12

INQUIRIES,
INVESTIGATIONS AND
IMMERSION
Quarter 1
Module 1: Brainstorming for Research
Agenda

SOURCE: Eric, J .Brainstorming, https://www.cleanpng.com/free/brainstorming.html

Inquiries, Investigations and Immersion – 12
Quarter – 1 Module – 1- Brainstorming for Research Agenda

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Inquiries, Investigations and Immersion - Grade 12
Quarter 1 – Module 1: Brainstorming for Research Topics

I. Introduction:

Preparing for a research agenda should be planned well it is a formal plan of

action that summarizes specific issues and ideas in a subset of any field of study.
Keep in your mind that research agenda are adaptable, and you are likely to modify
the contents as their priorities shift. This module will tackle all information that you
need in research agenda.

II. Objectives
At the end of the lesson you are expected to:

 Enumerate the necessary preparation of a researcher before conducting

research. (Week 1)
 Identify individuals’ skills needed in conducting research. (Week 1)
 Apply the agenda/plan to be developed. (Week 1)

III. Vocabulary List

The following vocabulary list will be useful as you study the learning activities
of this module.
 Academic Research
Scientific or scholarly inquiry or investigation and the proper
communication of the findings and making a rigorous and relevant
contribution to knowledge.
 Agenda
A list, plan, outline, or the like, of things to be done, matters to be acted
or implemented upon,
 Arguments
Expressing a point of view on a subject and supporting it with evidence is
often the aim of academic writing.
 Collaborative Opportunities
Establishing and maintaining a robust partnership that engages and
benefits all participants in the long term can be a daunting undertaking.
 Communication across disciplines
Seek cognitive diversity enable groups to find more and better solutions
when problems are complex.
  Data management
Library partners to provide researchers with access to data management
planning expertise, resources and tools needed to manage your data.
 Evidenced based solution
A process in which the practitioner combines well-researched
interventions with clinical experience and ethics, and client preferences
and culture to guide and inform the delivery of treatments and services.
 Field Study
Many areas of research in the life sciences the categories based on the
types of questions that are asked and the tools that are used to answer the
questions.
 Learning Outcomes
Statements that describe the knowledge or skills students should acquire
by the end of a particular assignment, class, course, or program.
 Research Computing Plan
Web-accessible analytics environments; fast data transfer and inexpensive
storage for large data sets; and, flexible computing solutions.
 Template
A research requires to follow a certain guideline and format so that it will
be aligned to the field that the research is intended to be used for.
 Team-based Research
Projects benefit from the collective labor, thought, skill, and energy that
team members bring teams.

SOURCE: Collins, Harper, English Dictionary, HarperCollins Publishers 2020,

https://www.collinsdictionary.com/submission/5703/Collins+English+

IV. Pre-test

Directions: Write the correct answer on a separate sheet of paper.

1. You tend to inflate something in a qualitative research because of your
____________.
a. objective views c. personal traits
b. teacher’s influence d. mathematical skills

2. This line, “The truth is out there” is true for ____________.

a. qualitative research c. all research designs
b. quantitative research d. any research type

3. People inclined to doing a quantitative research want to discover

truth in ____________.
a. an exact manner c. an indirect way
b. a careful way d. a personal way

4. Some think of quantitative research as complex because of its use of _________.

a. hypotheses c. factual data
 b. numerical data d. theories

5. A quantitative research presents research findings in this manner:

a. Many prefer to study with textbooks.
b. Students find textbooks indispensable or necessary.
c. Perhaps, 30% consider textbook unnecessary in their studies.
d. Out of 100 college students, 90 find textbooks beneficial to their studies

SOURCE: Esther Baraceros, Practical Research 2, Rex Bookstore, Philippines, 2016

V. Learning Activities

Being a good researcher, you should possess a lot of virtues and skills to face
all the challenges along your way in conducting a research. One of the required task
is to develop a research agenda.

It’s a plan that emphasizes on issues and

ideas in a subset of your field. You cannot
study everything in your field during your
time in college schooling, so decide what
to focus on now, and what to resolve until
another day.

How to Get Started with Your Research Agenda

Instructions: Read the sentences below, write the word easy if it is easy for you to
do and difficult if it is difficult that you need help from your groupmates or teacher.
If your answer is easy, write how you can do the task if it is difficult for you, write
your questions about the tasks. Write your answer below each task in a separate
sheet of paper.

 Talk with your group members about your general interests. Use members as
a resource to find out which topics are over-studied and where additional work
is needed.
Easy/Difficult: Explain____________________________________________________
___________________________________________________________________________
 If there are groupmates with similar or overlapping interests, get their
perspectives as well.
Easy/Difficult: Explain___________________________________________________
 ___________________________________________________________________________
 Read a great deal, be open to reading research outside your immediate areas
of interests and seeing how they link to your own areas.
Easy/Difficult: Explain___________________________________________________.
___________________________________________________________________________
 Be sure to follow up on citations that are interesting or intriguing.
Easy/Difficult: Explain___________________________________________________.
___________________________________________________________________________
 Identify key authors relevant to your interests. Read their scholarship and
understand the work that has informed their research.
Easy/Difficult: Explain___________________________________________________.
___________________________________________________________________________
SOURCE: Esther Baraceros, Practical Research 2, Rex Bookstore, Philippines, 2016

Instruction: These write down steps is easily understood and applied in research
agenda by analyzing the corresponding questions. Answer the question below for each
step to help you to prepare research agenda. Write your answer in one whole sheet of
paper.

Write-down-steps
1. Refine your focus. What do you want to work on?
2. Trends, baselines, research groups and programs. What is happening?
3. Field of interest. What is already known?
4. A topic, a method, an approach. Can you identify a research question to
address?
5. Refine, refine, refine. Venn diagrams, concept maps and discussions with peers
may help in with focusing your agenda on a specific problem. What is the Title or
problem to be conducted?

Write your answer in this manner of presentation:

1. What do you want to work on?

2. What is happening?

3. What is already known?

4. Can you identify a research question to address?

5. What is the Title or problem to be conducted?


Instructions: These tips are great help for you in preparing your research agenda.
Read carefully and follow every tip for a success of your research activities. Copy
these useful tips or outline of Research Agenda, Qualities of Good Researcher and
Metacognition Skills of Researcher in long size bond paper, use your artistic skill to
make your copy personalize.
 Useful Tips to Format an Academic Research Agenda (Outline)
Tip 1: Start by discussing your general interest with your members and find out
which areas need dedicated study and which areas are over-studied.

Tip 2: Get together with students or colleagues whose interests overlap with yours
and find out their perspective on these topics.

Tip 3: Read as much as you can and consider incorporating research outside of your
immediate area of interest to find out how this information might connect to your
own field of study.

Tip 4: When starting out, identify authors who are relevant to your topics and read
their material to get a deeper understanding of the information that influenced their
arguments and conclusions.

Tip 5: Identify which courses will help to advance your research agenda and sign up.
Conference papers, colloquia, and research articles

Tip 6: Student collaborations are especially fruitful when the constituent members
have similar interests, but bring different yet complementary perspectives and skills
to the endeavor.
You are done with the preparation
for research agenda. Now you are
going to prepare yourself as a good
researcher and be immersed with
the importance of research in our
present era. The following are the
qualities that you should possess as
a beginner in conducting research.

SOURCE: J. Canvillis, Importance of Research Agenda, Oregon State University,

2020, https://research.oregonstate.edu/research-agenda

Qualities of a Good Researcher

1. An analytical mind
As a researcher you are constantly analyzing a variety of factors. Why does
the client ultimately want to do this research? What is the appropriate methodology?
When should this research take place? What are the appropriate questions to ask
and how? Why did the respondent say that? What are the findings telling us? Why
are they telling us that? How do I best communicate the findings? On a daily basis
researchers must be able to take a step back and analyze the situation presented to
the respondents of your study. The obvious answer is not necessarily the right one.
(Gareth Hodgson)
 You have to be able to see the bigger picture as well as the detail. People often
find it easier to do one or the other it is a skilled researcher that can do both
simultaneously. (Richard Walker)

A researcher should have the capacity to collect more and more information
in little time.
2. A people person

This is important for respondents of research would rather work with

professional and friendly consultants. Also get the best out of interview/focus group
participants (Richard Walker)
3. The ability to stay calm

It can be really stressful as a researcher sometimes, especially when you have

pressing deadlines or are experiencing problems with a data set, or groupmates.
When these situations occur, you just have to keep focused and think logically there
will always be an end point, even if it doesn’t feel like it. (Bethan Turner)
4. Intelligence
Research requires critical analysis but most of all common sense. (Liz
Brierley).
5. Curiosity
The best researchers are genuinely curious about what's new and next,
looking down the road or around the corner for a different way. This is not a passive
endeavor, but requires an avid reader and observer – a researcher who is connected
and inquisitive. This is an open-minded approach to discovering new (and better)
methodologies.
You may have the necessary intelligence but if you are not curious enough
then you won’t be passionate about digging deeper to unearth more insight.
(Anthony Shephard)
At the end of the day, the role of a researcher is to find out about other people’s
ideas or concern and tell it to other people. To be a researcher you have to have an
inherent interest in what other people think, and the inquisitive you are, the greater
depth of information you can extract. (Gareth Hodgson)
6. Quick thinker
Things don’t always go to plan so you need to be able to think fast. (Anthony
Shephard)
7. Commitment

It’s a tough job the hours can be long while the deadlines short. (Richard
Walker) Having an unusual, surprising look at the phenomena raises numerous
questions and ambiguities in one’s curious mind. This causes a talented person to
be able to concentrate on something. So such a person can heavily focus, her focus
is not easily disrupted, tends to not notice the passage of time, and is deeply
immersed in her duties.
8. Excellent in written and verbal communication skills

Different audiences can clearly understand the findings of the research and
what it means for them. (Jo Iaconiannin)

You have to have excellent written communications and be fluent in the

language of business. (Richard Walker)

A researcher would be more careful in listening. He would have the quality of

listening very low information’s even whispering.
9. Sympathetic
Having a sympathetic ear when listening to some respondents’ moans and
groans is always a good skill to have. (Liz Brierley)
10. Systematic

Check, check and check again. It sounds simple but you will definitely learn
that building in a proper amount of time for checking your work always pays
dividends. This can be applied to all parts of the research process. (Bethan Turner)

Attention to detail the ability to ensure that data is accurately presented and
reported. (Anthony Shephard)

Good researcher must have the capacity of least time consuming. It will have
to do more work in a little time because of the shortage of time.

11. Open

It is human nature to be drawn to favorites. The best researchers are aware

of their favorites, but are open to everything, regardless of color, size, shape or flavor.
This is the versatile, objective researcher; grounded in the proven, but fully
amendable to innovation, the new and different in the hunt for better insights and
strategies.

12. Innovative

The best researchers are innovators, adopting and implementing new

approaches when new is better than existing or alternative approaches. How often
do you do this? It's often challenging and uncomfortable to change or be disruptive,
but the best researchers will turn almost on a dime to evolve smartly.

13. Expert

Everybody's an expert at something. Scratch beneath the surface of the best

researchers and it won't be long before you find their expertise. Scratch further and
you'll find that they used to be an expert at something else, but that skill set has
been overtaken by faster, better, cheaper, and will be again. This is where passion
emerges, coincident with expertise.

14. An Evangelist
 Sales, as a skill, is evergreen. The best researchers have an innate ability to
market what they do. Enthusiasm, humor, and ease of delivery all are telling.
Effective selling of research insights and strategies, whether through storytelling,
cheerleading or raw mental horsepower displayed seamlessly, is a predicate to being
best.

15. Friendly with Respondents

A good researcher must have the quality to become friendly with respondents.
It should have to talk to them in the same language in which the responding are
answering and make happy made.

16. Least Discouragement

If the people are not cooperative to give correct data, the researcher should
not be discouraged and face the difficulties, it would be called a good researcher.

17. Free From Prejudice

A researcher would be good if he has no prejudice or bias study about a

problematic situation but he is capable of providing clear information’s.

18. Keen Observer

It is the quality of a good researcher that he may have the ideas of keen and
deep observation. A researcher should be called good if he has low dependency on
common sense but keep in observation all the events and happenings.

19. Economical

Good researcher must have control over his economic resources. He has to
keep his finances within limits and spend carefully.

SOURCE: Justin Reedy, Qualities are required to be a good researcher, Inside Higher
Education Commission, http//mustard.researcher.com

Metacognitive Skills

A. Improvement in Studies and Academic Achievement: A researcher should be

able to read faster and easier than others. Such an ability provides the basis for
academic achievement and promotion.

B. Learning Speed: High learning speed means learning with the least effort of the
individual and the professors.

C. Self-motivated Attention to Detail: A researcher is aware of the details, even

without the need for training.
D. The Ability of Thinking and Inference: One of the characteristics of a desirable
researcher is his/her ability to reason, generalize, and deduce. They usually are able
to think clearly and logically, perform reasoning, generalization, and inference.
Besides, they are capable of describing the reasons for their actions. They are also
able to apply the lessons they learn in a situation to another one.

E. The Ability of Abstract Thinking: Another characteristic of a desirable

researcher is the ability of abstract thinking. So there is no need to provide concrete
examples or evidence to help them understand something.

F. The Ability of Complex Thinking: A good researcher is not satisfied by the

appearances, but rather is interested in understanding the origin of a phenomenon.
She/he tries to get to the core of a phenomenon, to understand its cause. Overall, a
good researcher is basically interested in things that are beyond the experiences of
her/his peers.

G. Not Being Content with Partial Data: A good researcher is not satisfied with
achieving partial information on something. But rather seeks to discover the various
ways and methods the author or professor uses to propose a problem.

Instructions: Identify the qualities of good researcher if it is your weakness or

strength. Place your answer below.

1._____________________________ 1.________________________________
2. ____________________________ 2. _______________________________
3. ____________________________ 3. _______________________________
4. ____________________________ 4. _______________________________
5. ____________________________ 5. _______________________________

Learning process can be effective and measured your knowledge acquired by an

assessment. You can use the data in this assessment to your research agenda.
Answer the practice tasks carefully.

PRACTICE TASK

PRACTICE TASK 1. Let’s Do the Challenge!

As a researcher there are plenty of

preparations you need to know to conduct a
research. Planning ahead is the secret in the
success of your study. You should foresee
different challenges that will occur that need
to address in this part of your study.
Direction: Read and answer the questions below and write your answer on the boxes
provided as presented below in a separate sheet of paper. Keep in mind that your
answer here will be a great help in conducting your future research in an orderly
manner.

What research topics are you Choose one among the given general
passionate about? topics. What specific or subtopics can you
give?

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

What specific theme would best What are the possible resources
describe your research? in your study?

1. 1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

PRACTICE TASK 2. The Power of 3 C (Connect,

Collaborate and Communicate)
After you finished the 1st activity, your next task is to identify the role of
connecting, collaborating and communicating in conducting a research. Answer this
activity carefully so that you can develop a good research agenda.

To whom do you need to To whom do you need to

connect with? collaborate with?

__________________________ ____________________________
__________________________ ____________________________
 How does communication affect the failure and success of
your research?
__________________________________________________________
__________________________________________________________

PRACTICE TASK 3. Design your Research Agenda

Congratulations! You are now on the 3rd activity of this module. The first two
activities are assessments to check how ready you are as a Senior High School
researcher. Now you can make a template or format of your research agenda. Answer
the guide questions below on a separate sheet of paper.

Guide Questions:
1. What is the focus of your study? Why?
2. What is the proposed title of your research? Why?
3. What/Who will be the resources that can help to make your research valid and
reliable?
4. Do you think you are now ready to start to conduct of your research? Cite
evidences of the preparations you made.

Research Agenda

__________________

___________________________________

_____________________________________

To develop a good research agenda you need to know what is

a research agenda its importance and contents or parts of research
agenda. Here are few things to keep in mind before writing down your
agenda.
 VII. Post Test

Writing about the 10 Qualities of a Good Researcher represents a great

responsibility since it is not simple to assemble in a concise manner all the
important qualities of a good researcher. Knowing the difficulties lying ahead,
I would like to suggest the following qualities: interest, motivation,
inquisitiveness, commitment, sacrifice, excelling, knowledge, recognition,
scholarly approach, and integration. The characterization and understanding
of these qualities would be extremely helpful to those who are beginning the
exciting field of research.

To be a good researcher, first requires the intention to be involved in

research and immediately thereafter to show a dedicated interest to do the
best research possible.

Directions: On the article about the Qualities of a Good Researcher, choose the
quality that fits in the given situation below write your answer in a separate sheet of
paper.

___________________1. There are lot of your group mates cannot understand the
importance of your study.

___________________2. The purpose of acknowledgement on your preliminaries.

___________________3. As you can notice the panelists are so meticulous on our

manuscript.

___________________4. I am curious how the OFW survive amid the pandemic they
suffered.

___________________5. The researcher crafted with a good recommendation.

B. Directions: Express your judgment or decision about each line by checking the
box representing your choice. On the lines provided, write your reasons to justify
your agreement or disagreement on the given statement. Use a separate sheet of
paper for your answer.

1. Your zero or poor knowledge of research means you are not in a quality school.
Agree Agree Disagree

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. To have a rich understanding of every aspect of your research means to

approach it in a naturalistic way.

Agree Disagree

__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________.

3. You can quantify people’s worldviews.

Agree Disagree

__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

4. Research is exactly the same as inquiry.

Agree Disagree
__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________.

5. You behave like a scientist in research.

Agree Disagree

__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________.

VIII. Assignment/Additional Activities

Activity: Essay:
Share your ideas or views on the statement, “Characteristics of a good researcher:
innate talent or acquired skills?” Express your ideas in 10 sentences. Write legibly
and avoid erasures. Be guided by the Rubrics below.

3 2 1 0

Well-developed Introduction Introduction Background

introduction creates interest. adequately details are a
Introduction
engages the Sufficient explains the random collection
and
reader and background background, of information,
Conclusion
creates information is but may lack unclear, or not
interest. provided. Thesis detail. Thesis related to the
Contains clearly states states the topic. Thesis is
detailed the position or position or vague or unclear.
background belief. belief. Conclusion does
information. Conclusion Conclusion is not summarize
Conclusion effectively recognizable main points.
effectively summarizes and ties up
wraps up and topics. almost all
goes beyond loose ends.
restating the
thesis.

Main points The main idea The main idea More than one of
body can be can be the following
The main idea
Paragraphs identified. identified. problems may be
or a thesis
evident:
statement is Supporting Stronger
clearly defined. details are support and Details are
relevant and greater missing or
Supporting
explain the attention to repetitious.
details are
main idea. details would
accurate,
strengthen
relevant, and
this essay.
helpful in
clarifying the
main idea(s).

Logical Logical Organization No discernable

progression of progression of is clear. organization.
Organization
ideas with a ideas.
clear structure
that enhances
the thesis.

Style The paper is Writer's ideas Writer's ideas Writing is

Writer’s Voice, honest and is consistent may emerge confusing, hard
Audience enthusiastic. and strong. strongly on to follow.
Awareness, The language is occasion, then
 natural yet The writer is retreat behind Language is
thought- aware of a general, vague.
provoking. It reader. vague,
No reader
brings the topic tentative, or
The reader is awareness.
to life. abstract
informed and
language. No variety in
The reader remains
sentence
feels a strong engaged. The writer is
structure.
sense of aware of an
Sentences have
interaction audience. The
varied
with the writer reader is
structure.
and senses the informed, but
person behind must work at
the words. remaining
engaged.
Writing is
smooth, Sentence
skillful, and structure
coherent. shows some
variety.
Sentences are
strong and
expressive with
varied
structure

Mechanics Punctuation, Punctuation, A few errors in Distracting errors

Spelling, spelling, spelling, punctuation, in punctuation,
punctuation, capitalization capitalization spelling, spelling,
capitalization are correct. are generally capitalization. capitalization.
correct, with (3-4)
No errors.
few errors. (1-2)

Introduction/Conclusion _______ Grade Equivalent (15 points maximum):

Main Points _______ A = 13 - 15 points
Organization _______ B = 10 - 12 points
Style _______ C = 7 - 9 points
Mechanics _______ D = 4 - 6 points
F= 0-3
Total Points ______

IX. Answer Key

Pre-Test