Webster’s New International Dictionary, 3rd ed., S.V. “cantankerous.”
Sides and Film’s Videocassettes
Fulgencio, Krina C. “Urban Planning.” (Quezon City: Palmall Press, 1016) slides.
Arnaiz, Earl A. “Room for Rent” (Manila: SSG Press,m 2016) filmstrip

Online Materials
1. Signed article in a magazine
Davis, Robert. “Email Craze.” Interactions. July 2016.
http://www.inter.com/jol/labor.htm/.
2. Unsigned article in a magazine
“Power Interview.” Business Trends Magazine. August
2016.http://www.BusTRendscom/Bus Trends /ctshoot.html.
3. Article in Journal
“Systematic Functional Grammar.” English Forum. 38.7 (2016). 18 May 2016.
http://www.jhu.edu/English Studies Journal/ vol.83/83.1 strethson.html.
4. Article in Newspaper
Leonardo, Jerome. “Japan and the 2009 Tsunami.” New Daily Life Star. 21
December 2017. http://www.nytimes.com/2016/26/world/28MIDE.html.

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5. An Editorial
“Vatican City: Pope’s Residence.” Editorial. Phillipine Daily Inquirer. July 7, 2016.
http://www.a-pinq.com/ed/2016/24/po4.html.
6. Online Books
Litchten, Feona D. American Pragmatics Organization. (2014). 2nd AMPRA
Conference/Photos http://androgers.smugmug.com/Liguists/AMPRA-2.
Dizon, JomarG. “Political Campaign Strategies” 15-20, May 2016 dialog ERIC
AED23376.
7. CD-ROM/Diskette
Amante, Peter B. “Stem Call Treatment.’’ Manila Post News Bank. April 2017:
TI Manila Post News Bank.CD-ROM. News Bank. April 2017.
“Maharishi.” The Oxford English Dictionarty. 2nd ed. CD-RO. Oxford UP, 2017.
APA Style
The APA ( American Psychological Association) is also called Author-Date Style. This is
open used by researchers in the field of natural sciences and social sciences. However,
nowadays, for economic reasons, more and more researchers, regardless of their area of
specialization, prefer to use the APA style.
Examples of APA referencing style
1. Citation or in-text citation
(Lizardo,2016) (Millares, 2017)
(Decena, Obeza, Jurado, 2016, pp. 120-130)
(Fortune et al., 2016)
2. Bibliography/References
One author
Fajardo, J.A. 2016. The Evola Virus, Quezon City: GB Press
Two Authors
Oropesa, N.C. and David , J. L.2017. Palawan penal colony. Baguio City: KLM
Company.
Three Authors (List the names in the order they appear on the title page)
Revilla, C.A., Butista, C. C., and Vinuya, G.F. 2017. Boy scout jamborees. Pasay City:
ABC Press.
Three or More Authors (Use the name of the first author listed on the title page)
Sonora, V. et al. 2016. Regional trial courts. Quezon City: Rex Bookstore.
Anonymous Author (If the authorship of a work is known but not revealed on the title
page, the name is given in the brackets)
[Valrio, E.] the millennium condominium craze. 2016. Nowhere: Nonesuc Pres.
Editor, Translator, Compiler
Pareja, G. F. 2016. Ed. Paquio’s lucky charm. Manila: PH Press.

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Editor, Translator, Compiler with an Author

Lauriano, G. F. 2016. Language textbook writing. Edited by Gina Alamares and Ching
Cortez. Manila: PH Press.
Organization, association, or Corporation as Author
International Monetory Fund, 2008. Survey of Asian Economies Vol.. 6, Malaysia
Thailand, Indonesia and Philippines New York International Monetory Fund.
No Aascertainable Publication Facts
Ramona, L. The rise and fall of the Marcos Regime. (n.p., n.ds.)
Popular Magazines
Salvador, M. March 2016. “The Chinese Dishes,” Panaroma, pp. 23-26.
Newspapers
Abad, C.S “Gated subdivisions in Caloocan City,” 2016. Philippine Daily Inquirer.
Interviews
Ballesteros, F April 2016. “K-12 curriculu: Interview with Felicitas Ballesteros.” April
2016. Interview by Annabelle De La Cruz. The Manila Bulletin
Theses, Dissertations, and Other Unpublished Works
Villarica, R. D. 2016. “Contemporary Languages Theories.” Ph. D. diss., U.P.
Diliman.
Slides and Film’s Videocassettes
Gaudencio, K.C. 2016. “Family Planning.” Quezon City: Palmall Press. Slides.
Online Materials
1. Signed article in a magazine
Duterte, R July 2016. “Social-Media networks.” Personality growth.
http://www.inter.com/jol/labor.htm/.
2. Unsigned article in a magazine
“Unstructured interview. August 2016.” Business Trends Magazine.
http://www.BusTRendscom/Bus Trends/Trends/ctshoot.htmlz.
3. Article in Journal
“Linguistic competence. 18 May 2016.” English Forum.
http://www.jhu.edu/EnglishStudies Journal/vol.83/83.1sthretson.html.
4. Article in Newspaper
Lepanto, J. “globalization vs. climate change.” 21 December 2016. New Daily Life
Star. http://www.nytimes.com/2016/26word/28 MIDE. html.
5. An Editorial
“Political Dynasty in the Phillipines. 7 July 2016.” Editorial. Philippine Daily
Inquirer. http://www.a-pinq.com/ed/2016/24/po4.html.
6. Online Books
Litchten, F. D. 2016. American pragmatics. http: AMPRA 2
etext2014/14w0310txtz.
CD-RM/Diskette

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Dizon, P.B. April 2016. “Herbal Treatment.” Manila Post News Bank. TI Manila Post
News Bank. CD-ROM. News Bank.

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Activity # 11in Practical Research

Lesson 8: Reporting and Sharing the Findings

Name:
Date:
Section:
Score:

Test 1: Multiple Choice

Direction: Choose the letter of the correct answer and write only the letter on the space provided.
1. Mentioning in your paper the sources of your data is applying the
a. Language rules b. Copyright law c. School rules d. Corporate law
2. Proper referencing of the contents of your paper reflects your
a. Honesty and gratefulness c. Transparency and practicality
b. Sincerity and sensitivity d. Legality and Formality
3. MLA is to humanities; APA is to
a. American psychologist c. Modern linguistic
b. Scientist and chemist d. Arts and language
4. Full biographical details are given in the
a. Footnotes b. Citation c. APA d. MLA
5. MLA uses this in-text citation
a. (Castro, 2016, p.58) b. Castro (2016) c. (Castro 387) d. (Castro, 2016)
6. What comes after the publication place is
a. Comma b. Period c. Colon d. Semi-colon
7. Capitalizes only the initial word and proper nouns in the title of a paper under the
referencing style
a. MLA b. Harvardian c. APA d. Vancouver
8. All authors appearing in the body of the paper must be listed in the
a. Endnotes b. Bibliography c. Reference d. Footnotes

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9. Additional information about some items in a certain page of the paper placed at the end
of the page are called
a. Footnotes b. Discursive notes c. Endnotes d. Addendum notes
10. Anonymous or unknown author’s names are put in
a. Quotation mark b. Braces c. Parentheses d. Brackets
Test 2: Essay
1. Explain the types of MLA documentary notes.

.
2. Describe the link between APA citation and the reference list.

3. How do you prove you appreciation for the author’s expertise and honesty in relation to
your research study?

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References
Unit 1
Baraceros Esther L. (2016). Practical Research 1-“Nature of Inquiry and Research.”*Rex Book
Store.
Manila,Philippnes pp.1-8

Unit 2
Baraceros Esther L. (2016). Practical Research 1-“Qualitative Research and Its Importance in
Daily
Life.”*Rex Book Store. Manila,Philippnes pp.19-28
Unit 3
Baraceros Esther L. (2016). Practical Research 1-“Identify the Inquiry and Stating the Problem.
*Rex
Book Store. Manila,Philippnes pp.35-45

Unit 4
Baraceros Esther L. (2016). Practical Research 1-“Learning from Others and Reviewing the
Literature.”*Rex Book Store. Manila,Philippnes pp.55-73

Unit 5
Baraceros Esther L. (2016). Practical Research 1-“Understanding Data and Ways to
Systematically
Collect Data.”*Rex Book Store. Manila,Philippnes pp.81-92

Unit 6
Baraceros Esther L. (2016). Practical Research 1-“Findings Answer Through Data Collection.”
*Rex
Book Store. Manila,Philippnes pp.101-110

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Unit 7
Baraceros Esther L. (2016). Practical Research 1-“Analysis the Meaning of the Data and
Drawing
Conclusions.”*Rex Book Store. Manila,Philippnes pp.119-127
Unit 8
Baraceros Esther L. (2016). Practical Research 1-“Reporting and Sharing the Findings.”*Rex
Book
Store. Manila,Philippnes pp.135-149

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