WEEK 1 ACTIVITIES

Activity #1 Title: Quick Write (INDIVIDUAL)

Instructions: Select literature related to the research you are currently working on by listing down relevant
topics. Write your answer on ½ yellow paper. (5 points)

Research Title: _________________________________________________________

Selected Related Topics/ Literature:
1.
2.
3.
4.
5.

Activity #2 Title: Scramble Sentence (INDIVIDUAL)

Instructions: Cite literature properly using standard styles such as APA, MLA, or Chicago Manual of Style by
arranging the information below. Follow the indicated citing style for each number. (5 points)

APA Style
1. Diseases and Disorders: A Nursing Therapeutics Manual
Sawyer Sommers, M. & Fannin, E.
2015
F.A. Davis (Publisher)

2. F.A. Davis (Publisher)

2017
Fains, J. A.
Reading, Understanding, and Applying Nursing Research

MLA Style
3. 1993
Jans, Nick
The Last Light Breaking: Life Among Alaska’s Inupiat Eskimos
Alaska Northwest Books

4. 1987
Atlantic Monthly Press
Orange Are Not the Only Fruit
Winterson, Jeanette

Chicago Manual of Style

5. 1998
Williams and Wilkins
Baltimore, MD
Large Animal Internal Medicine
Ogilvie, Timothy H.

Activity #3 Title: Deep Question (INDIVIDUAL)

Instructions: Answer the question comprehensively. Write your answer on ½ yellow paper. (5 points)

How can understanding and correctly citing related literature enhance the credibility and quality of your
academic work?
WEEK 2 ACTIVITIES
Activity #1 Title: Graphic Organizer (GROUP)
Instructions: Using a graphic organizer, list down relevant literature related to your chosen research topic. Be guided
with the criteria for checking below. (15 points)

Criteria for Checking:

Content – 10 points
Organization – 5 points

Activity #2 Title: Collaborative Discussion/ Guided Writing Activity (GROUP)

Instructions: As a group, from the relevant literature you have searched, synthesize the information to contextualize your
research paper. Complete the table below.
(10 points)
Literature Synthesis

1.

2.

3.

4.

5.

WEEK 3 ACTIVITIES
Activity #1 Title: Collaborative Review/ Guided Writing Activity (GROUP)
Instructions: Write a coherent literature review relevant to the research you are currently working on. Use the literature
matrix below. (20 points)

Author/s Title of the Literature/ Date of Summary Research

Studies Publication (Problem/ Methodology/ Findings/ Gaps
Conclusions)
Activity #2 Title: True or False (INDIVIDUAL)
Instructions: Determine whether the given statements adhere to the ethical standards in writing related literature. Write
your answers on ½ yellow paper. (5 points)

1. Always acknowledge the source of information, whether primary or secondary source.

2. Uncritically accepting other researchers’ findings and interpretations as valid, rather than examining the aspects of
the research design and analysis critically.
3. When paraphrasing, it is no longer needed to cite the author.
4. Always seek the consent of the person before involving him or her in the study.
5. Use the research instrument of others without asking their permission.

Activity#3 Title: Ethical Dilemma (Reflective Essay) (INDIVIDUAL)

Specific Instructions: Imagine you are a renowned author and have been approached by a publishing company to
ghostwrite a book for a celebrity. However, the celebrity insists that you include fabricated stories and unethical content.
How would you navigate this ethical dilemma? (5 points)

WEEK 4 ACTIVITIES
Activity #1 Title: Define Me! (GROUP)
Instructions: Revisit the content of Chapter 1 of your research paper. Then, define ten (10) terms that might create
confusion for the readers. Use the operational definition of terms. (10 points)

Terms Definitions

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Activity #2 Title: Hypothesis Brainstorm (GROUP)

Instructions: As a group, brainstorm on the possible hypotheses that can be derived from the given research questions.
List down the alternative and null hypothesis on 1 whole yellow paper. (10 points)

1. Is intervention effective for treating people with anxiety?

Alternative Hypothesis:
Null Hypothesis:
 2. Does substance A affect the appetite of rats?
Alternative Hypothesis:
Null Hypothesis:

3. Does spending time outdoors influence how satisfied people feel with their lives?
Alternative Hypothesis:
Null Hypothesis:

4. Does the amount of sunlight influence the surface area of leaves?

Alternative Hypothesis:
Null Hypothesis:

5. Is solving Math problems effective for enhancing one’s critical thinking skills?
Alternative Hypothesis:
Null Hypothesis:
Activity #3 Title: Short Response Essay (INDIVIDUAL)
Instructions: Explain the two common models of a conceptual framework. (5 points)

1. DV-IV Model
2. I-P-O Model

PERFORMANCE/MINI TASK: Presentation of the Review of Related Literature and Studies (GROUP- submit
the revised Chapter 2)

Instructions: You must demonstrate understanding on how a comprehensive review of related literature and studies
contribute to a deeper understanding of a specific topic.

Goal: Conduct a literature review, including selection of relevant topics/ themes, evaluation of credibility of sources of
information, and synthesis of gathered information.

Role: Researchers

Audience: Researchers, Experts in the field

Situation: In today's information-driven society, the ability to critically analyze and synthesize information is crucial. By
conducting a comprehensive review of related literature and studies, you will develop the skills needed to navigate and
make sense of vast amounts of information. You will explore the process of conducting a literature review, including
selecting appropriate sources, evaluating their credibility, and synthesizing the information gathered. Through this
process, you will learn how to analyze and interpret different perspectives and draw meaningful conclusions.

Product: The final product of this task will be a comprehensive literature review written in Chapter 2 of your research
paper. You will compile your findings, analysis, and insights into a well-structured report that can be shared with their
peers, teachers, and potentially a broader audience. This literature should effectively communicate the importance and
relevance of your chosen topic within the larger academic or professional context.

Standards: The comprehensive literature review will be graded based on the analytic rubric below.
Analytic Rubric Template

Criteria 4-Exemplary 3-Proficient 2-Developing 1-Beginning

Select, cite, Student selects, cites, Student selects, cites, Student selects, cites, Student struggles to
and synthesize and synthesizes related and synthesizes related and synthesizes related select, cite, and
judiciously literature with literature with accuracy literature with some synthesize related
related exceptional judgment, and relevance, showing gaps in judgment, literature, resulting in
literature demonstrating a deep a good understanding resulting in minor significant
understanding of the of the subject matter. inconsistencies or inconsistencies or
subject matter. inaccuracies. inaccuracies.

Use sources Student consistently Student generally uses Student inconsistently Student frequently fails
according to and effectively uses sources ethically, with uses sources ethically, to use sources
ethical sources ethically, occasional minor errors with noticeable errors ethically, with major
standards correctly citing and in citation or in citation or errors or omissions in
referencing all sources referencing. referencing. citation or referencing.
used.

Formulate a Student formulates a Student formulates a Student formulates a Student struggles to

clearly highly coherent and coherent and partially coherent formulate a coherent
conceptual comprehensive comprehensive conceptual framework, conceptual framework,
framework conceptual framework, conceptual framework, with some gaps in resulting in significant
clearly articulating the effectively explaining explaining the purpose confusion regarding
purpose and scope of the purpose and scope and scope of the study. the purpose and scope
the study. of the study. of the study.

Define terms Student provides Student provides Student provides Student fails to provide
used in the precise, accurate, and accurate definitions for definitions for some adequate definitions
study concise definitions for most relevant terms relevant terms used in for relevant terms used
all relevant terms used used in the study, with the study, but with in the study.
in the study. minor omissions or noticeable omissions or
inconsistencies. inconsistencies.

Present Student presents a Student presents an Student presents a Student fails to present
objectively highly objective and objective and well- partially objective an objective review of
written review well-written review of written review of review of related related literature and
of related related literature and related literature and literature and conceptual framework,
literature and conceptual framework, conceptual framework, conceptual framework, displaying significant
conceptual demonstrating displaying good critical with some inconsistencies or
framework exceptional critical thinking and analysis. inconsistencies or biases in the analysis.
thinking and analysis. biases in the analysis.