GRADE LEVEL: 12 WEEK: 1

SUBJECT: INQUIRIES, INVESTIGATION, & IMMERSION LESSON: 1

TOPIC: Preparing, Conceptualizing, and Focusing a Research Plan

I. OBJECTIVES:

1. Prepare a research plan.

2. Execute the goals of the research.

II. LESSON PROPER:

Research is just any other task that we do. It is like a celebration or a party that in order to
be meaningful and successful, serious planning and careful execution are necessary. It needs
time and proper organization of things and ideas. Preparedness is the key!

Moore (2009), a contributor to Ezine articles offers five (5) things worth considering when
doing a research work.

1. Never choose a topic that is out of personal interest. The success rate of your research
work is equal to the level of your interest and drive to do such a research. It is always easier to do
something that you really like to do and be engaged with. Do not let yourself in the situation of
losing that high level of enthusiasm towards your own research.

2. Never use needless words. Less is more. Sometimes, you would think that having so
much to say when it comes to research is an advantage. However, we have to realize that the
longer or the wordy our sentences become, the more they appear less relevant and needless to
be listened to or read.

3. Keep thoughts intact. Establishing that sense of focus on your research paper is one of
the most important characteristics that you should always observe. Clattering ideas will not
make your paper enticing. 3. Don't let failure distract you. Failure is normal. It is okay to fail at
times in order for us to realize what we have to do. Failure is an opportunity to recreate and
refine our research work at its best. Do not be afraid to fail!

4. Always consult the opinion of other people. Feedback from others especially of a more
knowledgeable others is always good to hear. It widens our understanding and opens higher
chances of making the research better! Collaboration and teamwork do not only make the task
lighter, but rather more successful!

Always keep and observe these simple yet useful reminders as you push through in your
quest towards becoming the best researcher you could ever be!

The activities below will help you activate your research skills and interests, so you can
start efficiently.
The Research Plan
In its simplest definition, a research plan is a document that includes preliminary and
basic information about the research work that you would like to do. It may contain details
about the topic that you intend to do, its importance or significance, the steps that you have
already done, and the next actions that you are going to do in order to meet your targets or
until you have answered your research questions. Technically, this is not a research proposal yet
but more likely a concept paper.

Although there is no institutionalized formatting of a research plan just yet, the following
are its basics:

I. Basic Information

This part of the research plan contains your basic information. For a Senior High School
Learner like you, it would be beneficial to include the following information:

A. Complete Name
B. Learner Reference Number (LRN)
C. School and Address
D. Track and Strand
E. Complete Home Address

II. Background

Short presentation of basic concepts and information about the research topic shall be
presented in this section. Include few relevant readings and literature which serve as major
background of your paper. Cite also your motivation for the topic and the reasons and
importance of your study.

III. Objectives and Methods

Cite in this section the long term and short term objectives or targets of your research
work. Indicate also whether you are using quantitative, qualitative or mixed method of research.

IV. Working Framework

Through an illustrative illustrations or diagrams, show the variables or concepts that are
involved in your paper. Show the connections and relationship and role of these important
constructs in achieving the results of the study. The Input-Process-Output Model is commonly
used. However, feel free to execute your creativity and ideas in crafting the framework for your
paper.

V. Assumptions

This part contains the expected outcome of the study. What results do you anticipate? It
is better that you construct positive results regarding the research that you plan to undertake.
This can be in numbered form, bulleted, or in a paragraph or two.

VI. Timetable

You may have heard about Gantt Chart of activities. This section contains the same
concept but in simplified and detailed format in order for you to plan things out even more
systematically and productively. A timetable guides you to be able to work on important
activities necessary for you to complete your research. Please study the example timetable
below to get ideas on how a plan looks like and what information can be included.

VII. List of References

Present here the references that you used in the formulation of the research plan. Use the
format of the American Psychological Association (APA) 6th or 7th edition style/format in
constructing the entries. Ensure that the entries are alphabetically sequenced. Please revisit the
styling book, so you will be guided in making the citations.

Learning Task 1:

On your paper, write random words that come to your mind. Any word will do. Take your
thoughts in the situation where you find yourself most interested in. Do this in three (3) to five (5)
minutes.

Then, on the next box, answer the following questions based on the interest you’ve listed
above.
1. Give specific description about the topic.

2. Mention an aspect of the specified topic.

3. Note down extra-specifics about the

topic.

4. Construct a topic-statement.

5. Refine it by adding the element of time,

place, and relationship.

GRADE LEVEL: 12 WEEK: 2

SUBJECT: INQUIRIES, INVESTIGATION, & IMMERSION LESSON: 2
TOPIC: Formulating Clear Statement of Research Problem

I. OBJECTIVES:

1. Widen the perspectives on research.

2. Formulate a clear statements of research problem.

II. LESSON PROPER

RESEARCH PROBLEM

A research problem is a statement of a concern in any area, a problem that needs

immediate solution, a recurring difficulty that is necessary to be taken out of the situation, or a
practical question from a scholarly inquiry in different disciplines.

As an intelligent recall, Clemente, Julaton, & Orleans (2016) noted some criteria for
evaluating whether or not a research problem or statement is good. May it be quantitative,
qualitative, or mixed method research, research problem should bear the S.M.A.R.T.
characteristics.

Specific. This refers to the quality of being exact or particular. Research problem
statement should be able to communicate the specific inquiry or question that needs to be
answered.
 Measurable. This is never an issue in a quantitative method of research. However, in terms
of qualitative research method, the measurability of a research statement refers to its
epistemological aspect or the state of being objectively observable. More than that, instruments
of data-gathering should be present.

Attainable. The research questions should be easily answered or achieved when the
appropriate procedures are performed.

Realistic. The possibility of being carried out should always be observed in formulating the
research problem especially when there is a need for experimentations and observations.

Time-Bound. Time is an important element in the research work. The research questions
should be narrowed enough to be attained within the set time frame.

Meanwhile, Calderon and Gonzales (2014) specified general guidelines in formulating

the general problem and the specific sub-problems or specific questions.

1. The general statement and specific sub-questions should be formulated before

carrying out actions in the conduct of the research work.
2. State the specific sub-problems in interrogative form.
3. The specific question should bear only one clear meaning.
4. Every question should not be dependent apart from other questions — that is requiring
answers afar from other questions.
5. It must be based on facts and phenomena.
6. The answers to each specific question should be contributory to the development of
the general problem statement

Types of Research Questions

The following are the four types of research questions in terms of their purpose according
to Clemente, Julaton, & Orleans (2016).
1. Factor-isolating questions. The major concern of these questions is to categorize, label,
or name factors and situations that exist or those that are present in the perimeter of the
research work.

Examples:
∙ What are the difficulties encountered by Senior High School learners in the New Normal
set-up of educational system in the country?
∙ What are the possible contribution that parents and the community can extend to
schools to overcome the difficulties encountered by Senior High School learners in the New
Normal educational system?

2. Factor-relating questions. Establishing relationships between and among factors that

have been identified is the purpose of these questions.

Examples:
 ∙ What relationship exists between the socio-economic status of family to the learning
ability of students?
∙ Is there a significant relationship between the choice of words of learners in essay
writing and the speaking skills of learners?

3. Situation-relating questions. These questions emphasize the observable changes that

happen to variable/s involved in the study as a result of experimentation.

Examples:
∙ What is the effect of the modular distance learning to the learning style and behavior of
learners?
∙ What are the impacts of flexible learning options and modalities in the educational
system in the Philippines?

4. Situation-producing questions. These questions open the opportunity to create a

definite course of action, policies or conditions in order to accomplish or to achieve a certain
goal.
Examples:
∙ What project could be designed to empower parents and the community to be
involved in the educational system?
∙ What action plan could be proposed to strengthen the coordination between the
family, the community and the school in achieving relevant education?

Learning Task 2: Identify the characteristic of a good research problem according to Clemente,
Julaton, & Orleans (2016) described in each number. Write your answer on the space before
each number.

_______1. This characteristic pertains to maximizing the capacity and abilities of the researcher to
solve the research problem.

_______2. This is attributed to the use of instruments in order to gather quantifiable or observable
data.

_______3. A research problem should be bound to what exist in the norm and practicality in
terms of the conduct of experimentations.

_______4. This quality of a research problem concerns the possibility of being carried out in a
given or target timeline.
_______5. This refers to the quality of a research question that is being clearly stated or identified.

Learning Task 3: Classify the following research questions/problems based on the four types of
research questions based on their purpose. Write only the letter of the correct answer on the
space before each number.

A. Factor-isolating questions C. Factor-relating questions

B. Situation-relating questions D. Situation-producing questions

_______1. What appropriate learning strategy or technique could be used to maintain efficient
learning at home?

_______2. What is the effect of the changes in the communities due to COVID-19 pandemic?
_______3. What is the relationship between the social distancing and flattening the curve?
_______4. What are the factors contributing to increased of participation of parents in disaster risk
reduction and management?

_______5. What is the meaning of the “pandemic” among schoolchildren ages 5-7?

_______6. Is there a significant difference between the level of optimism of people in the
depressed areas before, during and after pandemic?

_______7. What can be the detrimental health effects of wearing facemask 8 hours straight?
_______8. What innovative devices/equipment can be developed as alternative protective
device to against contagious diseases?

_______9. What platform is mostly used by learners and teachers in communication during
pandemic?

_______10. What are the positive impacts of the pandemic to the health and medical
community?

GRADE LEVEL: 12 WEEK: 3-5

SUBJECT: INQUIRIES, INVESTIGATION, & IMMERSION LESSON: 3
TOPIC: Ethically Selecting, Citing and Synthesizing Related Literature

I. OBJECTIVES:
 1. Able to scholarly and ethically select, cite, and synthesize related literature.
2. Discover the way on how to cite a related literature.

II. LESSON PROPER

Related Literature

A research should have a good review of existing knowledge that it will stand on. A
research topic is more likely to become “researchable” if it is a determined research gap from
the available literature and studies from various resources.
Literature in its conceptual definition refers to a collection of written work with a
heightened and artistic use of words may it be fiction or nonfiction. However, in its operational
definition in research, this terminology refers to published information in a particular subject area
which sometimes covers a certain period of time.
Related literature can come and be taken from the following types of resources
(Clemente, Julaton, & Orleans, 2016):

A. General references - books, monographs, conference manuals, research articles,

professional journals and similar documents
B. Primary sources - academic research and university research journals and reputable
organizations
C. Secondary sources - articles, analyses, essays, newspaper, single or multiple authored
textbooks
D. Tertiary resources - books based on secondary sources that interprets the work of
others.
One of the major tasks of a researcher, like you, is to review various references to survey
theories and concepts about your research interest. This will give you a better perspective of
your research topic and eventually identify the research gap.

It is sure that you are now ready to delve deeper in reviewing related literature about
your initial research topic! Maintain that level of enthusiasm and energy as we get into the real
thing!
At this point, as you work on searching for information that is related to your research
topic, you have to make considerations of some characteristics that make a material worth
taking and citing. Go ahead and read them.

Characteristics of Materials to be Cited

Having recalled the definition of literature, its purpose, and sources. It is important to
learn how to distinguish a good literature to be cited or included in the review. Calderon and
Gonzales (2014) identified the following characteristics of ideal materials to be cited.

1. Recency. The materials that should be included in the review should be recent as
much as possible. For general references, published materials 10 years ago are yet sound and
valid. Meanwhile, primary, secondary and tertiary references within the last five years are ideal.
Archived materials may also be used as reference for theories and concepts.
 2. Objectivity. Since research is academic and scholarly, the materials should be fair,
objective and bias-free. It should not favor any extreme and obvious vested interest aside from
delivering facts, information, and findings.
3. Relevance. The weight of relevance of the material to the current research
undertaking must be checked. Before citing it, it should bear essential information to clarify and
deepen the issues and concepts of the research being conducted. Otherwise, the material
should not be considered for the review.

4. Conciseness. The materials that the review should have must be sufficient enough, not
too few and not too many, to provide the researcher and the readers strong insight about the
general and specific problems that the research is trying to address or answer.

The number of related literature that a review should have for a senior high school
research is only 4 to 6 local and international publications or materials. However, in higher
education, graduate and post-graduate level, the number of literature will range from 15-50.

Learning Task 4:

Exercise your mental muscles by choosing which of the described materials can be included in a
review. Copy the items below on your notebook and check (Π) the box before the number if it
merits to be included otherwise, cross (Ο) it out.
1. A book published in 2015 that is being used by public and private schools.
2. An international journal produced in 2018 by unknown organization.
3. An annual report for 2016 issued by the Department of Education.

Learning Task 5:

Read the following excerpt from a review of related literature about language and its
sustainability in the teaching and learning process. Briefly describe its (a) recency, (b) objectivity,
(c) relevance and (d) conciseness.

Review of Related Literature on Language and its Sustainability in the Teaching and Learning
Process
(Excerpt) Eugene Ray F. Santos, MAT

With the major premise to bring higher literacy among younger children, learners are
being taught using their mother-tongue in their primary education alongside with “Tagalog”
which is the most common variety of the national language of the country. This is in consonance
with the findings of various studies on bilingualism. McCabe et al., (2013) found a reasonable
basis from the growing population of bilinguals in the world to affirm that learning using two
languages does not lead to confusion or difficulty in an academic environment.
 The mentioned studies zoom in the starting phase of language development wherein
most factors that affect language learning are externally produced or the physical language
environment. It can be pointed out that the situation where a learner is raised and the people
who surround him have bearing in the failure or success of language acquisition, training, and
learning. Considering these factors beyond the school, the actual teaching-learning
environment, language teachers indeed have a very serious job to work out.
It is undeniable that there is voluminous input available about language teaching and
learning. However, making language learning effective and efficient, considering learners’
diversity, personality, behavior, intelligence and other equally important factors still remains quite
challenging for language professionals.
The study of Scott et al., (2010) through neuroscience points out that every learner is a
totally unique across contexts. In this light, it is affirmative that the inability or failure of the
teaching and learning process especially in language acquisition is definitely dependent on the
delivery of information to a student’s learning style.
Hakura et. al (2014) presents six evidenced-based principles of language development
from a review of various papers which highlight the struggle in second language learning From
those principles, it could be inferred that ‘matching’ teaching with learning styles is essential.
Dedicating more time in providing the motivation and skills necessary to attain learning
objectives is also a priority including strategies that appeal to each learning style (visual,
auditory, and kinesthetic) from a range of individualized and group tasks for language.
Meanwhile, from the investigation of Cabrera and Cotosi (2010) over the last 15 years,
they noted that higher critical thinking starts with hands-on explorations and the sense of touch.
It is found out that touch contributes not only to the understanding of abstract concepts but also
to four critical thinking skills essential to learning: making distinctions, recognizing relationships,
organizing systems, and taking multiple perspectives.
From an intelligent view, the reviewed papers offer non-conventional findings and bases
about language learning and the way how the various factors effect change especially on how
language can be best acquired and learned.

References:
Cabrera, D., & Cotosi, L. (2010, September/October). “The World at our Fingertips.” Scientific
American Mind, 21(4), 49-55.

Hakura, et. al, (2014) Six Principles of Lanaguage Development: Implications for Second
Language Learners, Developmental Neuropsychology. Taylor & Francis Group, LLC.

McCabe, A. et al., (2013) Multilingual Children: Beyond Myths and Towards Best Practices. Social
Policy Report, Society for Research in Child Development.

Scott, L. O., Lynn, S. J., Ruscio, J., & Beyerstein, B. L. (2010). 50 Great myths of popular psychology:
Shattering widespread misconceptions about human behavior. Hoboken, NJ: Wiley-
Blackwell.
 Since you are now informed of the characteristics of a literature that is worthy of citation
in the review and the commonly set number of materials to be read and reviewed for a
research, we are now ready to study how to organize them in an actual review of related
literature.

Organization of the Review of Related Literature

As in all forms of writing, it always pays to have a catchy opening or introduction, a wider
discussion of the perspectives about the topic in the body paragraphs, and a sound closing
paragraph or statement.
In writing a review of related literature, there are three major approaches in ordering or
sequencing the topics and concepts that you are to include.

1. Chronological

This approach in organizing the review puts emphasis on the timeline of development or
the year the materials were written. In this case, the intention is to show how changes about the
topic occurred from its emergence. This also presents the evolving mindset and thinking of the
authors. Mostly, this approach is used in qualitative researches.

Example:

Santos (2017) affirms that literature is an efficient springboard towards introducing and
teaching language skills among Junior High School learners.

Tesoro (2018), meanwhile, found out that the a literaturebased classroom should always
consider the context of the learners, the literature, and the context of the teacher.

Further, Solano (2019) reported that there is a wider opportunity when the teaching of
language skills is embedded in the teaching of literature.

2. By Topic/Concept

In this case, if many or several authors have a comparable opinion about the same topic
or issue, it is appropriate to use this approach. This manner of organizing the review highlights the
interrelationship of concepts which support the development of the current study. This approach
is applicable in all methods of research.

Example:

It is found out that the use of music in teaching mathematics has a significant effect in
the motivation of learners which contributed to their increased numeracy skills (Gonzales, 2016;
Fernandez, 2013; Dionisio, 2012).

3. By Author/Writer

To build credibility with the claims that the research would like to stand on, presenting
different authors even though they have similar ideas is highly advisable. Each point of view of
every author is explained and expound to backup the main idea being presented in the review.
Each author is cited in the footnote.

Example:

Clemente, Julaton, and Orleans (2016) stress that research suggests an action that
denotes to look for something again. It is taken from the composition of the word “re” and
“search.”
Calderon and Gonzales (2014) reiterates that research is a purposive, systematic and
scientific process of discovering truth. Thus, it entails systematic gathering of data to formulate
findings and judgment.

Always remember that only major findings and conclusions, concepts, hypotheses, and
formulated theories should be included in the review of related literature. Also, these are never
directly lifted or copied, but summarized and synthesized.

Learning Task 6:

Having learned of the basics of review of related literature and the ways and
approaches to organize it, your task is to write a draft of review of related literature for your initial
research topic. Follow the specific instructions below.

1. Gather essential concepts, information, and data about your initial research topic.

2. Secure 4-6 readings/materials from local and international level and their references .
 3. You may maximize the available material at home and make use of the Internet in
gathering related literature.

4. Organize your review of related literature using any of the approaches that were
discussed in this lesson.

5. Consider the following guidelines as you write your draft. a. recency, objectivity,
relevance and conciseness of the literature b. appropriateness of the organization of the review
of related Literature

6. Write your draft on a clean sheet of paper.

7. Submit the draft through the modality best fitted to you.

Ethical Ways of Citing Literature

In writing the review of related literature, it is expected that a complete reference should
be present in the list of references or bibliography section of your research paper. Securing a
scholarly reference list or bibliography takes away violations of the ethical standards in writing.
The following are only a few of the related legal charges that may be called against unethical
writing.

1. Plagiarism.

Republic Act No. 8293 otherwise known as the Intellectual Property Code of the
Philippines “protects and secures the exclusive rights of scientists, inventors, artists and other
gifted citizens to their intellectual property and creations, particularly when beneficial to the
people.” In simple words, claiming and copying a portion of someone’s written work. This act is
never tolerated even in schools and universities and violators are subject to failure in the subject
or the worse are expelled.

2. Copyright.
 This is also covered in Republic Act No. 8293 or the "Intellectual Property Code of the
Philippines." It differs from plagiarism as it may pertain to the breach of contract between the
authors and the publishers about the coverage or scope of circulation and distribution of the
original work.

These charges are serious and it does not excuse anyone. In order to avoid this untoward
scenario, writers and researchers like you should observe ethical standards through
acknowledging the original authors of the work where the concepts, ideas or information is
taken.
The making of list of references or bibliography follows specific standards and format. The
commonly used formats are:
∙ American Psychological Association or APA Style;
∙ Modern Language Association or MLA Style; and
∙ Chicago Manual of Style.

American Psychological Association or APA Style

The APA Style is the most commonly used format in citing references. This provides the
author’s surname and year of publication in the citation with a complete details in the
bibliography of the research. The page number is not included in the in-text citation.

In-Text Citation

1. A work by two authors

Education 4.0 refers to… (Santos & Portillo, 2017)

Santos and Portillo (2017) noted …

2. A work by three to five authors

Garcia, Santos, Hilario, Cruz and Aduan (2019) reiterated…

Complementary tool is…(Garcia, Santos, Hilario, Cruz & Aduan, 2019)

In other format, the citation may include only the surname of the first author with the
word “et al.” as an extension plus the publication year enclosed in parentheses. This
additional part means ‘and others.’

Garcia et al. (2019) emphasized that …

3. Six or more authors

 Santos et al. (2017) pointed out ...

4. Government and private agencies, organizations etc. as an author

According to Department of Education (2020) …

Based on the press release of the Department of Health (2020)…

Only abbreviation of the agencies will appear on the succeeding in-text citations in the
paper

5. citing indirect sources in another source

Portillo positioned that … (as cited in Santos, 2019 p. 25)

6. electronic sources

Tamayo (2020) discussed that…

7. Citing websites (without an author, title and the date are cited; for sources with no
date “n.d.” is placed)

Smith, n.d. argued that...

a. In-text citation for website with no author

Rizal Province is now establishing coordinated operations to defeat rapid

increase of COVID-19 cases (Rizal Provincial Government, 2020).

b. Reference entry for website with no author

Rizal Provincial Government. (2020). Retrieved from

[Link]

c. In-text citation for section of website without an author

DepEd Cavite’s Project Compassion: Suporta sa mga Katropa reached 180

beneficiaries since its launching in April (DEPED CALA BARZON, 2020).

d. Reference entry for section of a website with no author

DepEd CALABARZON. (2020). Retrieved from
[Link]
k-for-deped-cavite-frontliners-backliners/
Modern Language Association or MLA Style

MLA Style is commonly used in liberal arts and humanities research work. This style
involves putting relevant source information in parentheses after the quote or paraphrase. The
source of information required in a citation in parentheses depends on the source medium and
its source in the Bibliography.

In-Text Citation

Author-Page Style

Santos stated that “photovoice” helps learners expound their ideas in writing essays (21).

“Photovoice” helps learners expound their ideas in writing essays (Santos 21).

Santos found out that “photovoice” helps learners expound their ideas in writing essays
(21).

Chicago Manual of Style

This style contains two basic referencing system, such as notes and bibliography and
author-date.

Notes and Bibliography System

One author

end note: Eugene Ray F. Santos, Overcoming Writing Apprehension through

Photovoice (Rizal: Morong National High School, 2017), 21.

in-text citation: Santos, Overcoming Writing Apprehension, 21. bibliographic entry:

Santos, Eugene Ray F. Overcoming Writing
Apprehension through Photovoice.
Rizal: Morong National High School, 2017.

Two or more authors

end note: Eugene Ray F. Santos and Ellen C. Dollente.

Implications of the Implementation of MTB-MLE in Southeast Asia
(Manila:PNU, 2019), 25.
 in-text citation: Santos and Dollente, Implications, 25.

bibliographic entry: Santos, Eugene Ray F. and Ellen C. Dollente.

Implications of the Implementation of MTB-MLE in Southeast Asia. Manila:
PNU, 2019.

Four or more authors

First end note: Freddie R. Garcia et al., Complementary Classroom

Observation Tool

Succeeding note: Garcia et al., Complementary Classroom...

Author-Date System

One author

in-text citation: (Santos 2017, 21)

bibliographic entry: Santos, Eugene Ray F. 2017. Overcoming
Writing Apprehension through Photovoice. Rizal: Morong National High
School.

Two or more authors

in-text citation: (Santos and Dollente 2019, 25) bibliographic entry: Santos, Eugene
Ray F. and Ellen C. Dollente. 2019. Implications of the Implementation of
MTB-MLE in Southeast Asia. Manila: PNU.
Four or more authors (List all authors in the reference list)

in-text citation: (Garcia et al.,2019)

Websites (website content can be restricted in in-text citation)

In April, DepEd Cavite’s Project Compassion: Suporta sa mga Katro pa reached

180 beneficiaries…

If a more format citation is necessary, the format below may be used:

 DepEd CALABARZON. 2020. “Cavite’s Project Compassion: Suporta sa mga
Katropa.” Last modified on June 22. https://
[Link]/2020/06/cavites-project-compassion-raisesmore-than-p650
k-for-deped-cavite-frontliners-backliners/ (DepEd CALABARZON 2020)

If date cannot be found on the page, use the access date as the basis of date of
modification.

Learning Task 7:

With your rich background on the three major styles of citation and referencing, show the
similarities and differences of APA Style, MLA Style and Chicago Manual of Style through a Venn
Diagram. Do this on your notebook. MLA Style Chicago Manual

Learning Task 8:
Study the details of the references below. On a one whole sheet of paper, create the
in-text and bibliographic entry for it using the APA Style, MLA Style and Chicago Manual of Style.

1. Authors: No Author
Title of the Book: Research in TVET Made Easy
Publisher: Colombo Plan Staff College Date
Published: 2009 Place: DepEd Complex, Pasig City Page: 52
STYLE IN-TEXT CITATION BIBLIOGRAPHIC ENTRY

APA Style
2. Authors: H.E. Caintic and J.M. Cruz
Title of the Book: Scientific Research Manual
Publisher: C&E Publishing, Inc.
Published: 2008 Place: Quezon, City

STYLE IN-TEXT CITATION BIBLIOGRAPHIC ENTRY

MLA Style

3. Authors: M. Q. Patron and M. Cochran

Title of the Book: A Guide to Using Qualitative Research Methodology
Publisher: Medecins Sans Frontieres
Published: 2002
Access Date: December 15, 2015 Page: 21-22
Access Link/URL: [Link]/pool/files/[Link]

STYLE IN-TEXT CITATION BIBLIOGRAPHIC ENTRY

Chicago Manual of Style

GRADE LEVEL: 12 WEEK: 6-8
SUBJECT: INQUIRIES, INVESTIGATION, & IMMERSION LESSON: 4
TOPIC: Describing Research Design, Methodology, and Preparing the Instrument

I. OBJECTIVES: This section covers…

3. Carry out an appropriate research design.

4. Prepare and develop data-gathering instrument.
5. Structure techniques and strategies to solve the problems.
6. Organize and structure strategies.

II. LESSON PROPER:

Research Methods

In choosing the research method that best fits your research, you will have to know the
nature of your research question or problem. You would need to know as well the collection and
analysis tool that the data would need.

As you have learned from your Practical Research 1 and 2, quantitative research deals
with numbers this type of data would require statistical treatment.

Meanwhile, qualitative research entails data in the form of words and extracting
meanings which will demand a framework of data analysis. If your research problem would deal
with both kinds of data, then your research may be needing mixed methods and processes of
research.
 The table shows the various elements that quantitative and qualitative research. This will
help you decide which method are you into based on your initial research topic.

ELEMENTS QUANTITATIVE RESEARCH QUALITATIVE RESEARCH

FOCUS Testing theories and hypothesis Exploring ideas and forming

theories

TREATMENT Statistical analysis Summarization, categorization,

and interpretation

DATA FORM Numbers, graphs, and tables Words and paragraphs

INSTRUMENT Fixed-objective questions Open-ended questions

PARTICIPANTS Large samples Small samples

DATA COLLECTION Survey, experiments, observations Interviews, focus groups,

ethnography, literature review

Research Design

Research design is the process of structuring techniques and strategies that help
researchers solve their problems or answer their questions (Clemente, Julaton & Orleans, 2016).
Here are some research designs from the University of Southern California (2020) to ensure that
the elements in the research work are coherent and logical in order to achieve the answers to
the research problems.

1. Action Research Design - is a collaborative and adaptive research design that focuses
on socially and solution-driven outcomes. It has the potential to increase learning from
experience. Action research mostly is applicable in the teaching-learning process.

2. Case Study Design - This design is widely used by social scientists since it aims to
examine contemporary situations that are happening in real life. This design can provide the
bases for the application of concepts and theories as well as detailed descriptions of unusual
cases.

3. Causal Design - This design is commonly used to measure the impact of a particular
change on existing situation or norm. Typically, causal explanations are sought to reflect on
hypotheses testing. Causal effect happens when difference in a phenomenon leads to
significant results.

4. Cross-Sectional Design - Cross-sectional researches are capable of using data from a

large number of subjects as it primarily use survey techniques to gather data. This design can
only measure differences between or from among a diverse set of participants, subjects, or
phenomena.

5. Descriptive Design - This designs answers the questions who, what, when, where, and
how of a research problem. However, it is could not provide reasons or exact answers to the
question “why”. It only intends to describe "what exists" in a situation and its related variables.

6. Experimental Design - This design involves an experimental group and a control group
wherein the independent variable is applied to the experimental group while maintaining the
control group. Later, both groups are measured on the same target dependent variable. It may
require the use of more groups and measurements over periods of time to validate the results.
This is typically done in the field of medicine and science.

7. Exploratory Design - Primarily, exploratory design is fitted to a research problem that is

not yet saturated or with only a few or totally no investigations or investigations have been
conducted for. This is often administered to understand the processes in order to proceed in
deeper studying of an issue. This may also deal with discovering the best methodology to use in
gathering information.

8. Historical Design - Collecting, verifying, and synthesizing evidences from the significant
past are the aim of historical research design. This is bound towards establish factual bases to
defend, challenge or nullify a certain existing knowledge. It mainly involves data from secondary
sources and also primary documents and artifacts, such as but not limited to records, materials,
archives and visual artifacts like maps, images, and footages or recordings.

9. Mixed-Method Design - This design is a combination of quantitative and qualitative

methods. Its is advantageous in the sense that the strengths of one method can be used to fulfill
the weaknesses of another. Mixed-method design can provide sufficient evidences to support a
conclusion or set of recommendations since it deals with statistical data and insights from
patterns and relationships of the involved variables.

These are only a few of the existing research designs which you may opt to utilize in the
conduct of your research. The only thing that should be ensured is the appropriateness of the
design to the research problems, so that the results or outcome will be definitely valid and
reliable.

Learning Task 8:
 Read carefully, understand and answer the following questions. Write your answers on
your notebook.

1. Which design are you interested to deal with? Why?

_____________________________________________________________________________________________

2. Which of these designs is the most appropriate for your initial research interest? Explain your
answer. ____________________________________________________________________________

3. How do you plan to execute the research design that you chose?
_____________________________________________________________________________________________

4. Provide a detailed procedure or process on how you will execute the design.
_____________________________________________________________________________________________

5. What problems do you expect as you carry out the research design in terms of:

a. resources __________________________________________________________________________

b. time _____________________________________________________________________________

6. How will you solve the problems that you anticipate?

_____________________________________________________________________________________________

In the research manuscript, the research design is expressed in coherent and logical
section. It is also explained supported with details referring to it appropriateness with the
research topic and problems and the processes in order to validate, so that the research will not
be interrupted for any reason that may cause conflicts in the attainment of the objectives of the
research.

Here is an excerpt from a research design in the research proposal of Ms. Julieta G.
Habagat entitled “Status, Issues and Concerns in the Implementation of Gender and
Development (GAD) Programs in Public Elementary Schools in District I-C, Division of Antipolo
City.” Study how the details and information are present.
 With the research method and design that you have chosen, it is best to know the
sources of the data that you would need to answer the research questions. It could be a set of
available corpus or inputs from individuals. These matters may have been discussed during your
Statistics and Probability class, especially probability and non-probability sampling. Let us do a
simple recall.

Population, Sample and Sampling Technique

To make it clearer, let us define the terms population, sample and sampling technique.

Population is the entire group of people, organisms or things that share similar features
and characteristics which are of high relevance to the research being conducted. In an action
research being conducted in a particular school, all students can be considered the population.

Sample refers to members of a certain population. A sample is a representation of the

entire population carrying the same characteristics. Taking the enrolled learners in a particular
school as population, two sections or classes in that school may serve as sample. The process of
selecting the samples is called sampling.
 Sampling Technique pertains to the specific manner or ways of selecting the sample
which are discussed in your previous classes in Research and Mathematics. In quantitative
research, sampling may require statistical operations, to ensure that the number of participants is
sufficient to collect the data needed; while in qualitative research, selecting the specific number
of samples has no definite rules. However, the consideration should be ensured in terms of
saturation of the data about the topic and the variation that is needed within the target
population.

Hence, these recall would give light as you select the population and sample that will be
involved in your research work. As you present your research proposal at the end of the quarter,
one member of the panel of experts will be a teacher of mathematic, so you will get advice in
terms of the accuracy and appropriateness of your selected population and sample as well as
the technique.

The final task that you will have to do is to plan the data collection and develop the
research instrument that you will use. Here are important information about preparing and
administering the research instrument.

Classification of Data According to Source

Since research is mostly concerned about data management, it is worthy to know the
classification of data. Data are classified according to source.

Primary Data. These data come from primary sources (see page. 19). The data may
come directly from the natural world, individuals, physical materials, groups or organizations,
legitimate practices and belief system, laws and policies and personal records.

Secondary Data. Information from books, newspapers, publications, transcripts are forms
of secondary data.

The Research Instruments/Tools

There are several ways of collecting data. The choice of research instruments is one of
the major decisions that the researcher will have to do. This is crucial since the instrument will be
the channel through which the researcher will be able to gather the data that are needed in
forming answers to the research problems.

Mechanical Devices. These include almost all tools available in different laboratories for
various disciplines and areas. Cameras, recorders, tapes and films are only a few devices that
may be used in collecting data for a historical or social science research. Meanwhile,
microscopes, telescopes, flasks, tubes, thermometers and other apparatuses are some
instruments for a scientific and experimental research. Each discipline has its own designed
devices for its operation research work.
 Clerical Tools. In the study if perceptions, emotions, feelings, attitude and judgments,
clerical tools like questionnaire, interview, testing and other materials are applicable. Most
clerical tools are researcher-made which are checked and validated by experts and
acceptable validation procedures. The following are the common methods involved in clerical
tools:
1. The questionnaire method
2. The interview method
3. The testing method
4. The experimental method
5. The library method

Characteristics of Good Data Collection Instrument

The heart of the research is its data. That is why the instrument that will be used to gather
the needed data should bear the following characteristics (Clemente, Julaton and Orleans,
2016).

1. Brief and Effective. The data collection instrument should not be too long to be
completed or accomplished by both the researcher and the respondents. However, it should
contain rich prompts and fields to gather rich information as well. Time is always important, so
making it short without compromising the target data is ideal.

2. Efficient. The instrument should be able to collect information afar from what is
available and accessible to the researcher.

3. Systematically sequential. The content of the instrument should be arranged

systematically from an increasing difficulty or complexity of information being asked. Easy and
less sensitive questions should be placed first before the complex and confidential ones.

4. Valid and Reliable. In order to attain these characteristics, the developed instrument
should undergo tests of validity and reliability through processes like pilot testing and the like.

5. Researcher and Sample-friendly. The data shat will be collected from the material
should be easy to be provided by the sample and easy to handle in the part of the researcher.
The tabulation, analysis and interpretation of the data should not complicate the tasks of the
researcher.

Common Data Collection Instruments

Given the data collection methods in the previous topic, here are the common data
collection instruments (Clemente, Julaton and Orleans, 2016; Calderon and Gonzales, 2014).
 1. Documentary Review. This is the process of obtaining information from relevant
documents. It is practical and efficient since the data can be manageable enough which can
come from public records, personal documents and physical evidences.

2. Interview. It its basic definition, interview is the process of asking questions to key
informants or respondents about the topics of the research. The researcher should have enough
training and background in administering this kind of data-gathering. This can be done through
face-to-face, over the telephone or computer-assisted.

A. Structured Interview. The researcher would have to construct and organize

questions which the respondents will answer. The researcher does not ask other questions
aside from what has been prepared prior to the interview.

B. Unstructured Interview. In this type of interview, the researcher holds only an

outline of topics. The questions will be spontaneously asked to form a conversation with
the interviewee. Probing skills in questioning is highly necessary.

C. Semi-Structured Interview. This is a blend of the two previous types of interview.

It is where the researcher prepares questions and still ask follow up questions to the
interviewee for a sort of elaboration in order to form a in-depth probing.

3. Observation. Tracking physical, behavioral and other aspects from the target sample
over a period of time is the major concern of the researcher in this method.

A. Naturalistic Observation. The researcher observes the subjects in their actual

setting or natural environment without the intrusion or involvement of the researcher.

B. Participative Observation. This interview requires the researcher to be involved

in the activities of the subjects. In this way, the researcher would directly know and feel
what the subject experiences.

C. Non-naturalistic Observation. In this interview, the subjects are taken away

from their usual situation and will experience the ideal conditions set by the researcher.

4. Questionnaire-Checklist. This is one of the commonly used data collection instruments

among other. Questionnaire-checklists are easy to administer and efficient in gathering
large volume of data. Basically, the respondents would provide answers to the prepared
set of questions like the following:

A. Tag Questions. These questions are answerable by yes or no.

Example:
Do you have food allergies? ______Yes _______No
B. Multiple Choice. This is the usual way of getting answer/response from the
respondents basically by giving a question and options to choose from.

Example:
How do you reach your school?
a. walking
b. public transportation (commuting)
c. private vehicle

C. Open-ended Questions. The respondents would have top continue an

incomplete statement.

Example:
I prefer to study online because ______________________________.

D. Coding/Ranking. In this type, the respondents are asked to rank or give

numerical rating for the information required of them. This may come in a form of
a checklist with a scale.

Example:

4 3 2 1
INDICATOR ALWAYS OFTEN SELDOM NEVER

1. I use my cellular/mobile phone to

communicate with other people.

E. Short-responses Questions. These are subjective questions that require short

answers. This gives the respondents the freedom to express their ideas and
opinions.

Example:
What is your opinion about Education 4.0?

F. Combination. This refers to the combination of the different form of questions in

a single questionnaire.
 5. Focus Group Discussion (FGD). It is composed of totally diverse set of individuals to
express their personal views about the topic. They can agree or disagree with each other
about the issues. FGD is a way to understand the perspectives which cannot be
explained by statistical data. The researcher should be skilled in moderating and
documenting the conduct to gather the needed data.

Learning Task 9:

A: Study the following items very carefully. Classify each device whether it is a
mechanical device or clerical tool. On your notebook, write MD for mechanical device and CT
for clerical tool.
_________1. CCTV camera
_________ 2. interview
_________ 3. checklist
_________ 4. test tube
_________ 5. journal

B. Construct a 3-5 sentence generalization about the characteristics of a good data

collection instrument. Write it on your notebook.

C. Analyze the given research scenario in every item and identify the appropriate data
collection instrument for it. Do this on your paper.

_______________________1. Jesse and Jerwin are conducting their research about the behavior of
their pet dogs in the different areas in their house.

_______________________2. Roku and Aki are interested in knowing the perceptions of students in
their strand about the changes that are happening in the country in terms of environment.

_____________________ 3. A group of researchers would like to describe the feelings of

adolescents about being at home for several months.

_______________________4. Group B is studying the facts and papers regarding the decision of the
Students’ Council about the creation of online student portal.

_______________________5. Emmarie and Franc are siblings and they would like to balance the
distribution of the household chores among the 6 siblings.