NORTHERN ZAMBALES COLLEGE, INC.

Inhobol, Masinloc, Zambales

Basic Education Department

SENIOR HIGH SCHOOL

GRADE 11
 What I Need to Know?

This module is designed and written with you in mind. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the course.
After going through this module, you are expected to:
1. Design a research project related in daily life;
2. Write a research title;
3. Provide a justifications/reasons for conducting a research;
4. States a research question;
5. Indicate scope and delimitation of research;
6. Cite benefits and beneficiaries of research;
7. Present written statement of the problem.
This module was designed to provide you with this fun and meaningful opportunities for guided and
independent learning at your own pace and time. You know will be enabled to process the contents of learning
resource while being an active learner.
This module has the following parts:
What I Need to Know? This will give you an idea of the skills or competencies you are expected to
learn in the module.
What I Know? This part includes an activity that aims to check what you are already know
about the lesson to take.
What’s In? This brief drill or review to help you link the current lesson with the
previous one.
What’s New? In this portion, the new lesson will be introduced to you in various ways
such a story, a song, a poem, a problem opener, an activity or a situation.
What is It? This section provides a brief discussion of the lesson. This aims to help you
discover and understand new concepts and skills.
What’s More? This comprises activities for independent practice to solidity your
understanding and skills of the topic. You may check the answers to the
exercises using the Answer Key at the end of the module.
What I Have Learned? This includes questions or blank sentence/paragraph to be filed in to
process what you learned from the lesson.
What I Can Do? This section provides an activity which will help you transfer your new
knowledge or skill into a real life situations or concerns.
Assessment This is a task which aims to evaluate your level of mastery in achieving the
learning competency.
Additional Activities In this portion, another activity will be given to you to enrich your
knowledge or skill of the lesson learned. This is also tends retention of
learned concepts.
Answer Key This contains answer to all activities in the module.
At the end of the module, you will find:
References This is a list of all sources used in developing this module.

2
The following are some reminders in using this module:
1. Use this module with care. Do not put any necessary mark/s on any part of the module. Use a separate sheet
of paper in answering the exercises/ activities.
2. Don’t forget to answer What I Know before moving on the other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answer.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your facilitator once you are through it.
If you encounter any difficulty in answering the tasks in the module, do not hesitate to consult your
teacher/facilitator.
We hope that through this material, you will experience meaningful learning and gain deep understanding of the
relevant competencies. You can do it!

What I Know?

Activity 1: Jumbled Letter

Direction: Read the following statements. Rearrange the jumbled letters given on each item to get the correct
answer. Write it in the separate sheet.
A. A qualitative research problem is commonly asked using the following question words
1. (tahw)
2. (yhw)
3. (woh)
B. The following are the distinct forms in writing two different types of problem:
4. (cdealartiev)
5. (niteroragtvei)
C. Two several ways to obtain the main objective of qualitative research.
6. (yticificeps)
7. (ytilibisaef)
D. There are two types of problems in research. These are:
8. (lraenge)
9. (icpesfci)
E. It serves as the show window of the entire research paper as it is frequently read the first.
10. (eltit)

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 What’s In?

Activity 2: Matching Type

Direction: Match the Column A to the correct answer in Column B.
Column A Column B
1. This qualitative research approach explores the A. Case study
world of the participants by gaining thoughts, insights,
and perceptions to a particular phenomenon.
2. This qualitative research approach aims to generate B. Grounded theory
a theory from the data which are analyzed and
interpreted inductively.
3. This qualitative research approach presents a C. Narrative research
detailed analysis of a specific case.
4. An approach to qualitative research is basically D. Phenomenology
derived from anthropology.
5. This is a qualitative research that narrates the life E. Ethnography
experiences of an individual told the researcher or
from available document or material.

Activity 3: Identification
Direction: Read the following statements below. Write SQR if the statement is the strength of qualitative
research and WQR if the statement is weakness of the qualitative research.
_____1. Alllows the participants of the study to understand and interpret how and why a phenomenon exists .
_____2. Provides understanding and thick description of a case or phenomenon from an individual’s experience
and viewpoint.
_____3. Enables the researcher to be responsive or adaptive to whatever changes that may occur during the
conduct of study.
_____4. Usually produces results that are influenced by the researcher’s values such as beliefs, perceptions, and
other biases.
_____5. Often requires thorough analysis of data that is usually time-consuming.

What is It?

Range of Research Topics in the Area of Inquiry

Research topics for qualitative investigation range from simple to complex phenomenon or case that
need to be explored or described. Health sciences, education, social sciences, and other allied fields are
usually the topic areas for a qualitative inquiry.
The selection of research topics depends on the researcher’s interest which usually goes hand in hand
with confidence. Presumably, the researcher has acquired adequate working knowledge, if not, experience in
conducting a qualitative research. In fact, the neophyte qualitative researchers are always advised to seek
support and technical insights from a research teacher. Over and above, the researcher should acquire deep
understanding of the research rigors required of a qualitative study. Some excellent sources of research topics

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are reading materials, personal interest, professors, colleagues or friends, conferences, seminars (Wa-Mbaleka,
2014).
Qualitative research topics are multi-faceted. One aspect that may be explored is the perceptions of an
individuals of a certain phenomenon or case. In school, for instance, a qualitative researcher may investigate
and describe the varying perceptions or views of teachers and students on cross-dressing among themselves.
Likewise, an Ethics teacher can do a qualitative inquiry on the teachers and students’ view of tattooing. As
stated, observation and in-depth interview should be carried out to understand the phenomenon in question and
obtain qualitative data than numeric and predictive information.
Rationale of the Study
Research justification is considered as the initial step in writing a research paper. This step involves the
skill on how the researcher will provide the readers with critical background or contextual information that
introduces the research topic. Moreover, it needs to indicate the reasons why the proposed research actually
matters. In doing so, the researcher must be able to get the audience's attention right from the introduction.

Value of Qualitative Research in the Area of Interest

In several instances, researches that use a qualitative method alongside with a quantitative approach
usually work well as there are phenomena or cases in the world that cannot be best explained in great detail by
using one method. Often times, we need to use both approaches which is called mixed methods of research.
However, a pure qualitative research yields certain advantages as does quantitative research. Qualitative
research can describe and illuminate slightly-defined issues in greater depth, providing thick explanation of the
natural setting where certain behavior takes place. Here the objective is to construct a clear narrative of the
research problem being investigated. A quantitative research can cover this but only the superficial part of the
entire problem as it is usually yields numeric and predictive information
The Specificity and Feasibility of the Problem
There are the several ways to obtain the main objective of qualitative research. Given the complexity of
the research task, the researcher ought to consider certain research prerequisites. Two important considerations
are specificity and feasibility of the research topic being studied.

SPECIFICITY
 In qualitative research, specificity is usually referred to as determining the research approach to use in
the conduct of the study. Given the research objectives, the researcher must first determine the most
appropriate qualitative research method to use. Having decided on the specific qualitative approach
means understanding and determining the best method which usually requires logical and careful
thinking.
FEASIBILITY
 One of the crucial considerations in preparing a qualitative research plan is feasibility of the research
method. Apart from giving due consideration of the time requirement for conducting a qualitative
investigation, the researcher is also warned to determine the capability of the research method to
accomplish the research objectives. Some students who choose to use qualitative research approach
oftentimes fail after the thesis defense because they fail to ensure the viability and utility of the selected
research method.

FORMULATING THE PROBLEM STATEMENT

In starting with a research project, the researcher must have a clear problem in mind. Basically, a
research problem refers to a statement that promptly suggests for conducting an investigation. Usually, a
qualitative research is phrased as a mere question and never a hypothesis. It intends to explore, if not, describe a
case, event or phenomenon and find an answer. A problem statement is either formulated in declarative

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statement or interrogative statement. But most researchers prefer to use the latter; again it all depends on the
standards that have been prescribed in the school or journal where the paper will be published.
Below are some characteristics of qualitative research question.
1. The research question considers the “W” such as What, Why and “H” or How questions.
2. It is neither too narrow nor too broad.
3. It captures the richness as well as the complexity of certain behaviors to investigate.
4. It communicates or reflects the importance of the inquiry as it is usually formulated more specific than a
research problem or topic.
Below are some guidelines in formulating research problems:
1. The general problem provides the overall picture and direction of the research. This is usually stated in
narrative form.
The general problem should clearly state the main task/s of the researcher. The general problem
should present the major variable/s related to the phenomenon to be investigated. The general problem should
identify the participants of the study. The general problem should state the research setting as well as the
time period of the study.
2. The specific problems give the details of the research. These are generated from the general problem.
3. A set of specific problems are needed to be formulated. These problems are usually stated in question form.
4. Reading a lot of research articles in journals, books, magazines, and other reading materials can help you
formulate good research problems.
For Example:
General Problem: This study aims to explore the students’ images and views on chemistry. The study was
conducted S-CHM 11 (General Chemistry 1) taken during the first semester, S.Y. 2008-2009.
Specific Problems:
1. What are the students’ images on chemistry based on their drawings?
2. What are students’ views on chemistry?
3. What learning theories are embedded on these images?
In the example, the research wanted to determine the images and views of students on chemistry. The
general problem gives the overview of the research. (Main Task, Major Variables, Setting, Participants)
This provides the direction and overall picture of what the researcher aims to achieve. Moreover, to
concretize the general problem, a set of specific problems needs to be formulated.
HOW TO WRITE A RESEARCH TITLE
The research title usually serves as the show window of the entire research paper as it is frequently read
the first. It is generally crafted in a way that the intended readers gain an idea of the scientific inquiry. Being the
final task after the research is completed, crafting the research title takes time as it is based on the guidelines or
protocol prescribed by the publisher in the case of journal publication and organizers in the case of research
conference.
The following guidelines are commonly used in writing a qualitative research title:
1. The title is reflective of the main objective or the salient findings of the study.
2. It lends international character especially when the paper is intended for international journal publication.
3. It indicates the subject of the study as well as its scope.
4. It stimulates the interest of the readers.
5. It utilizes the current taxonomy (or word choice) from the field of study.

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6. It ignores redundant phrases or wasteful words such as, “An investigation of”, “An analysis of”, “A study
on”, or similar constructions.
7. It may be crafted in declarative or interrogative statement.
8. It is written out with the letter of the first word capitalized, including that of the first word of a subtitle. All
content words (nouns, verbs, adjectives, and adverbs) that come in between the first word and last word of the
title are also capitalized.
9. The title can be crafted creatively.
10. It is written creatively satisfying the typical function – to explore and/or explain a world phenomenon, of a
qualitative research.
In some instances, a subtitle is used along with the main title. It functions in the following ways:
1. It provides explication or explanation.
Example: The Joy of Social Work Administration: Human Service Administrators’ Positive Perceptions of
Their Work. [Hoefer, Larry D. & Richard D. Journal of Social Work Education. (2016): 178-185]
2. It enhances main title (oftentimes in direct quote) which is literary, if not, imaginative.
Example: Design and Development of Electric Motor Controller Trainer: An Instructional Device. [ Bajet,
Manuel A., Jr. Rogelio C. Hidalgo, & Nelson A. Bajet. JPAIR Multidiciplinary Research. (March 2015):55-68].
3. It contextualizes the research.
Example: Student Retention in Higher Education in Turkey. [Aypay, Ahmet, Osman Cekic, & Adnan Boyaci.
Journal of College Student Retentiion: Research, Theory & Practice. (2013): 91-116].
4. It describes the temporal or progressive scope of the study.
Example: The Year-Two Decline: Exploring the Incremental Experiences of a 1:1 Technology Initiative.
[Swallow, Meredith. Journal of Research on Technologyin Education. (2015): 122-137].
5. It reflects or identifies the research method or approach used.
Example: Finding the Groove: A grounded Theory Study on Leading Others to a Productive Path [Williams,
Roshann Reed. ProQuest LLC. (2011)].

Other Example:
Student’s Images and Views of Chemistry: It’s Implication to Education.
Let’s use again our previous example. The general problem is stated as: The study aims to explore the
students’ images and views on chemistry. The last specific research problem looks into the learning
theories out of these images. These variables should be reflected in your research title.

SIGNIFICANCE OF THE STUDY

The significance of the study is an essential part of the research. This section narrates the benefits of the
results of study to groups of people.
Guidelines in writing the significance of the study
1. The results of your study should be benefit certain groups of people.
2. Write the significance of the study in paragraph form.
3. Limit the number of paragraphs depending on the number of beneficiaries of your study.

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 The outcomes of this study are the students’ images and general views of the students toward
chemistry which can serve as a diagnostic tool before instruction begins and may also serve as an assessment
tool after a topic has been discussed to facilitate the learning process in the classroom.
The students’ images on chemistry described in their drawings and their views’ general profile are
educational value because insights into the students’ images will direct teachers to think of appropriate
teaching strategies to effectively address the students’ problem in understanding specific concepts.
Lastly, curriculum developers, researchers, and classroom teachers could be also creatively develop
appropriate methods of discussing a particular concept among students to demonstrate or acquire a deep and
holistic approach in managing their learning process in chemistry.
Source: Avilla, R. (2009). Students’ images and views of chemistry: Its implication to student achievement.
Master’s Thesis. Philippine Normal University, Manila

Based on the example above, the results of the research will be beneficial to certain groups of people
such as the curriculum developers, researchers, and most importantly, to the teachers. This is how you
state the significance of your study.
SCOPE AND DELIMITATION OF THE STUDY
This describes the scope of your research and some limitations such as the time allotment, limited
instruments, and your sample size.
Guidelines in Writing Scope and Delimitation
1. Use only two to three paragraphs.
2. Write only the range of topics being studied.
3. You may include the time frame, sample size, and the limitation of the methods to be employed.

The study is focused and limited only on the students’ images about chemistry depicted on their
drawings and further validated based on their responses on the open-ended question, while the student’
profiles on their views on chemistry and learning chemistry were categorized based on the survey
instrument.
The research instruments were only administered once and no achievement tests were given to the
respondents. The achievement in chemistry of the respondents based on the final grade in S-CHM 11
(General Chemistry 1) taken during the first semester, S.Y. 2008-2009
Only four groups of students were used as respondents of the study. They were all second year
college students taking up Bachelor of Secondary Education majors in Biology, Chemistry, General
Science, and Physics.
Source: Avilla, R. (2009). Students’ images and views of chemistry: Its implication to student achievement.
Master’s Thesis. Philippine Normal University, Manila

As you can see in the above example, what you can write in the scope and delimitation of the study
section of your research may include range of topics of your research, limitations of your methods, time
frame of the study, and your sample size. This is an important part of your research because this will
define the range of the research.

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 What’s More?

Activity 4: Statement of the Problem

Direction: Think of the qualitative research topic that you observe in your community. Based on your chosen
research topic, formulate the general and specific problems.

Qualitative Research Topic:

Justification:

Statement of the Problem

General Problem:
1.
Specific Problem:
1.
2.
3.
4.
5.

What I Have Learned?

Summary:
Research topics for qualitative investigation range from simple to complex phenomenon or case that
need to be explored or described. Health sciences, education, social sciences, and other allied fields are
usually the topic areas for a qualitative inquiry.
Research justification is step involves the skill on how the researcher will provide the readers with
critical background or contextual information that introduces the research topic.
The research problem refers to a statement that promptly suggests for conducting an investigation.
The research title usually serves as the show window of the entire research paper as it is frequently read
the first. It is generally crafted in a way that the intended readers gain an idea of the scientific inquiry.
The significance of the study is an essential part of the research. This section narrates the benefits of the
results of study to groups of people.
The scope and delimitation describes the scope of your research and some limitations such as the time
allotment, limited instruments, and your sample size.

9
 What I Can Do?

Activity 5
Direction: From the previous activity, write your research title, significance of the study, and scope and
delimitation based on the written guidelines.

Research Title

Significance of the Study

Scope and Delimitation

Assessment

Activity 6: Enumeration
Direction: Enumerate the following being ask.
A. Guidelines in writing the following:
1. Formulating the Research Problem
2. Formulating the Research Title
3. Significance of the Study
4. Scope and Delimitation

Activity 7: Essay
Direction: Explain your answers briefly.
1. What is the significance of the research problem in the entire research process?
2. Why is it important to develop good research problems?

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ANSWER KEY

5. C 5. WQR

4. E 4. WQR

3. A 3. SQR

2. B 2. SQR

1. D 1. SQR

MATCHING TYPE IDENTIFICATION

10. title 5. interrogative

9. specific 4. declarative
8. general 3. how
7. feasibility 2. why
6. specificity 1. what
JUMBLED LETTERS

Refererence/s
Amorado, R. et.al., (2017). Qualitative Research A Practical Approach for Senior High School. Mutya
Publishing House, Inc.
Avilla, R. (2016). DIWA Senior High School Series: Practical Research 1. Diwa Learning Systems Inc.

Acknowledgement
ERISH JHOY M. MEDIDA
Writer

11
NORTHERN ZAMBALES COLLEGE, INC.
Inhobol, Masinloc, Zambales
Basic Education Department

SENIOR HIGH SCHOOL

GRADE 11
 What I Need to Know?

This module is designed and written with you in mind. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the course.
After going through this module, you are expected to:
1. Select relevant literature;
2. Cite related literature using standard style;
3. Synthesize information from relevant literature;
4. Write coherent review of literature;
5. Follows ethical standards in writing related literature;
6. Present written review of literature.
This module was designed to provide you with this fun and meaningful opportunities for guided and
independent learning at your own pace and time. You know will be enabled to process the contents of learning
resource while being an active learner.
This module has the following parts:
What I Need to Know? This will give you an idea of the skills or competencies you are expected to
learn in the module.
What I Know? This part includes an activity that aims to check what you are already know
about the lesson to take.
What’s In? This brief drill or review to help you link the current lesson with the
previous one.
What’s New? In this portion, the new lesson will be introduced to you in various ways
such a story, a song, a poem, a problem opener, an activity or a situation.
What is It? This section provides a brief discussion of the lesson. This aims to help you
discover and understand new concepts and skills.
What’s More? This comprises activities for independent practice to solidity your
understanding and skills of the topic. You may check the answers to the
exercises using the Answer Key at the end of the module.
What I Have Learned? This includes questions or blank sentence/paragraph to be filed in to
process what you learned from the lesson.
What I Can Do? This section provides an activity which will help you transfer your new
knowledge or skill into a real life situations or concerns.
Assessment This is a task which aims to evaluate your level of mastery in achieving the
learning competency.
Additional Activities In this portion, another activity will be given to you to enrich your
knowledge or skill of the lesson learned. This is also tends retention of
learned concepts.
Answer Key This contains answer to all activities in the module.
At the end of the module, you will find:
References This is a list of all sources used in developing this module.

The following are some reminders in using this module: