9

Research
Quarter 2 – Module 1:
Steps in Scientific Method

Department of Education • Republic of the Philippines

Research II: Grade 9
Alternative Delivery Mode
Quarter 2 – Module 1: Steps in Scientific Method
First Edition, 2021

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Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Graciel Joyce S. Dizon
Editor: Aiisa C. Corpuz, PhD
Reviewers: Lily Beth B. Mallari
Illustrator: Graciel Joyce S. Dizon
Layout Artist: Graciel Joyce S. Dizon
Management Team: Maria Carmen P. Cuenco, EdD, CESO IV
Robert E. Osongco, EdD
Lily Beth B. Mallari
Aiisa C. Corpuz, PhD
Rebecca K Sotto, PhD

Printed in the Philippines by ________________________

Department of Education – Bureau of Learning Resources (DepEd-BLR) (Sample)

Office Address: ____________________________________________

____________________________________________
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E-mail Address: ____________________________________________
 9

Research
Quarter 2 – Module 1:
Steps in Scientific Method

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at [email protected].

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:

Welcome to the Research I Alternative Delivery Mode (ADM) Module on Steps in

Scientific Method!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Research I Alternative Deliver Mode (ADM) Module on The IMRAD
Format!

In this pandemic, we are challenged to find solutions that will help us go through
our daily motions. Our lives are put into standstill and our fight to defeat this
unseen enemy still goes on. Science and Research are now catapulted in the
frontlines to be the combats against the virus for an indeterminate amount of
time.

The future of this battle lies within you! With this module, it aims to develop
young innovators to equip them with the scientific and research writing skills
needed to continue research work and eventually, produce more discoveries
which will help the society in general.

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This module was designed to assist you identify and practice the technical
writing skills while doing them with fun and at your individual pace. This material
will provide you opportunities to do independent learning in the safety of your
homes.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as
a story, a song, a poem, a problem opener,
an activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional In this portion, another activity will be
Activities given to you to enrich your knowledge or
skill of the lesson learned. This also tends
retention of learned concepts.

Answer Key This contains answers to all activities in the

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 module.
At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the steps in scientific method. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module has the following lesson:

 Lesson 1 – Steps in Scientific Method
 Lesson 2 – Steps in Scientific Method Applied in Sample Problems

After going through this module, you are expected to:

1. Identify the steps in scientific method;
2. Apply the steps in solving problems and;
3. Recognize the importance of the steps in scientific method in everyday
life.

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 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. Which research question is answerable by designing and conducting an

experiment?
a. Non-Testable
b. Testable
c. Hypothesis
d. Statement of the Problem

2. Student Mary and Mark expect that the sugar cubes in the pan will
dissolve quickly if it is exposed to the flame with high burn at the end of
the experiment. What did the students formulate?
a. Research Question
b. Conclusion
c. Result
d. Hypothesis

3. The student researchers were in the city library to do some readings about
their upcoming project. What would be the best reason for doing
research?
a. Doing research teaches how to use the library.
b. Doing research teaches researchers to be patient.
c. Doing research teaches the important parts of a book.
d. Doing research teaches how to be critical in finding relevant
information.

4. How can the student researchers prove the statement that the sugar cube
in the pan will dissolve quickly if it exposed to high flame?
a. Doing research
b. Doing an experiment
c. Doing a materials list
d. Doing hypotheses

5. In which part of the scientific method will student researchers collect

measurements and identify whether the hypothesis is supported or not?
a. Data Analysis and Conclusion
b. Research Question and Hypothesis
c. Materials and Procedure
d. Introduction and Statement of the Problem

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 Lesso
n
Steps in Scientific Method
1
Scientists are not considered scientists without the skill of using
systematic gathering of data and evidence to make hypotheses, test, gain and
share knowledge. How were these scientists able to master this skill? Let us find
out the steps these professionals have to take every time they do scientific
projects!

What’s In

Data are characteristics or information that are collected through

observation. They are usually numerical. Technically, data are a set of values of
qualitative or quantitative variables about one or more person or object.

Types of Data:

1. Objective data is fact-based, measurable, and observable.

2. Subjective data is based on opinions, points of view, or emotional
judgment.
3. Quantitative measurements gather numerical data.
4. Qualitative measurements describe a quality.
In order to organize data, data tables are the easiest way to do so. In most
data tables, the independent variable (the variable that you are testing or
changing on purpose) will be in the column to the left and the dependent
variable(s) will be across the top of the table.

Another way of treating data is to use Graphs. Graphs are used to display
data because it is easier to see trends when presented visually than numerically.
Typically, the independent variable will be shown on the X axis and the
dependent variable will be shown on the Y axis.

Types of Graph:

1. Line Graph is the best type of graph to use to display a change in a

thing over a continuous range.
2. Bar Graph is used to compare measurements between different groups
which are divided into different categories.
3. Pie Graph is best used to show percentages.
4. Scatter Plot is the graph utilized to evaluate the relationship between
two different continuous variables.

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 What’s New

Save the Toast!

Help Mrs. Ann with her kitchen problem. Figure out what the problem is with the
equipment and devise ways how to fix it. Write your answers in the box provided
in each item.
What could be the “kitchen problem?” Observe.
________________________________________________
________________________________________________

________________________________________________
_______________________________________________

Phrase the problem into a question.

______________________________________________
______________________________________________

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What would be the possible answer/explanation to the
“problem?”
_________________________________________________
________________________________________________
________________________________________________

What would be the “outcome” if the possible answer is

correct?
IF _____________________________________________
_______________________________________________
________________________________________________

How will you “check” that the possible outcome is

true and correct?

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 _____________________________________________
_____________________________________________
_____________________________________________

What is It

Steps in Scientific Method

 Ask a testable question
The scientific method starts by asking a question about something
that has been observed: How, Why, Which, Who, When or Where?

It is important to note that before starting an experiment, there

must be a reason to do it. There should be a question that can
be answered through an investigation—an experiment. It is stated
as a problem.
Examples:
1. Does the amount of sunlight a plant gets affect how it grows?
2. Which disinfectant works the best on household germs?
3. Does caffeine affect reaction time of working adults?

 Do a background research
Using the library and the internet will help find the best way to do
things and ensure that mistakes will not be repeated. Instead of
starting from scratch in putting together a plan for finding answers
to the research questions, doing background reading saves time
and effort. It teaches researchers to be critical in getting and
filtering information needed for the research.

 Construct a hypothesis
A hypothesis is an educated guess about the outcome of the
experiment. It is an attempt to answer the research questions with
an explanation that can be tested. A good hypothesis gives way to a
good prediction.

In order to make this educated guess scientific and accurate, the

researcher must rely on the background knowledge and research
conducted before planning of the experiment.
Examples:
1. If the plant gets more sunlight, the plant grows faster.
2. If Disinfectant A is used, more household germs will be
eliminated.
3. If caffeine is taken in certain doses, it will affect the reaction
time of working adults.

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 Gathering materials
In order to perform the experiment, a list of tools and equipment is
needed. It allows readers to replicate the experiment as the list
should be complete and very detailed. It specifies all the necessary
measurements and dimensions of the materials. The list is written
before the procedure.
Example:

A Good Materials List Is Very

A Bad Materials List
Specific

500 ml of de-ionized water Water

Stopwatch with 0.1 sec accuracy Clock

AA alkaline battery Battery

 Writing the Procedure

A procedure is a list of steps that a researcher takes to complete
the experiment. Write the experimental procedure step-by-step. A
good procedure is so detailed and complete that it lets the reader/s
duplicate the experiment exactly. It is listed in numerical format
and not in a paragraph.
Example:
1. Number each battery so you can tell them apart.
2. Measure each battery's voltage by using the voltmeter.
3. Put the same battery into one of the devices and turn it on.
4. Let the device run for thirty minutes before measuring its
voltage again. (Record the voltage in a table every time it is
measured.)
5. Repeat step 4 until the battery is at 0.9 volts or until the device
stops.
6. Do steps 1–5 again, three trials for each brand of battery in each
experimental group.
7. For the camera flash, push the flash button every 30 seconds
and measure the voltage every 5 minutes.
8. For the flashlights, rotate each battery brand so each one has a
turn in each flashlight.
9. For the CD player, repeat the same song at the same volume
throughout the tests.

 Conducting the experiment

The experiment tests whether the prediction is accurate and thus,
the hypothesis is supported or not. Obtain a record notebook to

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 document all of your observations during the experiment. Before
starting, prepare a data table for writing down the measurements. It
is important to make sure that the test be fair. Only one factor
(independent variable) should be changed at a time while
keeping all other conditions (controlled variable) the same.
Take pictures of the experiment for use in case there is a display
board needed.

It is also suggested that the experiments be repeated several

times (replicates) to make sure that the first results were not just
an accident.

Moreover, safety is always an issue in an experimental setting. Be

sure to follow all laboratory safety procedures while conducting the
investigation.

 Recording the results

Once the experiment is complete, collect and record all
measurements in a data table or chart. Choose the appropriate
table or chart according to the purpose. Write the findings down in
the record notebook. Any instrument used must have a title or a
label.
Example:
Table

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 Graph

 Drawing conclusions
It is the part of the scientific method wherein data and graphs are
analyzed in order to arrive to the decision whether the hypothesis is
supported or not. Remember that the hypothesis is always restated

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 and explained in the conclusion. Trends and changes are also
discussed
Example:

Conclusions

My hypothesis was that Energizer would last the longest in

all of the devices tested. My results do support my hypothesis.

I think the tests I did went smoothly and I had no problems,

except for the fact that the batteries recover some of their voltage
if they are not running in something. Therefore, I had to take the
measurements quickly.

An interesting future study might involve testing the

batteries at different temperatures to simulate actual usage in very
cold or very hot conditions

What’s More

Independent Activity 1: What’s Wrong?

Identify whether the contents for the Project Proposal are appropriate for each
section. Write good if it is suitable and bad if otherwise. Justify your opinion and
write your answers in a separate sheet of paper.

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1. Title

Good/Bad Justification
Preoperative Anxiety
The Effects of a Counselling Program by
Nurses on Preoperative Anxiety in Children
Undergoing Tonsillectomy

2. Methods

Good/Bad Justification
The leaves of Rubiaceae (Galium aparine L.
and Asperula arvensis L.), Fabaceae (Lathyrus
aphaca L. and Vicia narbonensis L.) and
Poaceae (Digitaria sanguinalis (L.) Scop. and
Hordeum murinum L.) plants (Table 1) were
collected between April-May 2013 from the
area of Hamun Lake of Zabol, Sistan and
Baluchestan Province, Iran. The specimens
were identified by a plant taxonomist at the
Department of Pharmacognosy, Faculty of
Pharmacy, Zabol University of Medical
Sciences, Zabol, Iran. The plant leaves were
dried in an oven at 60 °C for 72 h. Twenty
grams of leaves for each plant were
powdered separately and then suspended in
200 mL of methanol 80%, water 20% using a
shaker water bath for 24 h at 25 °C. After
filtration with Whatman No. 1 filter paper, the
resulting solutions were concentrated by a
rotary evaporator at 40 °C for 35 min to
remove solvent from the extracts. Solid
extracts (residues of plant extracts) were
stored at -20 °C until further analyses.
Research pollution output, PV power
efficiencies:
 Manufacturing methods
 Pollutant handling
 Disposal
 Efficiencies

3. Rationale

Good/Bad Justification
Research comparison of pollutants used and
produced in the production of photovoltaic
panels in comparison to photovoltaic panel

15
power efficiencies.
Data produced from this study will be used to
show this comparison and provide insight into
the issue of furthering responsible
environmental practices in manufacturing. In
addition, it is hoped that this project will be
the beginning of an ongoing body of research
into the issue of monitoring manufacturing
pollution.

4. Research Question

Good/Bad Justification
What will be the effect of longer duration of
fasting on the level of High-Density
Lipoprotein of Hypertensive Patients?
What is High-Density Lipoprotein and
Hypertension?

5. Hypothesis

Good/Bad Justification
The duration of fasting and level of High-
Density Lipoprotein influences Hypertensive
Patients.
The longer duration of fasting will significantly
decrease the level of High-Density Lipoprotein
of Hypertensive Patients.

Independent Activity 2: Fill the Crossword!

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Answer the following Crossword in a separate sheet of paper.

Independent Assessment 1: Sort the Erroneous

17
In a separate sheet of paper, identify if the following statements are True or
False. Write True if the item is correct and False if otherwise. Next to the word
False, correct the erroneous word or phrase in the statement.

_____________ 1. The title is a brief and concise statement that summarizes the
main idea/s of a study.

_____________ 2. The title is a sentence that catches the reader’s attention and
interest.

_____________ 3. Research questions and hypotheses are constructed for

engineering projects.

_____________ 4. Citations are important to acknowledge the sources of adapted

data or information in a study.

_____________ 5. Entries in the bibliography are arranged according to the order of

appearance in a study.

_____________ 6. The materials listed in a study are general and common so other
researchers can reproduce the experiment.

_____________ 7. If a study entails handling of microbes such as bacteria, a Risk

Assessment must be included in the research proposal.

_____________ 8. The significance of the study should be written in the

Engineering Goals of the Research Proposal.

_____________ 9. A quality proposal is relevant, timely and practical to the

community and the society.

_____________ 10. It is essential to make the procedure of the experiment as

detailed and specific as possible.

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 What I Have Learned

Complete the following statements by filling in the blanks with the appropriate
words. Answer in a separate sheet of paper.

1. The ________ lets the reader know what the project is about. It should grab the
reader’s ____________ to continue reading.

2. ________ shows the name/s of the proponent/s and the school affiliated in the
project.

3. ________ reflects the name/s of the person/people supervising the project

is/are listed here.

4. ________ are forms related to the type and condition of the study that should
be completed before and after the experiment.

5. ________ explains the importance and validity of the study based on

background research done.

6. Research Question is a broad question that shows what the researcher wants
to _________. The question must be _______ and ________.

7. _________ is a specific prediction—an educated guess, about the outcome of

the experiment anchored on the background research and the variables to be
observed.

8. ________ outlines what the study will be designing and will serve as a guide
toward a successful engineering plan.

9. Expected Outcomes are explanations of how the study will address the needs
shown in the Statement of the Problem and the ______ and _____ of the benefits
that will be realized.

10. _______ lists down all the supplies and equipment needed to successfully
complete the experiment in the study.

11. Methods list the ______ needed to carry out the experiment. Describe the
steps in _______ so that the experiment can be reproduced.

12. The variables which will be measured in the study should be listed down in
_________.

13. ________ contains possible hazards associated with the project and how these
hazards will be prevented from harming the proponents, others, and the
environment.

14. _________ and risks are associated with where the research is carried out.

15. _________ and risks associated with the tasks carried out.

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16. __________ For example: ergonomic hazards, including computer workstations
and equipment; contact with electricity; contact with moving, rotating, ejecting
or cutting parts in machinery and instruments; accidental release of energy from
machines and instruments.

17. __________ The use, production, storage, waste, transportation and accidental
release of chemicals and hazardous substances.

18. _________ For example: excessive noise exposure, hand-arm vibration and
whole-body vibration; ionizing radiation; lasers; artificial optical radiation and
electromagnetic fields.

19. The resources from the background research and information used in the
proposal will be included in _________.

20. The resources should be at least _______, ________, and in ________.

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 What I Can Do

Name Me!

Identify which part of a Project Proposal are the following statements. Write your
answer in a separate sheet of paper.

1. ____________________________

Microglial Cell Culture: Cortical tissue is obtained from 2-4-day-old Sprague

Dawley rat pups and exposed to 0.25% trypsin/calcium magnesium-free
buffer
1. What(CMF) is solution at 1 ml perdifference
the significant brain for 10 min at 37
between °C. Following this
microglia-mediated
incubation, the trypsin is replaced with DMEM supplemented
neurotoxicity induced in the presence of MCSF and Aβ immune with 10% fetal
complex
calf serum (FBS) and the cells are centrifuged at 1200 rpm for 7 min.
and microglia-mediated induced neurotoxicity in the presence of MCSF and The
tissue is then dissociated by titration using flame constricted Pasteur
Aβ alone?
pipettes. After addition of DMEM-10%FBS and a second centrifugation (at
same settings as above), the supernatant is removed and the pellet is
resuspended to a final volume of 1ml DMEM-10%FBS per brain. Finally, 1ml
of this tissue/DMEM solution is added to each of the poly-L-lysine coated
flasks previously filled and incubated with 10ml DMEM-10%FBS. After 24
hours, 9ml of the supernatant is replaced with fresh media. The microglia
cells are collected after 7-10 days by shaking flasks using a rotary shaker
at 140rpm and 37°C for 90 minutes, centrifugation at 1200rpm for 7 min,
and washing in neurobasal media to remove serum, and resuspending in
NB/N2 media.

2. ____________________________

3. ____________________________

Microglia are the phagocytes of the brain (McGeer and McGeer 2003),
engulfing and ingesting cell wastes and any other foreign particles in an
attempt to defend the brain against possible harm. Despite the beneficial
capability of these phagocytic cells, there is much ongoing debate over
whether “activated” microglia are beneficial or harmful in certain disease
states.

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4. ___________________________

Plant Collection
 Artemisia herba alba (10g air-dried)
 Cotula cinereal (10g air-dried)
 Asphodelus tenuifolius (10g air-dried)
 Euphorbia guyoniana (10g air-dried)
Plant Aqueous Extraction Aqueous Extract
 Distilled
Chemical Group Water (500 mL)
A. herba C. A. tenuifolius E. guyoniana
 Cheesecloth alba cinerea
 Centrifuge
Polyphenols
 Hydrochloride (1.0 M)
Tannins
Fungal Material
Anthocyanins
 Fusarium graminearum
Flavonoids
 Fusarium sporotrichioides
Saponins
Alkaloids
Steroids
5.

___________________________

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. In which part of the paper summarizes the main findings, lay out
comments and connect these to other published scientific work?
a. Introduction

22
 b. Method
c. Results
d. Discussion

2. Which part of the paper explains the “how” of the study?

a. Method
b. Results
c. Introduction
d. Discussion

3. Student Ben is looking at the findings of the study about the effectiveness
of steam inhalation against COVID-19. Which part of the paper is the
student reading?
a. Discussion
b. Results
c. Methods
d. Introduction

4. Researchers Carla and Dianne presented the current situation and the
lacking in the research problem they are trying to investigate. In which
section of the paper should they discuss these points?
a. Results
b. Introduction
c. Method
d. Discussion

5. Which area of a research study provides a summary of the entire paper

and is usually done at the end of the report?
a. Abstract
b. Introduction
c. Method
d. Results

Lesso
n
The IMRaD Format
2
Behind world-renowned innovations are well-patterned and well-written
manuscripts. Aside from the societal impact, the life of a study lies in the quality
of the research paper. It is in the manuscript where every detail of a research is

23
documented and communicated. In this lesson, the format, and contents of
IMRAD will be tackled.

What’s In

Research Paper is a scholarly article that contains the results of original

research or an evaluation of research conducted by others. It is the culmination
and final product of an involved process of research, critical thinking, source
evaluation, organization, and composition. It has several parts which are as
follows:

a. Title e. Results and Discussion

b. Abstract f. Summary, Conclusion
and Recommendation
c. Introduction g. Bibliography
d. Review of Related Literature h. Appendix
and Studies
e. Methodology
For the Intel ISEF, it uses the IMRad Format—Introduction, Methods,
Results and Discussion. We will take a closer look of these parts as we go along
this module.

What’s New

4 Pics 1 Word
Using the

Notes to the Teacher

To make the student remember the parts,
encourage him/her to keep a copy of a
scientific research from a reliable journal. Parts
of a Research Paper can be quite
overwhelming, but it becomes manageable
with constant review.
corresponding pictures as clues, identify what the terms are. Fill in the blanks
with letters to find out! Write your answers in a separate sheet of paper.

24
 1. _ _ _ _ _ _ _ _ O _ 2. _ _ T _ _ _

What is It

IMRaD Format refers to a paper that is patterned by four main sections:

Introduction, Methods, Results, and Discussion. This format is commonly used for
laboratory reports as well as for reporting organized and systematic research in
the social sciences, natural sciences, or engineering and computer sciences.
Parts of the IMRaD Format:
 Introduction
“Why?” of the Research
This
3. _ _ _ _ _ _ U _ _ _ _ _ 4. _ _ S _ _ _ _ part
explains the reason a study is
important or necessary. It explains the significance by describing
the situation that propelled the study and what the “gaps” or
problem areas in the field are. This part also explains how the study
can solve that problem.

25
 Sub-sections of Introduction:
a. Rationale
b. Research Questions and Hypothesis (Experimental Study)
Engineering Goals and Expected Outcomes (Engineering Project)
 Methods
“How?” of the Research
The Methods section tells readers how the proponent/s conducted
the study. It includes information about the population, sample,
subject of the study, materials, procedures, data and statistical
analysis.
Sub-sections of Methods:
a. Population/Sample/Subject of the Study
b. Materials
c. Procedures
d. Data Analysis
e. Statistical Analysis
 Results
“What?” of the Research
In this section, findings based upon the information gathered
because of the methodology/methodologies applied in the study are
presented. Commonly, this part contains only the findings without
any explanation of or any analysis of the results. Results Section is
arranged in a logical sequence and usually written in the past tense.
The Results include:
a. data presented in tables, charts, graphs, and other figures;
b. a contextual analysis—simple analysis of a text, of the data which
describe the meaning in sentence form;
c. report on data collection and/or participants;
d. data that correspond to the main research questions.

 Discussion
“What does it mean?” of the Research
The purpose of this part is to interpret and describe the significance
of the findings in relation to what was already known about the
problem being explored and to explain any new understanding or
insights about the research questions after considering all the
findings. It connects the study’s introduction, research questions,
hypotheses and the literature reviewed and bridges to the
explanation how the reader’s understanding has moved forward
from where the introduction ended.
This section should include:
a. explanation of the results;
b. references to previous research;
c. deduction
d. conclusion

26
 What’s More

Independent Activity 1: Find Where I Belong!

Identify where the contents should be placed under each part of a research
paper in the placards. Write the corresponding letter in a separate sheet of
paper.

1.Introduction 2.Methods 3.Results 4.Discussion

_________ _________ _________ _________

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Independent Assessment 1:

a. Patients were randomly assigned in a 1:1:1 ratio to receive standard care

(control group), standard care plus hydroxychloroquine at a dose of 400 mg
twice daily for 7 days (hydroxychloroquine-alone group), or standard care
plus hydroxychloroquine at a dose of 400 mg twice daily plus azithromycin at
a dose of 500 mg once a day for 7 days.
b. Our trial has several limitations. First, although the point estimate of effect
suggests no major difference between the groups with respect to the primary
outcome, the trial cannot definitively rule out either a substantial benefit of
the trial drugs or a substantial harm.
c. Coronavirus disease 2019 (Covid-19), the disease caused by SARS-CoV-2
(severe acute respiratory syndrome coronavirus 2), is associated with
considerable morbidity and mortality.
d. Among patients with confirmed Covid-19, there were no significant
between-group differences in the proportional odds of having a higher
(worse) score on the seven-point ordinal scale at 15 days.

Choose the letter of the best answer. Write your answers in CAPITAL LETTER in a
separate sheet of paper.
1. Student Cris is writing a statement about the observed amount of growth of
the subject of the study under a line graph. Which part of the research paper is
Student Cris completing?
a. Results b. Methods c. Introduction d. Discussion
2. Researchers started out an exploration on the new alternative source of
energy. In their work, they expounded on the relevance of the researchers’
project and pointed out the lack of available options to sustain energy in the
society. What are the researchers working on in their paper?
a. Methods b. Results c. Discussion d. Introduction
3. Students Dan and Eri would like to proceed with an experimental study. What
should follow the Rationale in the Introduction section of the paper?
a. Results b. Research Questions c. Expected Outcome d. Discussion
4. Researcher Finn is creating a line graph to show the progress of the changes
in the variables in his study. He plotted the figures that were drawn from the
experiment. Which part of the study is he doing?
a. Methods b. Results c. Introduction d. Discussion
5. The research proponent compared the result from a study in literature review
and the result from his experiment. The proponent then gave analysis on factors
that may have arisen which made the results similar. Which part of the study did
the proponent accomplish?
a. Discussion b. Results c. Methods d. Introduction
6. Student Researchers Gin and Helen designed an experiment and listed down
the materials and procedures they would complete to gather data. Which section
did Gin and Helen accomplish?
a. Introduction b. Methods c. Results d. Discussion

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Independent Assessment 2: Tumbled Q & A
For every item, construct the possible questions that would elicit the set of
words. Write the question you made in a separate sheet of paper.

1. steps equipment amount

__________________________________________________________________________________
2. queries explore experimental study
__________________________________________________________________________________
3. importance significance sub-section
__________________________________________________________________________________
4. data figures table
__________________________________________________________________________________
5. analysis compare recommendation
__________________________________________________________________________________

What I Have Learned

1. ________ explains the reason a study is important or necessary. It explains

the significance by describing the situation that propelled the study and
what the “gaps” or problem areas in the field are.

2. ________ section tells readers how the proponent/s conducted the study.

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3. In ________, findings based upon the information gathered because of the
methodology/methodologies applied in the study are presented.

4. This includes data presented in ______, charts, _________, and other

figures.

5. ___________ interprets and describes the significance of the findings in

relation to what was already known about the problem being explored and to
explain any new understanding or insights about the research questions after
considering all the findings.

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 What I Can Do

Write Me!
Create a poem, song, slogan, or poster that shows the importance of a Research
Paper/Study in the society.

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.
1. Which part of a research paper should be specific and indicate the
problem the research project addresses using keywords?
a. Title
b. Introduction
c. Abstract
d. Methods

2. Which part gives the broad overall topic and providing basic background
information then narrows down to the specific research question relating
to the topic?
a. Title
b. Introduction
c. Methods
d. Results

3. Which section of a research study details the research design and

procedures that will be used to complete the study?
a. Discussion
b. Introduction
c. Results
d. Methods

4. Which part of the paper focuses on the findings related to the study which
are plotted in tables or graphs?
a. Discussion
b. Results
c. Introduction
d. Methods

5. Which part of the research paper identifies how the results relate to
previous scientific works and gives recommendations for future research?
a. Introduction
b. Methods
c. Results
d. Discussion

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 Additional Activities

Study Me!

Look for a research proposal or research study in books,

magazines, or journals that you may have at home. Study
these scientific works and identify the different sections and
sub-sections.
Read the contents and compare them to what you have
learned.

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For inquiries and feedback, please write or call:

Schools Division of Ilocos Norte – Curriculum Implementation Division

Learning Resource Management Section (SDOIN-CID LRMS)

Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
E-mail Address: [email protected]