Basilan State College

GRADUATE STUDIES

Human Behavior and Ecology in Educational

Administration (EDAD 203)
Master in Educational Administration

DAISIDERIA O. SAN LUIS, Ed.D

Course Coach

Second Semester, SY 2021-2022

BASC, Sumagdang, Isabela City, Basilan, 7300
www.BaSC.edu.ph

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 Basilan State College
GRADUATE STUDIES
_________________________________________________________

COURSE OUTLINE

I. COURSE INFORMATION

Course Number: EDAD 203

Course Title: Human Behavior and Ecology in Educational Administration
Course Credit: 3 units/ 54 hours/18 weeks
Class Schedule: 7:30 to 10:30 (every Saturday)
Academic Year: Second Semester 2023
Room: City Campus, Basilan State College
Facilitator: Dr. Daisideria O. San Luis
E-mail: [email protected] / # 09171555767
Consultation Hours: 10:30-12:00 (Saturday)

II. INSTITUTION’S VISION, MISSION AND GOALS

Vision: A leading institution of excellence in innovative instruction and creative research and extension
programs and projects directed towards lasting peace and total human development.

Mission: Basilan State College shall provide quality human resources equipped with adequate
knowledge, skills, and attitude in technological, vocational and professional fields of instruction,
research, extension, and production to improve the quality of life of its clientele.

Core Values : A – Accountability C – Commitment C – Cultural Sensitivity E–

Excellence S – Spiritual Uprightness S – Service

III. PROGRAM’S VISION, MISSION AND GOAL

GRADUATE STUDIES GOAL is designed to provide appropriate General Education Services that
would enable students to affect in them and environment, developing critical thinking, research capability
and desirable habits.

IV. PROGRAM GRADUATE OUTCOMES: (CMO. 53 series of 2007)

a) Update and enrich classroom teachers’ content knowledge in specific subject areas;
b) Enhance and expand classroom teachers’ pedagogical knowledge and skills for teaching a
specific subject area; and
c) Improve the classroom teachers’ efficacy in producing innovative and creative
instructional programs or materials that will improve the teaching-learning process.

V. COURSE DESCRIPTION: (CMO. 53 series of 2007)

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 The course is designed to provide foundation to students with knowledge and theoretical
understanding of the biophysical and behavioral aspects of human development within a variety
of social system. In this course we will study human development with attention to the
interaction between individuals, families and the changing social environment as it pertains to
the phases of adulthood in the working place. The goal of this course is to make MA students
perform more effective and efficient in a sustainable manner. With the foundation knowledge of
development and the understand of social interactions, this course will incorporate a theoretical
perspective of community organization within the context of educational administration.

VI. COURSE LEARNING OUTCOMES

1. Explain the concepts, theories, models and principles of human behavior in

relation to the individual, group and organizational levels.
2. Discuss the factors that affect an individual’s personal development in an
organization.
3. Gain a better understanding of their own behavior and that of others and how it
affects the organizational goals and effectiveness.
4. Develop soft skills to effectively deal with interpersonal and management
challenges.
5. Expose students to the realities and challenges of working in an organization.
6. Derive learning insights and vis-à-vis future career.

COURSE DELIVERY

We will create a learning environment in which what the students already know,
what I and other experts know, and what the students are learning will interact and mutually
energize each other. Class sessions will include posted lectures, case studies, videos, student
input and small group projects and interactions.

VII. COURSE OUTLINE

Student Activities, Learning Resources, and Assessment
Specific
Topics and Time Learning
Objective Offline
Allotted Outcomes Blended (Asynchronous)
s (Flex Model)
(SLO)
 At the  The Activities: (via Schoology, Activities: (via Learning
Week 1 end of the students e-mail or messenger) Pockets)- Self-paced
unit, can Learning
students exhibit 1. Getting Started:
Unit 0: must have
Introduction ideas and How to access and 1. Read the following:
the thoughts
adaptation use the different - Read the syllabus, and
 Class on the new about the features of the LMS, policies of the subjects
Orientatio set of class subject to facilities and other
n and be tackle learning materials. 2. Read the course
this policies and guidelines.
semester
 Familiari 2. Orientation of the course
zation on  The including requirements, Assessment:
the new students learning activities and Modular: Reflections of
course can etiquette of the course.
subject. familiarize my experience using
the analytic rubric. What is
structure my expectations?
and

3
o SYLLABUS requireme
o GRADING nt of the
SYSTEM course.
o POLICIES

Examine
Weeks 2 -4 organizatio
At the nal
1. Overview of end of behavior in
organizational the week his/her own
behavior the workplace.
Lecture Discussion Presentation:
student
must: Reflection Paper
a. Organizat Reference:
ional
behavior *Identify Colquit,J.A.:Lepine,J.A.&
organizat Wesson,M.J. ,2015.Organiz
ional ational Behavior : Improving
behavior. Performance and
What is human Commitment in
behavior in Workplace.McGrawHill,NY.U
organization? SA

*Discuss https://search.yahoo.com/
The nature of the search? Presentation
people and nature of fr=mcafee&type=E210US91
organization. people 213G91420&p=what+is+hu Interactions
organiza man+behavior+in+organiz
tion.
Foundation of
individual
behavior.

Assessment:

Reflection Paper

Share
2.Individual personal
human behavior experience
s in the Self- discovery through
environmen personality tests and sharing
t. lecture/video presentation.
Personality,

4
values, and Module
individual
differences

Reference:

. Mcshane,S.L. and Von

Glinow,M.Organizational
Attitudes, Behavior .USA:Prentice
Perceptions and Hall,Inc.
Emotions
https://search.yahoo.com/
search?
fr=mcafee&type=E210US91
213G91420&p=individual+h
uman+behavior

Weeks 5-7
Differenti
3.Group ate  Relate
dynamics and groups experience Lecture discussion with Presentation
teamwork and ses on dynamic activities
group group
dynamic dynamics.
Groups and group s.
dynamics.

Assessment:
Reflection Paper,
Understanding Narrative of Actual
Reference:
Work team experience.
development:
Colquit,J.A.Lepine,J.A.&Wes
decision making
*Apply son,M.J. Organizational
groups,
rightful Behavior: Improving
foundations of Module
motivation Performance and
group Identify
for team Commitment in the
performance. team
building. Workplace
performa
nce and
team https://search.yahoo.com/
building. search?
fr=mcafee&type=E210US91
Team building and 213G91420&p=individual+h
team uman+behavior
performance,
Teamwork, team
building,
improving team
process.

5
 Identify Relate
Weeks 8-10 leaders experie Presentation:
hip and nce for
4.Leadership and organiz the
Organizational ational succes Assessment
Process process s of the
. project / Reflection Paper and
activitie accomplishing
s Lecture Discussion/Case
Study through video evaluation form after the
conduct video presentation.
ed. presentation
Basic Approaches
to Leadership Apply
organiz
ational Video Presentation
process
in the
Power and workpla
Decision Making ce.
Assessment:
International Management Application of the
Behavior; Global and learning strategies
Sustainable Leadership

Conflict and
Negotiation
opentextbc.ca/.../chapter/
the-leadership-process Video clips
Presentation
Interactions

Organizational Assessment:
Change
Reflection Paper

Stress Module
Management

Organizational
Culture

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Human Resource
Policies and
Practices

Week 11-12
Identify a Students will be given time Administration of
Research break case to do a case study related Midterm Examination
study to any identified topic (Optional)
following a Write a presented individually.
specific case study Presentation:
format. Case study format
Assessment: Citing
https://essaypro.com/blog/ actual experiences in
case-study narrative form
Week 13-17 Case Study presentation group presentation

Week 14- 18
 Discu  Explain
FINAL PAPER ss the the Presentation: content of the Assessment:
mech sequen final requirements. submission of compiled
anics ce of case study, module (5
of the the A’s), reflection paper,
final require evaluation form by
requir ments group and compiled
ement
video presentation
s

VIII. TEACHING STRATEGIES

The Course is primarily online, the students are responsible for understanding the earning
materials and assignments. If questions arise, it is important to ask the professor immediately for
help since many of the task build on one another.
Students are responsible for participation in discussion boards, blogs and activities.
Individual task is expected and will be used to determine the final grade.
Class will consist of online discussion, individual participation, and case studies.

IX. COURSE REQUIREMENTS:

The purpose of graduate education is to provide for advanced and specialized

training beyond the baccalaureate program. Graduate study is intended to strengthen the
academic and professional competence of the student, to develop the student’s capacity for
independent study, to familiarize students with past and current research, to train the student in the
techniques of research, and to enable the student to relate his/her research to the investigations of
other scholar and derive significant implications from the relationships.

It should be noted that graduate studies differ from undergraduate in the following
respects:

1. The student is expected to assume greater responsibility and to exercise more

initiative.
2. More extensive and intensive reading is required.

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 3. Greater emphasis is placed on productive research, with particular emphasis on the
used primary materials.
4. Seminar methods are employed with greater frequency, as greater class participation
by the students is required.
5. Less instruction is provided in content, survey –type lecture course.
6. Module submission of the assigned topic using 5A’s.

STUDENT’S PARTICIPATION

Students should participate actively and enthusiastically in all online

classes/discussions and presentations. Readings and school experiences will prepare students for
discussions, when prompted by learning modules, discussion board, power point presentations, or
at any other direction for participation.

The minimum response from each student is allowed and encouraged so that
each will achieve a collaborative learnings both from peers and professor’s insights.

STUDENT’S WRITTEN WORK

1. Demonstrate content quality and clarity that emphasizes depth and breadth, reflection
and insight, scholarly discussion using scholarly vocabulary.
2. Clearly shows a high level of understanding regarding the assigned topic of
discussion.
3. Demonstrate writing quality and clarity, including mechanics, spelling, grammar and
appropriate language.
4. Demonstrate appropriate and accurate inclusion of authority to support discussion with
citations that follow (APA) format.
5. Demonstrate an overall appearance according to APA format (title page, 12pt font,
1inch margin and double spaced) completeness and timeliness.

X. GRADING SYSTEM

1. Attendance/ Online Class Activity 30%

2. Task Performance 50%
3. Problem-Based Learning/
Project Based Task/ Module /Case study 20%
TOTAL 100%

XI. REFERENCE

Colquit,J.A.:Lepine,J.A.& Wesson,M.J. ,2015.Organizational Behavior : Improving Performance and

Commitment in Workplace.McGrawHill,NY.USA
Mcshane,S.L. and Von Glinow,M.Organizational Behavior .USA:Prentice Hall,Inc.
https://search.yahoo.com/search?fr=mcafee&type=E210US91213G91420&p=individual+human+behavior
Colquit,J.A.Lepine,J.A.&Wesson,M.J. Organizational Behavior: Improving Performance and Commitment in
the Workplace
https://search.yahoo.com/search?fr=mcafee&type=E210US91213G91420&p=individual+human+behavior
International Management Behavior; Global and Sustainable Leadership
opentextbc.ca/.../chapter/the-leadership-process
https://essaypro.com/blog/case-study

XII. COURSE POLICY AND OTHER CONCERNS

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 A. Announcements – (Announcements will be done thru text messaging, e-mail and or Group
Chat created
C. E-mails – (Please check your messages regularly)
D. Class Active Participation – (Video Presentation/ Face to Face Presentation)
E. Other Concerns (Evaluation given after each presentation with interpretation)

PREPARED BY: CHECKED AND REVIEWED

BY:

DAISIDERIA O. SAN LUIS, Ed. D. JOSEPHINE ANTONIA M

GAHAPON, MA. MATH
Associate Professor I Graduate Program
Coordinator

CERTIFIED BY: ATTESTED BY:

VERONICA C. MUARIP, Ed. D. RACHEL L. RODRIGUEZ, PhD

Dean, Graduate Studies Vice President for Academic
Affairs

EDAD 203 – Human Behavior and Ecology in Educational Administration

Venue: CITY CAMPUS, BASILAN STATE COLLEGE
Time: 7:30 to 10:30
Facilitator: Dr. DAISIDERIA O. SAN LUIS

I. COURSE DESCRIPTION: (CMO. 53 series of 2007)

The course is designed to provide foundation to students with knowledge and theoretical
understanding of the biophysical and behavioral aspects of human development within a variety
of social system. In this course we will study human development with attention to the
interaction between individuals, families and the changing social environment as it pertains to
the phases of adulthood in the working place. The goal of this course is to make MA students
perform more effective and efficient in a sustainable manner. With the foundation knowledge of
development and the understand of social interactions, this course will incorporate a theoretical
perspective of community organization within the context of educational administration.

II. COURSE LEARNING OUTCOMES

1. Explain the concepts, theories, models and principles of human behavior in
relation to the individual, group and organizational levels.
2. Discuss the factors that affect an individual’s personal development in an
organization.
3. Gain a better understanding of their own behavior and that of others and how it
affects the organizational goals and effectiveness.
4. Develop soft skills to effectively deal with interpersonal and management
challenges.
5. Expose students to the realities and challenges of working in an organization.
6. Derive learning insights and vis-à-vis future career.

9
III COURSE DELIVERY

We will create a learning environment in which what the students already know, what I
and other experts know, and what the students are learning then we will interact and mutually
energize each other. Class sessions will include posted lectures, case studies, videos, student
input and small group projects and interactions.

IV COURSE OUTLINE
Week 1 Class orientation
- Description of the subject
- Coverage of the syllabus
- Requirements of the course

Week 2- 4 A. Overview of Organizational behavior

- What is human behavior in organization?
- The nature of people and organization
- Foundation of individual behavior
B. Individual human behavior
- Personality, values, and individual differences
- Attitudes, Perceptions and Emotions

Week 5-7 C. Group Dynamics and Team works

- Groups and Group dynamics
- Work team development
- Group decision making
- Foundation of group performance
- Team building and team performance
- Team work
- Improving team process
Week 8-10 D. Leadership and Organizational Process
- Basic Approaches to Leadership
- Power and decision making
- Conflict and Negotiation
- Organizational Change
- Stress Management
- Organizational Culture
- Human Resource Policies and Practices

Week 11-12 E. Preparation of requirements

Individual compilation of the following:
- Research Output
- Reflection Papers (5 topics only)
- Reports (documented activities, power point, evaluation form)
Week 13- 17 F. Research Defense
Week 18 G. Submission of final requirements

V COURSE GRADING
- TASK PERFORMANCE 40 %
- REQUIREMENTS/PROJECTS 50 %
- ATTENDANCE 10 %
100 %

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 Basilan State College
GRADUATE STUDIES

EDAD 210 – Learning Theories and Innovations in Teaching

To My students in EDAD 210 – Learning Theories and Innovations in Teaching

Welcome to the first semester of Academic Year 2020-2021 in general and to this course EDAD 210 – Learning
Theories and Innovations in Teaching in particular. I am Daisideria O. San Luis, your facilitator for this course.

This course in EDAD 210 – Learning Theories and Innovations in Teaching introduces students to the EDAD 210 –
Learning Theories and Innovations in Teaching by examining the multifaceted phenomenon of globalization. Using the
various disciplines of the social sciences, it examines the economic, social, political, technological, and other
transformations that have created an increasing awareness of the interconnectedness of peoples and places around
the globe. To this end, the course provides an overview of the various debates in global governance, development, and
sustainability. Beyond exposing the student to the world outside the Philippines, it seeks to inculcate a sense of global
citizenship and global ethical responsibility

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

1. Conversant with basic assumptions, concepts, and principles of
each learning theory.
2. Grasp possible implications of each theory for different
instructional setting.
3. Compare and contrast a range of theories in a variety of setting and
age groups.
4. Create, revise, and use personal theory of learning.
5. Reflect on how learning theories impact on every aspect of your
life.

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 6. Explain the interactions of students, teachers, and materials in
classrooms and the implications for classroom environments.
7. Describe contemporary learners along a continuum of
characteristics, e.g. socio economic status, ethnicity, gender,
ability, among others, and discuss the implications of these
characteristics for instruction in the contemporary classroom and in
the future.
8. Compare and contrast major theoretical position on learning.
9. Recognize and articulate how their own personal philosophies and
preferences for learning influence their educational practices.
10. Examine motivation and its implications for learning and
classroom practice environments.
11. Utilize self- assessment for the purpose of self-improvement as
educational professionals.

Your course will run for 9 weeks of offline learning using modules as a tool for home learning where you will be
aided by this course packet. This course packet contains the course outline; the weekly lessons and activities; major
course requirements; grading system and the netiquette protocols to be observed during the learning sessions.
At the end of each lesson you are required to answer the comprehension check questions to determine your
personal understanding of the lessons. In addition, you are required to work on the activities which you are expected to
submit to the course facilitator at the beginning of the session on the following week. Moreover, you are required to take
the quizzes during the sessions and the quarterly examinations on the designated date and time.
You can go through the course outline at the beginning of this course packet to have a glimpse of the specific
lessons and the equivalent requirements for each week.
If you have questions for clarifications you can text, call or email your course facilitator.

Course P.A 299 WEEK/DAY 1-3

Code
Course Research Method in Public Duration & Schedule 1 & 2 SESSION (3 hrs.)
Description Administration II SAT 2:30 – 5:30
Lesson/Topic Theory-Based Public Lesson No. 1
Administration Inquiry
Learning - Examine the new concept of Research for Public Administration
Outcome/s - Determine the specific Multiple Paradigms in Public Administration
- Categorize a specific Research Question that can develop their research in the near future.
Reference/s Handbook of Research Methods in Public Administration
Course EVA M. MACHUTES
coach

I. ACTIVATING PRIOR KNOWLEDGE

ACTIVITY 1

Before you proceed in reading the content of this chapter, I would like you to answer the following
basic questions (use the space provided in the Annex):

25
0. What do you think about research?
1. Why do we need to study basic research?
2. What benefits can I gain in understanding basic methods of research?
3. How to start in doing research?

II. Engagement in Relevant Content and appropriate Learning

Activity/activities

Scientific writing must be genuine and every idea you write in your paper must properly cited if it is not from
you. You must understand that plagiarism is a serious violations of the ethical standards of academic writing.
Plagiarism is defined as the act of claiming the words or ideas of another person as your own. Copy pasting of
content and ideas of other person to do your thesis is a form of plagiarism. Besides, the danger of buying thesis from
a friend or other person is that you don’t know if it is originally written by that person or it is possible that he/she just
copy the works of other person without your knowledge. There is another common act of academic dishonesty which
is called unintentional plagiarism. Copying your own work without proper citation is another form of plagiarism called
self-plagiarism. If the idea or research results you copied is from the output of your previous result, then you must cite
it properly. Copying of other’s work or your own copyrighted work is constitute a plagiarism.

Questions: How to avoid plagiarism?

There are certain tips that you need to understand in avoiding self/unintentional plagiarism. The following are some
guidelines that will help you avoid unintentional plagiarism.

Citation. Cite the sources of ideas. Everything that you do not own and were taken from other sources must be
acknowledge accordingly.

Example:

The Madrasah Education Program (MEP) contributes in mitigating preventing or countering violent
extremism (Sattat and Arriola, 2020)

Quotation marks. If you copy exactly the sentence or phrase of other person, enclose it within quotation
marks and cite the author of the copied phrases or sentences.

Example: According to Sali and Marasigan (2020):

“The establishment of Sulu Sultanate around mid-15th century in the southern- most part of the Philippines
paved way for more direct participation of Filipinos in the international trade even before the republic was formally
established.”

Paraphrase. Provide a citation to indicate the source of a paraphrase just as you do for quotations.

Example: “Before the establishment of the Republic of the Philippines, the Sulu Sultanate in the southern-most is
already well established and has been participate in an international trade (Sali & Marasigan, 2020).

Parenthetical citations and notes. Use one of the academic document styles (MLA, APA, CMS, or CSE) to provide
specific in-text citations for each according to the conventions of the discipline in which you are writing.

Works cited or reference pages. Provides a complete bibliography entry at the end of your paper for every source
you use, containing to the standards of the documentation style you are using (in this course your will be using the
APA format standard)

NOTE: Citations and reference formatting will be discussed in the next chapter.

RESEARCH TOPIC AND TITLE

Selecting a suitable topic

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 The first thing to consider in writing a thesis is choosing or selecting a suitable topic. Do not think that a
thesis must be original or in a sense it should be unique because there is no research which is completely original.
According to Lunenburg and Irby (2008)

“All research is based on the work of others to some extent. In fact, the most useful kind of research simply builds on
research that has already been done. Some of the most successful thesis and dissertations simply extend the
knowledge base one step further in an area by examining a new variable within a well-established line of inquiry.
Collecting data on a different sample, testing a new methodology, or introducing a new statistical technique.”

As you begin to search for a good topic. You will start gaining insights from the previous established results.
The term original “implies some novel twist, fresh perspective, new hypothesis, or innovative method that makes the
research project a distinctive contribution”

Before doing anything you may recall some of your subjects previously taken and contemplate on what
particular topic do you feel comfortable or acquainted with. The following steps is very helpful in selecting a good
topic for your research paper.

1. Identify at least three broad ideas of your interest.

a. Example: Teaching Strategies: Management; Teaching Pedagogy; Leadership; Peace; etc.
b. You may begin sourcing ideas from textbooks professional journals, dissertations/thesis, theories,
current employment, and existing databases. You may browse the internet in sourcing ideas
2. Make it specific by reviewing related literature. Used your cellphone or laptop to search in google for any
related studies. You may also chat with your friend in Facebook and ask for help. There are some research
groups that are helpful in searching for elated studies. You may visit Academia, EBSCOHOST,
Researchgate, PROQUEST, etc.
3. Don’t forget the following criteria in selecting your topic
a. Interest. Find a topic that you have substantial curiosity and perhaps even passion to sustain you
through the process.
b. Significance. Significant topic has the potential to contribute to the development of a new theory test
an existing theory, uncover new facts or principles, challenge existing truths or assumptions, suggest
relationship between phenomena, provide new insights into phenomena, suggest new interpretations of
known facts, alter other people’s perceptions about phenomena and extend a research methodology or
statistical procedure.
c. Availability of Data. be sure that the data is available or participants for your research study is
reachable or accessible. In many instances, before finalizing your research topic, you should consider
identifying your research respondents.
d. Knowledge and skills. the most important in this task is to select your topic that are consistent with
your knowledge and skills. this will give you an advantage because you are familiar with the topic.
e. Manageability. After selecting a good topic, try to assess the amount of time you will need to complete
the paper. Try to balance your time with other activities so that you can complete the paper on time.
You may ask some expert to or even your teacher to assess your chosen topic if it is manageable
within a semester
f. Funding. maybe your thesis is not funded by any external funding institution and so you incur all the
expenses associated with the project. Your financial constraints greatly affect the scope of your work
and limit your undertakings. Be sure to consider your financial capacity so that it will not hinder the
progress of your work.

CHOOSING A RESEARCH TITLE

The thesis title is your first opportunity to let the reader know what your thesis is about.
Example: “Instructional Problems of Public Elementary School Teachers in Isabela West District, Isabela City
Schools Divisions.”

Observed that the title is about instructional problems

The title tells us that the focus of the paper is more on instructional problems of elementary school teachers.

The title highlights the purpose of your study, which often include its context, outcomes and important aspect of the
research strategy adopted.
Example: “Teaching as a non-routine task: Implications for the management of schools”.

The context of the study is about teaching. The outcome is about a management of teachers and the important
aspect of this paper is the implications for school management

The title will be the first impression for the reader and are crucial to convince them or invite to give time in reading
your paper. The title should provide a concise view of the topic your paper addresses as well as give sense of your
approach to the issue.

27
Example: “A case study: Principal perspectives of the strength and weaknesses of looping and multiage education”
III. REFLECTION/RESPONSE/ACTION
The title tells us that the issue about strengths and weaknesses of looping and multiage educations. The approach
used is a case study.

STEPS IN MAKING A GOOD RESEARCH TITLE

The following steps are some basic techniques in creating a good title for your thesis or research paper.

OUTLINING

Do not attempt to write thesis title before you have at least a rough outline of what the body of your paper is
about
A thesis that is not targeted to the information in your work leaves the reader confused as to what your
paper is about.
Do not simply write a dry descriptions of your essay and assume it will work as a title.
Titles should be informative, but can include a bit of humor or levity, which depending on the subject can
help increase the paper’s appeal.

DRAFTING

Compare multiple possible titles that reflect your work without being bland or boring before choosing the one
that works the best with the balance of your paper.
Titles should generally be as carefully worded as the arguments and research contained in your paper.

FORMATTING

FOLLOW THE EXACT FORMAT REQUIRED FOR YOUR WORK OR ASSIGNMENT

THE MOST BASIC FORMAT FOR A THESIS TITLE INCLUDES THE WORK AND A LONGER SUBTITLE
THAT EXPAINS THE FINER DETAILS OF YOUR RESEARCH THESIS ARE OFTEN SEPARATED BY A
COLON
IF THE GUIDELINES FOR YOUR THESIS CALL FOR THE TITLE TO BE ORGANIZED DIFFEENTLY,
FOLLOW THEM AS CLOSELY AS POSSIBLE

SURVEYING

Conduct a survey using your possible titles to determine which one is the best
Present your classmates and teachers with a short list of your three favorite titles and ask them which
appeals to them most
Once you have clear choice, go back through your paper to make sure that your title is consistent with the
tone and point of view of your thesis
Look through professional journals and college essays to see which titles grab your attention while still
giving you a good idea of what to expect in the paper

COMPONENTS OF A THESIS TITLE

PURPOSE OF THE THESIS. There are two purposes of any thesis. First, it covers the area of interest of the reader.
Second, the aspect of the subject that it covers

THE OUTCOME OF THE RESEARCH. The learnings of your research should be highlighted. These outcomes can
be the fundamental part of the design of the study or just a part of it.

THE RESEARCH DESIGN AND METHODOLOGY. You can use different strategies to prepare your paper. This
includes the use of longitudinal date, a sampling strategy focused on a particular group or region, qualitative studies,
data analysis, comparative etc. the reader should be able to understand what types of research guided you through
your thesis.

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 ACTIVITY 2

Please choose exactly three broad topics of your choice and lack for any related studies available online
(you may visit the following research website: EBSCOHOST; Researchgate; Academia; Google Scholar, or any
indexing and abstracting website, etc). Download the full paper of the abstract of the paper and read or understand
the content of the paper. Submit the three broad topic that you have chosen and write at least one paragraph why
you choose that particular topic.

IV. SUMMATIVE ASSESSMENT

From the three broad topics that you prepare in Activity 2. And base from your readings on all papers
related to your topic that you downloaded as required in activity 2. Try to construct your own research title
and provide at least three papers that are related to your chosen topic.

V. FEEDBACK

Congratulations! You’ve just completed the Module, Thank you for your honest Response and Cooperation, for
comments and Suggestions you can freely write anything below. Keep safe everyone!

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ANNEX A

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Name: ____________________________________________Date: ________________

Course – Year & Section: _____________________ Score: ________________

Directions: Briefly explain the following questions below

1. What do you think about research?

2. Why do we need to study basic research?

3. What benefits can I gain in understanding basic methods of research?

4. How to start in doing research?

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 Rubrics for Performance Task

Criteria 15-14 13-10 9-7 6-4 3-0

(100% - 95%) (94% - 90%) (89% - 85%) (84%-80%) (79% - 75%)
Outstanding Good Competent Need Revision Poor
Organization Efficiently Has a clear Has central Uses Unfocused
organizes paper argument idea relevant organization
around a clear, Effectively Mostly evidence Little,
compelling organized and organized and irrelevant,
argument developed around a quotations to or no
Develops argument coherently central idea, support evidence
thoughtfully and around central but may lose central idea used
persuasively argument focus at times Lacks a
Uses relevant, Uses relevant central idea
convincing evidence and
evidence and quotations that
quotations that support central
thoroughly support argument
argument
Analysis Provides deep Creates Provides basic Develops Little or no
insight and creates meaningful interpretation central idea interpretation
meaningful interpretation of of texts and explain of texts
interpretation of texts choice of Little or no
texts Explores central evidence use of
Elaborates on argument and and evidence or
central argument meaning of quotations quotations
and meaning of supporting Summarizes
supporting evidence; or uses
evidence; answers answers faulty
questions, “So question, “so analysis
what?” what?”
Considers author’s Analysis drives
language, craft, discussion of
and/or choice of literacy elements
genre when relevant
Analysis drives
discussion of
literary elements
when relevant
Style and Evidence of Evidence of a Communicate Shows some Little or no
voice ambition passion mind at work s ideas clearly awareness evidence of
for subject, or Evidence of of formal or
deep curiosity interest In appropriate appropriate
Writer willing to topic language use of
take risks Clear and and word language and
Displays appropriate choice word choice
intellectual use of Relies on
engagement language and conversation
Creative, clear, word choice al language
and appropriate
use of language
and word choice
Connections Makes insightful Makes insightful Establishes a Inappropriate or Inappropriate or
connection between connection between connection no connection no connection
text and something text and something between text and made between made between
outside the text: outside the text: something outside the text and the text and
Another work of Another work the text: something something
literature, or of literature, Another work outside the text outside the text
Historical or of literature, or
context, or Historical Historical
Biographical context, or context, or
context, or Biographical Biographical
Larger issue or context, or context, or
theme of Larger issue Larger issue
importance (must or theme of or theme of
be supported importance importance
with relevant (must be (must be
evidence), or supported supported with
Film version of with relevant relevant
text, or evidence), or evidence), or
Substantial Film version Film version of
criticism of text, or text, or
Substantial Substantial
criticism criticism
Presentations Communicates ideas Communicates Communicates Neither clear nor Neither clear nor
(for oral clearly in appropriate, clearly in clearly in appropriate appropriate

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component sophisticated and appropriate and appropriate and presentation to presentation to
only) original way to original way to original way to audience cannot audience cannot
audience; able to audience; able to audience; able to respond well to respond well to
respond to questions respond to respond to questions; does questions; does
and expand on ideas; questions and questions and not present not present
presents complex, expand somewhat expand somewhat accurate or accurate or
accurate, substantive on ideas; presents on ideas; presents substantive ideas substantive ideas
ideas and information accurate, accurate, or information or information
clearly substantive ideas substantive ideas
and information and information
clearly accurately
Total

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 Rubric for Critical Essay

Criteria Superior Mediocre Needs Below

10-8 7-5 Improvement Standard
(99% - 94%) (93% - 87%) 4-3 2-0
(86% - 81%) (80% - 75%)
Introduction There is a well- Introduction Introduction Background
developed creates interest, adequately details are a
introduction which but is missing one explains the random,
includes the title of of the background, unclear
the novel, the requirements. but may lack collection of
author, and Thesis states the detail. Thesis information.
engages the position, but is not states the Thesis is
reader up until the clear on which topic, but key vague and
thesis statement. theme will elements are unclear.
The thesis discussed missing
statement should
clearly state the
theme that will be
analyzed
Body Well-developed At least two points Only one point Main points
main. Points/topic relate to the relates to the are poorly
sentences that thesis, but some thesis. developed.
relate directly to may lack details. Examples from This is a
the thesis. Examples from both the film summary not
Supporting both, the film and and book are a critical
examples are book are used to used to show
concrete and show the the differences
detailed. The differences in in characters,
analysis is characters, events and
developed with an events, and symbols
effective point of symbols (includes (includes at
view. Examples at least 2 quotes). least 1
from both, the film The stylistics quotes). The
and book are used choices of the stylistics
to show the director in the choices of the
differences in movie (music, director in the
characters, event, scenery, movie (music,
and symbols costumes, make scenery,
(includes at least 3 up, etc,.) and costumes,
quotes). The whether they do a make up, etc.)
stylistic choices of fine job in and whether
the director in the portraying the they do fine
movie (music, theme chosen are job in
scenery, clearly explained portraying the
costumes, theme chosen
makeup, etc.) and are clearly
whether they do a explained.
fine job in
portraying the
theme chosen are
clearly explained.
Conclusion The conclusion The conclusion Conclusion There is no
should effectively effectively effective and concluding
wrap up and summarizes the does not paragraph
restress the topic, but does not summarize
importance of the restate the thesis main points
thesis
Organization Logical Logical Some Writing is not
progression of progression of organization is organized.
ideas with a clear ideas. Transitions present. The
structure that are present Transitions are transitions
enhances the throughout the included at between
thesis. Transitions essay, but lacks times, but ideas are
are effective and variety there is very unclear or

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 vary throughout little variety non-existent
the paragraph, not
just in the topic
sentences
Mechanics Punctuation, Punctuation, There are only Distracting
spelling, and spelling and a few (3-4) errors in
capitalization are capitalization are error in punctuation
all correct. No generally correct punctuation, spelling, and
errors with few errors (1- spelling, and capitalization
2) capitalization
Planning Evidence of Missing one Missing two Missing three
planning editing requirement requirements requirements
and, revision is
attached to rough
draft

Rubrics for Oral Presentation

Criteria Superior Mediocre Needs Below

10-8 7-5 Improveme Standard
(99% - 94%) (93% - 87%) nt 2-0
4-3 (80% -
(86% - 81%) 75%)
Comprehensi Student is Student is Student is Student is
on able to able to able to unable to
accurately accurately accurately accurately
answer answer most answer a answer
almost all questions few questions
questions posed by questions posed by
posed by audience posed by audience
audience about the audience about the
about the topic about the topic
topic topic
Preparedness Student is Student The Student
completely seems students is does not
prepared pretty somewhat seem at all
and has prepared but prepared but prepared to
obviously might have it is clear prepared
rehearsed needed a that
couple more rehearsal
rehearsals was lacking
Content Shows a full Shows a Shows a Does not
understandi good good seem to
ng of the understandi understandi understand
topic ng of the ng of parts the topic
topic of the topic very well
Enthusiasm Facial Facial Facial Very little
expressions expressions expressions use of facial
and body and body and body expressions
language language language or body
generate a sometimes are used try language.
strong generate a to generate Did not
interest and strong enthusiasm generate
enthusiasm interest and but seem much
about the enthusiasm somewhat interest in
topic in about the faked topic being

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 others topic in presented
others
Specifications All All One or two Three or
specification specification specification more
s of the oral s of the oral s of the oral specificatio
presentation presentation presentation ns of the
were were met were met oral
expected. (Enthusiasm (Enthusiasm presentatio
(Enthusiasm , , n were not
, introduction, introduction, met
introduction, body, body, (enthusias
body, conclusion, conclusion, m,
conclusion, mentor role, mentor role, introduction
mentor role, questioning questioning , body,
questioning and visual and visual conclusion,
and visual aids aids) mentor role,
aids questioning,
and visual
aids)

Rubrics for Essay

Criteria Introduction Body Conclusion Citations Conventions

Paragraph
Superior Clear claim A clear topic Claim is See below See below
10-8 is given. At sentence is restated. At
(99% - 94%) least 3 given that least 3 reasons
reasons are supports the are given to
given to main claim. support claim.
support Sufficient, Clear, relevant
claim accurate, and conclusion
relevant sentence that
evidence is summarizes
given. A clear, the points
defined made in the
explanation of essay is
how the present
evidence
supports the
main claim is
present
Mediocre A claim is A topic Claim is Citations are See below
7-5 given. 2-3 sentence is restated. 2-3 made in the
(93% - 87%) reasons are given that reasons are appropriate
given to support the given to format for each
support main claim. support claim. piece of
claim Mostly Clear evidence given
sufficient, conclusion in the essay
accurate, or sentence that
somewhat summaries the
relevant points made in
evidence is the essay is
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 given. A present
somewhat
vague
explanation of
how the
evidence
supports the
claim is
present
Needs A vague A vague topic Claim is not Citations are Minimal
Improvemen claim is sentence is restated. 1-2 made in the spelling and
t given. 1-2 given that reasons are appropriate grammatical
4-3 reasons are somewhat given to format most mistake
(86% - 81%) given to supports the support claim. pieces of handwriting
support claim. Conclusion evidence given is completely
claim Insufficient sentence that in the essay legible
evidence is somewhat
used, some summarizes
inaccurate or the points
irrelevant. An made in the
unclear essay is
explanation of present.
how the
evidence
supports the
claim is
present
Below A claim is A topic Claim is not Citations are not Most spelling
Standard not given. 0 - sentence is restated. 0-1 made in the is correct.
2-0 1 reasons not given that reasons are appropriate Handwriting
(80% - 75%) are given to supports given to format for most is legible
support claim. support claim. pieces of
claim Evidence is Conclusions evidence given
not given or sentence that in the essay
inaccurate. An summarizes
explanation of the points
how the made in the
evidence essay is not
supports the present
claim is not
present

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