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Practical Research 1
Quarter 3 – Module 10:
Justification for Conducting
Research
Practical Research 1 – Grade 11
Quarter 3 – Module 10: Justification for Conducting Research
First Edition, 2020

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Practical Research 1
Quarter 3 – Module 10:
Justification for Conducting
Research
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on
any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer Let’s Try This before moving on to the
other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
done.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone. We hope that through this
material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
Information about this ADM learner’s material
I. Objective: The learner demonstrates
Ia. Content Standard understanding of the specificity and
feasibility of the problem posed.

The learner is able to formulate clearly

Ib. Performance Standard
statement of research problem.

Ic. Learning Competency The learner describes the

justifications/reasons for conducting
the research. (CS_RS11-IIIc-e-3)

II. Content / Topic Justification for Conducting Research

In the past session, you learned how to craft

your research title. There is so much to be amused
about it—the way you “sexify” the title for instance.
Beyond this however lies a reason deep enough to
justify why you want to conduct your research of
choice.
You see, there is always a reason why you do the
things that you do. That’s what justification means - -
answering the why’s. Hence, this entire session you will
undertake is an invitation to reflect on why certain
things, like research, need to be done.

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 At the end of this module, you are expected to:
1. justify whether some events are
researchable or not; and
2. cite reasons for conducting the chosen
research.

Introduction
You must be familiar with the saying, ―necessity is the mother of all
inventions.‖ Everything that we enjoy today—the fast technology, the
amusing gadgets—is born out of a concrete need. To illustrate, when
smartphones do more than just call and text, its entertainment features are
a response to the needs of our modern world. We need to be digitally
connected so phones must have social media apps, even games,
entertainment, etc.
In the same principle, when you thought about your research topic,
you must have in mind addressing a particular need. Perhaps you wanted
to understand how important self-confidence is among students. How does
it determine their academic success? Having this in mind, you chose your
research topic. It is assumed that your choice comes from an urge to make
someone’s life better by describing what they have been going through.

Research after all need not be complicated, right? It’s

an exciting activity you can ever commit yourself to.
So let’s start, shall we?

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(Activity 1) IN THE NEWS
Instruction: Here are some news headlines gathered from local and national
papers. In your level as a student researcher, do you find the
following topics researchable? You may just write YES or NO.

Example:
News Headline: SEC raises warning vs. cryptocurrency entity
Answer: NO. (Bitcoin is far off from the reality of public school students.)

1. Unicef supports protection of children during enhanced community

quarantine
(Accessed from https://www.sunstar.com.ph/MANILA, on 23 June
2020
_____________________________________________________________________
2. Davao coastal road section to open late August 20
(Accessed from https://edgedavao.net on 23 June 2020)
_____________________________________________________________________

So how was it justifying which of the news articles is

worth researching or not? How did you come up with
your answer?

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(Activity 2)
Guide Questions:

1. What significant human experiences of senior high school

students do the news headlines in the previous activity capture?
______________________________________________________________________

2. What are your bases for considering these experiences as

potential subjects for study?
______________________________________________________________________

Lesson: Justification for Conducting

Research

The Merriam Dictionary defines the word ―justification‖ as:

―good reason for something that exists or has been done.‖ For example, we
may say that there is no strong justification for schools to increase their fees
at a time when they are holding their classes online. In essence, justification
is the reason for being; without it, it is not sensible for something to exist.
When you chose your research topic, certainly you were greeted with
the word WHY seemingly written all over you teacher’s face. Why this
research? Why not this instead? Sometimes, when you are not so sure about
your choice, words just seem to escape your thoughts. Don’t worry, this is
what this lesson is for: convincing your intended audience the reason for
conducting your research.
Creswell (2016) enumerates some reasons for conducting research.
We’ll just pick out some that apply to you:
 Research gives us an idea how people around us view the
world. Is it a safe place to live in? Is it fair? Are there equal opportunities for
all people in this world?
 It helps us find solutions to problems and clarify issues that
confuse us. Why don’t students simply follow school policies? What’s in

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them? Why do they break rules?
 It gives voice to a small number of people who are
“invisible” to many of us. These are what we call marginalized people. In
a large class size, for instance, there will always be few who have different
ways of learning. However, we don’t exert efforts to know them better
because they are not part of the so-called majority.
Moreover, it is worth noting how Creswell (2012) details some of the
features of a suitable research problem. I have made a mnemonic for you so
it’s easier to memorize: PISDAC. Just remember the following keywords:
problem, interest, significance, delineation, information accessibility, and
conclusion. We’ll discuss each item very briefly.
You should be able to explain the problem in such a way that
everybody truly understands what it is. Of course, it must be interesting
enough for you so you don’t get bored going through it many times over. It
must be significant as opposed to being trivial or shallow, and there must
be something new to explore and discover. The problem must be delineated
which means you have to ask yourself how much of the problem should be
covered. Practicality also tells you that you cannot conduct your research if
you do not have accessible information. Lastly, you must be able to draw
conclusion as regards the problem. Here, we are talking about giving an
answer to a question and offering a solution to a problem.
Using these criteria, we’ll try justifying the research topic, women
representation. We’ll have it in table form so it’s easy for you to follow.
Research Topic CRITERIA MY JUSTIFICATION
Women Problem Gender issues are
representation on becoming popular so it’s
campus easy to define the problem
and for my audience to
relate to.
Interest This is an exciting topic to
study.
Significance As we have more women
leaders now, producing
them should start in
school.
Delineation (area I will only focus on female
covered) students in the SSG.
Accessible information I have access to female
student leaders.

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 Conclusion Perhaps I can make a
conclusion whether our
society is truly patriarchal
or matriarchal.

Going over all those reasons and justifications for conducting the
research, we can say that response to need is a primary consideration.
Really, it all boils down to benefits that your research can bring. Also, on
your end as a researcher, you must also consider whether you have the
resources to work on your research

Has there been too much information in this

lesson? The rule of the thumb is, as a researcher, you
only need to stick to what you need and not be
overwhelmed by the wealth of information you can
find.

(Activity 3) JUSTIFY ME
Instruction: Justify each topic provided whether or not it is researchable
based on the criteria we have just discussed.
RESEARCH TOPIC CRITERIA MY JUSTIFICATION
Low self-confidence Problem I find this problem…
among indigenous
students
Interest This topic interests/does
not interest me because…

Significance This is a significant topic

since…

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 Delineation (area I will only focus on…
covered)

Information I have access to required

accessibility information such as…

Conclusion With this topic I can

potentially conclude that…

We have fairly covered a lot at this point. It’s pretty okay

to have that feeling of uncertainty sometimes. It’s all
part of the learning process in our attempt to
understand things better.

As we are about to end our discussion, let us choose three of the most
important lessons we have learned so far.
1. A certain topic can be considered researchable based on the
following criteria: problem, interest, significance, delineation,
information accessibility, and conclusion.
2. Of all these justifications, the need for research is the most
important consideration.
3. A meaningful research seeks to make a certain condition or
someone’s life better.

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(Activity 4) BREVITY IS THE SOUL OF WIT
Instruction: Provide a one-sentence justification for your research. Use the
matrix below. Also, be guided by the scoring rubric.

3 points – There is a strong justification based on an urgent need.

Justification is within the realm of students’ experience. Brief
and artistic choice of words allows for clarity of expression
and messaging.
2 points – There is a fairly convincing justification based on a moderate
need. Justification is fairly relatable to students. Sentence
needs to be revised for brevity and more clarity.
1 point – Justification is weak and is not based on a clear need.
Justification is far from students’ experience. Message is not
clearly written.

MY RESEARCH
CRITERIA MY JUSTIFICATION
TOPIC
Problem

Interest

Significance

Delineation (area
covered)
Accessible information

Conclusion

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Let’s Test Ourselves Let’s Do This
(Answers vary.) (Answers vary.)
Analysis Let’s Try This
(Answers vary.) A.
1. YES
2. NO
Answer Key
References

Creswell, J. W. (2012). Educational research: Planning, conducting, and

evaluating quantitative and qualitative research (4th ed.). Boston, MA:
Pearson.

Creswell, J. W. (2016). 30 essential skills for the qualitative researcher.

Thousand Oaks, California: SAGE.

Walliman, N. (2011). Research methods: The basics. London: Routledge.

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For inquiries or feedback, please write or call:

Department of Education – Davao City Division

E. Quirino Avenue, Davao City

Telephone: (082) 227 4762

Email Address: [email protected]

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