GRADE 11 (AS 01) : Module 1: First Quarter

Mindanao State University at Naawan
INTEGRATED DEVELOPMENTAL SCHOOL

9023 Naawan, Misamis Oriental
S.Y. 2020-2021
MODULE 1: FIRST QUARTER
GRADE 11 (AS 01)
Prepared by:
JAN CLEO D. CANOY
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STUDY SCHEDULE
Week 1 Lesson 1: The Importance of Research in Daily Life
✓ share research experiences and knowledge
✓ explain the importance of research in daily life
Week 2 Lesson 2: The Characteristics, Processes, and Ethics of Research
✓ describe characteristics, processes, and ethics of research
Week 3 Lesson 3: Quantitative and Qualitative Research
✓ differentiate quantitative from qualitative research
Week 4 Lesson 4: The Kinds of Research across Fields of Inquiry
✓ provide examples of research in areas of interest (arts, humanities, sports, science, business,
agriculture and fisheries, information and communication technology, and social inquiry)
Week 5 Lesson 5: The Value of Qualitative Research
Its Characteristics, Strengths, Weaknesses and Kinds
✓ describe the characteristics, strengths and weaknesses and kinds of qualitative research
Week 6 Lesson 6: The Importance of Qualitative Research Across Fields of Inquiry
✓ illustrate the importance of qualitative research across fields
Week 7 Lesson 7: Subject Matter of the Research
✓ design a research project related to the daily life
✓ write a research title
✓ describe the reasons for conducting the research
Week 8 Lesson 8: Research Problems and Research Questions
✓ state research questions
✓ indicate scope and delimitation of research
✓ cite the benefits and beneficiaries of research
✓ present written statement of the problem
LIST OF CONTENTS
PRELIMINARY PAGES
PAGE
COVER PAGE ....................................................................................................................................... i
STUDY SCHEDULE ............................................................................................................................ iii
COURSE OVERVIEW ........................................................................................................................ iv
LIST OF CONTENTS ........................................................................................................................... v
LEARNER’S GUIDE ........................................................................................................................... vi
COURSE GUIDE ................................................................................................................................ vii

PAGE
Lesson 1: The Importance of Research in Daily Life ................................................................................ 1
Lesson 2: The Characteristics, Processes, and Ethics of Research............................................................. 4
Lesson 3: Quantitative and Qualitative Research ...................................................................................... 7
Lesson 4: The Kinds of Research across Fields of Inquiry ...................................................................... 11
Lesson 5: The Value of Qualitative Research
Its Characteristics, Strengths, Weaknesses and Kinds ..................................................... 15
Lesson 6: The Importance of Qualitative Research
Across Fields of Inquiry ................................................................................................. 20
Lesson 7: Subject Matter of the Research ............................................................................................... 25
Lesson 8: Research Problems and Research Questions ........................................................................... 30
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COURSE OVERVIEW
This self-learning Module has been prepared to meet the challenge of individual differences. With the help of this
learning material, effective learning environment can be created inside or outside the classroom.
More importantly, the development of this self-learning Module is timely as it remedies the need for printed
instructional materials to be used by you, the students, during this time of “new normal” education due to the COVID-
19 pandemic.
Through the help of this learning material, you can continue learning at home. This helps you inculcate self-study
habits and self-confidence which are very much essential for enhancing learning. Thus, you become independent
thinkers.
The competencies included here are based on the harvested most essential learning competencies (MELC), given
by the Department of Education (DepEd) Office, and prepared for this school year 2020-2021.
This Module is intended to provide you with a general understanding of how to conduct practical qualitative
research and possibly even encourage you to undertake a study that you may have been thinking about doing.
Research is a delightful way to discover valuable learning and skills. Through this subject, you help develop your
abilities in establishing connections, listening, writing, and observing which the primary elements are needed in the
qualitative research process. You will find out how to conduct practical researches that you can apply in your specific
track. Often, when we find out that we are going to engage in research, we immediately worry and put on a skeptical
face. It is our goal to replace that worry with excitement, skepticism with confidence. You will discover how much
fun it is to do research as we eagerly learn new things and develop a new and better perspective about research.
The 21st century learning allows you to discover, to improvise, and to interact, using research as a tool to expand
your knowledge and skills. With this module on Practical Research 1, it is hoped that you will be able to nurture
yourself to be active, creative, and collaborative researchers.
LEARNER’S GUIDE
The key to successfully finish this Module lies in your hands. This Module was prepared for you to learn
diligently, intelligently, and independently. Aside from meeting the content and performance standards of this course
in accomplishing the given activities, you will be able to learn other invaluable learning skills which you will be very
proud of as a responsible learner. The following guides and the house rules will help you further to be on track and to
say at the end of the module, “I did well!”
❖ Schedule and manage your time to read and understand every part of the module. Read it over and over until you
understand the point.
❖ Study how you can manage to do the activities of this module in consideration of your other courses. Be very
conscious with the study schedule provided. Post it on a conspicuous place so that you can always see. Do not ask
about questions that are already answered in the guide.
❖ If you did not understand the readings and other tasks, re-read. Focus, if this will not work, engage all possible
resources.
❖ Though the content of this module is enough for you to learn the basic standards set by DepEd, you can always
look for other ways to further improve your learning to a certain topic such as surfing for easy and interactive
websites especially made for doing practical research.
❖ After every lesson, there is an Exercise portion wherein you are required to answer in a separate long bond paper/s
and to be submitted every Monday of the next week. Make sure to write the required information in the paper
such as your name, grade & section, name of guardian and contact number.
❖ Only your parent/guardian is allowed to get a copy of your module and also to submit the exercises you have
made per week. (An official announcement, as to how the module distribution and your works’ submission will
be done in the school, shall be made by the IDS Principal’s Office. Have your parent/guardian coordinate with
the school regarding this.)
❖ Refer to the study schedule provided and check if all lessons in the module are there, completely. If in a case
wherein lessons are not included during the distribution (maybe they’re not yet available because of late printing),
make sure your parent/guardian can get it before the week that you are supposed to do it.
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COURSE GUIDE
COURSE DETAILS
Course Number: AS 01
Course Name: Practical Research 1
Course Description: This course discusses the basic steps in making a practical research. It
also focuses on the application of what the students have learned in Science, Mathematics
and Technology classes. It also highlights the importance of research in daily life; its
characteristics, processes and ethics; its types; and the different parts for the proposal
process. Presenting and defending the consolidated outputs in front of a panel of reviewers
at the end of the semester is a major requirement.
Number of Unit: 3 (3 hours per week)
COURSE OUTCOMES
At the end of the first quarter of this school year, you will be able to:
✓ describe characteristics, processes, and ethics of research
✓ differentiate quantitative from qualitative research
✓ provide examples of research in areas of interest (arts, humanities, sports, science, business,
agriculture and fisheries, information and communication technology, and social inquiry)
✓ describe the characteristics, strengths and weaknesses and kinds of qualitative research
✓ illustrate the importance of qualitative research across fields
✓ design a research project related to the daily life
✓ write a research title
✓ describe the reasons for conducting the research
DISCLAIMER
This Module is adapted and properly compiled from the developed module by Pastor, M.E. (2020).
First Edition. Practical Research 1 – Grade 11. Alternative Delivery Mode. Quarter 1– Module 1: Nature of
Inquiry and Research. Department of Education – Bureau of Learning Resources (DepEd – BLR). This is
according to the most essential learning competencies set by DepEd.
Borrowed materials included in this module are owned by their respective copyright holders.
Hence, the MSUN-IDS instructor who prepared this Module does not represent nor claim full
ownership over its contents.
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Lesson 1
The Importance of Research in Daily Life
LEARNING COMPETENCIES:
At the end of the lesson, you should be able to:
INTRODUCTION:
In your junior high school, you learned that research is essential knowing that it is used in your daily life. It will
enable you for inquiry and research in finding solutions to problems especially in real life situations. Sharing your
experiences and knowledge on the importance of research develops your skills to think critically and relate it in
every decision you do.
LESSON PROPER:
A. What is Research?
1. Research is defined as the scientific investigation of phenomena which includes collection, presentation,
analysis and interpretation of facts that lines an individual‘s speculation with reality.
2. Solutions to problems must be based on knowledge not on mere beliefs, guesses or theories.
3. In research a systematic and well-planned procedure is required to meet the need in order that information is
acquired and evaluate its accuracy and effectiveness.
4. It is a process of inquiring.
B. Nature of Inquiry
1. Inquiry is defined as “a seeking for truth, information or knowledge”. It is a problem-solving technique.
2. The information and data pursued through questioning begins with gathering by applying the different human
senses.
3. Individuals carry on the process of inquiry from birth till death.
4. Inquiry is synonymous with the word investigation.
C. Investigation and Immersion

Investigation has a deeper meaning compared to “inquiry”.
It is a systematic examination of a certain event or phenomenon.
Immersion is a process whereby a researcher immerses (deeply involves) himself in the data gathering
activities and the data he has gathered is carefully read or examined by him in detail.
Combining the idea of “inquiry”, “investigation” and “immersion”, the concept of “research” comes in.
D. Differentiate Inquiry from Research

Inquiry is a term that is synonymous with the word ‘investigation’. When you inquire or investigate, you tend
to ask questions to probe or examine something to request for truth, information, or knowledge.
Research is systematic and objective creation of knowledge systematic (with a system or method, the scientific
method), objective (no bias, all angles presented), knowledge creation (a creative process).
E. Purpose of Research
1. To inform action.
2. To prove or generate a theory.
3. To augment knowledge in a field or study.
E. Importance of Research in Daily Life

1. Research directs us to inquire about the right information by conducting further investigation of the actual
condition. It leads us to be cautious in giving results and findings by proving lies and supporting the truth.
2. Research empowers us with knowledge and discovers new things and issues in life. It helps us solve
problems in health, crimes, business, technology and environment.
3. Research facilitates learning as an opportunity to share valuable information to others as a way of
recognizing various concerns for public awareness.
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Exercise 1
Do the following exercises in a clean, white, long bond paper/s. You may answer directly. Have that submitted
by your guardian in my office / the principal’s office / at the guard’s house / at a designated dropbox (whichever is
advised by the school) on or before next week’s scheduled day of your section to get the module. Make sure to
provide the following information.
NAME: __________________________________________ GRADE & SECTION: ________________

NAME OF GUARDIAN: ____________________________ CONTACT NO.: _____________________
SUBJECT & TEACHER: AS 01 (PRACTICAL RESEARCH) / MR. JAN CLEO D. CANOY
EXERCISE #: ___________ DATE: _____________________________
Answer as indicated.
1. Answer the questions briefly.
(a) What is Research?
(b) What is inquiry and its nature?
(c) What is the difference between inquiry and research?
(d) How important is research in your daily life activities?
(e) Why is there a need to conduct research?
2. You just learned the importance of research in daily life. Answer the following questions briefly.
(a) Was there an instance in your life when you did an inquiry or research? Share and describe your
experiences? What are your challenges and difficulties?
(b) As a learner in senior high school, how important is research in your daily life?
3. Let’s check how well do you know about research.

(a) Research is different from inquiry because the latter will ask you a question. If inquiring is
synonymous with investigation then what makes inquiry different from research which also
investigates?
(b) Research in our daily life help us to understand various issues in life leading to a solution, in what
way does research empowers you with knowledge to learn new things?
(c) What is the importance of research in your education as a 21st Century learner?
(d) As a learner, what do you want to research on? Why?
4. Read the following statements. Answer TRUE if the statement describes a research, FALSE if you think it is
not. Write your answers on the blank.
(a) An opinion from any person is recognized and considered as an answer to the question asked by the
researcher.
(b) A researcher must read literature that relates to the problem he or she is studying.
(c) The researcher has the final say in his findings.
(d) To have an objective view of his or her study, the researcher should avoid listening to another
researcher.
(e) There should be adequate data before conducting a research.
5. Find from among the words in the box those that are related to the definition of research.
phenomena experiences theories discovery validate
biases interview investigation intuition dreams
guessing system instrument Literature drama
subjective factual opinions data productivity
Using these identified words, formulate your own definition of research.
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Lesson 2
The Characteristics, Processes, and Ethics of
Research
At the end of the lesson, you should be able to describe characteristics, processes, and ethics of research
INTRODUCTION:
Research is a process of gathering, analyzing and interpreting information to answer questions. A good research
follows processes that must have certain characteristic. It must be systematic, controlled, rigorous, valid and
verifiable, empirical and critical. To avoid unethical practices researchers had obligations to adhere professional
standards in conducting research. Thus, to consider a research writing ethical it must be clear, accurate, just and
authentic.
In the previous lessons, you learned the meaning of research and its importance in your daily life. Research is
different from inquiry. When you inquire or investigate, you tend to ask questions to probe or examine something
to request for truth, information, or knowledge. The importance of research helps improved life as well as finding
a solution to problems through reliable and validated information.
LESSON PROPER:
A. Characteristics of Research
1. Empirical. Research is based on direct experience or observation by the researcher.
2. Logical. Research is based on valid procedures and principles.
3. Cyclical. Research is a cyclical process because it starts with a problem and ends with a problem.
4. Analytical. Research utilizes proven analytical procedures in gathering the data, whether historical,
descriptive, and experimental and case study.
5. Critical. Research exhibits careful and precise judgment.
6. Methodical. Research is conducted in a methodical manner without bias using systematic method and
procedures.
7. Replicability. The research design and procedures are replicated or repeated to enable the researcher to arrive
at valid and conclusive results
B. The Seven Steps of the Research Process

Step 1. Define and develop your topic (Research Problem).
• Factors to Consider in Selecting a Research Problem
1. Researcher‘s area of interest
2. Availability of funds
3. Investigator‘s ability and training
Step 2. Find background information about your chosen topic (Review of Related Literature).
Step 3. Plan your research design including your sample (Methodology).
Step 4. Gather necessary data using open ended questions (for qualitative research) and closed-ended
questionnaire or paper pencil test questionnaire (for quantitative research) (Data Gathering Activities).
Step 5. Process and analyse data using thematic analysis (for qualitative research) and statistical tools (for
quantitative research).
Step 6. Formulate new insights gained (for qualitative research) conclusions (for quantitative research) and
recommendations.
Step 7. Define new problem.
C. Ethics in Research
Research ethics are guidelines for the responsible conduct of research which educates and monitors researchers
to ensure high standard. It promotes the aim of research, such as expanding knowledge and supports the values
required for collaborative work, such as mutual respect and fairness.
❖ Ethical considerations in conducting research

1. Objectivity and integrity
2. Respect of the research subjects ‘right to privacy’ and dignity and protection of subjects from personal harm
3. Presentation of research findings
4. Misuse of research role
5. Acknowledgement of research collaboration and assistance
6. Distortions of findings by sponsor
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❖ What are these ethics in research?
1. Informed Consent. This is required to secure in order protect the rights of the participants in your study. Inform
your participants about the criteria set for choosing them as informants and the schedule of one-on-one
interview at the convenient time they are available. Participation to the study will be completely voluntary.
2. Honesty. It report data, results, methods and procedures, and publication status. Do not fabricate, falsify and
misrepresent the data.
3. Objectivity. Avoid bias in experimental design, data analysis, data interpretation, peer review, personnel
decisions, grant writing, expert testimony, and other aspects of research.
4. Integrity. Keep your promises and agreements; act with sincerity; strive for consistency of thought and action.
5. Carefulness. Avoid careless errors and negligence; carefully and critically examine your work and the work
of peers. Keep good records of research activities.
6. Openness. Share data, results, ideas, tools and resources. Be open to criticism and new ideas.
7. Respect for Intellectual Property. Honour patents, copyrights, trademarks, trade secrets and other forms of
intellectual property. Do not use published or unpublished data, methods, or results without permission. Give
credit where credit is due. Never plagiarize, fabricate and falsify.
8. Confidentiality. Protect confidential communications, such as papers or grants submitted for publication,
personnel records, trade or military secrets, and patient records.
9. Responsible Mentoring. Help to educate, mentor, and advise others. Promote their welfare and allow them to
make their own decisions.
10. Responsible Publication. Publish in order to advance research and scholarship, not to advance your own
career. Avoid wasteful and duplicative publication.
11. Respect for Colleagues. Respect your colleagues’ opinion, treat them fairly and do not outsmart others.
12. Social responsibility. Strive to promote social acceptance and prevent or mitigate social harms through
research, public education, and advocacy.
13. Non-discrimination. Avoid discrimination against colleagues or students on the basis of sex, race, ethnicity,
or other factors that are not related to their scientific competence and integrity.
14. Competence. Maintain and improve your own professional competence and expertise through lifelong
education and learning; take steps to promote competence in science as a whole.
15. Legality. Know and obey relevant laws and institutional and government policies.
16. Animal Care. Show proper respect and care for animals when using them in research. Do not conduct
unnecessary or poorly designed animal experiments.
17. Human Subjects protection. When conducting a research on human subjects, minimize harms and risks and
maximize benefits; respect human dignity, privacy, and anonymity.
D. Rights of Research Participants

1. Human Rights. They are moral principles or norms that describe certain standards of human behaviour and
are regularly protected as natural and legal rights. They constitute a set of rights and duties necessary for the
protection of human dignity, inherent to all human beings.
2. Intellectual Property. It protects creations of the mind, which have both a moral and a commercial value.
3. Copyright Infringement. It is the use or production of copyright-protected material without permission of the
copyright holder. Copyright infringement means that the rights accorded to the copyright holder, such as the
exclusive use of a work for a set period of time, are breached by a third party
Examples:
a. Downloading movies and music without proper payment for use.
b. Recording movies in a theatre
c. Using others’ photographs for a blog without permission
d. Copying software code without giving proper credit
e. Creating videos with unlicensed music clips
4. Voluntary Participation. People must not be coerced into participating in research process. Essentially, this
means that prospective research participants must be informed about the procedures and risks involved in
research and must give their consent to participate.
5. Anonymity. It is the protection of people’s identity through not disclosing their name or not exposing their
identity. It is a situation in data gathering activities in which informant’s name is not given nor known.
6. Privacy. It is someone’s right to keep his personal matters and relationships secret. It is the ability of an
individual to seclude him from disturbance of any research activity.
E. Ethical Standards in Research Writing

Research Misconduct includes fabrication, falsification, or plagiarism. It doesn’t include honest error of
differences of opinion. It can erode trust between researchers and funding agencies, which make it more difficult
for colleagues at the same institution to receive grants.
Plagiarism refers to the act of using another person’s ideas, works, processes, and results without giving due
credit. It should not be tolerated as the unauthorized use of original works, a violation of intellectual property rights.
Three different acts are considered plagiarism:
1. Failure to cite quotations and borrowed ideas,
2. Failure to enclose borrowed language in quotation marks, and.
3. Failure to put summaries and paraphrases in your own words.
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Exercise 2

EXERCISE #: ___________ DATE: _____________________________
(a) Why is research practical and realistic?
(b) The first step of research process is to develop your topic or research problem. What is the importance
of considering those factors in selecting a research problem?
(c) Explain briefly: Research starts with a problem and ends with a new problem.
(d) What is the purpose of research ethics in doing research work?
(e) A research can be replicated but not the findings. Why?
2. You just learned the characteristics, processes and ethics of research. Answer the following questions briefly.
(a) As a researcher, you can play the role of a member of a research team, can you identify the processes
involved in conducting research and its characteristics? Enumerate those processes.
(b) What are the various research ethics and rights of a research participant?
3. Read the following articles below and answer the questions that follow. Write your answer on a separate sheet
of paper.
Ethics in Qualitative Research
Certain ethical challenges in qualitative research necessitate sustained attention of two
interconnected worlds: the world of the researcher and the world of the participant. A critical
view of some of the ethical challenges in the participants’ and researchers’ world reveals that
how we examine both these worlds’ effects how we design our research. In addition, it reflects
the need for researchers to develop an ethical research vocabulary at the inception of their
research life through multiple modes. The modes may include dialogue in the spoken and written
and visual to affect their aims to adhere to the principles of respect, beneficence, nonmaleficence,
and justice in a way that is mutually beneficial to the participant and the researcher.
Further, the deliberations in this paper reveal that a critical conscious research ethics are
embedded in the unfolding research ethics process involving the participants and the researchers,
and both the participant and researcher add equal weight to the transparency of the ethical process
and add value to building methodological and ethical rigor to the research.
The global public health response to COVID-19 could be significantly enhanced by safe,
effective vaccines and treatments, reliable measures of correlates of immune protection, and
improved scientific knowledge of the disease and its transmission. It is widely agreed that
vaccines would be particularly important, and over 100 candidate vaccines are currently being
developed. Well-designed human challenge studies provide one of the most efficient and
scientifically powerful means for testing vaccines, especially because animal models are not
adequately generalizable to humans.
Challenge studies could thus be associated with substantial public health benefit in so far as they
(a) accelerate vaccine development, (b) increase the likelihood that the most effective (candidate)
vaccines will ultimately become available), (c) validate tests of immunity, and (d) improve
knowledge regarding SARS-CoV-2 infection and transmission.
(a) Based on the article, how will you define ethics in research?
(b) Are SARS-CoV-2 infection and transmission study on humans rather than animal models unethical?
(c) If you were a part of the research teams conducting such phenomenon, what will you do to correct the
unethical feature of the experiment?
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Lesson 3
Quantitative and Qualitative Research
At the end of the lesson, you should be able to describe characteristics, processes, and ethics of research
INTRODUCTION:
Research has two broad methodologies; qualitative research and quantitative research. Quantitative and
qualitative researches are complementary methods that you can combine in your research studies to get results that
are both wide-reaching and profound. To get the best results from these methods in your research, it’s important
that you understand the differences between them which you will study in this lesson.
In the previous lessons, you learned that research should be systematic, objective, feasible, empirical and clear.
These characteristics guide you in realizing the real nature of research following the processes as well as the factors
in selecting your general problem or topic. As a researcher you need to consider the ethics and unethical practices
in conducting research.
LESSON PROPER:
A. When to use Qualitative vs. Quantitative Research
Quantitative data can help you see the big picture.
Qualitative data adds the details and can also give a human voice to your survey results.
Concept Map showing the Designs of Research
DESIGN
TYPES
Ethnography Experimental Research
Grounded Theory Pre-Experimental

Case Study True-Experimental
Quasi-Experimental
Discourse Analysis
Phenomenology
Non-Experimental
Research
Historical Research
(Survey Research)
Narrative Report
1. Descriptive Research
2. Comparative Research 3.
Biography Correlational Research
1. Scholarly Chronicle
2. Intellectual Biography
3. Life History Writing Action Research
4. Memoir Biography
5. Narrative Biography
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B. Difference: Qualitative Research versus Quantitative Research
Qualitative Quantitative
Objective It aims to create new theory based on the The purpose is to test a hypothesis or theory.
gathered data. Measures problem using rating scale
A fact-finding research used to gain and other research parameters of
understanding of individual group similarities.
differences in terms of feelings and
experiences.
Data -natural setting -measurement setting
Description -making stories out of a certain phenomenon. -performs measures out of a certain
-Uses pictures, words, sentences, paragraphs, phenomenon.
compositions, narrations and short stories - Uses numbers, scales, hypotheses,
calculations, computations and statistics tools.
Sample (size) Small judgment (by decision) sampling Large sample representatives of population
Data Gathering Unstructured or semi structured (flexible Standardized /Structured
processes) Uses census, survey questionnaire, checklist,
Uses interviews, participant observation, paper-pencil test and experimentation.
group discussions. Uses closed ended questions.
Ex: Case Study, field research This questions can only be answered by
Uses open ended questions. selecting from a limited number of options,
It is a freeform survey questions allow a usually “multiple-choice”, “yes or no”, or a
participant to answer in open-text format, rating scale
responses are unlimited to a set of options. Example:
Example: Strongly agree to strongly disagree
Guide questions for the interviews In quantitative research closed ended questions
1. What was your experiences during are the basis of all statistical analysis
quarantine period on the COVID-19 techniques applied on questionnaires and
pandemic? How did you handle the situation surveys.
caused by the pandemic? Sample Question:
2. Was the support of the National and Local Do you agree on online modality class in
Government enough for your basic needs? transitioning the new normal of education?
Did they conduct evaluation for those who a. Strongly agree
were affected? b. Agree
c. Disagree
d. Strongly disagree
Activities Inductive Deductive

The researcher starts with the observations, an Starts from a hypothesis or already created
open mind without biases, gathering all exact theory emphasizing the previously researched
details of the topic and generalization or new phenomenon from different views (tested
theory is given towards the end of the against observations).
research process.
Data Uses both inductive and deductive
Discussions They are not mutually exclusive with each other in research.
and Presentation Inductive method or “bottom-up” is used if the researcher starts discussions from the lowest and
highest means then explains the overall mean.
Deductive or “top-down “if discussion is from the overall mean going to the lowest and highest
means, deductive.
Opinions are based on experience or Opinions are based on laws, rules, or other
observation. There are no criteria used in data recognized principles.
discussions.
Data Analysis Synthesize data, interpret, thematic. Statistical
Subjective Objective
Data analysis is influenced by the personal The researcher employs standard criteria in
experiences and views. analyzing data.
Outcome Cultivates understanding with high validity. Endorse a development.
There are no conclusions formulated. Has high output replicability.
Conclusion is formulated towards the end of
the research process.
C. Similarities: Qualitative Research and Quantitative Research

1. Both have the process of inquiry and investigation.
2. Both improve life and help us in understanding various issues of life and in giving solutions to our problems
3. Both start with a problem and end with a new problem.
4. Both use textual forms in analyzing and interpretation of data.
5. Both use inductive and deductive methods of presenting data.
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Exercise 3

EXERCISE #: ___________ DATE: _____________________________
(a) How do you define the two designs of research: qualitative and quantitative?
(b) What are the differences and similarities between these methods?
2. You just learned to differentiate quantitative from qualitative research. Answer the following questions
briefly.
(a) In one sentence, differentiate a quantitative research from qualitative research?
(b) Tell whether the following statement is a quantitative research or qualitative research. Explain your
answer.
i. Prefer for statistical summary of results.
ii. Prefer for narrative summary of results.
3. Using a Venn Diagram below, illustrate the differences and similarities between a quantitative and qualitative
method of research by filling in completely the Venn diagram presented in the next page.
One example is done for you to follow.
Qualitative Research Quantitative Research
Similarities
Natural Dependent on
Both are rigorous &
Setting statistical tool
uses textual form in
data analysis
Your answer below:
4. Decide whether the following topics or research questions is qualitative or quantitative. Explain why and
what is your basis. Write your answers on the spaces provided.
(a) Culinary Arts: Then and Now
(b) How do the TVL students feel about their chosen strand?
(c) What is the degree of satisfaction of students taking the different SHS? Tracks?
(d) The Why and How of Social Networking Use
(e) The Level of Social Media Addiction among the Youth
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Lesson 4
The Kinds of Research Across Fields
At the end of the lesson, you should be able to provide examples of research in areas of interest (arts, humanities,
sports, science, business, agriculture and fisheries, information and communication technology, and social inquiry).
INTRODUCTION:
Developing an interest in different kinds of research will help you look into something that affects your
personality or your life in some important way. If you are interested on a topic you are researching, you will enjoy
reading and learning about it. To define clearly the types of research in areas of interest you want to embark, focus
your scientific skills, your passion and ideas. It supports you to connect to your career path. The examples of
research in areas of interest will lead you to choose specific topic of your research study which you will be exploring
to create new knowledge.
In the previous lessons, you learned about research methods to be used in your particular field of study.
Whatever methods are used, there are many resources to support research, and any number of variations to the basic
methods. Choosing a method of research that is adaptable in your study as a learner guides you to start making a
decision on what topic you want to pursue.
LESSON PROPER:
A. Kinds of Research across Fields
Areas of Interest Description Example of Studies
Arts-Based Personal expression in various art forms is 1. The Role of Arts in Student Achievement
Research use as a primary mode of inquiry in Reading
2. How Classroom Artistic Structure
Motivates Learning
Research in Deals with human culture such as 1. Values Education in the Public Schools:
Humanities philosophy, religion, literature, linguistics Practices and Challenges
and history 2. Children In-Conflict with the Law: A
It includes ancient and modern languages, Resolution and Intervention
human geography, laws, politics and other
social sciences.
Sports Intended for athletes to endure their health 1. Student Involvement in Athletics and
Research and wellness goals through proven high- their Academic Performance
quality products. It helps the coaches and 2. Sports and Fitness Support on Students in
athletes to access information and apply it to Public Schools
develop programs and techniques in sports.
Science Discover laws, postulates theories that can 1. Utilization of Garbage and other Waste
Research explain natural or social phenomena. Resources as Cleaning Materials
Applies systematic and constructed 2. Making of COVID -19 Cure out of Heat
scientific method to obtain, analyze and Transfer
interpret data.
A strong and testable hypothesis is the
fundamental part of the scientific research.
Mathematics Provides mathematics mastery topics and 1. Student Difficulties in General
Research helps develops confidence and interest to Mathematics: Remediation and
solve more mathematical problems. Interventions
It may also assist to find new methods to 2. A Systemic Approach to Changing
simplify calculations. Classroom Practices for Enhancing
Mathematics Outcomes
Agriculture Research Improves productivity and quality of crops 1.Green Space in School: Social and
irrigation, storage methods, effective farm Environment Perspective
management and marketing of agricultural 2. Is Urban Gardening as a Source of Well-
resources. Being?
Agriculture is the backbone of the economic
system providing food, raw material and
employment opportunities.
Fisheries Research Increase the productivity and management of 1. Finding a Future: Sustaining Inland
fishery resources to provide food: protect Fishery
and maintain different bodies of water for 2. Fishing for Change: Fishery Policy in the
sustainable supply of aquatic resources. Philippines
9
Information and Aim to adapt current technology 1. The Role of ICT in the New Normal
Communication advancement which enhances development Education
Technology (ICT) of resources. 2. Exploring the Interactive Computer
Research Simulation in Public Schools
Business Research Acquire information in business to maximize 1. Developing a Framework for Small Scale
the sales and profit. It aids business Business
companies regulates which product or 2. Business Practices and Strategies of
service is most profitable or in demand. Small Enterprises at Lim KetKai Mall
Social Science Finds solutions for human behavior 1. The Impact of COVID-19 Pandemic on
Research gathering information about people and Employment Opportunities
societies. 2. Implementation of Enhanced Community
Quarantined in Low Risk Area of
Misamis.Oriental.
Exercise 4

EXERCISE #: ___________ DATE: _____________________________
(a) What are those kinds of research across fields?
(b) How do samples of research in different areas of interest help you in writing the research proposal?
2. You just learned the kinds and samples of research in areas of interest. Answer the following questions briefly.
(a) What are your views in using the samples of the research papers presented previously in areas of your
interest?
(b) Can you write your qualitative research proposal through the use of such pattern from the sample
research paper? Why or why not?
3. Compare and Contrast.
Choose two researches from the different areas of interest like those in the field of arts,
humanities, sports, science, mathematics, business, agriculture, fisheries, ICT and social
science. Be able to differentiate your chosen topics. Highlight their similarities and
differences.
4. Identify the specific area of interest for each given topic by writing the letter of each type in the correct
column. Likewise, below the letter representing your answer, write the importance of such research in
your daily life.
Arts-Based Humanities Science ICT Business
A. Digital Age D. Herbal Medicines

B. Child in Conflict with the Law E. Financial Management
C. Classroom Environment
5. Think of your own topic for research which you would like to work on. Keep in mind what you have
learned from this lesson to justify the specific research type for each chosen topic. Write your “top two”
most interesting topics below.
1)
2)
10
Lesson 5
The Value of Qualitative Research
Its Characteristics, Strengths, Weaknesses
and Kinds
At the end of the lesson, you should be able to provide examples of research in areas of interest (arts, humanities,
sports, science, business, agriculture and fisheries, information and communication technology, and social inquiry).
INTRODUCTION:
The general purpose of qualitative research is to develop concepts which help you to understand social
phenomena in, wherever possible, natural rather than experimental settings, to gain an understanding of the
experiences, perceptions and/or behaviours of individuals, and the meanings attached to them. The effective
applications of qualitative methods to other disciplines, including health and education research have expanded.
This module outlines the nature and potential value of qualitative research features its various parameters.
In the previous lessons, you learned the nature of inquiry and research. Inquiry and research encourage high
levels of critical thinking in order to attain appropriate methods and resources .As a researcher you have to follow
the different processes in research equipped with the etiquettes in conducting your study. Those samples of research
in areas of interest will help you guide to choose you topic or research problem.
LESSON PROPER:
A. Definition of Qualitative Research
Qualitative Research is a scientific method of observation to gather non-numerical data. It refers to
the meanings, concepts, characteristics, metaphors, symbols and description of phenomena, and not to their
counts or measures.
B. Purpose of Qualitative Research
Qualitative Research promotes a deep, holistic understanding of a particular phenomenon.
C. Characteristics of Qualitative Research
1. Human understanding and interpretation in data analysis
2. Active, powerful and forceful in data gathering and rephrasing interview questions
3. Multiple research approaches and methods that allows you to plan your study and being multi-method
research
4. Specificity to generalization on specific ideas will lead to generalizations or conclusions.
5. Contextualization - context or situation of individual’s life
6. Diversified data in real-life situations on collecting data in a natural setting
7. Abounds with words and visuals that presents people’s view in a picture, video, drawing or graphs.
8. Internal analysis on examining the data yielded by the internal traits of the subject persons.
D. Strengths of Qualitative Research
1. It adopts a naturalistic approach to its subject matter.
2. Promotes a full understanding of human behavior/personality traits in their natural setting.
3. It is instrumental for positive societal changes.
4. It engenders respect for people’s individuality.
5. it’s a way of understanding & interpreting social interactions.
6. Increases researcher’s interests in the study.
7. Offers multiple ways of acquiring and examining knowledge about something.
E. Weaknesses of Qualitative Research
1. It involves a lot of researcher’s subjectivity in data analysis.
2. It is hard to know the validity/reliability of the data.
3. It is open-ended questions yield “data overload” that requires long-time analysis.
4. It is time-consuming.
5. It involves several processes, whose results greatly depend on the researcher’s views or interpretations.
11
F. Kinds of Qualitative Research
1. Case Study - Long-time study of a person, group, organization or situation and an empirical inquiry that
investigates current phenomenon.
Example: “Teenage Pregnancy in the Public High Schools”
2. Ethnography- a study of a particular cultural group.
Example: “Cultural Awareness and Integration of Peace Education in the Indigenous Peoples (IP)
Communities”
3. Phenomenology- “live-experienced” of a phenomenon.
Example: “Life without Gadget”
4. Content and Discourse Analysis-
• Content Analysis- is a research technique that analyzes the modes of communication such as letters, e-
mails etc.
• Discourse Analysis- is the study of social life, understood through analysis of language it includes
face-to-face talk, non-verbal interaction, images and symbols.
Materials for Discourse Analysis include books, newspapers, periodicals, brochures and advertisements.
Example: “A Discourse Analysis on the Impact of Modern Technologies on Communication”
5. Historical Analysis- is a qualitative method where there is an examining of past events to draw conclusions
and make predictions about the future.
Example: “The Impact of Ferdinand Marcos’ Speech”
6. Grounded Theory- takes place when there is a discovery of new theory which underlies your study at the
time of data collection and analysis.
Example: “The Story Behind the Migration of Christians from Visayas and Luzon to Mindanao”
7. Narrative Report - designed to present things or events that have happened in the past through a logical
progression of the relevant information. The main purpose of a narrative report is to
present a factual depiction of what has occurred.
Example: “Vocabulary Building of Students through Proper Solid Waste Management”
8. Biography- is the study of an individual’s life and struggles and how they reflect cultural themes of the
society. It deals with an interesting story found in documents and archival materials. It is
concerned with the reconstruction of life histories and the constitution of meaning based on
biographical narratives and documents.
❖ Five common types of biography are
(1) Scholarly Chronicles -focus on the historical portrayal of an individual life.
e.g. “Biography of Gloria M. Arroyo, the First Woman President of the Philippines”
(2) Intellectual Biography- narrative of a life through the conceptual analysis of the subject’s motives
and beliefs within the world of ideas.
e.g. “Life and Works of Dr. Jose Rizal”
(3) Life History Writing- recording of life memories, experiences, whether one’s or another’s.
e.g. “The Hardships of Overseas Filipino Workers (OFW’s)”
(4) Memoir Biography- stylistic presentation of the biographer’s reflections and insights in relation to
the factual account of life.
e.g. “The Experiences of Stranded Students in the COVID-19 Pandemic”
(5) Narrative Biography-a nonfiction account of life experiences of a person.
9. Action Research- is a classroom-based or school-based research seeks transformative change through the
process of taking action and doing research, which are linked together by critical reflection.
This type of research is commonly conducted by the teachers to give solutions to the
existing problems to improve students’ academic performance and positive attitudes.
12
Exercise 5

EXERCISE #: ___________ DATE: _____________________________
(a) How will you use qualitative research in real life?
(b) What are the kinds of qualitative research?
2. You just learned the valuable aspects of qualitative research. Answer the following questions briefly.
(a) Can you recognize the nature of qualitative research; its kinds, characteristics, strengths, and
weaknesses? Kindly provide your brief explanation.
(b) How do the strengths and weaknesses help us in writing the research proposal?
3. Explain the concepts you have learned by answering the following questions.
(a) What comes to your mind when you hear qualitative research?
(b) Pretend you are the subject of a phenomenological study, how will the researcher obtain data
from you?
(c) Name the type of qualitative research best suited for the following topics.
i. Grade 11 Science Textbook_____________________________
ii. Filipino COVID-19 Front liners in Europe____________________
iii. Travails of SHS Graduates in Public Schools_________________
iv. The Ifugao Wedding Practices____________________________
v. Relatives of COVID-19 Victims____________________________
4. On the table below, draft your proposed topics for a research paper. The first column is for the topic, second
for the purpose and third for the type of qualitative research to be used. Give five topics.
Topic Purpose Type of Qualitative Research
Example:
To determine the experiences of Phenomenological
Post Traumatic Experiences of the
those survivors in the COVID-19
COVID-19 Survivors
phenomena.
1.
2.
3.
4.
5.
13
Lesson 6
The Importance of Qualitative Research
Across Fields of Inquiry
LEARNING COMPETENCY:
At the end of the lesson, you should be able to illustrate the importance of qualitative research across fields.
INTRODUCTION:
Qualitative research is an emerging area of inquiry that graces through disciplines and subject matter. However
it's also essential to recognize that qualitative research is a method generally used in the social sciences searching
social interactions, schemes and processes. It delivers a detailed appreciation of the ways people come to understand
and achieve their daily life in particular situations.
In the previous lesson, you learned to describe the nature and characteristics of qualitative research with its
kinds, strength and weaknesses. Qualitative research is capable to give rich information about the respondents, be
it humans or animals. Despite having such strength, its weakness is perceived on its approach being not applicable
to some research objectives. The kinds of qualitative research will help you discover facts and information about
the object of your interest and working with others. The lessons you had learned will guide you to appreciate the
importance of qualitative research across fields of inquiry.
LESSON PROPER:
Research in Different Areas of Knowledge
Research studies happen in any field of knowledge: Anthropology, Business, Communication, Education,
Engineering, Law and Nursing
A. Basic Research Approaches in a Specific Area of Discipline
1. Scientific or Positive Approach
• Deals with empirical data instead of personal views, feelings or attitudes.
• Allows control of variables or factors affecting the study (Laursen 2010).
• Express and records findings quantitatively.
• Presents structured interviews, questionnaires and observational checklists.
2. Naturalistic Approach
• A people-oriented approach focusing on discovering the real concept or meaning behind people’s
lifestyles and social relations.
• Present things qualitatively through verbal language. Using words as unit of analysis.
• Bases determining universal social values to define ethical and unethical that society ought to know, not
only for the benefit of individual and community but also for the satisfaction of man’s quest for
knowledge.” (Sarandakos 2013; Ransome 2013)
Example: Talking to ethnic groups or people with other culture in a natural setting. In this case, the
researcher uses unstructured interviews and the participants’ answer/response is not scripted.
3. Triangulation/ Mixed Method

• Allows a combination or a mixture of research designs, data collection and data analysis techniques.
• Enhance the validity and reliability of qualitative research design.
• Enhances accuracy of interpretation.
• Has an opportunity to view every angle of the research from different perspectives.
Main Methods of Data Collection

a. Interactive interviewing- people asked to verbally described their experiences of phenomenon.
b. Written descriptions by participant- people asked to write descriptions of their experiences of
phenomenon.
c. Observation- descriptive observations of verbal and non-verbal behavior.
14
In the field of Humanities, researchers ought to focus not to man’s social life but instead studies its
meanings, significance and visualizations of man’s experiences in the field of Fine Arts, Literature, Music,
Drama, Dance and other artistically inclined subjects.
Humanistic Categories
1. Literature and Art Criticism
Focus on language depends on interpretative and reflective thinking.
2. Philosophical Research
The focus of inquiry is on knowledge and principles of being and on the manner human beings conduct
themselves on Earth.
3. Historical Research
Investigation centers on events and ideas that took place in man’s life at a particular period.
B. Hard Sciences versus Soft Sciences

Quantitative Research Qualitative Research
Hard Sciences Soft Sciences
Studies natural data driven phenomenon. Studies human behavior in a scientific manner.
Objective Subjective
Tests Theory Develops Theory
Numbers Words
Cause and Effect Relationship Knowing meaning & discovery
Statistical Analysis and Generalizations Researcher’s interpretation
Examples: Examples:
Biology, Chemistry, Physics, Astronomy, Earth Sociology, Psychology, Political Science, Economics,
Science Anthropology, History
• Qualitative and Quantitative Research can go together in a research approach.
• There is a symbiotic relationship between these two research methods, in which they reinforce or
strengthen each other.
• Moreover, any form of knowledge, factual or opinionated and any statistical or verbal expression of
this knowledge are deduced from human experience that is subjective. (Hollway 2013; Letherby 2013)
15
Exercise 6

EXERCISE #: ___________ DATE: _____________________________
(a) What are the three types of approach to basic research? Describe each type.
(b) How do you differentiate soft sciences from hard sciences?
2. You just learned the importance of qualitative research across fields of inquiry. Answer the following
questions briefly.
(a) Can you figure out the importance of qualitative research? Organize your ideas by presenting three
important functions of qualitative research.
(b) How do you inquire data in a certain field of study? Write your top three methods when collecting
data and describe each.
3. As a continuation on Lesson 5 of this Module from the table you have drawn which listed your own five
topics for a qualitative research, purpose and type to use, add a fourth column as what approach of research
you will use, and the fifth column your choice of data collection. Copy your answers from the previous table
to complete column 1 to 3.
Type of
Research Data Collection
Topic Purpose Qualitative
Approach Choice
Research
Sample: To determine the Phenomenological Triangulation or Written description/
Post Traumatic experiences of mixed Interview
Experiences of the those survivors in
COVID-19 the COVID-19
Survivors phenomena.
1.
2.
3.
4.
5.
16
Lesson 7
The Subject Matter of the Research
✓ design a research project related to the daily life;
✓ write a research title; and
✓ describe the reasons for conducting the research.
INTRODUCTION:
Developing a good research topic may not be easy for you but it is an important skill. Your teacher may assign
you a particular topic but often requires you to choose a topic that interests you. In this lesson you are given the
guidelines in choosing a topic when you begin your research work. These pointers will guide you in selecting a
good topic. Other factors affecting in choosing and writing your research are topics that need to be avoided this will
help you focus clearly on your subjects. Likewise, the sources of information are important for you to know where
your research topic may come from.
In the previous lesson, you learned to illustrate the importance of qualitative research across fields of inquiry.
Research can be conducted in any field of knowledge. Whatever field you belong you can freely choose the basic
research approaches either the scientific, naturalistic or mixed. The areas of disciplines that are classified into soft
and hard sciences assist you to understand where you really fit. These will guide you into this next learning of
designing a research project and writing a research title.
LESSON PROPER:
A. What is a Research Title?
1. The most important element that defines the research problem.
2. It is usually read first and the most read part of the research.
3. It contains the least words enough to describe the contents and the purpose of your research paper.
4. It can be revised any and many times as the research develops and reach its final phase. It becomes final on
its final defense before the panel of judges.
❖ Elements of a Research Title

The research title does not need to be entertaining but informative.
A part of a research title has the following information:
1. The subject matter or topic to be investigated. (“What?”)
2. The place or locale where the research is to be conducted. (“Where?”)
3. The population like the respondents’ interviewees. (“Who”?)
4. The time period of the study during which the data are to be collected. (“When”?)
Examples:
Subject matter: The teaching of English
Place or locale: in the high schools of Province A
Time period: during the school year 1989-1990
Population: as perceived by teachers and students
Subject matter: The effects of the use of cell phones on the academic performance
Population to senior high school students
Place or locale: at Department of Education
Time period: during the first semester, school year 2018-2019
17
B. Rules in Choosing a Research Topic
1. Interest in the subject matter. Interest in a subject drive you to research, investigate, or inquire about
it with full motivation, enthusiasm, and energy.
2. Availability of information. Information will serve as evidence to support your claims about your
subject matter from varied forms of literature like books, journals, and newspapers, among others, is
a part and parcel of any research work.
What to include in the investigation of the available materials?
a. Update and authority of the materials.
b. Copyright dates of the materials? Are they new or old?
c. Expert or qualification of the writers of reading materials about your topic
3. Timeliness and relevance of the topic.

How relevant is the topic?
a. It yields results that are useful in society
b. Related to the present. (Except for pure or historical research)
4. Limitations on the subject. Connect your choice with course requirements. You need to decide on one
topic to finish your course.
5. Personal resources. Do an assessment on your research abilities in terms of your financial standing,
health condition, mental capacity, needed facilities, and time schedule to enable you to complete your
research. You have to raise an amount of money needed to spend on questionnaire printing and
interview trips.
C. Research Topics to be avoided

1. Controversial topics. It depends more on the writer’s opinion leading to biases. Facts cannot support
this topic.
2. Highly technical subjects. Not advisable for beginners as these topics require an advanced study,
technical knowledge, and skills.
3. Hard-to-investigate subjects. Happens if there are no available reading materials about it and if such
materials are not up-to-date.
4. Too broad subjects. It prevents you from to focus on the subject matter of the paper. Narrow down or
limit the subject to eliminate the problem.
5. Too narrow subjects. Subjects that are so limited where an extensive searching is necessary.
6. Vague subjects. Titles beginning with indefinite adjectives such as several, many, some, etc., as in
“Some Remarkable Traits of a Filipino” or “Several People’s Comments on the RH Law,” are vague
enough to decrease the readers’ interests and curiosity.
D. Sources of Research Topics

1. Mass media communication – press (newspapers, ads, TV, radio, films, etc.)
2. Books, Internet, peer-reviewed journals, government publications
3. Professional periodicals like College English Language Teaching Forum, English Forum, the
Economist, Academia, Business Circle, Law Review, etc.
4. General periodicals such as Readers’ Digest, Women’s Magazine, Panorama Magazine, Time
Magazine, World Mission Magazine, etc.
5. Previous reading assignments in your other subjects
6. Work experience – clues to a researchable topic from full-time or part-time jobs, OJT (on-the-job
training) experience, fieldwork, etc.
18
Exercise 7

EXERCISE #: ___________ DATE: _____________________________
(a) What are the rules in choosing a research topic?
(b) What are those topics to avoid in preventing you to have a clear focus on your research paper?
(c) Where can you find sources of research topics to create ideas of selecting a good subject matter?
2. You just learned the rules in choosing a research subject. These includes topics to be avoided and the sources
of where to search. Answer the following questions briefly.
(a) What topics you find most relevant in your daily life potential to research? Cite two issues.
(b) How about a writing a good research title? Present one (1) good example of a research title and one
(1) NOT so good title. Describe each.
3. Given the following broad topics for research, select one topic of your choice and narrow or limit the topic to
make it specific. Use the narrowing chart to fill in the topic.
Topics to choose:
1. Climate Change 4. Medicinal Plants
2. Social Networking 5. Cultural Beliefs
3. Communication Skills
Example: Topic: Chocolate
Topic Chocolate
Sub-Topics History of chocolate, making of chocolate, health aspects

of chocolate, chocolate addictions, brands of chocolate
What sub-topics are of most Health aspects of chocolate.

interest to you?
What new questions do you Are there health benefits to eating chocolate? Can
have about your topic? chocolate boost your mood? Is chocolate addictive?
Develop a topic statement I will explore the health benefits of eating chocolate,
specifically focusing on how chocolate affects moods and
brain chemistry.
Narrowing Chart
Topic
Sub-Topics
What sub-topics are of most

interest to you?
What new questions do you

have about your topic?
Develop a topic statement
19
Lesson 8
The Research Problem and
Research Question
INTRODUCTION:
Having a problem makes you anxious that pushes you to exert efforts on finding a solution. There will be doubts
that you are uncertain of your solutions thus conducting a research is the best thing to do. Doing a research always
begins with a problem which points you to a topic to look out. Getting the background and establishing your research
question that causes the problem is a hint to start knowing what your problem is all about. In this lesson you have
to study the concept of research problems and research questions including its scope and delimitation.
In the previous lesson, you learned to how to choose research topics and write a title. Following those rules and
what to avoid had guide you to create a good topic for your research. You have the sources of research topics which
you can use to find a researchable topic. Even your work experiences can be a clue to a research topic which relates
to daily life situations.
LESSON PROPER:
A. An Overview of the Research Problem and Research Question
Chapter I of the research paper is called The Problem and Its Background (sometimes also called The
Introduction)
❖ It is composed of the following sections:
1) Background of the Study,
2) Statement of the Problem,
3) Scope and Delimitation, and
4) Significance of the Study.
Others have sections such as Objectives of the Study, Hypotheses but these will not be considered in this
lesson
What is a research problem?
❖ The Research Problem (According to Calderon & Gonzales,1993)
A problem is “any significant, perplexing, and challenging situation, real or artificial, the solution of which
requires reflexive thinking”. In research, it is known as the research topic or research title.
An illustration showing the description between a research topic, research problem, purpose statement and
research question.
General
A research topic is the broad Topic: Distance Learning
subject matter of the study
Research Problem:
A research problem is a
Lack of learners’ knowledge about distance
general issue or concern about
in distance education.
the research that narrow the
topic.
Purpose Statement:
A purpose of the study used to To study why learners do not attend
address the problem. distance education classes in a community
college
A research question narrows
the purpose into specific Research Questions:
questions that the researcher Does the use of website technology in the
would like to answer in the classroom deter learners from enrolling in a
study distant education class?
Specific
20
B. Background of the Study
❖ Purpose of background of the study
a. The general definition of the topic/problem area
b. Historical basis for the existence of the problem
c. Efforts made towards addressing similar challenges
d. How the efforts failed to be realized hence the need for your study
❖ Contents of the background of the study:
a. Presentation of the problem. Describe the existence of an unsatisfactory condition or a problem that
needs a solution.
b. Historical background of the problem - Give the historical background of the problem, if applicable.
c. Geographical conditions of the study locale - If applicable, describe the geographical location of the
study.
d. Rationale of the study - Give the reason(s) why the study should be conducted.
Example:
In 2004, the researcher migrated to the Philippines to accompany her spouse who was at the time studying
at the Adventist Institute for International Advanced Studies (AIIAS) in Silang, Cavite. They discovered the
study opportunities and were motivated by the quality of education and low school fees being offered. They
visited several colleges and universities to collect pamphlets and sent them back to Vanuatu for educational
awareness. The Ni-Vanuatus became aware and decided to send students to study in the Philippines. The
first two schools to receive Vanuatu students were AMA Computer College in Dasmariñas, Cavite and Air
Link Aviation College in Paranaque City. The researcher came to know Cavite State University (CvSU) in
2009 and transferred from AMA (Ngwele, March 2011).
❖ The Do’s and Don’ts of Writing a Research Background Study
Do‘s! Don’ts!
✓ Explain the importance of your research topic o Write a background that is too long or short
✓ Talk about the main developments and missing o Be ambiguous in your writing, disorganized and
links and gaps in your research area discuss unrelated subjects.
✓ Focus on the relevant aspects of your study o Forget the reader may not be familiar with the
explaining how it will lead to the progress of details of your work.
scientific knowledge.
✓ Engage your findings in a chronological finding o Elaborate on your background literature
✓ Articulate your ideas in a clear and concise o Forget to provide a historical perspective
manner
✓ Engage the readers by building a story around o Forget to check your target journal’s instruction
the central theme of your research for presenting the study background
C. Statement of the Problem

(Purpose Statement and Research Questions)
A series of questions used in researching the topic.
It is composed of
1. The general statement of the problem (the purpose statement) and
2. The specific sub-problems or sub-questions (or research questions).
❖ Guidelines in Writing the Statement of the Problem
(According to Calderon & Gonzales,1993)
1. The general statement of the problem and the research questions should be formulated first before
conducting the research.
2. Research questions should be stated in the interrogative and each should be clear to avoid confusion.
3 Each research question should be researchable separately from the other questions and must be based
upon known facts and phenomena which is accessible to the researcher.
4. Answers to each research question can be interpreted apart from the answers to the other specific
questions and must contribute to the development of the whole research study.
8. The summary of the answers to all the specific questions will give a complete development of the
entire study.
9. The number of research questions should be enough to cover the development of the whole research
study.
Example:
This research aims to develop an evaluation model of a web-based tool used in test administration for
Grade 11 and 12 students. (Leanillo, 2016)
Specifically it aims to answer the following questions:
1. What are the commonly used web-based tools used in test administration?
2. How are these web-based test tools evaluated?
3. How could evaluation model be designed for web-based test administration?
21
D. Scope and Delimitation of the Study
❖ Scope pof a Study
It is the coverage of the research to be explored which includes the facts and theories about the subject
Example: A research study on the impact of social networking on the attitude of senior high school learners.
It is not possible to cover all aspects of the selected subject. The scope will have to be restricted to a specific
section of the target population over a specified duration.
In the above-cited study, a group of 40 learners in senior high school at one particular school would be an
ideal coverage to study their attitude for five months.
❖ Delimitation of a Study
It limits the scope and outlines the boundaries of the study.
These limitations include the following:
1. Sample size.
a. The research design and method will determine whether if it is small or large sample size.
b. The sample size will determine the quality of data and the relationships that will be identified among
the variables.
2. Lack of available and/or reliable data.
This will limit the scope of analysis and the ability of the researcher to determine meaningful trends and
relationships among the data.
3. Lack of prior studies.
This will limit the effectiveness of the literature review and initial understanding of the research.
4. Chosen data collection method.
The quality of data collected must be clear to avoid erroneous answers from the respondents.
5. Nature of the information collected.
Researcher should not rely on pre-existing data.
6. Access.
The amount and quality of available data will depend on the ability of the researcher to access people,
organizations, libraries, and documents.
7. Time period.
It is advisable to select a research problem and design
8. Bias.
The researcher should be aware of his or her personal biases .
9. Language.
This may have an effect on data collection, especially if the researcher is involved with respondents that
speak a variety of languages.
When writing the paper, the researcher should ensure that any delimitation factor is noted down at the
introduction, discussion, and conclusion sections. He or she should clarify why the study included and excluded
some delimitation.
E. Significance of the Study

❖ The significance of the study discuss the purpose that the research will serve to society, the country, the
government, the institution or agency concerned, the curriculum planners and developers, and the
research community.
❖ Describes the contribution of the study to the existing body of knowledge.
It could be the following:
a. A form of new knowledge in the field,
b. A validation of the major findings of other studies,
c. A verification of the validity of findings in a different population,
d. Analysis of trends over time, and validation of other findings using different methodologies.
❖ The researcher must identify specifically the beneficiaries who will directly gain from the results of the
study mentioning them in the paper according to the significance of the result. The specific benefits must
also be enumerated and explained if necessary.
22
Example:
The Effects of Computer-assisted Instruction in the Performance of Students in Asian History and Civilization
(Cuenca, 2008)
The findings of the study may provide deeper insights on how teaching can be made easier and more
meaningful by the use of computer-aided instruction. The study determined the significant effects of slide
presentation in instruction, a form of computer instruction on the performance of the students in the subjects
Asian History and Civilization.
To the students, the results may serve as an inspiration for them to continuously improve their skills in
using computers because they will realize the comfort that computer skills offer in complying with the
requirements of major subjects in the coming years.
To the administrators, the results may serve as a guide in the program-planning and implementation of
the IT department so that they can be of great help to the teachers of the university.
To the teachers, the results may serve as an eye opener for those who are not comfortable on the use of
computers in their class lesson presentations. The findings of this study may encourage more of them to apply
computer-aided instruction in teaching.
F. Presenting Written Statement of the Problem

The following sections compose the presentation of the written statement of the problem.
1. Introduction
States briefly the background of the study and identifies the rationale of the research problem.
It begins with a general statement of the problem, outlines the specific problem or issue within the existing
literature.
2. Statement of the Problem
States clearly the purposes or interest of the study, poses specific questions about research problem.
3. Scope and Delimitation
Sets the boundaries and parameters of the study, narrows the scope of the inquiry.
4. Significance of the Study
Shows the benefits of the study to address issues and l problems, in improving economic and health
conditions or even finding solutions to problems encountered in daily life.
23
Exercise 8

EXERCISE #: ___________ DATE: _____________________________
(a) What is Chapter 1 of a research paper and its sections comprise of?
(b) What is the difference between a research problem and research topic?
(c) What are the guidelines in writing statement of the problem?
(d) Why do we need to limit the scope of the study?
2. You just learned the concepts on research problems. You were asked to save the titles you had proposed as
your research topic. You will use these on succeeding activities to create or write your research problem.
Answer the following questions briefly.
(i) Essays or reflections you have written from past classes and other activities you have taken or a lecture
you have attended
(ii) Life experiences
(iii) Issues or problems observed in your surroundings
(a) Among the titles you saved previously, which of those you think should be addressed? Kindly elaborate further
on this matter.
(b) With the above research topics you saved, identify at least three research problems for each and
explain why you chose them.
Topic A: Essays or reflections you have written from past classes and other activities you have taken
or a lecture you have attended
Propose Research Title_____________________________________________________________
Problem
1.______________________________________________________________________________
2.______________________________________________________________________________
3.______________________________________________________________________________
Reasons:________________________________________________________________________
______________
Topic B: Life experiences

Problem
1.______________________________________________________________________________
2.______________________________________________________________________________
3.______________________________________________________________________________
Reasons: ________________________________________________________________________
Topic C: Life experiences

Problem
1.______________________________________________________________________________
2.______________________________________________________________________________
3.______________________________________________________________________________
Reasons: ________________________________________________________________________
From the three research topics choose one as your proposed research study which you will use
on the later part of this lesson.
24
3. From that chosen research study as your proposal, formulate the following:
A. Introduction of your study by filling out the space provided.
1. Proposed Study_________________________________________________
2. What is the rationale or the background study of your chosen problem? Please write your answer using
extra paper should you need more space.
______________________________________________________________
3. Describe the setting of where your study is to be conducted.
______________________________________________________________
4. Enumerate the terms or concepts that need to be defined or described to you and to the reader.
______________________________________________________________
5. Provide at least three related literatures as references for the concept of your study.
______________________________________________________________
6. Determine the significance of your chosen problem.
______________________________________________________________
7. What is the general objective of the study?
______________________________________________________________
8. Who will be the beneficiaries? What will be their benefits to receive after the problem is solved or the
research is finish?
______________________________________________________________
B. The statement of the problem part of your research study.

1. Title of your research: ______________________________________________________________
2. Purpose statement:
The researcher seeks to ______________________________________________________________
3. Central question: ______________________________________________________________
4. Sub-question: ______________________________________________________________
5. Other questions: ______________________________________________________________
4. From your proposed research study present your written Statement of the Problem which comprises the
following sections:
I. Background of the Study (Introduction)

___________________________________________________________
___________________________________________________________
___________________________________________________________
II. Statement of the Problem
___________________________________________________________
___________________________________________________________
___________________________________________________________
III. Scope and Delimitation of the Study
___________________________________________________________
___________________________________________________________
___________________________________________________________
IV. Significance of the Study
___________________________________________________________
___________________________________________________________
___________________________________________________________
5. After presenting Chapter 1 of your research study, edit or rewrite your work using the corrections, suggestions
and recommendations made by your teacher.
⟣⦿⌘✠⥀⟣⟐◈⟐⟢ END OF MODULE ⟣⟐◈⟐⟢⥁✠⌘⦿⟢
25
REFERENCES
Abdullah, S.N. (2018). Practical Research 1: Qualitative Research [PowerPoint slides].Retrieved from
http://www.academia.edu./ppt
Aluwihare-S. (2012). Ethics in Qualitative Research: A View of the Participants’ and Researchers’ World from a
Critical Standpoint. International Journal of Qualitative Methods, 11(2), 1.
Arcibal, N. C. (April 2013). Housewives’ exposure to Korean novelas on GMA 7 and their perception on marriage.
Unpublished undergraduate thesis. Indang, Cavite: Cavite State University
Baraceros, E.L. (2016). Practical Research 1. Ist ed. Rex Book Store. Manila
Buenseco, D.B, Dacanay, D.E., Manalo, G.A. (2016). Department of Education. Practical Research 1. Teachers
Guide. 1st ed. Lexicon Press, Inc. Pasig City
Bordo, P. E. C., E. D. Mercado, M. G. Gayeta, E. S. Magtoto, & L. F. Noroña (2010). The elements of writing
across disciplines. Malabon: Jimcyzville Publications.
Cabulong, J. (October 2016). Development of localized and contextualized teachers’ Guides with Strategic
Intervention Materials (SIM’s) in Grade 9. Unpublished masteral thesis proposal. Manila: Philippine
Normal University.
Calderon, J. F. & E. C. Gonzales (1993). Methods of research and thesis writing. Mandaluyong: National Book
Store, Inc.
Calmorin, L.P. (2016). Research and Thesis Writing with Statistics and Computer Application. Rev. ed. Rex Book
Store. Manila
Cristobal, A.P., Jr, & Cristobal, M.D. (2016). Practical Research 1 for Senior High School. 1st ed. C & E Publishing
Inc. Quezon City.
Guerrero, G. (October 2011). The teaching of Hebrew among children at Beth Yaakov Synagogue, Makati City.
Unpublished masteral thesis proposal. Manila: Philippine Normal University.
Hollway, W. (2013). Doing Qualitative Research Differently. (2nd ed.). SAGE Pub. USA
Leanillo, M. (October 2016). Evaluation model on the use of a web-based tool in test Administration for Grade 11
and 12 students. Unpublished masteral thesis proposal. Manila: Philippine Normal University.
Letherby, G. (2013). Methodological Innovations. (1st ed) SAGE Journals. USA
Lichtman, M. (2013). Qualitative Research in Education (3rd ed).US SAGE Publication. USA
Miranda Plata, et al. Research: Process and product workbook. Biñan, Laguna: Trailblazer Publications.
Ngwee, H. (March 2011). Marketing the Philippines as an educational destination for Ni-Vanuatu University
students. Edited by G. T. Guerrero. Unpublished undergraduate research paper. Indang, Cavite: Cavite State
University.
Palasan, E.B (2018). Qualitative Research: Importance in Daily Life [PowerPoint] available online with
http://www.slideshare.net.ppt
Rancome, P (2013). Ethics and Values in Social Research. https://www.macmillanihe.com/page/detail/
Sanchez, C.A. (2002). Method and Techniques of Research, (Rev. ed). Philippines: Rex Printing Co. Inc. World
Health Organization (2020). Key criteria for the ethical acceptability of COVID- 19. Human challenge
studies. WHO/2019-nCoV/Ethics criteria/2020.1
Silverman, L. (2013). Doing Qualitative Research. (5th Ed).SAGE Publication. USA.
Suter, W. (2012) Qualitative Data, Analysis, and Design. 2nd Edition. DOI:
https://dx.doi.org/10.4135/9781483384443.n12.
Walliman, N. (2014). Research Methods: The Basics. (9th ed) SAGE Publishing. USA.
26

GRADE 11 (AS 01) : Module 1: First Quarter

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GRADE 11 (AS 01) : Module 1: First Quarter

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Mindanao State University at Naawan

INTEGRATED DEVELOPMENTAL SCHOOL

MODULE 1: FIRST QUARTER

GRADE 11 (AS 01)

MODULE 1: FIRST QUARTER

Course Name: Practical Research 1

Number of Unit: 3 (3 hours per week)

C. Investigation and Immersion

D. Differentiate Inquiry from Research

E. Importance of Research in Daily Life

NAME: __________________________________________ GRADE & SECTION: ________________

3. Let’s check how well do you know about research.

B. The Seven Steps of the Research Process

❖ Ethical considerations in conducting research

D. Rights of Research Participants

E. Ethical Standards in Research Writing

NAME: __________________________________________ GRADE & SECTION: ________________

Concept Map showing the Designs of Research

Grounded Theory Pre-Experimental

Activities Inductive Deductive

C. Similarities: Qualitative Research and Quantitative Research

NAME: __________________________________________ GRADE & SECTION: ________________

Qualitative Research Quantitative Research

Your answer below:

NAME: __________________________________________ GRADE & SECTION: ________________

A. Digital Age D. Herbal Medicines

NAME: __________________________________________ GRADE & SECTION: ________________

3. Triangulation/ Mixed Method

Main Methods of Data Collection

B. Hard Sciences versus Soft Sciences

NAME: __________________________________________ GRADE & SECTION: ________________

❖ Elements of a Research Title

3. Timeliness and relevance of the topic.

C. Research Topics to be avoided

D. Sources of Research Topics

NAME: __________________________________________ GRADE & SECTION: ________________

Sub-Topics History of chocolate, making of chocolate, health aspects

What sub-topics are of most Health aspects of chocolate.

What sub-topics are of most

What new questions do you

Develop a topic statement

❖ The Do’s and Don’ts of Writing a Research Background Study

C. Statement of the Problem

E. Significance of the Study

F. Presenting Written Statement of the Problem

NAME: __________________________________________ GRADE & SECTION: ________________

Topic B: Life experiences

Topic C: Life experiences

B. The statement of the problem part of your research study.

I. Background of the Study (Introduction)

⟣⦿⌘✠⥀⟣⟐◈⟐⟢ END OF MODULE ⟣⟐◈⟐⟢⥁✠⌘⦿⟢

Letherby, G. (2013). Methodological Innovations. (1st ed) SAGE Journals. USA

Rancome, P (2013). Ethics and Values in Social Research. https://www.macmillanihe.com/page/detail/

Silverman, L. (2013). Doing Qualitative Research. (5th Ed).SAGE Publication. USA.

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