Practical Research 2 2021

St.
Paul University Philippines

Tuguegarao City, Cagayan 3500
BASIC EDUCATION UNIT

SENIOR HIGH SCHOOL
DYNAMIC LEARNING PLAN
PRACTICAL RESEARCH 2
GRADE 12
FIRST QUARTER
Prepared by: Checked by:
MS. ARCELLI ALICAN

MS. AIRAH JANE ABAD
MR. EDWARD MAGALLANES MS. LEARNI JAVIER
Subject Teachers Subject Team Leader
Approved by:
MRS. GLENDA P. CARONAN

Principal
St. Paul University Philippines

PAASCU LEVEL III ACCREDITED
ISO CERTIFIED
DYNAMIC LEARNINGPLAN
VISION
ST. PAUL UNIVERSITY PHILIPPINES is an internationally recognized institution dedicated to

the formation of competent leaders and responsible citizens of their communities, country, and
the world.
MISSION
Animated by the gospel and guided by the teachings of the Church, it helps to uplift the quality
of life and to effect social transformation through:
Quality, Catholic, Paulinian formation, academic excellence, research, and community service.
Optimum access to Paulinian education and service in an atmosphere of compassionate caring;
andResponsive and innovative management processes.
The SPUP Vision and Mission are reflected in the Paulinian Core Values Framework and the
SPUP Learning Framework which have been adopted by the university.
The core of the Curricula of Studies is embedded in the Paulinian Core Values (the 5 Cs)
namely: Charism, Charity, Commission, Community and with CHRIST as the CENTER of
Paulinian life.
BEU VISION-MISSION STATEMENT
VISION
St. Paul University Philippines, Basic Education Unit is a Catholic educational institution
committed to the formation of pupils/students with proficiency in basic knowledge, skills,
attitudes, and values responsive to the changing world.
MISSION
Impelled by the Charity of Christ, this institution will become the premier for basic education by
forming academically prepared, morally upright, and socially responsible young Paulinians in
the service of family, church, and society.
PAULINIAN CORE VALUES

(The 5 Cs) and the SPC Education Ministry Basic Education Exit Outcomes
CHRIST (CONSCIOUS) – Christ is the CENTER of Paulinian life. The Paulinian follows and
imitates Christ, doing everything about Him.
The BEU graduates are Mindful, Self-Directed LEARNERS AND ROLE MODELS, who:
Initiate and sustain undertakings that strengthen their skills, understandings, health, future
opportunities that benefit others.
Assess their unique personal qualities, thinking processes, and talents, and explain how
strengthening them can open doors to continued learning and personal fulfilment.
Explain the elements and factors affecting their decision and actions and the likely
consequences they entail.
Manage their time and energy to allow for regular periods of planning reflection and
renewal.
Describe and explain the new possibilities they have developed as the result of self-
initiated projects and learning experiences.
Describe how their own values and actions mirror the qualities and values of a Paulinian.
Offer support, constructive feedback, and praise for the sincere efforts of others.
COMMISSION (COMPETENT)– The Paulinian has a mission – a LIFE PURPOSE to spread

the Good News. Like Christ, he/she actively works “to save” this world, to make it a better place
tolive in.
The BEU graduates are Conscientious, Adept PERFORMERS AND ACHIEVERS, who:
Devote focus time to developing competencies required for sound achievement in a

chosen field and skilled implementation in life’s diverse basics.
Cultivate specialized knowledge and skills in at least one area of their lives that they
apply in a variety of situations with facility and ease.
Remain focused on fully completing projects in a timely manner.
Set realistic improvement goals for themselves that require persistence and involve
continual monitoring by others to validate what has been achieved.
Openly demonstrate their basic and advanced skills to potential employers and
improve them according to the feedback received.
COMMUNITY (COLLABORATIVE) – The Paulinian is a RESPONSIBLE FAMILY

MEMBER and CITIZEN, concerned with building communities, promotion of peoples, justice
and peace, and the protection of the environment.
The BEU graduates are credible, Responsive, COMMUNICATORS AND TEAM PLAYERS,
who:
Take time before speaking or writing to assess the accuracy and clarity of what they are
about to share, its tone, how it is likely to be received and interpreted.
Consistently revise intended communications to be clearer, more accurate and better
understood.
Acknowledge suggestions made by others and respond honestly and constructively
to them regarding their likely consequences.
Agree to join in group endeavors that bring benefit to all and foster the greater good.
Willingly share responsibilities and participate actively to foster group collegiality,
cohesion, and effectiveness.
Anticipate where extra assistance or support in team activity may be needed, and
spontaneously offer it to bolster team results.
CHARISM (CREATIVE)– The Paulinian develops his/her GIFT/TALENTS to be put in the

service of the community, he/she strives to grow and improve daily, always seeking the better
and finer things and the Final Good.
The BEU graduates are Creative, Resourceful, EXPLORERS AND PROBLEM SOLVERS,
who:
Independently seek out issues, possibilities, and sources of related information for
further investigation and development.
Search beyond readily available sources of information, resources, and standard
techniques to create workable solutions to existing problems.
Routinely select issues or problems facing their communities and formulate new ways
they can be understood, addressed, and resolved.
Experiment with combinations of ideas, data, materials, and possibilities to derive
and test potential solutions to existing problems.
Use ideas and resources in unconventional ways to plan and design works of artistic
appeal to others
CHARITY (COMPASSIONATE) – urged on by the LOVE OF CHRIST, the Paulinian is

warm, loving, hospitable and “all to all”, especially to the underprivileged.
The BEU graduates are Committed, ADVOCATES FOR PEACE AND UNIVERSAL WELL-
BEING, who:
Initiate and sustain efforts that draw attention to environmental issues and propose
workable measures to reduce and eventually eliminate it.
Persist in the face of open resistance to their efforts to teach peace, reduce violence, and
redress the harm being levied against others.
Join others in operating local projects that tangibly protect and preserve the
environment and all life forms.
Call attention to the causes and consequences of poverty, and marshal others to assist
those in ill-health and physical need.
Contribute their time, heartfelt attention, and resources in directly assisting those who
live in little hope of improving their lives
Anchored on the 21st century learning skills, the Curricula of Studies for the different programs
are designed based on the four core concepts/statements adopted by the University for its
General Learning Framework, namely: HUMAN PERSON, COMMUNICATION RESEARCH
AND CLIMATE CHANGE.
MOST ESSENTIAL LEARNING COMPETENCIES
Quarter Content Standard Performance Standard Learning Competencies

1st The learner demonstrates The learner decides on suitable  Describes characteristics,
understanding of the quantitative research in strengths, weaknesses, and
characteristics, strengths, different areas of interest kinds of quantitative
weaknesses and kinds of research
quantitative research, and  Illustrates the importance
its importance as well as of quantitative research
the nature of variables across fields
 Differentiates kinds of
variables and their uses
The learner demonstrates The learner formulates clearly  Designs a research used in
the understanding of the the statement of research daily life
range of research topics in problem  Writes a research title
the area of inquiry, the  Describes background of
value of research in the research
area of interest and the  States research questions
specificity and feasibility  Indicates scope and
of the problem posed. delimitation of study
 Presents written statement
of the problem
The learner demonstrates The learner formulates clearly  Illustrates and explains the
understanding of the conceptual framework, conceptual framework
formulation of the research hypotheses and  Defines terms used in the
conceptual framework, defines terms used in study. study
research hypotheses and Moreover, the learner presents  Lists research hypothesis
the definition of terms as objectively written review of  Presents written review of
used in the study related literature and related literature and
conceptual framework conceptual framework
The learner clearly formulates
the statement of research
problem

SENIOR HIGH SCHOOL
LEARNING PLAN: CHARACTERISTICS, STRENGTHS, WEAKNESSES AND KINDS

OF QUANTITATIVE RESEARCH, AND ITS IMPORTANCE AS
WELL AS THE NATURE OF VARIABLES
INTRODUCTION
When you become curious and doubtful about existing phenomena, you gear toward the
discovery of better knowledge either by putting all pieces of information together or adding new
ones you obtained from books, internet or merely by asking questions or by making thorough
observations and using controlled and precise methods. Either ways, innovations and
breakthroughs that you come to know and enjoy are products of research. As already introduced
to you in Practical Research 1, there are three major approaches used in research, the qualitative
approach, quantitative approach and mixed method approach. In this learning plan, you shall
learn the nature of quantitative research as well its importance in the area of inquiry.
LEARNING OBJECTIVES
This learning plan is designed for you to:

1. describe the characteristics, strengths, weaknesses and kinds of quantitative research and
its importance;
2. explain the importance of quantitative research;
3. differentiate kinds of variables and their uses.
LESSON PROPER
Etymologically, research comes from the middle French word

recherché, which means “the act of searching closely”. It is the
combination of the prefix “re” which means “again” and the word
“search” which means to look for. Research, therefore, is the
process of looking for information to answer questions and acquire
new information, whether to solve a problem or to shed light on
confusing facts. Scientifically, the process of conducting research
involves a systematic collection and investigation of data through
scientific method. It provides a set of clear and settled guidelines
for collecting, assessing and detailing data in the context of
research study.
When you follow the scientific method in conducting research, you offer an explanation or
clarification to the phenomena in question with greater reliability and validity. Every field of study
relies so much on this process to introduce advancement, novelty, and progress making research the
“pillar of global transformation”. Therefore, through research, knowledge is established,
perceptions are corrected, phenomena are validated and problems are solved.
Just like what was introduced to you in your Practical Research 1, there are three major approaches
used in research. These are the qualitative, quantitative and mixed methods. Qualitative approach
aims to provide description of characteristics, kind and quality of a subject, while interpreting and
attempting to understand an event. Quantitative approach tests hypotheses and makes predictions
through measured amounts and ultimately describes an event by using numerical procedures.
Mixed method approach, on the other hand, involves collection and analysis of data using both
quantitative and qualitative approaches to address the disadvantages of the two approaches and
provide better understanding of data.
Quantitative Approach: An Overview

Quantitative methods center on objective measurements and numerical analysis of data collected
through qustionnaires or surveys and generalizing the results across groups of people. The
overaching aim of a quantitative research study is to classify features, count them and construct
statistical models to explain the obervable phenomenon.
Main Characteristics of Quantitative

Research
This approach is mainly used in social sciences studies,
which usually investigate abstract variables. In here, the
researcher has a clearly defined research question to
which objective answers are sought. Aside from that, all
aspects of the study are carefully designed before data are
collected. It means that the measures are standardized and
systematically created before the collection of data. The
researcher uses questionnaires or other forms of research
to collects numerical data which are based on precise
measurement. The theories are casual, meaning, the
deductive approach is used for testing in which inquiry
starts from abstract ideas and general principles toward
more concrete, empirical and verifiable evidence.
Strengths and Weaknesses of the Quantitative Research
Quantitative approach involves a greater number of subjects and enables a broader study,as well as
enhancing the generalization of the results. The results are more objective and accurate and that
usually, quantitative research employs certain procedures on a few variables to ensure the reliability
of data. More over, quantitative research, when the right procedure is used, can be replicated, as
well as analyzed in comparison with other similar works.
However, although quantitative data can test a hypothesis, it may be limited in explaining their
context because the explanation often focuses on numerical results as basis. The research is often
conducted in artificial setting, where a certain level of control is exercised. Because of this, the
results may not necessarily reflect the real life situationpresented in the problem. Additionally, the
use of research tols may only reflect the researcher’s point of view instead od the subject.
..REFLECT UPON..
Why will you consider quantitative research in investigating your field of interest?
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Types of Quantitative Research
Quantitative outcome research is mostly conducted in the

social sciences using the statistical methods used above to
collect quantitative data from the research study. In this
research method, researchers and statisticians deploy
mathematical frameworks and theories that pertain to the
quantity under question.Quantitative research templates are
objective, elaborate, and many times, even investigational.
The results achieved from this research method are logical,
statistical, and unbiased. Data collection happened using a
structured method and conducted on larger samples that
represent the entire population. As mentioned, quantitative
research is data- oriented. (Below are the different types of
quantitative research
Descriptive Research seeks to describe the status of an identified variable. These research projects
are designed to provide systematic information about a phenomenon. The researcher does not
usually begin with ahypothesis, but is likely to develop one after collecting data. The analysis and
synthesis of the data provide the test of the hypothesis. Systematic collection of information
requires careful selection of the units studied and careful measurement of each variable.( Below are
examples of descriptive type of research)
 A description of how second-grade students spend their time during summer vacation
 A description of the tobacco use habits of teenagers
 A description of how parents feel about the twelvemonth school year
 A description of the attitudes of scientists regarding global warming
 A description of the kinds of physical activities that typically occur in nursing homes, and
how frequently each occurs
 A description of the extent to which elementary teachers use math manipulative
Descriptive research can be distinguished into survey research or correlational research. Survey
Research is the most fundamental tool for all quantitative outcome research methodologies and
studies. This type of research can be conducted with a specific target audience group and also can
be conducted across multiple groups along with comparative analysis. A prerequisite for this type
of research is that the sample of respondents must have randomly selected members. This way, a
researcher can easily maintain the accuracy of the obtained results as a huge variety of respondents
will be addressed using random selection. Correlational Research, on the other hand, is conducted
to establish a relationship between two closely-knit entities and how one impacts the other and
what are the changes that are eventually observed. This research method is carried out to give value
to naturally occurring relationships, and a minimum of two different groups are required to conduct
this quantitative research method successfully. Without assuming various aspects, a relationship
between two groups or entities must be established. (Below are examples of correlational type of
research)
 The relationship between stress and depression

 The equation between fame and money
 The relation between activities in a third- grade class and its students
Another type of quantitative research is causal-comparative research which attempts to establish

cause- effect relationships among the variables of the study. In this research, the independent
variable usually involves a demographic(e.g., gender, race, social status) in which the researcher
has no control of. He/she will test how the independent variable will cause a significant effect in
the dependent variable, which is the outcome of the study. Causal-comparative research is not
restricted to the statistical analysis of two variables but extends to analyzing how various variables
or groups change under the influence of the same changes. This research is conducted irrespective
of the type of relation that exists between two or more variables. Statistical analysis is used to
distinctly present the outcome obtained using this quantitative research method. (Below are
examples of causal-comparative type of research)
 The impact of drugs on a teenager

 The effect of good education on a freshman
 The effect of substantial food provision in the villages of Africa.
Experimental research, often called true experimentation, uses the scientific method to establish
the cause-effect relationship among a group of variables that make up a study. The true experiment
is often thought of as a laboratory study, but this is not always the case; a laboratory setting has
nothing to do with it. A true experiment is any study where an effort is made to identify and impose
control over all other variables except one. An independent variable is manipulated to determine
the effects on the dependent variables. Subjects are randomly assigned to experimental treatments
rather than identified in naturally occurring groups.
Experimental research is similar to causal-comparative research, in that it also measures the effect
of the independent variable (cause) t the ependent variable (effect); however, the resaercher can
control the independent variables in the study, where in the participants are randomly assigned.
When aiming at determining the causes and effects between to variables that cannot be subjected
to experimenta control, quasi-experimental designs is an alternative. Most of the time, this design
is use on a naturally given phenomenon and its effect on the people who are experiencing the
occurrence. An example of this is when you want to know the effect of a calamity on its victims.
…EXTEND YOUR KNOWLEDGE
To learn more about the nature and inquiry of research, visit

http://www.leeds.ac.uk/educol/documents/00001487. htm
_
Constructs and Variables in Research
Research is based on investigations of constructs that stem

from an interest or problem. Constructs are mental
abstractions derived from the combination of concepts, or
your mental representation of the world around you. In
research, both are used interchangeably, but you have to
take note that concepts are more general and are free from
descriptions, whereas constructs are more particular and
have one or more descriptions.
Concept: age, sex, height, weight, attitude, pollution,

education
Construct: age= young or old
sex= male or female
height= small, average, tall
weight= light, heavy
attitude= good, bad
pollution= land, air, water
education= grade school, high school, college
Looking at the given examples, constructs in contrast with concepts, are more comprehensible and
meaningful because they help you t clearly express the events, experiences, things, phenomena, and
people you are interseted in. Alternatively, both are just ideas that are subjected to vary. In the
process of research, conepts or coonstructs are called variables.
Variables are constructs that can be understood differently because of their differences in values. It
represents the measurable traits that can change over the course of a scientific experiment and are
often reffered to as ‘ the object of the study”. In addition, variables can be observed directly or
indirectly. Variables that are based on direct observations are those that can easily gauged by the
senses. Examples of these include size, brightness, odor and taste. On the other hand, variables that
are made through indirect observations can be determined only by using tools or instruments. Most
often, they are abstract constructs. For example, to be able to concretize attitude, an attitudesurvey
instrument must be used.
Kinds of Variables
To understand more about variables and the role they play in scientific research, let us take a look
at the different kinds of variables and their usage. You have to take note that, the kind of variables
to be used in your study depends on the research design that you will follow
Independent variables are manipulated variables that cause a change in another variable. Usually,
these are treatments or conditions that produce a varied response or effect. On the other side,
Dependent variables are those that are affected by independent variables. Simply put, they are the
responses or effects that results from the treatment or conditions employed
Example:
Research Title:
“ Peace- loving Learning Environment Reduces Test Anxiety Level of Grade School Students”
Independent Variable: Peace- loving Learning Environment

Dependent Variable: Test Anxiety Level
Situational:
You are interested in whether a higher minimum wage impacts the weekly wage growth of workers
in the US fast food industry. You look at the wages of fast food employees in two neighboring
states, one of which raised its minimum wage last year, while the other did not.
Independent Variable: higher minimum wage

Dependent Variable: difference in the weekly wage growth between the neighboring states
Confounding or extraneous variables are those variables usually indicated in an experimental

research. They are not included in the study but in one way or another causes effect on the
dependent variable. Most of the time, these are the variables that are minimized to lessen their
impact on the expected response.
Example:
Research Title:
“ Peace- loving Learning Environment Reduces Test Anxiety Level of Grade School Students”
Confounding Variable: Family background of the grade school students
As you may notice, the confounding variable is not included in the variables under the study. But
each grade school student who will take part in the study has a family background that may likely
affect the impact of the peace- loving learning environment variable. To lessen its effect,the
researcher must control it.
Example:
“ The lack of exercise has an effect on weight gain”
Independent Variable: lack of exercise

Dependent Variable: weight gain
Confounding Variable: amount of food consumption
Categorical variables are those that characterize and describe the quality of data.This type of
variable can also be categorize as mutually exclusive (nominal) and extensive (ordinal)
variables. Nominal variables comprises those that take on specific values and do not follow a
sequence while ordinal variables characterize datausing a definite range and follow a sequence.
*the values of categorical variablesare not numeric
Example:
Nominal Variable: Civil status= can be classified only as single, married, widowed, or annulled
Ordinal Variable: Size= is classified into small, medium, or large
Quantitative variables are those variables that give details regarding the number or level of
something . These variables count the frequency of responses or effect. An example is a popularity
contest. The contestants who will get the highest number of votes as the most well-liked will be
declared the winner.
Qualitative variables represents kinds or types of objects and are synonymous with categorical
variables. They are often categorized into name, labels, or group. Responses such as yes or no; few,
many, and too much; and disagree or agree, are some examples of qualitative variables.
Variables and Their Levels Of Measurement
As mentioned, variables must be measured based on the way they are defined operationally. Levels
of measurement are the association that are linked to a variable. Here are some reasons why
studying them is important:
Proper interpretation of data related to the variable. For example, gender refers to male
and female and the study just provided the number of male and female participants. Then
the idea being conveyed will be easily expressed. It is just about the quantity of the
participants based on the two categories.
Decisions about the proper statistical analysis to be used. If the measure is the quantity of
males vs. females, you do not need to test the relationship between them. Rather, you
should just take note of the frequency and the average of males and females.
Four Level of Measurement

Knowing the level of measurement helps you decide how to
interpret the data from that variable. When you know that a
measure is nominal, then you know that the numerical
values are just short codes for the longer names. Second,
knowing the level of measurement helps you decide what
statistical analysis is appropriate on the values that were
assigned. If a measure is nominal, then you know that you
would never average the data values or do a t-test on the
data. There are four levels of measurement that are defined:
Nominal, Ordinal, Interval, Ratio
Nominal scales are just concerned wih the names and categories of responses. Such scales
normally deal only with non-numeric variables or where numbers have no value.
Examples:
1. gender (male or female)
2. nationality (Filipino, American, Chinese, Mexican,…)
3. hair color ( black, brown, burgundy, auburn,…)
4. Question that can be answered by yes or no
Ordinal scales are used for data that intends to be ranked. This scale is expressed through
sequential and numerical order and therefore allows a comparison of degree. This type of scale is
effectively used in surveys, polls, and questionnaires due to the simplicity of analysis and
categorization. Collected responses are easily compared to draw impactful conclusions about the
target audience.
Examples:
1. Ranking of high school students – 1st, 3rd, 4th, 10th… Nth.
2. A student scoring 99/100 would be the 1st rank, another student scoring 92/100 would be 3rd
and so on and so forth.
3. Rating surveys in restaurants – When a waiter gets a paper or online survey with a question:
“How satisfied are you with the dining experience?” having 0-10 option, 0 being extremely
dissatisfied and 10 being extremely satisfied.
Interval scales refer to the level of measurement in which the attributes composing variables are
measured on specific numerical scores and values and there are equal distances between attributes.
These types of scales do not have a “true zero point”. Moreover, interval scales are preferred
to nominal scale or ordinal scale because the latter two are qualitative scales. The interval scale is
quantitative in the sense that it can quantify the difference between values.
Examples:
1.Temperature(Celsius or Fahrenheit)
2. attitude
3. IQ
Ratio scales are the highest level of measurement. Variables will be more accurately measured
because ratio scales use zero as its base point and is quantitative in nature.
Ratio scales are the most informative scales as it tends to tell about the order and number of the
object between the values of the scale.
Examples:
1. height
2. age
3. weight
4. temperature(Kelvin)
SUMMATIVE ASSESSMENT
A: Identify what is being asked in each item.
____________________1. It is a statement that illustrates a clear vision and the overall method that
will be used to solve the problem at hand.
____________________2. .It is the process of looking for information to answer questions and
acquire new information, whether to solve a problem or to shed light on confusing facts.
____________________3. Tests hypotheses and makes predictions through measured amounts and
ultimately describes an event by using numerical procedures.
____________________4. Level of measurement that is concerned wih the names and categories
of responses.
____________________5. Involves collection and analysis of data using both quantitative and
qualitative approaches to address the disadvantages of the two approaches and provide better
understanding of data.
____________________6. It aims to determine the causes and effects between to variables that
cannot be subjected to experimenta control.
____________________7. It is conducted to establish a relationship between two closely-knit
entities and how one impacts the other and what are the changes that are eventually observed.
____________________8. It is the most fundamental tool for all quantitative outcome research
methodologies and studies.
____________________9. They are the responses or effects that results from the treatment or
conditions employed.
____________________10. Level of measurement that is used for data that intends to be ranked.
____________________11. Often called true experimentation.
____________________12. It is the highest level of measurement
____________________13. Aims to provide description of characteristics, kind and quality of a
subject, while interpreting and attempting to understand an event.
____________________14. It is a variable that is not included in the study but in one way or
another causes effect on the dependent variable
____________________15. Manipulated variables that cause a change in another variable
B. Identify the appropriate constructs in each concept.

Concept Construct
1. Entertainment
2. Business
3. Education
4. Technology
5. Language
C. Read and answer each question carefully. Write your answers in the space provided. Be
comprehensive.
Content 3 points
Comprehensiveness 2 points
Total 5 points
1. Why should you consider quantitative research in investigating your field of interest?
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VALUES INTEGRATION:
This learning plan enables you to become more observant with your surroundings especially
with ideas or pieces of information which you find vague or questionable and transforming
those to more informative and useful ones. As a Paulinian student, are you keen, creative
and aware? What made you say so?
CHARISM (I am creative, resourceful explorer and problem solver, expressing my God-

given charism)
COMMUNITIES(I am collaborative, incredible, responsible communicator and team

player, building collaborative communities)
REFERENCES
Espinosa, Allen A.,2016. “Practical Research 2”. DIWA Learning SYSTEMS, INC.
Francisco, Paul Micah S. et. al.2016. “Practical Research 2 Quantitative Research”.
Mindshapers Co., Inc.
Faltado III, Ruben E. et.al., 2016. “Practical Research 2(Quantitative Research for Senior
High School)”. Lorimar Publishing Inc.
“Report Writing: Introduction.” http://ocw.utm.my/file.php/85OCW_INTRODUCTION_
2.pdf
“Writing the Research Paper.” http:// writing. Colostate.edu/textbooks/informedwriter
/chapter10.pdf
CONGRATULATIONS! YOU HAVE COMPLETED LEARNING

PLAN 1!


SENIOR HIGH SCHOOL
LEARNING PLAN 2: TOPIC SELECTION AND THE INTRODUCTION OF THE
RESEARCH STUDY:
INTRODUCTION:
Research is not only an invaluable tool for building on crucial knowledge, it is also the
most reliable way we can begin to understand the complexities of various issues, to maintain our
integrity, to uphold important truths and to serve as a seed for analyzing convoluted sets of data.
So, how and where should you begin? In this learning plan, you shall learn the steps and tips in
writing the introduction of your research study.
LEARNING OBJECTIVES:

1. identify the basic types of research resources;
2. differentiate the subsections of the introduction of the research study; and
3. enumerate the basic components expected to be seen in the significance of the study
content.
LESSON PROPER/DISCUSSION:
Selecting the Topic

Research topics can come from a myriad of sources: an interest in a particular field, discussions
with peers and academics, and existing literature. As you may have known already, picking a topic
is a difficult task because it is often difficult to choose a topic in an area you are not very familiar
about. Another common difficulty is narrowing down a topic or researchable problems, as there are
a lot of interesting topics out there. Given this, a great deal of reading and exploring are needed to
determine a very specific topic. So how do you select a topic worth searching, then?
First, let us take a look at the basic type of sources
1. General( articles, monographs, books and othe documents)

2. Primary( journals)
3. Secondary( textbooks)
Now that you know where to find materials, you think about past discussions in class and list which
of those you found to be interesting. Usually, class discussions are broad, so this is a good starting
point in narrowing down to what interests you. The same goes true with issues you have observed
or watched in the news. Next, do a library search about your topic by visiting academic journals
your school has a subscription of. You may also check books, theses, government documents,
statistics and newspapers.
Take note that this is just a preliminary selection of your topic as you might find later on that
there’s a need to further narrow it down. In this case, you have to read initial articles until such time
that it’s specific and suitable enough. Search and research. Moreover, give all topics that are
considered a preliminary title and provide a brief description of the content and the plan of how the
topic could be developed. It would be better if you choose just a few topics in your list for this step,
Although a topic may change, record your thoughts about it so you can track how the topic has
evolved. Remember, you will need this in narrowing down your topic and in finally deciding what
to work on. . Lastly, consider the implications of your choice in selecting and finalizing a topic.
.. REFLECT UPON..
What research area are you most interested in? Are you into economic, psychological,
political, social, or sociological research? What issues would you like to work on? Why?
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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________
Writing a Research Title
After narrowing down your topic or problem of choice,

and after your research adviser or supervisor has approved
it, you will now proceed to writing a research title. The
research title is an important part of your paper, as it
provides a brief description of what your study is all about:
from the issue to the sample, theory and data analysis.
Your titles can be revised as your project develops. As
such, you have plenty of working research titles until you
decide on the final one.
The following are some of the reminders in writing your research title;
Set a 10-12 word limit for titles.

Summarize the main idea or issue, if not the argument of the paper.
Identify the primary variables and the relationship among them, as well as the theoretical
issues underlying these.
Identify the population(s) used.
Do not use word such as “study of” or “an experimental research in” are these words or
phrases are redundant.
Only include words that provide important and sufficient information about the research,
*Remember, it is best to write a working research title. Titles provide directions of the research
paper in a snapshot.
The Introduction of the Research Study
Previously, we have discussed the things you need to remember in selecting and writing a research
title. In this section, let us try to point out the essence of pursuing your research and provide an
overview of the focus of the study.In this regard, you should address the features that can contribute
to the people concerned. Take note that a good introduction composes the following subsections.
1. Nature and Backgound of the Study

2.Statement of the Problem/Research Questions
3. Scope and Delimitation of the Study
4. Purpose/Objective of the Study
Nature and Background of the Study

In this part, you include existing literature, current issues, and present problems and circumstances
associated with the study., Then you indicate the gaps of knowledge which initiated the need for
further investigation, identifying the particular one which you want to focus on. You must have a
thorough discussion of the problem at hand and you must also note the rationale, or the importance
of doing the investigation to strengthen the beneficial purpose of conducting researches.
The reader should be able to understand your topic and its

importance. The length and detail of your background also
depend on the degree to which you need to demonstrate your
understanding of the topic. Paying close attention to the
following questions will help you in writing the background
information in your research paper:
Are there any theories, concepts, terms, and ideas that

may be unfamiliar to the target audience and will
require you to provide any additional explanation?
Are there any concepts that may have been borrowed from other disciplines that may be
unfamiliar to the reader and need an explanation?
Any historical data that need to be shared in order to provide context on why the current
issue emerged?
Why do you need to have enough background information?...
Having enough background information will provide a gist of important and relevant research
studies upon which your research problem is based. It will then convey your understanding about
the problem you are investigating, which will set the credibility of your overall analysis and
findings. Lastly,it will assist your readers to understand the contexts in which your research
problem is related.
…EXTEND YOUR KNOWLEDGE

To be able to compose a more comprehensive nature and background of the research study,
you may visit the following sites.
http://sokogskriv.no/en/writing/structure/structuring-a-thesis/
http://www.sfu.ca/~dlaitsch/courses/950fa1107/proposal.pdf
http://isites.harvard.edu/fs/docs/icb.topic549684.files.Additional_information_on_B
ACKGROUND.pdf
Statement of the Problem/ Research Problems
This section of the introduction concentrates on the issue or problem that the research intends to
investigate. Usually, the statement of the problem is written in a declarative sentence. Among the
most common format is as follows: “This study will compare, contrast, investigate, describe,
determine, examine, develop, clarify, test, or evaluate the issue being studied.
A problem statement is basically a statement that illustrates a clear vision and the overall method
that will be used to solve the problem at hand. Usually used when doing research, a problem
statement discusses any foreseeable tangible or intangible problems that the researcher may face
throughout the course of the project.
Now, what are the things to remember in writing the statement of the problem of your study?
Write out your vision. In order to decide what must be done when solving the problem, it is
important to understand the vision. Be sure to include the benefit of solving the problem.
Take the time to write your vision clearly and concisely.
Write out your issue statement. Write an issue statement that describes the problem and
why solving the problem is important. This two-sentence statement simply describes the
problems that you are encountering and specific issues related to the problem.
Organize your method. Writing out the method that you plan to use to solve the problem is a
crucial part of writing out your problem statement. It is through your method that you
convey the steps that you will take in solving the problem
Use your “W’s”.Think back to grade school and you will recall how your English teacher
probably taught you about the five "Ws" - who, what, where, when, and why - questions
that you need to answer when writing an essay. As you proceed to write your problem
statement, you should incorporated the five Ws, and answer them completely. You should
be thinking about:
 Who the problem affects
 What the outcome would be if the problem was not solved
 Where the problem is taking place
 When the problem needs to be fixed
 Why is it important for the problem to be fixed
Meanwhile, surveys and non- experimental researches such as correlational, case studies, causal –
comparative, and archival researches use the term “research questions”. These types of research
design aim to discover and strengthen knowledge by means of answering questions, and so,
statements are usually in the interrogative case. However, it is advised to avoid constructing “yes-
no” research questions because this type of questions tends to limit responses. Thus, again, it is best
to make a wh-h type of research question, for it will result in more comprehensive answers.
Example:
1. Is there a relationship between rewards and high test scores?
Example 1 is a yes-no format of a research question. Usually, such question is not followed by
another question therefore response is very limited.
2. What is the degree of relationship between rewards and test scores?

Example 2 follows a wh-h format. The response is not only limited to a yes or no, but a definite
answer that will normally be followed with an explanation.
Remember that the ultimate goal of a statement of the problem is to transform a generalized
problem (something that bothers you; a perceived lack) into a targeted, well-defined problem; one
that can be resolved through focused research and careful decision-making.Writing a statement of
the problem should help you clearly identify the purpose of the research project you will propose.
Often, the statement of the problem will also serve as the basis for the introductory section of your
final proposal, directing your reader’s attention quickly to the issues that your proposed project will
address and providing the reader with a concise statement of the proposed project itself.
Significance of the Study
The significance of the study points out the advantage that will
come from the results. It emphasizes the concerned population
to which the findings will be favorable. Also, the significance
of the study could be simply reflected by the following two
questions: Why should my study be published? What
significant scientific contribution is my study making to my
field of research?
Importantly, the significance of the study should also be written with a non-expert in mind.
Here are the tips that may be helpful when writing the significance of the study. These tips will tell
you the basic components expected to be seen in the significance of the study content.
Refer to the Problem Statement. In writing the significance of the study, always refer to the
statement of the problem. This way, you can clearly define the contribution of your study.
To simplify, your research should answer this question, “What are the benefits or
advantages of the study based on the statement of the problem?”
If you ask the question “How has the new packaging affected the sales of the product?” then the
contribution of your research would probably a packaging style or technology that can help the
store increase its sales. Your study should demonstrate that the product’s packaging really
influences the buyer’s perception and affects their purchase decision.
Write it from general to particular. Determine the specific contribution of your thesis study
to society as well as to the individual. Write it deductively, starting from the general to
specific. Start your significance of the study broadly then narrowing it out to a specific
group or person. This is done by looking into the general contribution of your study, such as
its importance to society as a whole, then move towards its contribution to individuals as
yourself as a researcher.
Keep in mind that when you state the significance, you must highlight how your research will be
beneficial to the development of science and the society in general. You can first outline the
significance in a broader sense by stating how your research will contribute to the broader problem
in your field and gradually narrow it down to demonstrate the specific group that will benefit from
your research.
Scope and Delimitation of the Study

This section of your study launches the limits of the process in
which your study will be conducted. Here, you will discuss the
variables that you will examine and the method that you are
going to examine. Scope and delimitations are two elements of a
research paper or thesis. The scope of a study explains the extent
to which the research area will be explored in the work and
specifies the parameters within which the study will be operating.
In writing the scope of your study, you should consider the
feasibility of your work before you write down the scope
Typically, the information that you need to include in the scope of your study are:
General purpose of the study

The population or sample that you are studying
The duration of the study
The topics or theories that you will discuss
The geographical location covered in the study
It is important to narrow down your thesis topic and limit the scope of your study. The researcher
should inform the reader about limits or coverage of the study. The scope identifies the boundaries
of the study in term of subjects, objectives, facilities, area, time frame, and the issues to which the
research is focused.
Sample phrases that help express the scope of the study:

The coverage of this study……………………………….
The study consists of …………………………………….
The study covers the …………………………………….
The study is focus on …………………………………...
The delimitation of the study is delimiting a study by geographic location, age, sex, population
traits, population size, or other similar considerations. Delimitation is used to make study better and
more feasible and not just for the interest of the researcher. It also identifies the constraints or
weaknesses of your study which are not within the control of the researcher.
Delimitations and limitations clarify the boundaries, exceptions, and reservations inherent in every
study. The two concepts are different in that:
Delimitations aim to narrow the scope of a study. For example, the scope may focus on specific
variables, specific participants, specific sites, or narrowed to one type of research design (e.g.,
ethnography or experimental research).Limitations, however, aim to identify potential weaknesses
of the study. For example, all statistical procedures and research strategies, such as surveys or
grounded theory studies have limitations. In introductory discussions about these strategies, authors
typically mention both their strengths and their weaknesses.
Sample phrases that expresses the delimitations of the study:

The study does not cover the……………………………….
The researcher limits this research to …………………….
The study is limited to …………………………………….
A. Read the following items and encircle the correct answer.
1. It is basically a statement that illustrates a clear vision and the overall method that will be used to
solve the problem at hand
a. Delimitation of the study c. Limitation of the study
b. Problem statement d. Scope
2.It aims to identify potential weaknesses of the study.
a. Delimitation of the study c. Limitation of the study
b. Problem statement d. Scope
3. Which of the following is not included in the introduction part or a research?
a. Nature and Background of the Study
b. Statement of the Problem/Research Questions
c. Methodologies
d. Purpose/Objective of the Study
4. It points out the advantage that will come from the results of the study and it emphasizes the
concerned population to which the findings will be favorable
a. Delimitation of the study c. Significance of the study
b. Research title d. Conclusion and Recommendation
5. In this part, you include existing literature, current issues, and present problems and circumstances
associated with the study.
a. Nature and Background of the Study c. Significance of the study
b. Topic selection d. Conclusion and Recommendation
B. Read each statement and indicate if it is true or false. Write T if it is true and F if it is false.
________1. The research title is an important part of your paper, as it provides a brief description of
what your study is all about
________2. Having enough background information will provide a gist of important and relevant
research studies upon which your research problem is based.
________3. The significance of the study discusses any foreseeable tangible or intangible problems
that the researcher may face throughout the course of the project. .
________4. The scope of a study explains the extent to which the research area will be explored in
the work and specifies the parameters within which the study will be operating.
________5. The statement of the problem clarifies the boundaries, exceptions, and reservations
inherent in every study.
C. Enumerate the things that you must remember in writing the statement of the problem of your
study. Provide brief description in each item.
1.____________________________________________________________________________
______________________________________________________________________________
2.____________________________________________________________________________
_____________________________________________________________________________
3.____________________________________________________________________________
______________________________________________________________________________
4.____________________________________________________________________________
______________________________________________________________________________
5.____________________________________________________________________________
______________________________________________________________________________
VALUES INTEGRATION:
It is important for you to become considerate and patient in looking for information that
will guide and help you create the foundation of your work. As a Paulinian, how can you
apply the saying, “Patience is a virtue” in your day to day life?

given charism)

REFERENCES
Faltado III, Ruben E. et.al., 2016. “Practical Research 2(Quantitative Research for
Senior High School)”. Lorimar Publishing Inc.
2.pdf
/chapter10.pdf

PLAN 2!


SENIOR HIGH SCHOOL
LEARNING PLAN 3: SELECTION, CITATION AND REFERENCING OF RELATED

LITERATURE
INTRODUCTION:
Starting out a research project can be one difficult task, as it involves a rigorous selection of
materials relevant to the study and as a researcher; your task is to establish research gaps that
will be the bases of pursuing your quantitative research. You have learned in learning plan 2 that
your variables are taken from the theory or theories you have chosen or, at large, from your
literature review. In this learning plan, you shall learn how to select relevant literature as well as
how to situate the theoretical framework or conceptual framework in your literature review.
LEARNING OBJECTIVES:

1. identify ways in selecting a good literature;
2. differentiate citation, referencing and bibliography; and
3. understand why you need to include citation, referencing and bibliography in your study.
LESSON PROPER
Many researchers struggle when it comes to writing literature

review for their research paper. A literature review is a
comprehensive overview of all the knowledge available on a
specific topic till date. When you decide on a research topic,
usually the first step you take in the direction of conducting
research is learn more about the previous research published
on the topic, and this eventually translates into literature
review when you write your research paper. Literature
review is one of the pillars on which your research idea
stands since it provides context, relevance, and background
to the research problem you are exploring.
Usually, an exciting literature review presents conflicting and contradictory results of previous
studies, which could then be a research gap that will be field by your study. Similarly, literature
reviews identify areas that could be studied when you can establish that there seems to be a lack
of attention on a given topic. Whether there is a lack of study on your topic or there are
contradicting views about it, your literature review forms the very significance of your paper. It
gives justification as to how your research will fit into the existing body of knowledge. As such,
it must be written very well.
How to Select Relevant Literature
After narrowing down your topic or problem of choice,

and after your research adviser or supervisor has
approved it, you will now proceed to reviewing literature
related. Just like what was mentioned above, a literature
review is your critical analysis of available resources and
not just a summary of what is available so far about your
chosen topic. Like what you did in the topic
selection phase, you do an online literature search about your final approved topic. When doing
so, you should be able to identify the best publications in a specific research area so it would be
easier for you to locate relevant and recent literature. For the general rule, you need to remember
what the review is for, whether it is a high school research report, high school thesis, or a college
undergraduate research.
So, when is literature related or relevant? What are some of the considerations to follow or at
least one must have in mind in selecting materials. Here are some questions to consider when
reviewing literature related to your study.
What issue or problem has the author formulated? Is it clearly defined? Is it significant
enough? How was the problem approached? What are the variables of the study?
What is the orientation of the researcher? How about the theoretical framework used?
How are the research perspective and theoretical perspective related as seen in the paper?
Does the author provide contrasting results from previous researches in the literature
section of the paper? What is the author’s stand on this? Does the author present that
there is a lack of research in the topic considered?
How does the author structure the arguments in the paper? And how related are these
arguments and the corresponding results to your research topic? In what ways does this
contribute to your understanding of your own problem?
As you go through literature selection, keep in mind the following too: What do other researches
or literatures say about this material that you are reviewing? Do you find them contrasting as to
the arguments and results? Or do they support or affirm each other’s results and conclusions, and
to what extent?
Because you are expected to review about 20 to 30 materials, it is definite that you go about
hundreds of literatures before settling to that minimum number. So, to make it relatively easier,
you may do the following:
Read articles you find easy to understand first. Choose scholarly literatures.
Scan the said materials for key arguments
Do an in-depth reading of the said material by answering the questions above.
Choose a consistent way of organizing your literature. It can be chronological, thematic,
conceptual or methodological.
Decide whether the material is of great relevance to your topic.
EXTEND YOUR KNOWLEDGE

Check the following research, and identify the five requisites in selecting a material to be
reviewed for your study
Marasigan, A.C. and A.A. Espinosa. “Modified useful-learning approach: Effects on

students’ achievement and conceptual understanding in chemistry.” Journal of Education
Research and Behavioral Sciences2, no. 11(2013): 206-
228.http://apexjournal.org/jerbs/archive/2013/Nov/abstract/Marasigan%20and
%20Espinosa.htm
Citation, Referencing and Bibliography
The sources of your literature review are the published and

unpublished works that are related to your chosen topic. You
have to give credit to the authors who made the works that
you have included, whether they are in the form of direct
quotation, paraphrased or summarized texts, or even insights
that you have written or derived from.
When you just lift statements from a published journal and write them in verbatim, without even
mentioning the authors names and claiming them as your own work, you are
committingplagiarism. Therefore, you have to be knowlegdeable about citing and referencing.
The process of acknowledging the sources of information that you have used in your manuscript
is called citation. It is often placed directly inwritten to indicate the source of your information.
When citing the direct source of a particular text in your work, the name of the author and
the year of the publication enclosed in a parenthesis are placed after the text.
Acknowledgement of the literature that you have used in your paper does not end in citation
alone. Once the manuscript is done, you have to include a list of your references. Referencing is
a process of organizing the written works cited in your text. It is usually in a form of a list found
at the end of the document. References will demonstrate the thorough literature search and
readings that you have done to create your research.
Reasons for Citation

Listing the works that you have cited in your manuscript is
important for the following reasons:
To be able to identify and relocate the sources used in

the study for verification purposes. It is important to
have citation listings to prove that the texts that you
have used are indeed generated from the mentioned
material.
In addition, readers will have an easier access if they want to learn more about the topic
discussed in your study.
To present a proof that the topic under study is well-accounted in the research works in
its perspective field of study. Citations provide evidence that your ideas and insights are
grounded on previous studies. In this regard, you are also increasing the heuristic value of
the research studies.
To rightfully acknowledge the authors of the research materials mentioned in the study.
Authors of research studies that you have used must be given credits for their scholarly
work. Through this, you can expressed your respect and appreciation to the tedious
process that they have gone through just to create a scholarly material.
In a nutshell, when you copy any written work in verbatim without indicating your source
and claim it as your own, ypu are plagiarizing. Plagiarism, especially in the Philippines,
is punishable by law through Republic Act 8293, or the Intellectual Property Code of the
Philippines.
Ways of Citing a Source Material
Resource materials such as books, newspapers, journal articles, conference proceedings, e-mails,
personal communication, and Web sites, just to name a few, can be cited in three different ways:
1. As a direct quote (authors’ last names, date, and page number after the quoted text). You can
directly lift or copy a statement or a paragraph, and paste it on your manuscript from any
resources provided that you put quotation marks on that statement or paragraph..
2.As a paraphrase(authors’ last names, year). You paraphrase a statement when you transform
its idea using your own words based on your own understanding.
3. As a summary(authors’ last name, year). In doing a summary, you just clearly explain and
point out the main idea of the author’s research findings without including your insights.
Usually, details and examples are excluded and the context must be written in your own words.
*the format of writingcitation varies on the resource materials and the citation style required.
Reasons for Referencing
Providing a list of your cited works lay the ground of confirmation that your study is structured
within the field in which it is related. Referencing is done for the following reasons:
To prove that the study is based on academic works. The list of titles and the type of
materials used will determine that the research is conseptualized from scholarly materials.
To locate the sources of the cited texts in the study. Details of the materials used are
included in the reference list. Through these, it is easier to trace the full manuscript where
the cited texts are obtained.
To share additional and information about the topic under the study.Once the original
source of the cited texts is found and read, other information will be known and ideas
may stem out from it.
To confirm the basis of the study’s hypothesis. The reference list will serve as evidence
that will validate the claims of the study.
To show respect and appreciation to the author of the study and to avoid palgiarism.
References will show that the texts written are gathered from notable sources.
Ways of Referencing Source Materials
Materials used in your study are referenced in two ways.
1. In-text Citation. When you use a directly quoted, paraphrased, and summarized content f a
manuscript in your literature review, you have to insert the source of the information enclosed in
a parenthesis within or after the information that you have included. You usually find the
fllowing information of the source in the literature review:
a. Direct quotation: author surname(s), title of the material, date of publication, page
number
*when you want to point out a specific idea from the source, the name(s) of the
author(s) becomes the subject of the sentence followed by the date of publication
enclosed in a parenthesis. The page number will come after the quoted statement.
b. Paraphrased text: author surname(s), date of publication
* when you want to point out a specific idea from the source, the name(s) of the
author(s) becomes the subject of the sentence followed by the date of publication
enclosed in a parenthesis.
2. Reference List. Includes full publication details of all your cited works in your study. It
appears on the last section of your research work in alphabetical order. This follows the order:
Authrs’ surname(s), year of publication, title of the material, page number
*the format of writing references varies on the resource materials used and the citation style
required.
Different Styles of Citation and

Referencing
Citing verbatim sources in a form of quotation,
paraphrasing, and summarizing one’s work, using facts,
information, data, and other supplementary information are
done differently. Different fields of disciplines suggest
different styles of citing sources to write texts appropriately
as required.
There are several existing citation styles that you can use, but the following are commonly used
in their perspective field of study:
Citation Style Field of Study

American Psychological Association(APA) Psychology, education, and other social sciences
Modern Language Association(MLA) Literature, Arts and humanities
Chicago Manual of Style/Turabian Style Arts and humanities
Turabian Literature, history and arts
The style that you are going to use will depend on the advice of your teacher in research and the
required style used in your school. The citation style used must also correspond to the
referencing style found in the references list. However, the widely used style across all fields is
the APA style.
.EXTEND YOUR KNOWLEDGE
Go to these Web sites to learn more about plagiarism and its consequences
http://writingcenter.unc.edu/handouts/plagiarism/
http://www.uvm.edu/policies/student/acadintegrity.pdf
After viewing the content of the given link, point out the similarity of plagiarism to
audiovisual piracy.
A. Read each statement carefully and identify if it is true of false. Write T if the statement is
correct and F if otherwise. (10 points)
_________1. Theoretical framework is one of the pillars on which your research idea stands
since it provides context, relevance, and background to the research problem
you are exploring.
_________2. When you present someone else’s works or ideas as your own, without their
consent, by incorporating it into your work without full acknowledgement, you
are committing plagiarism.
_________3. Citations provide evidence that your ideas and insights are grounded on
previous studies
_________4. Citation is a process of organizing the written works cited in your text
_________5. When writing the research problems or questions of your study, they should be
in line with your hypothesis.
_________6. The hypothesis connects the researcher to existing knowledge
_________7. The list of titles and the type of materials used will determine that the research
is conseptualized from scholarly materials
_________8. Hypotheses are temporary answer to your problem, arguments, or issue, which
you intend to test and explore throughout your study
_________9. The list of titles and the type of materials used will determine that the research
is conseptualized from scholarly materials
________10. A theory is your critical analysis of available resources and not just a summary
of what is available so far about your chosen topic.
B. Read and answer each question carefully. Write your answers in the space provided. Be
comprehensive.
Content 3 points
Total 5 points
1.When is literature considered relevant?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What would you feel if your written work were used by another without mentioning you as the
source?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
VALUES INTEGRATION:
This lesson teaches you to respect and appreciate the work of others. Moreover, you also
learned how to properly acknowledge the work and effort of others by giving them the
credits and recognition that they deserve. As a Paulinian student, how do you value
honesty and respect?

given charism)

REFERENCES:
2.pdf
/chapter10.pdf

PLAN 3!


SENIOR HIGH SCHOOL
LEARNING PLAN: DEFINING VARIABLES AND TERMS USED IN RESEARCH

STUDY AND ILLUSTRATING THE THEORETICAL FRAMEWORK
AND RESEARCH HYPOTHEISIS
INTRODUCTION:
While doing topic selection and literature search, you will come across several problems or
issues addressed by them. As you have learned in the previous module, these problems or
arguments are stated in such way that they reflect the main concepts, variables and indicators
studied. So, it is but fitting that you are also able to identify the variables of your own research as
you narrow down your topic or identify your fundamental problems. In this learning plan, you
shall learn how to define variables and term used in your study as well the proper way of
illustrating your framework and research hypothesis.
LEARNING OBJECTIVES

1. define properly the variables and terms used in your study;
2. illustrate the theoretical/conceptual framework of your study; and
3. differentiate null and alternative hypothesis.
LESSON PROPER/DISCUSSION:
Defining the Variables and Terms
While doing topic selection and literature search, you

will come across several problems or issues addressed
by them. As you have learned in learning plan 1, these
problems or arguments are stated in such way that they
reflect the main concepts, variables and indicators
studied. So , it is but fitting that you are also able to
identify the variables of your own research as you
narrow down your topic or identify your fundamental
problems.
Why is it important to define your variables?...
Defining these terms is crucial in the study, as this would help you in narrowing down your
topic, which would eventually aid you selecting literatures to review. As you search, research
and review materials, your definitions may change. This is all right. This is part of making the
parameters of the study clear and precise. These parameters include the scope of the study, who
or what is involved, what data to gather, where to gather and how to gather, and what methods to
use and statistical tests to employ. In this case, you are making an abstract idea a very concrete
one. Defining your variables coincides with identifying the measurement of your variables, and
this must be considered as well.
So, how do you define your variables?...
There are two types of definition:
1. Lexical/conceptual. Terms are defined according to authoritative sources

2.Operational. Terms are defined based on how it is or will be used in your study.
Definitions of specific concepts and terminology should be grounded (whenever possible) by

peer-reviewed sources that support the definition. This helps a great deal to rationalize
terminology and understanding and connects your language to common usage of terminology
within the field. It is also a good idea to alphabetize definitions to make it easier for readers to
navigate quickly to the term they need to understand.
Illustrating and Explaining the Theoretical/Conceptual Framework
The theoretical and conceptual framework is as important as the other sections of your paper. In
the process of topic and literature selection, you have also come across various theoretical or
conceptual frames. This should strengthen your knowledge of theory based on discussions.
A theoryis a statement of how facts are related. It is a system
of ideas intended to explain a specific phenomenon. Given
this, it becomes the bases of the conduct of researches from
literature review to hypothesis writing and to data treatment
and analysis. Your theory, therefore, becomes your primary
guide in the whole research process. The relationship between
and among variables is presented in the theoretical or
conceptual framework. Once you lose track of the basic
Premises of your theory, you will definitely be confused about the directions of the paper.
How do you write this secion of your paper then?...
Usually, you start by stating the theory and its proponents. After which, you discuss the basic
premises of the theory. What are its fundamental arguments? Last, you contextualize the theory
by relating it with the current problems of your own research.
Writing the Research Hypothesis
The theory, concepts, and hypotheses of the paper are definitely related with one another. You
have learned in module 1 that your variables are definitely taken from the theory or theories you
have chosen or, at large, from your literature review. This must be observed so that the paper is
coherent, and that the arguments or issues the paper wants to address are concrete
When you begin to state the relationships between your variables and the effect they could
possibly have on each other, you are writing the hypothesis of the study. Your hypothesis, as
mentioned, are derived from the literature reviews. A hypothesis is a proposed explanation about
a phenomenon made on the basis of limited evidence and a starting point of your investigation. It
is, therefore, a temporary answer to your problem, arguments, or issue, which you intend to test
and explore throughout your study. Remember, hypotheses are meant to be tested empirically.
So how should you write your hypothesis? The following are helpful reminders:
Your hypothesis must be clearly written. It must address one problem or issue at a time.
This applies to whether your study is a test of relationship or difference. Similarly, use
the same pattern of word order(of your variable) in your hypothesis. You may start with
the independent first, and then conclude with the dependent variable.
If you are doing a test of relationship(correlational study), the type of
relationship(positive or negative) must be provided in the hypothesis. They must show
the relationships between the concepts or variables in the study. You must provide the
indicators(those which give or indicate the presence or absence of the variable) of your
variables so that the levels of measurements are defined. Remember, all your variables
must be measured separately .
Choose a form of hypothesis based on the type of study. There are two types: null and
alternative.
*null hypothesis represents the traditional approach as it makes a prediction that there is
no relationship or significant difference between groups on a variable in the general
population. Usually, it is stated this way: “There is no difference(relationship) between
the groups on (the variable/s)
*alternative hypothesis, is popular in journal articles. It has two types:directional and
non directional hypothesis. Directional hypothesis includes the prediction made by the
researcher reagarding the expected outcome based on prior literature. Usually, for a test
of difference, it is stated this way: “Group 1 will have a higher or lowr(variable)than
Group 2.” Or, for a test of relationship, it is stated this way: As (independent varaible)
increases, (dependent variable) decreases. The other type of alternative hypothesis is
nondirectional hypothesis. In this case, the researcher makes a prediction, but the exact
change (higher, lower, increase, decrease, strong, weak, more, less) as in directional
hypotheses, is unknown. In this case, the researcher does not know what can be predicted
based on previous literature. Usuall, it is stated this way: “(Variable) is related to
(variable).
Remember that the hypothesis are by themselves the problems of your paper. A researcher
should not lose track of this because data analysis depends largely on the hypothesis. When
written in question form, your hypotheses are your research problems. Thus, when writing the
research problems or questions of your study, they should be in line with your hypothesis

To find out more about writing the research questions and hypotheses, read
http://www.sagepub.com/upm-data/22782_Chapetr_7.pdf
Situating the Theoretical Framework in

the Literature Review
As discussed in the previous section, your literature review
is composed of the review or relevant or related studies, the
hypotheses and the theoretical framework. As in any other
material, the way hypotheses are written depends on the
style and manner of writing the entire manuscript. The
same is true with the theoretical and conceptual framework.
Theoretical framework consists of concepts, together with their definitions, and existing
theory/theories that are used for your particular study. The theoretical framework must
demonstrate an understanding of theories and concepts that are relevant to the topic of
your research paper and that will relate it to the broader fields of knowledge in the class you are
taking.
The theoretical framework is not something that is found readily available in the literature. You
must review course readings and pertinent research literature for theories and analytic models
that are relevant to the research problem you are investigating. The selection of a theory should
depend on its appropriateness, ease of application, and explanatory power.
The theoretical framework strengthens the study in the following ways.
An explicit statement of theoretical assumptions permits the reader to evaluate them

critically.
The theoretical framework connects the researcher to existing knowledge. Guided by a
relevant theory, you are given a basis for your hypotheses and choice of research
methods.
Articulating the theoretical assumptions of a research study forces you to address
questions of why and how. It permits you to move from simply describing a phenomenon
observed to generalizing about various aspects of that phenomenon.
Having a theory helps you to identify the limits to those generalizations. A theoretical
framework specifies which key variables influence a phenomenon of interest. It alerts
you to examine how those key variables might differ and under what circumstances.
Example
In view of the literatures presented, figure 1 shows how test anxiety correlates to students’
achievement, process skills and attitude towards science.
Given the framework, the following research hypotheses are presented:
1. Test anxiety in moving examination does not correlate to students’ achievement in science.
2. Test anxiety in moving examination does not correlate to students’ integrated science process
skills.
3. Test anxiety in moving examination does not correlate to students’ attitude towards science.
The study utilized the prediction correlational research design to examine how the test anxiety in
moving examination, the preditor variable, correlates to students’ achievement, integrated
process skills and attitude towards science.
The research hypotheses of the given example are presented in a separate section following the
framework and preceeding the research design. Again, this is just a matter of style or manner of
writing your manuscript.

Visit the following Web sites to guide you further in writing your conceptual or theoretical
framework
Simon, Marilyn K. and Jim Goes. “Developing a Theoretical Framework.”
http://drannejonesuas.files.wordpress.com/2013/10/recipe-for -a-theoretical-
framework.pdf
“Conceptual Framework: What Do You Think Is Going On?”
http:// www.sagepub.com/upm-data/48274_ch_3.pdf
S SUMMATIVE ASSESSMENT
A. Match each item in column A with its definition in column B. Write the letter of the correct
answer on the space provided in the first column.
Column A Column B
_______ 1. Hypothesis A. It is considered one of the pillars on which your
research idea stands since it provides context,
relevance, and background to the research problem
you are exploring.
_______ 2. Citation B.It is a system of ideas intended to explain a specific
phenomenon
_______ 3. Null hypothesis C. Terms are defined according to authoritative
sources
_______ 4. Directional Hypothesis D.Terms are defined based on how it is or will be used
in your study.
_______ 5. Referencing E.It includes full publication details of all your cited
works in your study and appears on the last section of
your research work in alphabetical order
6. Theory F. It is a proposed explanation about a phenomenon
_______ made on the basis of limited evidence and a starting
point of your investigation
_______ 7. Literature Review G. It includes the prediction made by the researcher
reagarding the expected outcome based on prior
literature
_______ 8.Reference List H. It is the process of organizing the written works
cited in your text
_______ 9. Operational I.It represents the traditional approach as it makes a
prediction that there is no relationship or significant
difference between groups on a variable in the general
population
_______ 10. Lexical J.It is the process of acknowledging the sources of
information that you have used in your manuscript
_______ 11. Framework K. It is a temporary answer to your problem, arguments,
or issue, which you intend to test and explore throughout
your study
_______ 12. Literature Review L. Lift statements from a published journal and write
them in verbatim, without even mentioning the authors
names and claiming them as your own work
_______ 13. Referencing M. It is one of the pillars on which your research idea
stands since it provides context, relevance, and
background to the research problem you are exploring.
_______ 14. Citation N. It is the process of organizing the written works
cited in your text
______ 15. Plagiarism O.It is the process of acknowledging the sources of
information that you have used in your manuscript
B. Read and answer each question carefully. Write your answers in the space provided. Be
comprehensive.
Content 3 points
Total 5 points
1. What would you feel if your written work were used by another without mentioning you as the
source?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________
VALUES INTEGRATION
This lesson teaches you to become creative in all things that you do. As a Paulinian, how
do you manifest creativity in your day to day life?

given charism)

REFERENCES:
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St.

Paul University Philippines

BASIC EDUCATION UNIT

DYNAMIC LEARNING PLAN

Prepared by: Checked by:

MS. ARCELLI ALICAN

MRS. GLENDA P. CARONAN

BASIC EDUCATION UNIT

ST. PAUL UNIVERSITY PHILIPPINES is an internationally recognized institution dedicated to

BEU VISION-MISSION STATEMENT

PAULINIAN CORE VALUES

COMMISSION (COMPETENT)– The Paulinian has a mission – a LIFE PURPOSE to spread

Devote focus time to developing competencies required for sound achievement in a

COMMUNITY (COLLABORATIVE) – The Paulinian is a RESPONSIBLE FAMILY

CHARISM (CREATIVE)– The Paulinian develops his/her GIFT/TALENTS to be put in the

CHARITY (COMPASSIONATE) – urged on by the LOVE OF CHRIST, the Paulinian is

Quarter Content Standard Performance Standard Learning Competencies

BASIC EDUCATION UNIT

LEARNING PLAN: CHARACTERISTICS, STRENGTHS, WEAKNESSES AND KINDS

This learning plan is designed for you to:

Etymologically, research comes from the middle French word

Quantitative Approach: An Overview

Main Characteristics of Quantitative

Strengths and Weaknesses of the Quantitative Research

Quantitative outcome research is mostly conducted in the

 The relationship between stress and depression

Another type of quantitative research is causal-comparative research which attempts to establish

 The impact of drugs on a teenager

…EXTEND YOUR KNOWLEDGE

To learn more about the nature and inquiry of research, visit

Constructs and Variables in Research

Research is based on investigations of constructs that stem

Concept: age, sex, height, weight, attitude, pollution,

Independent Variable: Peace- loving Learning Environment

Independent Variable: higher minimum wage

Confounding or extraneous variables are those variables usually indicated in an experimental

Confounding Variable: Family background of the grade school students

Independent Variable: lack of exercise

*the values of categorical variablesare not numeric

Variables and Their Levels Of Measurement

Four Level of Measurement

B. Identify the appropriate constructs in each concept.

CHARISM (I am creative, resourceful explorer and problem solver, expressing my God-

COMMUNITIES(I am collaborative, incredible, responsible communicator and team

CONGRATULATIONS! YOU HAVE COMPLETED LEARNING

St. Paul University Philippines

BASIC EDUCATION UNIT

This learning plan is designed for you to:

Selecting the Topic

First, let us take a look at the basic type of sources

1. General( articles, monographs, books and othe documents)

Writing a Research Title

After narrowing down your topic or problem of choice,

Set a 10-12 word limit for titles.

The Introduction of the Research Study

1. Nature and Backgound of the Study

Nature and Background of the Study

The reader should be able to understand your topic and its

Are there any theories, concepts, terms, and ideas that

Why do you need to have enough background information?...

…EXTEND YOUR KNOWLEDGE

Statement of the Problem/ Research Problems

2. What is the degree of relationship between rewards and test scores?