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City Schools Division of Dasmariñas

CAPSTONE PROJECT
Quarter 4

SELF- LEARNING MODULE

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 CAPSTONE
PROJECT
QUARTER 4
Development Team of the Module
Author: Leslee Ane G. Cortez
Editor: Jhonnie Jeff I. Marquez
Management Team:
Gemma G. Cortez, Ed.D., CID - Chief
Leylanie V. Adao, EPS - LR
Antonio P. Faustino, Jr., Learning Area EPS

SDO Dasmariñas City

Schools Division Superintendent: Celedonio B. Balderas, Jr.
Asst. Schools Division Superintendent: Bernadette T. Luna

Guide in Using Learner’s Module

For the Parents/Guardian

This module is designed to assist you as the learning facilitator at home.
It provides you with activities and lesson information that the learners
need to accomplish in a distance learning modality.

For the Learner

This module is designed to guide you in your independent learning
activities at your own pace and time. This also aims to help you acquire
the competencies required by the Department of Education at the comfort
of your home.
You are expected to answer all activities on separate sheets of paper and
submit the outputs to your respective teachers on the time and date
agreed upon.

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 Week 1 – 4
What I need to know?

Data collection begins when the research problem has been identified and the
research methodology has been planned out. As collecting data entails hard work
and time, the researcher must be cognizant about the types of data s/he will be
collecting since it is in the type of data to be collected where the method of data
collection will depend. More importantly, data collected must be able to sufficiently
answer the research objectives set by the researcher to produce a well-written
research paper.

At the end of this session, you should be able to:

a. select appropriate methods of data collection; and
b. develop the criteria that will address the completeness of the data collection
method.

I What is new?
To start this lesson, I want you to familiarize yourself with the different words
which you will be encountering in today’s lesson. Make sure to remember them
and if you want, you may look for their definition before you proceed to the next
section so that you may have an idea about the meaning of these words in
relation to our topic.

Words: primary data, secondary data, questionnaire, interview, observation,

unstructured, Hawthorne effect, double-barreled, bias

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 D What is it?
DATA COLLECTION
 When you do research, in most situations, you need to collect the required
data in to answer the research problem and objectives you set. There are two
major approaches to collecting data about a person, situation, problem, or
phenomenon: primary and secondary.
 Sometimes, the information required must be collected by the researcher first-
hand, this is called primary data. However, in some cases, the information
needed is already available and need only to be extracted, this is called
secondary data. In collecting primary data, researcher uses primary sources,
while secondary sources are used to collect secondary data.
 Primary sources include observation, interview, and questionnaire.
 The method of choice to collect primary data depends on the research
objectives, resources available and skills of the researcher. There may be
time when the most appropriate method of data collection is not possible
because of issues in resources and skills of researcher. In this case, the
researcher must take note of the possible limitations these problems may
impose to on the research.
 Another important determinant of the quality of data collected is the way the
researcher is able to explain clearly to the potential respondents the purpose
or objectives of the research.
 Secondary sources include readily available documents such as
government publications, earlier research, census, personal records,
client histories, and service records, among others.

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Collecting Data using Primary Sources

A. Observation
 Observation is a purposeful, systematic, and selective way of watching and
listening to an interaction or phenomenon as it takes place. There are many
situations in which observation is the most appropriate method of data
collection; for example, when you are more interested in the behavior than in
the perceptions of individuals, or when subjects are so involved in the
interaction that they are unable to provide objective information about it,
observation is the best approach to collect the required information.
 There are two types of observation: participant and non-participant
observation.
 Participant observation is when you, as a researcher, participate in the
activities of the group being observed in the same manner as its members,
with or without their knowing that they are being observed.
 Non-participant observation, is when you, as a researcher, do not get
involved in the activities of the group but remain a passive observer, watching
and listening to its activities and drawing conclusions from this.
 Problems with using observation as a method of data collection:
a. When individuals or groups become aware that they are being observed,
they may change their behavior, which may have a positive or negative
effect on the research. When the change in behavior of a person or groups
is attributed to their being observed, it is known as Hawthorne effect,
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 which may introduce distortion to the data being collected since what is
observed may not represent the normal behavior of the respondents being
observed.
b. There is always the possibility of observer bias. If the observer is not
objective, s/he can easily introduce bias and there is no easy way to verify
the observations and conclusions drawn from them.
c. The conclusions drawn from the observation may differ from observer
to observer.
d. There is the possibility of incomplete observation and/or recording. An
observer may watch keenly but at the expense of detailed recording. The
opposite problem may occur when the observer takes detailed notes but in
doing so misses some of the interaction between the respondents.
B. Interview
 Interview is one of the common methods used to collect information from
people.
 According to Monette et al. (1986), an interview involves an interviewer
reading questions to respondents and recording their answers.
 According to Burns (1997), an interview is a verbal interchange, often face-to-
face, though the telephone may be used, in which the interviewer tries to elicit
information, beliefs or opinions from another person.
 Interviews are classified into two according to the degree of flexibility:
structured and unstructured.
a. In an unstructured interview, the interviewer has the freedom to think
about and formulate questions as they come to his/her mind around the
issue being investigated. This offers a more flexible interview structure,
content and questions to the respondent.
b. In a structured interview, the interviewer sticks strictly to the questions
decided beforehand—including their wording, sequence and the manner in
which they are asked. This offers a less flexible or more rigid interview
structure, content and questions to the respondent. In this case, the
interviewer follows a written list of questions (open ended or closed) which
s/he prepared for the interview. This written list of questions is called
interview schedule. Note that interview schedule is a
research/measurement tool used to collect data whereas interview is a
method of data collection.

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 Advantages of Interview
a. An interview is more appropriate for complex situations.
b. It is useful for collecting in-depth information.
c. Information can be supplemented.
d. Questions can be explained.
e. Interviewing has a wider application such as in children, handicapped,
illiterate or very old.
 Disadvantages of Interview
a. Interviewing is time consuming and expensive.
b. The quality of data depends upon the quality of the interaction between the
interviewer and interviewee.
c. The quality of data may vary when many interviewers are used.
d. The researcher may introduce his/her bias in framing questions and
interpreting answers.
C. Questionnaire
 A questionnaire is a written list of questions, the answers to which are
recorded by the respondents. In a questionnaire, respondents read the
questions / statements, interpret what is being asked and then writes down
their answers to the questions / statements.
 The difference between an interview schedule and a questionnaire is
that, in the interview schedule, it is the interviewer who asks the questions,
explains them to the respondents and records the respondent’s answers.
Meanwhile, in a questionnaire, the answers are recorded by the respondents
themselves.
 A questionnaire can be administered in different ways:
a. Mailed questionnaire – The most common approach to collecting
information is to send the questionnaire to the potential respondent,
provided that the research knows the address of the respondent. A mailed
questionnaire must be accompanied by a cover letter. However, one of the
major problems in this method is the low response rate, and because of
this, the results have very limited applicability to the population studied. In
some cases, the researcher may also mail the questionnaire to the
prospective respondent electronically especially among respondents living
in areas which are hard to reach.

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 b. Collective questionnaire – One of the best ways of administering
questionnaire is to obtain a captive audience such as students in a
classroom, people attending a function or participants is a program. This
ensures very high response rate as you will find few people who refuses to
participate in the study. Also, you have personal contact with the people
and you can explain the purpose, relevance and importance of the study
and clarify / answer the questions that respondents may have.
 Advantages of Questionnaire
a. It is less expensive, especially when administered collectively.
b. It offers greater anonymity since there is no face-to-face interaction
between respondents and researcher.
 Disadvantages of Questionnaire
a. Application is limited since it can only be used among population who can
read and write.
b. Response rate may be low especially when respondents do not return the
questionnaires to the researcher. Response rate of respondents depend
on a number of factors including interest in the topic of the study, layout
and length of questionnaire, cover letter explaining the purpose and
relevance of the study and methodology used to administer the
questionnaire.
c. There is self-selecting bias since those who return the questionnaire may
have a different attribute or attitude than those who did not return the
questionnaire, and the findings may not be representative of the target
population.
d. Opportunity to clarify issues may be lacking especially when the
researcher is not present while the respondents are answering the
questionnaire.
e. The response to a question may be influenced by the response to other
questions.
f. It is possible to consult others to answer the questionnaire, especially for
mailed questionnaire. There might be response bias in this case wherein
the answer of the respondent may not be his true / normal answer to the
question.

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Collecting Data using Secondary Sources

A. Government or semi-government publications – There are many

government and semi-government organizations that collect data on a
regular basis in a variety of areas and publish it for use by members of the
public and interest groups. Some common examples are the census, vital
statistics registration, labor force surveys, health reports, economic
forecasts and demographic information.
B. Earlier research – For some topics, an enormous number of research
studies that have already been done by others can provide you with the
required information.
C. Personal records – Some people write historical and personal records
(e.g. diaries) that may provide the information you need.
D. Mass media – Reports published in newspapers, in magazines, on the
internet, and so on, may be another good source of data.
Problems with using data from secondary sources

 Validity and reliability – The validity of information may vary markedly from
source to source. For example, information obtained from a census is likely to
be more valid and reliable than that obtained from most personal diaries.
 Personal bias – The use of information from personal diaries, newspapers
and magazines may have the problem of personal bias as these writers are
likely to exhibit less rigorousness and objectivity than one would expect in
research reports.
 Availability of data – It is common for beginning researchers to assume that
the required data will be available, but you cannot and should not make this
assumption. Therefore, it is important to make sure that the required data is
available before you proceed further with your study.
 Format – Before deciding to use data from secondary sources it is equally
important to ascertain that the data is available in the required format. For
example, you might need to analyze age in the categories 23–33, 34–48, and
so on, but, in your source, age may be categorized as 21–24, 25–29, and so
on.

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 E What is more?
Instructions: As a group, work together to answer the following questions. Do not
rush yourselves in finishing this task. You have four weeks to finish this.

1. Collect all relevant data needed in your study using the chosen and
approved method of data collection. Make sure to observe ethical
considerations when conducting your data collection.
2. Present collected data in tabular form using your dummy tables.

The format of your output is as follows: typewritten in short bond paper, font size
of 11 (Arial or Times New Roman), 1.5 line spacing.

GROUP NUMBER Date

Name of Student Section
Name of Student
Name of Student

Learning Task: Collecting Relevant Data

Answers to the questions (Please follow the given format.)

Your output will be evaluated using this rubric:

Criteria Points
Quality and Content Knowledge 30
Coherence 10
Writing (Grammar, Spelling, Sentence Construction) 5
Timeliness 5
Total 50

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Fill in the blanks with the correct answer. Good luck!

1. In the new normal, where there is limited face-to-face data collection, one
effective way to collect data is to electronically provide the copy of the
questionnaire to the prospective respondents. This type of questionnaire is
known as __________.

2. One way of collecting primary data is when the researcher participates in

the activities of a group being observed in the same manner as its
members, without their knowing that they are being observed. This type of
data collection is called __________.

3. A/n __________ is a written list of questions followed by the interviewer

during a structured interview.

4. The type of interview which offers a more flexible interview structure,

content and questions to the respondents is known as __________
interview.

5. One way of increasing the accuracy and reliability of research results is by

minimizing the __________ which is the phenomenon where respondents
change their actual behavior knowing that someone is observing them
during data collection.

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 Week 5
What I need to know?

When you conduct a research study, you will reach a stage when you have either
collected the data firsthand or have extracted the readily available data for your
research. The next thing you do is ask yourself, how will I process and analyze
this information? One fundamental component necessary for a well-written
research paper is the accurate and appropriate statistical techniques used to
analyze the research findings.

At the end of this session, you should be able to analyze the data obtained from
the investigation.

I What is new?
As an activity, I want you to answer the following questions briefly. Be sure to use
appropriate language in writing your answers. Write your answers on your
notebook.

1. Being a researcher, what do you think is the importance of having an

accurate and appropriate data analysis method?
2. In your own words, how will you define the following words: editing, coding,
processing, analysis?

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 D What is it?
DATA ANALYSIS
 Data processing is a systematic procedure to ensure that collected data are
complete, consistent and suitable for data analysis. It is a necessary step
before data analysis.
 Data editing is a process of examining the collected raw data (specially in
surveys) to detect errors and omissions and to correct these when possible. It
involves a careful scrutiny of the completed questionnaires and/or schedules.
Editing is done to assure that the data are accurate, consistent with other
facts gathered, uniformly entered, as completed as possible and have been
well arranged to facilitate coding and tabulation.
 There are two types of data editing: field editing and central editing.
 Field editing consists in the review of the reporting forms by the investigator
for completing (translating or rewriting) what the latter has written in
abbreviated and/or in illegible form at the time of recording the respondents’
responses. This type of editing is necessary in view of the fact that individual
writing styles often can be difficult for others to decipher. This sort of editing
should be done as soon as possible after the interview, preferably on the very
day or on the next day.
 Central editing should take place when all forms or schedules have been
completed and returned to the office. This type of editing implies that all forms
should get a thorough editing by a single editor in a small study and by a team
of editors in case of a large inquiry. Editor(s) may correct the obvious errors
such as an entry in the wrong place, entry recorded in months when it should
have been recorded in weeks, and the like. In case of inappropriate on
missing replies, the editor can sometimes determine the proper answer by
reviewing the other information in the schedule. At times, the respondent can
be contacted for clarification. The editor must strike out the answer if the same
is inappropriate and he has no basis for determining the correct answer or the
response. In such a case an editing entry of ‘no answer’ is called for. All the
wrong replies, which are quite obvious, must be dropped from the final results,
especially in the context of mail surveys.
 Data coding refers to the process of assigning numerals or other symbols to
answers so that responses can be put into a limited number of categories or
classes. It permits rapid storage of data. It avoids errors in encoding data.
One way to help in the coding of collected data is by using a coding manual.

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 Coding Manual is a document containing a record of all codes assigned to
the responses to the questions in the data collection instrument.
 Example of a coding manual:

Variable Name Variable Description Code Instructions

cn Code Number Enter as is
sex Sex of respondent 1 – male
2 – female
3 – no answer
age Age in years Enter as is
grd lvl Grade level of 1 – Grade 11
respondent 2 – Grade 12
3 – No answer
com Type of community 1 – rural
2 – urban
acd prf Academic performance Enter as is
of respondent

 Data encoding refers to the entering of data / answers in a spreadsheet. MS

Excel is one of the many computer programs used for data encoding.
 Tabulation is the process of summarizing raw data and displaying the same in
compact form (i.e., in the form of statistical tables) for further analysis. In a
broader sense, tabulation is an orderly arrangement of data in columns and
rows.
 Tabulation is essential because of the following reasons.
a. It conserves space and reduces explanatory and descriptive statement to a
minimum.
b. It facilitates the process of comparison.
c. It facilitates the summation of items and the detection of errors and
omissions.
d. It provides a basis for various statistical computations.
 Tabulation may also be classified as simple and complex tabulation. The
former type of tabulation gives information about one or more groups of
independent questions, whereas the latter type of tabulation shows the
division of data in two or more categories and as such is designed to give
information concerning one or more sets of inter-related questions.

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 Simple tabulation generally results in one-way tables which supply answers to
questions about one characteristic of data only. As against this, complex
tabulation usually results in two-way tables (which give information about two
inter-related characteristics of data), three-way tables (giving information
about three interrelated characteristics of data) or still higher order tables, also
known as manifold tables, which supply information about several interrelated
characteristics of data. Two-way tables, three-way tables or manifold tables
are all examples of what is sometimes described as cross tabulation.

Parts of a statistical table

a. Table number – Tables should be numbered consecutively as they appear
in the article or report. Arabic numerals should be used. A recommended
style is to place the table number on the first line of the title on a single line.
The word “Table” is typed flush with the left hand edge of the table followed
by the number, a space and the first line of the title which should reach the
rightmost side of the table.
b. Title – The title should give complete information as to the ‘what’, the ‘who’,
the ‘where’ and the ‘when’ of the table. It should be self-explanatory and
should not rely on the textual discussion for clarifications. The title sets the
tone of what is to be expected from the table and should give no more or no
less than what it indicates. The first letter of the first word of the title is
capitalized as well as all the proper nouns and proper adjectives. An
alternative is to capitalize the first letters of all nouns, pronouns, adjectives,
verbs and adverbs.
c. Column headings – Column headings indicate the basis of the
classification of the columns or vertical series of figures. The headings
should be centered on the columns where they belong. When a heading
pertains to two or more columns, it should be centered over all the columns
it encompasses. Capitalization of headings, including row headings, should
follow the style adopted for the title.
d. Row headings or Stubs – Stubs indicate the basis of classification of the
row or horizontal series of figures. If the stubs exceed the space allotted for
it in the first line, the text on the succeeding line should be indented to the
third character. Subdivisions of a row heading should also be indented to
the third character as well as the words “Total”, “Average” and “Mean”.
e. Body – The intersection of a column and a row in a table is called a cell.
Figures within the cells for a particular column should be aligned by the
decimal points. Consistency in the number of decimal places should be
followed. Align all plus, plus-minus and minus signs. An empty cell should
be indicated with wither a zero or a hyphen. It should never be left blank.

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 The table may contain extra columns or rows for marginal totals. The body
may be single or double-spaced.
f. Footnotes – Small letters, rather than numbers, should be used to
designate footnotes since these are usually placed beside figures in a
table. All footnotes should be placed immediately below the bottom rules of
the table.
g. Source of data – When the data presented is not original, it is obligatory to
specify the source. The citation of the source is the last piece of item of the
table and is placed after the footnotes if there are any, or after the bottom
rule of the table if there are no footnotes. The source should not be placed
as a footnote to the page.
 Data analysis is crucial in designing the research method. It is done before
data collection and takes into consideration the following: descriptive
statistics, inferential statistics, software to be used in analysis and dummy
tables.
 Descriptive analysis is largely the study of distributions of one variable. With
the use of descriptive statistics, you will be able to describe and summarize
the characteristics of your current dataset. This includes presenting the results
in tabular or graphical manner, using frequency distribution and using
measures of central tendency, dispersion and variation.
 Inferential analysis is concerned with the various tests of significance for
testing hypotheses to determine with what validity data can be said to indicate
some conclusion or conclusions. It is also concerned with the estimation of
population values. It is mainly, the basis of inferential analysis that the task of
interpretation (i.e., the task of drawing inferences and conclusions) is
performed. With the use of inferential statistics, you will be able to draw
conclusions about an additional population outside your dataset.
 Here are some of the statistical tests which the researcher may use depending
on the type of variables involved in his/her study.

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Have a recall of your Practical Research II (Quantitative Research) to review the
different statistical tests.

Objective Level of Measurement

Interval / Ratio Ordinal Nominal
Describe one group Mean, SD Median, IQR Proportion
Determine correlation / Pearson Spearman Chi-square
association correlation correlation test
Linear Logistic
regression regression
Predict value of outcome Linear Nonparametric Logistic
based on factor(s) regression regression regression
Compare one group to a One-sample t- Wilcoxon test Binomial test
hypothetical value test
Compare two unpaired Unpaired t-test Mann-Whitney Chi-square
groups test test
Compare two paired groups Paired t-test Wilcoxon test McNemar’s
test

E What is more?
Instructions: Work together to answer the following questions. Do not rush
yourselves in finishing this task. You have one week to finish this.

1. Fill in the table.

Table 1. Methods Matrix
Research Variables Method of Data Statistical
Objective Collection Analysis Used

2. Present collected data in tabular form using your dummy tables (from
output on Lesson 5), together with a narrative explanation / interpretation of
the collected data.

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The format of your output is as follows: typewritten in short bond paper, font size
of 11 (Arial or Times New Roman), 1.5 line spacing.

GROUP NUMBER Date

Name of Student Section
Name of Student
Name of Student

Learning Task: Processing and Analyzing Collected Data

Answers to the questions (Please follow the given format.)

Your output will be evaluated using this rubric:

Criteria Points
Quality and Content Knowledge 30
Coherence 10
Writing (Grammar, Spelling, Sentence Construction) 5
Timeliness 5
Total 50

A What I have learned?

Answer the following questions briefly in no more than 500 words. Good luck!

1. “Processing of data, which happens prior to data analysis, implies editing,

coding, encoding and tabulation.” Describe in brief these four operations
pointing out the significance of each in the context of research study.
2. Is it possible to use both descriptive and inferential statistics to analyze
research findings? Why or why not?

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 Week 6
I Oral Presentation

Good day learners! This week is allotted for the oral presentation of your research.
Kindly study the given guidelines and rubrics for your oral presentation.

Guidelines for Oral Presentation

1. All members of the research group must virtually present the study in front
of the panel members and research teacher via scheduled Google Meeting
or Zoom Meeting.
2. Each group will be given the following time allotment to present:

Oral Presentation # Time Allotment Chapters Included

2 20 minutes IV – Results
V – Discussion

3. A maximum of twenty (20) minutes will be allotted for the answering of

questions given the panel members.
4. The grades of the learners during the oral presentation will be based on the
evaluation rubric presented below.

Oral Presentation Evaluation Rubric

Criteria Exemplary (10 Proficient (7 points) Needs Practice (4

points) points)
The information is Student presents Sequence of
in logical, information in logical information is
interesting sequence which difficult to follow.
sequence which audience can follow. Lacks beginning,
audience can Uses an appropriate middle, and end.
Organization
follow. beginning or ending. Does not move
of
Uses an engaging Moves smoothly smoothly from one
Presentation
beginning and/or from one idea to the point to another
(15%)
thoughtful ending. next some of the
Moves smoothly time.
from one idea to
the next all of the
time.
Language Effectively uses Maintains eye Some eye contact,
Use and eye contact. contact. but not maintained.
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 Delivery Speaks clearly, Speaks clearly and Speaks clearly and
(15%) effectively and uses suitable volume unclearly in different
confidently using and pace. portions.
suitable volume Takes steps to Occasionally
and pace. engage the engages audience.
Fully engages the audience. Dresses
audience. Dresses inappropriately.
Dresses appropriately. Selects words
appropriately. Selects words inappropriate for
Selects rich and appropriate for context and uses
varied words for context and uses incorrect grammar.
context and uses correct grammar.
correct grammar.

Clearly defines the Defines the topic. Does not clearly

topic and its Supports the thesis define the topic.
significance. with evidence. Does not support
Supports the thesis Presents evidence of the thesis with
and key findings research with evidence.
with an analysis of sources. Presents little or no
relevant and Provides some evidence of valid
accurate evidence. evidence of problem research.
Provides evidence solving and learning Shows little
of extensive and stretch. evidence of problem
Mastery of
valid research with Combines existing solving and learning
Content
multiple and varied ideas. stretch.
(40%)
sources. Shows little
Provides evidence evidence of the
of complex combination of
problem solving ideas.
and learning
stretch.
Combines and
evaluates existing
ideas to form new
insights.
Demonstrates Demonstrates some Demonstrates
extensive knowledge of the incomplete
knowledge of the topic by responding knowledge of the
topic by topic by responding
accurately and
Question and responding inaccurately and
Answer confidently, appropriately to inappropriately to
(20%) precisely and questions and questions and
appropriately to all feedback. feedback.
audience
questions and
feedback.

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 Entire presentation Entire presentation Entire presentation
Timeliness was within 25 exceeded 5 minutes exceeded 10
(10%) minutes of of allotted time. minutes of allotted
allotted time. time.

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 Week 7
I What I need to know?

We are now down to the last part of writing a research paper. Most of the time, the
last chapter which is the conclusion and recommendation chapter, is the most
underrated. There is hardly any discussion about them. However, in order to be
able to produce a well-written research paper, it is very important to have a sound
conclusion and recommendation which will leave a lasting impact to the readers of
the paper.

At the end of this session, you should be able to:

a. draw logical conclusions supported by processed data; and
b. make recommendations that are relevant to the study.

I What is new?
To start this lesson, I want you to briefly answer the following questions. Be
mindful to use appropriate language in answering the questions. Write your
answers on your notebook.

1. In research, what do you think is the difference between results and

conclusion?
2. What is the importance of including a recommendation in your research?

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 D What is it?
CONCLUSION AND RECOMMENDATION

Conclusion

 In research, the Conclusions section sums up the results and major points of
the discussion. It is also in here where the researcher interprets the outcome
of the study.
 In writing the conclusion, the researcher must write it in such a way that it
relates to the research objectives and indicate the extent to which the
research objectives have been achieved by the study.
 Remember: Results are different from conclusion. In the results section,
the researcher writes about what s/he found out while conducting the
research. On the other hand, in the conclusion, the researcher summarizes
the results and delivers a verdict in relation to the research objectives
achieved after conducting the study.

Recommendation

 The Recommendations section follows the conclusion. This part addresses

the limitations of the study and suggests how they might be overcome in
future researches.
 Writing the recommendations must be concise as much as possible, specific
as to what the researcher is recommending about and realistic, with a call to
action.

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 E What is more?
Instructions: Work together to answer the following questions. Do not rush
yourselves in finishing this task. You have one week to finish this.

1. Fill in the table.

Research Objective Results Interpretation

2. Write the Conclusion of your study based on your findings.

3. Write the Recommendations of your study. Be specific as much as
possible.

The format of your output is as follows: typewritten in short bond paper, font size
of 11 (Arial or Times New Roman), 1.5 line spacing.

GROUP NUMBER Date

Name of Student Section
Name of Student
Name of Student

Learning Task: Writing Conclusion and Recommendations

Answers to the questions (Please follow the given format.)

Your output will be evaluated using this rubric:

Criteria Points
Quality and Content Knowledge 30
Coherence 10
Writing (Grammar, Spelling, Sentence Construction) 5
Timeliness 5
Total 50

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 A What I have learned?
Answer the following questions briefly. Good luck!

1. In under 300 words, write the conclusion of your study. Would you say that
your study’s conclusion is logical? Justify your answer.
2. In under 300 words, write the recommendations of your study. Would you
say that your study’s recommendations embody the characteristics of a
well-written recommendations section? Justify your answer.

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 Week 8 – 9
Oral Presentation

Good day learners! These weeks are allotted for the oral presentation of your
research. Kindly study the given guidelines and rubrics for your oral presentation.

Guidelines for Oral Presentation

1. All members of the research group must virtually present the study in front
of the panel members and research teacher via scheduled Google Meeting
or Zoom Meeting.
2. Each group will be given the following time allotment to present:

Oral Presentation # Time Allotment Chapters Included

3 40 minutes I – Introduction
II – Review of Literature
III – Methodology
IV – Results
V – Discussion
VI – Conclusion and
Recommendations

3. A maximum of twenty (20) minutes will be allotted for the answering of

questions given the panel members.
4. The grades of the learners during the oral presentation will be based on the
evaluation rubric presented below.

Oral Presentation Evaluation Rubric

Criteria Exemplary (10 Proficient (7 points) Needs Practice (4

points) points)
The information is Student presents Sequence of
in logical, information in logical information is
interesting sequence which difficult to follow.
Organization
sequence which audience can follow. Lacks beginning,
of
audience can Uses an appropriate middle, and end.
Presentation
follow. beginning or ending. Does not move
(15%)
Uses an engaging Moves smoothly smoothly from one
beginning and/or from one idea to the point to another
thoughtful ending. next some of the
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 Moves smoothly time.
from one idea to
the next all of the
time.
Effectively uses Maintains eye Some eye contact,
eye contact. contact. but not maintained.
Speaks clearly, Speaks clearly and Speaks clearly and
effectively and uses suitable volume unclearly in different
confidently using and pace. portions.
suitable volume Takes steps to Occasionally
Language and pace. engage the engages audience.
Use and Fully engages the audience. Dresses
Delivery audience. Dresses inappropriately.
(15%) Dresses appropriately. Selects words
appropriately. Selects words inappropriate for
Selects rich and appropriate for context and uses
varied words for context and uses incorrect grammar.
context and uses correct grammar.
correct grammar.

Clearly defines the Defines the topic. Does not clearly

topic and its Supports the thesis define the topic.
significance. with evidence. Does not support
Supports the thesis Presents evidence of the thesis with
and key findings research with evidence.
with an analysis of sources. Presents little or no
relevant and Provides some evidence of valid
accurate evidence. evidence of problem research.
Provides evidence solving and learning Shows little
of extensive and stretch. evidence of problem
Mastery of
valid research with Combines existing solving and learning
Content
multiple and varied ideas. stretch.
(40%)
sources. Shows little
Provides evidence evidence of the
of complex combination of
problem solving ideas.
and learning
stretch.
Combines and
evaluates existing
ideas to form new
insights.
Demonstrates Demonstrates some Demonstrates
Question and extensive knowledge of the incomplete
Answer knowledge of the topic by responding knowledge of the
(20%) topic by topic by responding
accurately and
responding inaccurately and

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 confidently, appropriately to inappropriately to
precisely and questions and questions and
appropriately to all feedback. feedback.
audience
questions and
feedback.
Entire presentation Entire presentation Entire presentation
Timeliness was within 25 exceeded 5 minutes exceeded 10
(10%) minutes of of allotted time. minutes of allotted
allotted time. time.

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 Key to Correction

References
Domingo, H. 2019. Research Methods Handouts. College of Public Health.
University of the Philippines Manila.

Kothari, CR. 2004. Research methodology: methods and techniques. Second

Revised Edition. New Age International (P) Limited, Publishers.

Kumar, R. 2011. Research methodology: a step-by-step guide for beginners. 3rd

edition. SAGE Publications Ltd.

Mendoza, OM, Borja, MP, Sevilla, TL, Ancheta, CA, Saniel, OP, Sarol Jr., JN,
Lozano, JP. 2009. Department of Epidemiology and Biostatistics, College of
Public Health, University of the Philippines Manila.

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